1563 ^ 
 LQ9A$ 
 
 (907 ::
 
 jHrnnam 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 GIFT OF 
 
 Kate Gordon Moore
 
 LOS ANGELES PUBLIC 
 SCHOOLS COURSE OF 
 STUDY AND MANUAL 
 FOR THE ELEMENTARY 
 DEPARTMENT : : 1907-1908
 
 COURSE of STUDY 
 
 and 
 
 MANUAL 
 
 LOS ANGELES PUBLIC SCHOOLS 
 
 1907-1908 
 ELEMENTARY DEPARTMENT 
 
 1907 
 
 Secnocra.\( Press 
 
 I,os Anc:eles
 
 EdneatfMi 
 Librae 
 
 ■■• '7 
 
 INTRODUCTION 
 
 The Course of Study wliicli follows seeks to embody the best 
 advice which both theory and practice have to offer. Teachers, 
 principals, parents, the work of other school systems, and the 
 best discussions of educational methods available have been 
 consulted in arranging it. It is not olfered as a perfect phm 
 of school work, but it is, we believe, a step in the 
 right direction. An eflort has been made to cut away^ 
 the useless parts, and to make the Course of Study 
 thoroughly practical throughout. Several of the routine and 
 traditional parts of arithmetic have been eliminated entirely, 
 but more attention is given the essentials of that important 
 subject than heretofore. .The work in reading is outlined with a 
 view of teaching pupils not merely how to reail, but to read. 
 The lists for home reading are an important part of it. More 
 adequate provision is made for spelling than in the past. The 
 work in writing is given both more time and more attention. 
 English is given a large place in the course and grammar the 
 small one it deserves. The most important modifications have 
 been made in the knowledge subjects, such as history, geography, 
 literature, and nature study. The common schools should provide 
 each child not only with the form, but also, as far as pos- 
 sible, with the content, of knowledge. These important studies 
 are rightfully entitled to a larger measure of attention than the 
 older education gave them. \\'itli the conviction that instruc- 
 tion in morality is the most important part of school work, we 
 have introduced a cumse in the fundamental virtties. to tlie 
 end that no child may go fcn'th from the schools without 
 having had the lessons of lionest\, n|iiightness and honor im- 
 pressed upon him. And. being persuaded that all these things 
 are of no avail unless the mind be habituated and trained to 
 keep its body strong, wc* have made provision for daily 
 lessons in the proper methods of walking, sitting, standing 
 and breathing, that the schools may not fail to do their work 
 of ministering to the health of the children in tlieni. We snb- 
 
 HHlB.^il
 
 mil this Course of Study, tliiit it iiiii>' he cjiict^ully Iricd, and, 
 wlicrcvrr wantiiif,', iniprovi'd hy the wise experimenting of tlieni 
 that use it. We i)aiiieulaily re<|iiest the teachers in the ele- 
 mentary seiiools to read the course as a whole in order to fa- 
 miliarize ihernselves with its spirit and purpose, before taking 
 u|) their own individual woiU. "iMlucation," says .lohn Ruskin, 
 "is to make people not only do the right things but enjoy the 
 right things, not merely industrious V)iit to love industry, not 
 merely learned but to love learning, not merely pure but to love 
 ])urity. not merely just but to hunger and thirst after justice." 
 'Ihe Course of Study is only a means to this nol)Ie end and 
 peihaps not even the eliiet' means, but it should in no respect 
 fail to do its part. 
 
 K. C. MOOKE. Superintendent.
 
 THE SCHEDULE OF THE WEEKLY 
 TIME ALLOTMENT 
 
 SUBJECTS 
 
 Reading and Literature . . 
 Lang'ge, Comp. , Grammar 
 
 Penmanship 
 
 Spelling 
 
 Morals and Manners 
 
 History 
 
 Geography 
 
 Arithmetic 
 
 Nature Study and Phy'ol'gy 
 
 Physical Training 
 
 Manual Training 
 
 Music 
 
 Drawing 
 
 Intei-missions 
 
 Total Assignment per Wk. 
 
 Minutes unassigned 
 
 Minutes for School use. . . 
 
 400 300 
 
 100 150 
 
 75 75 
 
 60S 60 
 
 30i 30 
 
 60 
 
 III 
 
 !60 
 45; 45 
 50| 50 
 90; 90 
 75 75 
 60 60 
 125 75 
 
 1110 1130 
 90 70 
 
 1200 1200 
 
 240 
 
 200 
 
 100 
 
 60 
 
 30 
 
 60 
 
 260 
 30 
 50 
 90 
 75 
 60 
 75 
 1270 
 
 IV 
 
 VI 
 
 240 
 
 200 
 
 100 
 
 75 
 
 30 
 
 60 
 
 100 
 
 220 
 
 30 
 
 50 
 
 90 
 
 75 
 
 60 
 
 75 
 
 1405 
 
 80 95 
 
 13501500 
 
 200' 200 
 
 200 200 
 
 100 45 
 
 75 75 
 
 30 30 
 
 75 120 
 
 170 180 
 
 200 200 
 
 30 30 
 
 50' 50 
 
 90| 90 
 
 75: 75 
 
 60 60 
 
 75 75 
 
 1430 1430 
 
 70. 70 
 
 150011500 
 
 VII VIII 
 
 1801 180 
 
 160 160 
 
 45 30 
 
 60| 60 
 
 30 30 
 
 I8O' 180 
 
 180 150 
 
 180 180 
 
 30 60 1001.. 
 
 50 50 
 
 90 
 75 
 60 
 
 75 75 
 14251420 
 
 75 80 
 150011500 
 
 GENERAL SUGGESTIONS: For school use each week, there 
 aiv IJOd iniimtcs in cacli ot' tiii' 1st and 'ind grades, 1350 minutes 
 ill tlic .Sid. and l.")(M) luiiiutcs in cacii of the remaining gi'ades. 
 Tlie suf,'<i('st('(l allotnuMit k-avcs a margin of reserve time in each 
 of the grades which the teacher .should bring to l)ear on the weak 
 places of lier work, 'i'he e.xigencies of school-room work will 
 necessitate a shift in emphasis from time to time but it is thought 
 that with an appro.ximaticm to the foregoing schedule all the 
 work outlined in the course, after it gets to working smoothly, 
 can i>e covered nicely. Later in the term it may seem advisable 
 to alter this schedule somewhat. The schedule and the sug{?es- 
 tions which follow |)resume that two classes are seated in each 
 riKiiii. ^\'llere there is but one grade in a room llie teacher will 
 fin<l it advisable to do much individual work with her pupils.
 
 OPENING EXERCISES: No set time lias been allowed in this 
 sihcdulc for "opfiiiii"; cxcicises," for we feel that the time is 
 all too frequently wasted. Unless the teaiher is determined 
 to make it count for something and is willing to make special 
 preparation for it wc think it better for her to forego any ex- 
 ercises and begin on tlie regular work of the day. If, howevei;, 
 the teacher feels that she can use ten minutes of the time profit- 
 ably she will find that it can bo taken without interfering with 
 the preceding time apportionniciit. 
 
 PENMANSHIP: Where there are two classes in the room 
 they should be combined during the writing period except, per- 
 haps, in the primary grades. In the lower primary grades the 
 writing period should be very short to avoid fatigue. In grades 
 '3, 4, and 5 a 20-minute period daily should be given, in the 6th 
 and 7th grades three 15-minute periods are allowed for, while 
 in grade 8 the teacher should give either two 15-minute pe- 
 riods per week or one of 30 minutes. 
 
 DRAWING: Where there are two classes in the room com- 
 bine for this work. Because of the time required to get the 
 materials ready for use it is best to break the weekly time 
 allotment into not more than three periods. Some of the 
 teachers have only two periods while others, again, prefer taking 
 but one period and increasing the time proportionately. 
 
 MUSIC: The classes should be combined for their music 
 work. Give either three 25-minute periods or two 3.5-minute pe- 
 riods. 
 
 ARITHMETIC: Tlie time allotment is such that 10 minutes 
 a da}' can be given to drill on the processes in the 7th and 8th 
 grades and 15 minutes in the remaining grades (classes com- 
 bined). In addition, three 20-minute periods per w^eek can be 
 given to "applications" throughout (classes separate) except 
 for the 4th grade, which admits of three 2o-minute periods or 
 four of 20 minutes each. 
 
 In the drill work if the two classes combined are found to 
 be unwieldy the room can be handled in two sections by requiring 
 one section to do written drill work while the other section is 
 taken for the oral work or work at the blackboard. In the work 
 on "applications"' some teachers get .satisfactory results by tak- 
 ing the room by rows, one row at a time. While the teacher 
 is working with a giveu row the remaining ones are busy mak- 
 ing preparation on the assigned work. This time allotment 
 is quite sufticient for the essentials of arithmetic if the work be 
 quick, snappy, and well thought out.
 
 GEOGRAPHY: During the fall term it would l.e well to 
 give 15 or 20 minutes a day (classes together) to the formal part 
 of geography (locations and map inferences). As soon as the 
 suggestions on the treatment of the content units are issued 
 (about January 1, 1908) the time on this work can be lessened 
 materially, as it will then be well in hand, and two or three 25- 
 minute periods taken for the cultural phases of the subject. 
 
 SPELLING: Five 15-minute periods should be given to 
 this work in the 4th, 5th, and 6th grades and four in the 7th 
 and 8tli grades. Time can be economized by dictating to both 
 classes dvu'ing the period. 
 
 HISTORY: Three yO-minutc periods or four of 20 minutes 
 each can be given in the 7th and 8tli grades (classes separate). 
 In the 6th grade, and in the 8th grade civics, a portion of the 
 time for history can be taken from that allotted to Reading 
 and Literature. 
 
 READING AND LITERATURE: The allotment provides 
 for three 30-minute, or four 20-minute periods in the 7th and 
 8th grades; for four 25-minute periods in the 5th and 6th grades; 
 and for four 30-minute periods in the 3rd and 4th grades 
 (classes separate). Frequently, too, this work can be made 
 to combine well with history and geography, thus securing a 
 greater iiicasiii'e of time for one or the other as need indicates. 
 
 LANGUAGE: Four 20-minute periods should be given to 
 this ill the Ttli and Sth grades; and either four 25-minute periods 
 or live 20-minute periods in the 3rd, 4th, 5th, and 6th grades. 
 Ordinarily the classes should be taken separately for this work, 
 though for written work and for some phases of drill work they 
 can be combined with a consideralile saving of time. 
 
 PHYSICAL TRAINING: The time alloted calls for two 
 5-niinute periods each day for physical excercises. We would sug- 
 gest that another peiiod of 5 minutes be taken from other work, 
 in addition.
 
 THE COURSE FOR THE 
 KINDERGARTENS 
 
 Time: one and one-half years. Ages four and one-half to 
 
 six years. 
 
 ■"In childish play deep meaning lies." 
 
 A broad outline cannot fully represent the work of the kin- 
 dergarten. The general scheme adopted is here shown, upon 
 which more detailed outline is based, furnished by the Super- 
 visor. Upon this, in turn, the kindergartners build their pro- 
 gi-ams as best suited to the needs of each individual kindergarten 
 and submit the same to the Supervisor at tne beginning of 
 each month. 
 
 CENTRAL THOUGHT FOR THE YEAR: 
 
 The Family: In its varied relationships to nature, to 
 man and to God. 
 
 SPIRITUAL THOUGHT FOR THE YEAR: 
 
 Fatherhood of God, Brotherhood of Man: Begin with the 
 study of the relationships of the human family, 
 broadening, as the year advances, into a considera- 
 tion of the varied forms of family life represented 
 in nature. The interdependence of man. Dependence 
 upon God. 
 
 FAMILY LIFE: 
 
 Central Thought: Family life of the child. Connection 
 of home and kindergarten. The harvest. Thanks- 
 giving. 
 
 Spiritual Thought: Xot death but transition.
 
 Development: I'rovision wliich man makes for liis 
 family (clothing and food). Man's harvest sea- 
 son. Preparation which trees, plants and animals 
 make for winter. Mother Nature's helpers: sun. 
 rain, wind, etc. Falling leaves, seed and nut gather- 
 ing. Trees, their uses. The woodman, carpenter, 
 etc. Culminating in the Tiianksgiv ing idea — grati- 
 tude to God. 
 
 SOCIAL RELATIONSHIPS: 
 
 Central Thought: Christmas thought. The spirit of lov- 
 ing and giving in the family circle, widening into a 
 sense of responsibility for others. Xobility of la1>or. 
 Patriotism. Washington's Birthday. 
 
 Spiritual Thought: "Love is the fulfilling of the law.'" 
 
 Development: Study of light, natural and artificial, lead- 
 ing to the "Star of the East." Power of natural 
 forces, clouds, wind, rain. dew. Trades and trade 
 life, leading to the idea of .state relationship and 
 independence. 
 
 ETHICAL RELATIONSHIPS: 
 
 Central Thought: Transformation in growth. Complete 
 dependence of all life, family, civic and state, upon 
 tlie one great vivifying power. Development of 
 individual conscience. 
 
 Spiritual Thought: 'i"he knigiit as a standard of unselfish- 
 ness and courage. The Resurrection, hmimitality. 
 
 Development: (iermination and develo|tment in nature. 
 Flower, tree and bird families. Insect families. Life 
 and product of the silk worm. Fabrics, silk, woid, 
 cotton, etc. 
 
 RELATIONSHIP TO NATURE. SUMMARY: 
 
 Central Thought: liiity under variety. Fruition. Com- 
 
 l.letion. 
 
 Spiritual Thought: "lie that is greatest among you, 
 let liim be the servant of all."
 
 10 
 
 Development: ( i'lcl)i;il ion of Fiocht-I's hiitliday. Instilu- 
 tiiiniil liic ot I lie Iwiiicy !)(•<■. Siminicr (lower faini- 
 lit'S. l'rt'|)ar:it ion lor vaciitioii. Families of the sea, 
 vegetable and animal. Sliips — transportation. Chil- 
 dren's collections made in nionntains f)r at sea-shore. 
 
 PREPARATION IN KINDERGARTEN FOR FIRST GRADE: 
 
 English: J)cvel(i])ni('nl of form perception. Quick sight. 
 Memory gems. I'ccitation of finger plays, etc. 
 
 Writing and Drawing: Accuracy of touch gained through 
 use of i)eucil and brush. Sense of form, proportion 
 and direction, gained through illustrating stories, 
 blackboard drawing and all constructive work, ('olor 
 work. 
 
 Geography and History: Celebration of National holi- 
 days. Celebration of birthdays of heroes. 
 
 Nature Study — Plants and Animals: Imparted by 
 means of stories and ol)servation of the actual 
 object. Fixed by means of constructive work with 
 gifts and occu]iations. 
 
 Music: Rhythm and nuisical concept, gained through in- 
 dividual and collective singing in circle and at ta- 
 bles. Scale through devices and adaptations. 
 Special work for monotones. 
 
 Physical Exercises: Through free and directed play. 
 Manios. ^larching. Eepresentative plays, etc. 
 
 Manual Arts: (Jeneral use of gifts and occupations.
 
 THE COURSE IN PRIMARY 
 
 MANUAL TRAINING 
 
 Manual Training has been defined by the American Manual 
 Training Association as meaning: '"Any form of constructive- 
 work that serves to develop the power of the pupil through spon- 
 taneous and intelligent self-activity. Self-activity is also the key 
 note of the Kindergarten training, and as the cause of Manual 
 Training derives nuich of its impetus from the teachings of 
 Kindergarten, it is fitting that the development along such line? 
 should be chara<'tcristic, systematic and consecutive, readiing 
 in an unbroken chain from the Kindergarten up through the 
 grades, meeting the unfolding powers of the child at the very 
 threshold, and giving him something to lay actual hold npon 
 in the concrete, as an offset to purelj' abstract teaching. Dr. 
 Nicholas Murray Butler says: '"Manual Training is mental 
 training through the hand and eye, just as the study of history 
 is mental traiiiiug through the mental and other powers." 
 
 MATERIALS USED IN MANUAL TRAINING OF FIRST, SEC- 
 OND AND THIRD GRADES: 
 
 1. Slat and Paper weaving for process leading to Loom 
 
 Work and Basketry. 
 
 2. llailmann Beads— Preparing for the Paper Work by 
 
 emphasizing the point, line and surface: also color. 
 number, rhythm, and combination. 
 
 ."i. Paper Folding, Cutting, and Tearing, leading to tlefi- 
 nite construction work in ]y.\\u'v as an iiit rodu<tion 
 to Cardboard Construction. 
 
 4. Basketry Empliasiziug lii(li;iii Basketry, Ilistorii- l)e- 
 velopnuMit. form and design, calling for accuracy 
 and beauty in originating designs. 
 
 U
 
 12 
 
 Care and Use of Materials 
 
 Ah (•(■fiiiomy and tlnift arc imiH'nitivc lessons to be taught, 
 not too groiit care can l)e exercised by tbe teaclicr in preventing 
 waste. 
 
 The Raphia should always be kept securely tied at the 
 thick end, and given the children only at stated times when 
 their winders re(|uire refilling. 
 
 The Reeds or Paper Coil should always be wound into 
 rings of the re([iiired amount for work and tied twice, so that 
 they may occupy but little space in the store closet. 
 
 The Jute should be wound into small balls and l>e kept in 
 boxes. The Wicking treated the same. 
 
 The Hammock Twine should be woiuid around the loom, and 
 cut at each end, then braided into a three-strand braid for 
 use. 
 
 A few children may be asked to remain, and being given 
 charge of this work will soon have it in order. 
 
 Nf)ne of the above materials should be given a child until 
 he has provided himself with a bag 13x16 inches, in which to 
 keep it safely. 
 
 In Basketry, each child should also provide himself with 
 two heavy cardV)oard or wooden winders not smaller than 5x7 
 inches. Enough paper coil should then be given him to make 
 at least one half of a basket, with a base of 5 or 6 inches, the 
 coil softened by soaking in water for the distance of 5 inches 
 from the end. 
 
 The greatest care must be taken to prevent the loss of 
 Hailmann Beads and Ball's Weaving Needles. A wholesome 
 respect for the general school equipment must be engendered. 
 and a sense of mutual responsibility therefor insisted upon. 
 
 Assignment of Work 
 FIRST YEAR 
 
 B Class. 
 
 PAPER FOLDING, CUTTING, TEARING: 
 
 Model 1. Book representing the home. 
 
 Model II. Barn. 
 
 Model III. Hou.se. 
 
 Model IV. House Furnishings.
 
 Model V. 
 Model VI. 
 Model VI 1. 
 Model VIII. 
 Model IX. 
 Model X. 
 Model XI. 
 Model XII. 
 Model XTIl. 
 
 WEAVING: 
 
 Model 1. 
 
 Model II. 
 
 Model III. 
 
 Model 1\'. 
 
 Model \'. 
 
 13 
 
 I'in Wheel. 
 
 Kite. 
 
 ^^■all Pocket. 
 
 Envelope. 
 
 Picture Frame. 
 
 Puritan Poster. 
 Christmas Tree (Tearing). 
 Christmas Toys. 
 Christmas (lifts. 
 
 Slat W.Mvinj,'. 
 
 Paper and Slat Weaving. 
 
 Soft Paper Looms, colored by crayon. 
 
 Cartridge Paper Looms. 
 
 Book Cover, two shades of Cartridge paper. 
 
 BEAD STRINGING, Hailmann Beads. 
 
 1. Develop color. 
 
 2. Develop form. 
 
 3. Develop ])osition. 
 
 4. Develop prism. 
 
 5. Develop secondary colors from ])riiiiai"y colors. 
 
 0. Develop rliythiii, iimiilier. proportion, comliination. 
 and cohjr as indicated in ^lanuai to be submitted. 
 
 A Class. 
 
 PAPER FOLDING, CUTTING, TEARING: 
 
 Model I. Fan. 
 
 Model 11. Tent. 
 
 Model III. Cart. 
 
 Model IV. Free cutting and tearing of Fruits and 
 
 \'<>getables. 
 Model \'. Seed Boxes. 
 
 Model \ 1. S.'ed pjivelopes. 
 
 Model \11. Puritan Cradle. 
 Model \l|l. ( liiistntas (lifts. 
 Model IX. \..\v ^■eal• Poster (Cliincse). 
 Model X. Clocks. 
 
 WEAVING, Wood Loom Introduced. 
 Model I. .lute Pug. 
 
 Model II. Paphia W iii.lers. 
 
 Model III. Papliia Winding Piil ure Frame.
 
 14 
 
 Model I \'. I!.i|)liia Winding — Brush Broom Holder. 
 .Modi'l \'. i!;iplii;i Wiiidinjr — Napkin Ring. 
 
 BEAD STRINGING, Hailmann Beads. 
 
 SECOND YEAR 
 
 B Class. 
 
 PAPER FOLDING, CUTTING, TEARING: 
 
 .Model I. I'ariii ^ ard and Barn. 
 
 Modol II. Duck. 
 
 Model III. Chicken. 
 
 Model IV. Pig. 
 
 Model V. Turtle. 
 
 Model VI. Cutting and tearing of Horses, Cows, 8heep 
 
 WEAVING, Loom Work. 
 
 Model I. Jute Rug. 
 
 Model II. Sofa Pillow (Jute Square). 
 
 Model III. Hammocks (for girls). 
 
 Model IV. Wicking Marble Bags (for boys). 
 
 Model V. Eaphia Mat (if possible). 
 
 A Class. 
 
 PAPER FOLDING, CUTTING, TEARING: 
 Model I. Story of Hiawatha: 
 
 Hiawatha's Childhood. 
 Hiawatha's Sailing. 
 His Friends — His Fishing. 
 Directions to be given through outlines. 
 Model II. Flowers. 
 
 WEAVING, Basketry. 
 
 THIRD YEAR 
 
 B and A Classes. 
 
 Model 1. Mesh Bag for Baskets. 
 
 Model II. Indian Basket. 
 
 Each third grade pupil should complete one basket of 
 
 the following dimensions: 
 
 Diameter of base 6 inches. 
 
 Diameter across top SVl. inches. 
 
 Depth, 3V1> inches.
 
 THE COURSE IN READING AND 
 LITERATURE 
 
 An exiuiiiiiat ion ot' tlic liistury i>t''re;iding teadiiii^' will sliow 
 tliiit our niodfin nictiiods <litlVi- Iioni tliose of tlic past only 
 in a more liappy hlcndin^' ot llu- ideas and devices whieli ex- 
 perience has siiowu are good and that the so-called distinctive 
 features of the respective systems now in vogue are, for the most 
 part, difl'erences in emphasis rather than differences in kind. 
 Out of the controversies wliidi have been waged over the merits 
 of modern systems is coming a general agreement that there is 
 no one and only orthodox way of teaching reading. Though 
 no system lia-^ established its superiority it may be said that 
 there is a consensus as to the lieuinnings in ])rimary reading. 
 
 The teacher with insight knows tliat the children come to 
 her. not with empty heads, i)Ut with minds stored with memories 
 of varied ex])eriences. and that she must, first of all, learn 
 something of the range of their interests and ideas to the end 
 that she may get them into a responsive attitude toward her. 
 Hence the desirability of beginning with an interesting ob- 
 ject, picture, or story, and engaging the children in conversa- 
 tion about the tiling heard nr seen. \\'lien the teacher has 
 thus elicited remarks finiii the cliililren. suitable ones may be 
 written on the board and the children be told the meaning 
 of each sentence. The sentences should contain some of the 
 important words several times. Suppose a story has been told 
 of a dog. Talk about dogs could bring out something like tlie 
 following: (From <'arpeiiter. Haker. Scott, The Teaching of 
 English.) 
 
 My dog can bark. 
 My dog can bite, 
 ^ly dog eats meat. 
 My dog is blai-k.
 
 16 
 
 'i'lip Icaclicr could pditit to cacli word as slio reads tlie sen- 
 tences. (Action. ol)jcct and picture work ofl'ers other lines of 
 approadi.) 'I'lie repeated word dog would soon l)e recoj^i/ed. 
 Similar exercises, continued .several times a day, would soon 
 make the children familiar with a number of simple words, and 
 so all'ord a hasis lor the next step in instruction. 
 
 It is here that the real divergence of the different sys- 
 tems connnences. Some would begin with thie phonetic ele- 
 ments of the language and seek by means of stories and gestures 
 to establish the association between a given phonogram and the 
 sound for which it stands. Then by blending the phonograms 
 words are derived and these combined to make sentences. This 
 is the general method of procedure employed by Emma K. 
 (iordon, in "'I'lie Comprehensive Method of Teaching Reading," 
 Book I (D. C. Heath & Company). Others, and Lew A. Ball, 
 "Natural Reading" (dlinn & Company), used in many California 
 schools, is an illustration, begin by having the children recognize 
 through such means as we have already suggested a few words 
 as bat, cat, rat, and see the new word mat. From these words 
 they will learn at, and from words like my, moon, man, they 
 can get the sound of m. Then by giving the sounds m and 
 at in succession the child gets mat. The first method begins 
 with phonetic elements given by authority and by a synthetic 
 process builds new words out of these. By the second method 
 the child himself analyzes familiar words into their phonetic 
 elements, then recombines these into new words and the words 
 into sentences. The one is purely a process of synthesis, the 
 other is analytic-synthetic. 
 
 It would be well, we think, for the teacher to familiarize 
 herself with the idea of one or the other of these two methods, 
 preferably both, then work out her own metliod. However, 
 whether she does this or whether she follows out the details 
 of some method alreadj' elaborated we cannot insist too strongly 
 on the importance of carefully prepared reviews and drills, for 
 whenever a word is once learned it must be closely followed up 
 or else it is sure to be lost and a measure of the work undone 
 tliereby. It is in this point of providing a wealth of review work 
 and in giving many suggestions for variety in drill wherein lies 
 the distinctive excellence of a bulletin by Alma Patterson, 
 "A Course of Study in Primary Reading and Hand Book to the 
 State Series Primer and First Reader" (San Francisco State 
 Normal Scliool).
 
 17 
 
 'J'his work of priin:irv reading should be supplemented by 
 the use of sets of suitable readers with width every buildinj,' 
 will shortly be provided. 
 
 The teaching of reading will be greatly facilitated if teachers 
 insist upon nuuh oral reading, as well as permit young children 
 to "study" their reading lessons aloud. For this course of 
 procedure in the early primary grades, we think there is abund- 
 ant psychological reason. Observation shows that children as 
 well as ignoiant pe()[)l(' inovc tiieir li]is when rcailing. 
 as thougli tiicy \\vrv ]iriiiu)un(ing tlie wnr<ls to them- 
 selves. A iiiDMiciifs rellectioM \\ill show that such 
 persons lia\«' heard iiiuc-li mure language than they have ever 
 seen, in (■(inse(|uencc. mental images are stiggested by spoken 
 language more readily than by the relatively unfamiliar sym- 
 bols of the printed page. The natural tendency, then, of one 
 wlu) has never read mueh and who is trying to get the thought 
 back of a bit of written language, is to first express it in order 
 that the ini])rcssion may take the customary channel by way 
 of the vocal organs and the ear. Ultimately the pupil must reach 
 high facility in passing directly from the symbols on the page 
 to the ideas they suggest but in the primary^ grades children 
 should be pernntted to make the transition from the sj'mbol.s 
 to the idea through the auditory image. For this reason we 
 would recommend to the teachers of such grades the plan of 
 allowing children to study their reading lessons aloud. 
 
 Ill all dial reading, teachers should ])ay much attention to 
 clear enunciation. Indeed, this should be taught, not only in 
 the general reading lessons, but through individual work. It 
 is particularly desirable that this work be emphasized in the 
 first two years of the child's school life, for if to the three or four 
 years of his life before school three or four more are added 
 before any attemjjt is made to find out the child's particular 
 
 (lilliilllt ie>, lie will iie\er lie able ti> speak his (UVII tiPll>^Ue 
 
 as he should. The child ought to be examined individually 
 and errors noted and a systematic attempt then made to lead the 
 child to the correct jironunciation. A little time for the de- 
 velopment of the vocal organs together with patience and inge- 
 nuity will uvercoiiie most cases. 
 
 Dr. Kowe in "Phe Physical Nature of the Child" (McMillan) 
 emphasizes this matter of the necessity for training in enun- 
 ciation and suggests a li.st of words to be used in testing each 
 child. The child to be examinc«d should be taken by himself 
 and asked to proiioiinie after the teacher the following list:
 
 18 
 
 cat 
 
 run 
 
 P'K 
 
 bed 
 
 milk 
 
 hop 
 
 iiiiii|) 
 
 liave 
 
 cliiii 
 
 tliis 
 
 sliall 
 
 awl 
 
 MIIJ,' 
 
 SCO 
 
 \V;llk 
 
 tax 
 
 l»u/,z 
 
 book 
 
 IIIC 
 
 out 
 
 call 
 
 \-cs 
 
 ]ar<ic 
 
 pure 
 
 fur 
 
 eat 
 
 wliili 
 
 l..ve 
 
 funny 
 
 kite 
 
 put 
 
 tnod 
 
 IkhI 
 
 l.oy 
 
 is 
 
 fall 
 
 nil 
 
 lU'W 
 
 make 
 
 lie 
 
 grass 
 
 oil 
 
 fine 
 
 sail 
 
 i|uiik 
 
 her 
 
 warm 
 
 rope 
 
 l.itch 
 
 jilace 
 
 lilcasurc 
 
 my 
 
 tlianlv 
 
 boat 
 
 sa V 
 
 move 
 
 face 
 
 and 
 
 fun 
 
 arctic 
 
 I'.y noting; the words which are not i)ronoimced correctly 
 after a trial or so the teacher is then in a position to set 
 about intelligently teaching the child how to make the correct 
 sounds. 
 
 On the side of literature, for the objective to be held in 
 mind as well as for many valuable suggestions in presentation, 
 we would refer the teacher to the valuable chapter, "English in 
 Elementary Education," in "The Teaching of English," by Car- 
 penter, Baker, Scott (Longmans). 
 
 Tn the course which follows we give a list of poems, 
 selections and books taken from many sources and from which 
 the teacher should select whatever material her time will per- 
 mit her to present. 
 
 An extensive list of such material is suggested, not with 
 the thought that any considerable amount of it can be pre- 
 sented by teachers in their respective grades but rather to pro- 
 vide an abundance of suitable material from which they can 
 select, thus making the course flexible and suggestive rather 
 than fixed and definite. This material is arranged according to 
 grades and classified into: ll) Supplementary Reading; (2) Se- 
 lections to be Read to Pupils; (.S) Selections for Memorizing; 
 (4) Home-Reading List. 
 
 A Few Suggestions as to Each Class: 
 
 1. Supplementary Reading: These books are selected 
 with a view to supplementing the text in reading. 
 (Tiildren need more drill in reading than the reading 
 books give. Suitable material will be found in the 
 lists given for siu-h drill. 
 
 *2. Selections to be Read to Pupils: From time to time 
 during each term teachers should read to pupils se- 
 
 *Froin the San Francisco Course of Study.
 
 19 
 
 lections t'roin ^'ooil litcralnrt'. Xaturally more read- 
 ing,' will be done during the lirst two or three years 
 than during the years following, but a certain small 
 number of selections should be read to pupils during 
 each year of the elementary school course. The object 
 of this work is not to give pupils drill, but to awaken 
 appreciation. To this end the teacher should prac- 
 tice the selection before reading it to the pupils, 
 that she may place before them an example of 
 good reading — reading in wliich the pauses, articu- 
 lation, intlection. and emphasis are as perfect as 
 possible. Before reading the selection the teacher 
 should explain what it is that she is about to read, 
 and interpret the selection sulftciently to prepare the 
 way for a proper appreciation of it when it is read. 
 The time when these selections should be read i.s 
 left entirely to the discretion of the teacher. Some 
 can be read best in connection with other class work. 
 Ihe number of selections to be read each term and 
 t!ie choice of them is left largely to the teacher but 
 with the proviso that at least one selection should 
 be read each month and that only good literature 
 be chosen. 
 
 J. Selections for Memorizing: Two kinds of selections 
 should be used : ( 1 ) Complete selections in prose 
 or poetry, such as "The Rainy Day"; and (2) for 
 grades above the third, short, terse sayings convey- 
 ing some maxim or iinl)lo thought, such as: "One of 
 the illusions is that the jjresent hour is not the 
 critical, decisive hour. Write it on your heart 
 that every day i- the best day of the year." 
 — Emerson. 
 
 These two should be treated somewhat dilferently. The 
 first is for memorizing and should be learned in 
 whole or in part. In the case of long selections 
 teachers may select parts, if they think best to do so. 
 In eacli grade sonic attention should be given to 
 teacliing pupils how to nicniori/e. Too many at- 
 tempt to memorize words in the oidcr in which they 
 occur without regard to the thouglit involvcil. Sc 
 lections to be memorized should be read aloud in a 
 clear voice, with proper rhetorical i)auses. and the 
 thoughts involved should be explained by the pupils. 
 
 •From the San Francisco Course of Studv.
 
 20 
 
 I'upils sliould lie t'lirniiiii^'i'd to Mu-iiioiizc l)y s(!n- 
 teiices, inirii}inij)lis or stanzas at once. After the 
 selection lias been learned there should V)e some 
 attention to the proper delivery of it. Pu- 
 pils should be trained from the first to repeat 
 many of the selections from the platform or the 
 front of the room facing the class. Such drill will 
 have a tendency to prevent the growth of self-con- 
 sciousness. There should be distinct articulation 
 and proper emphasis and inflection. A few of the 
 (]uotations such as ''Sweet and Low," or "Landing 
 of the Pilgrims," are be.st learned as song.s. 
 With the second form of selection for memorizing, 
 the short quotation, it is not so important that there 
 be recitation or memory drill. The quotation should 
 be written on the blackboard by the teacher, giving 
 the author. Teachers are at liberty to make their 
 own selections, but the quotations used should not 
 exceed eight lines of poetry or prose and should be 
 of distinctively high order. An average of one 
 short quotation a week should be placed on the 
 blackboard. These should be copied by the pupils 
 into a blank book or on paper set apart for that pur- 
 pose, and the copying should be done as part of the 
 work in Penmanship. It is not necessary that each 
 one of these be memorized to make the desired im- 
 pression. Teachers may use discretion in the mat- 
 ter, though many of the quotations should be com- 
 mitted to memory. 
 Teachers will find additional matter in: 
 
 Stevenson, Eobt. L.. A Child's Garden of Verse. 
 Dodge, Mary Mapes, When Life is Young. 
 Field, Eugene, Love Songs of Childhood. 
 Riv. Lit. Series, No. .j!t. Verse and Prose for Be- 
 ginners. 
 
 Power, Alice Rose, Poems for Memorizing. 
 i. Home-Reading Lists: The object of such a list is 
 not to outline a prescribed course in literature which 
 pupils must follow and upon which proTnotion will 
 be based, but rather to indicate a number of good 
 books which teachers should use to awaken, on the 
 part of their pupils, an appreciation for good litera- 
 ture. Teachers are expected to use tact in reading 
 
 'From the San Francisco Course of Study.
 
 21 
 
 from these books or in having them read at home, 
 the object being to create a taste for and a habit 
 of residing good literature, and tlius direct in some 
 measure the reading wliich children naturally do. 
 This end cannot be attained by jjcrtunctorily fol- 
 lowing any list, but by putting into the work the 
 spirit which will enlist the pupil's interest and hearty 
 co-operation. The amount of work to be done is 
 left to the discretion of the pupil and teacher. Some 
 pupils, due to conditions of health, would best omit 
 the work entirely, but pupils in good physical con- 
 dition ought to be encouraged to read at least two 
 books each term. 
 During the first and second years, and also during 
 part of the third year, the selections should be read 
 and re-read to the pupils by the teacher. As pu- 
 pils acquire ability to read, some of the easier books 
 may be loaned to tlicm to take home, or they may 
 be referred to the l'ul)lic Library. In grades above 
 the third, the teachers will find it a good plan to 
 begin a story with the class, and after an interest 
 has been awakened, refer the pupils to the book for 
 the remainder of it. In all grades above the 
 second, it would be ndvisablc to keep on the black- 
 board the titles with library numbers of a few of 
 the better books selected from the lists, and call 
 the attention of ])upils to them. Pupils have not 
 the judgment to know what is best, and it is the 
 duty of the teacher to guide them in their selections. 
 To be able to do this intelligently teachers should 
 familiarize them.selves with the books .suitable for 
 children of their grade. For other suitable material 
 see the Course in Ilistorx. 
 
 Assignment of Work 
 FIRST YEAR 
 
 READING: 
 
 B Class. 
 
 State Scries, rrimcr. Limits, p. 1 ti: 
 licatli, I'riiinr. Limits. |). I liO.
 
 22 
 
 Give oral lessons, using chart and blackboard. Combine 
 word, phonic, and sentence methods, but do not make 
 phonics prominent during the first _five weeks. Have 
 children write words on ruled paper as soon as they 
 are able. Endeavor from the first to impress chil- 
 dren with the idea that words mean something. 
 
 A Class. 
 State Series, Primer. Limits, p. 62-end. 
 -Heath, Primer. Limits, p. 60-end. 
 State -Series, First -Reader. Limits, p. 1-58. 
 Heath, First Reader. Limits, p. 1-50. 
 
 Give frequent drills in elemejitary sounds. Pupils should 
 be able to pronounce words at the head of lessons 
 and in lessons before attempting to study or read. 
 Have pupils make short and simple sentences con- 
 taining the words in their lessons. See that they 
 read the script as well as the print. Review fre- 
 quently and have each lesson well read before pass- 
 ing it. Have one or more pupils read the entire les- 
 son at each recitation, sometimes coming forward 
 and facing the class. Give special attention to artic- 
 ulation, pronunciation and sound of the letters. 
 
 LITERATURE: 
 
 1. Supplementary Reading: (See Manual, p. 18. j 
 
 The Werner Primer. 
 
 Badlam's First Reader. 
 
 Appleton's First Reader. 
 
 Beckwith's In Mythland. 
 
 Smyth's Old Time Stories. 
 
 Badlam's Stories of Child Life. Books I and 2. 
 
 Davis, Nature Stories. 
 
 The New Century, First Reader. 
 
 Lights to Literature, Book 1. 
 
 Baldwin's First Reader. 
 
 Graded literature. Book 1. 
 
 2. Selections to be Read to Pupils: (See Manual, p. 18.) 
 
 Child's Dream of a Star Dickens. 
 
 Who Stole the Bird's Xest ? L. Maria Child. 
 
 Over in the Meadow 0. A. Wadsworth. 
 
 Mountain and the Squirrel Emerson. 
 
 Visit from St. Nicholas il<.oro.
 
 23 
 
 Rover in Cluirdi. 
 
 One, Two, Three Henry C. Bunner. 
 
 Fitter, Patter. 
 
 All Things Beautiful Mrs. Alexander. 
 
 Seeing Things at Night Eugene Field. 
 
 Classic Stories for Cliildrt'n Lida McMurry. 
 
 The Wind Party Dorothy Brooks. 
 
 Hiawatha's Childhood. 
 The Pilgrims. 
 
 Gretehen and the Wooden Shoe E. Harrison. 
 
 '•Christmastide" E. Harrison. 
 
 The Discontented Pine Tree. 
 The Little Fir Tree. 
 The Ugly Duckling. 
 The Mother. 
 
 Little Kitty E. Prentiss. 
 
 How the Violet Came Anon. 
 
 What Does Little Birdie Say ? Tennyson. 
 
 Lady Moon Lord Houghton. 
 
 Thistledown E. Buckham. 
 
 Christmas Song E. Field. 
 
 Wynken, Blynken and Nod E. Field. 
 
 Story of the Knight and Barbara Jordan. 
 
 Selections for Memorizing: (Set- Manual, p. 10.) 
 
 Sweet and Low Tcniiyson. 
 
 The Owl and the Pussy Cat Edmund Lear. 
 
 The Cloud rnknown. 
 
 Little by Little Unknown. 
 
 Children Longfellow. 
 
 Sleep, Baby, Sleep From the Cerman. 
 
 Booh Field 
 
 The Baby (ieo. McDonald. 
 
 My Shadow Stevenson. 
 
 Three Little Bugs in a Basket Alice Cary. 
 
 The Swing Sicvimishm. 
 
 The Child World lin.wne. 
 
 The Wind Ros.setti. 
 
 Can a Little Child Dodge. 
 
 We Thank Thee Emerson. 
 
 Christmas Song Field. 
 
 Homc-Keading List: (See ^Manual, p. 20.) 
 
 The Fir Tree 11. ( '. Andersen. 
 
 The I.ittle M:it<h Cirl 11. ('. .\n.iersrii.
 
 24 
 
 I'cii I'.lossoiii^ H. C. Andersen. 
 
 Khynics and .Mnfiles M. M. Dodge. 
 
 When Life is Young M. M. Dodge. 
 
 Wixgnor Story-Book W. H. Frost. 
 
 Three Bears S. B. Gould. 
 
 The Bremen Town Musicians Orimm. 
 
 Cat Stories H. M. F. .Jackson. 
 
 Letters From a Cat 11. M. F. .Jackson. 
 
 Ma7uiiiy Tittlcback and ITcr Family 
 
 '. IL :\I. F. .Jackson. 
 
 Children in the Wood J. Jacobs. 
 
 Stories for Children M. A. S. Lane. 
 
 Our Dumb Animals Margarine. 
 
 Flowerlets J. H. Mathews. 
 
 Little Friends at Glenwood J. H. Mathews. 
 
 Adventures of a Brownie D. M. Mulock. 
 
 Cinderella D. M. Mulock. 
 
 Hop-o-my-thumb D. M. Mulock. 
 
 Jack and the Bean- Stalk D. M. Mulock. 
 
 Little Red Riding-Hood D. :\I. ]\[ulock. 
 
 Little Sunshine's Holiday D. M. Mulock. 
 
 Five Little Peas Peabody. 
 
 Frisk and His Flock D. P. Stanford. 
 
 Pussy Tip-toe's Family D. P. Stanford. 
 
 Rose, Tom and Ned D. P. Stanford. 
 
 Book of Folk Stories H. E. Scudder. 
 
 Children's Book H. E. Scudder. 
 
 Child's Aesop's Fables J. H. Stickney. 
 
 Queer Little People H. B. Stowe. 
 
 Story of Patsy K. D. Wiggin. 
 
 Story Hour Smith Wiggin. 
 
 The Robin Flora Cook. 
 
 Clytie Flora Cook. 
 
 Christmas all the Year Round Hai-well. 
 
 Chipmunk Harwell. 
 
 The Anxious Leaf Harwell. 
 
 SECOND YEAR 
 
 READING: 
 
 B Class. 
 
 State Scries. First Reader. T;imits. p. .".8-101. 
 Heath, First Reader. Limits, p. .50-127.
 
 25 
 
 Read at least one supplementary reader. Same general 
 methods as in the first year. Have pupils tell the 
 substance of each lesson in their own lan<,'uage. 
 Have pupils talk about each lesson. Use every effort 
 to induce pupils that the reading has a meaning, and 
 aI.so to enable them to express the meaning in a 
 clear and natural way. Pay attention to proper 
 position. Practice easy sight reading occasionally. 
 Teach the sounds as they occur in the reader, but 
 do not teach diacritical marks. Have maxims and 
 carefully chosen selections of poetry memorized and 
 recited. 
 
 A Class. 
 State Series. Second Reader. Limits, p. 2-101. 
 Heath, Second Reader. Limits, p. 7-90. 
 
 Read at least one supplementary reader taken from the 
 list given below. Other work and instruction same 
 as for the B Class. 
 
 LITERATURE: 
 
 1. Supplementary Reading: (See Manual, p. 18.) 
 
 Appleton's Second Reader. 
 
 Johonnot's Cats and Dogs. 
 
 Wright's Seaside and Wayside, Xo. 1. 
 
 Bass's Stories of Plant Life. 
 
 Pratt's Aesop's Fables. Vols. 1 and 2. 
 
 Badlani's Stories of Child Life. Book 3. 
 
 Heart of Oak, Book 1. 
 
 The New Century, Second Reader. 
 
 Lights to Literature, Book 2. 
 
 Baldwin's Second Read«'r. 
 
 Graded Literature, Second Reatler. 
 
 2. Selections lo be Read to I'upiis: (See Manual, p. IS.) 
 
 (See the list given under "First Year.") 
 Story of the Pilgrims. Tlic First Thanksgiving. 
 The Little Match <;irl ... Andersen. 
 
 The C;hild World . . Browne. 
 
 The Fir Tree II. (. And<'r>iii. 
 
 The First C'hristmas Tn'c \'.. Poulsson. 
 
 Santa Claus and the Mouse, in ■Noices for the 
 Speechless."
 
 26 
 
 'J'lic fStoiy of St. ^'alentine 
 How Cedric Becaiiii' a Knij^'lit 
 
 'I'lic Cabbage Biittcrlly, in Miss Harrison's "In Story- 
 Land." 
 
 1 Love ^'ou, .Motlicr Joy Allison. 
 
 Seven Times One .Jean Ingelow. 
 
 Over in tlie Meadow U. A. Wadsworth. 
 
 The Merry Brown Thrush L. Larcom. 
 
 Good Night and Good Morning Lord Houghton. 
 
 Kittie and Mousie Elizabeth Prentiss. 
 
 Three Bugs in a Basket Alice Gary. 
 
 To a Honey Bee Alice Gary. 
 
 What Doe.s J^ittle Birdie Say? Tennyson. 
 
 Lady Bird, Lady Bird Caroline Southey. 
 
 The New Moon Mrs. Follen. 
 
 H-^—Were a Sunbeam L. Larcom. 
 
 How the Leaves Came Down S. Coolidge. 
 
 Little White Lily Ceo. McDonald. 
 
 Selections for Memorizing: (See Manual, p. 19.) 
 
 The Children's Hour LongfeBow; 
 
 Barefoot Boy (first ten lines) Whittier. 
 
 The Boy and the Bird Unknown. 
 
 Rain Drops Unknown. 
 
 Seven Times One . . -J e a n-Tngetow^ 
 
 Two and One . Unknown. 
 
 The New Moon Mrs. E. FoHenr 
 
 Twinkle, Little Star L'nknowu. 
 
 If I Were a Sunbeam Lucy Larcom. 
 
 A Little Bit of a Fellow Stouton. 
 
 To My Mother Field. 
 
 The Night Wind Field. 
 
 The Lullaby .T. G. Holland. 
 
 America 
 
 The Wind C. Rossetti. 
 
 The Song of the Bee Marian Douglas. 
 
 Little White Lily Geo. McDonald. 
 
 Thanksgiving Day L. Maria Child. 
 
 Selections from Hiawatha. 
 
 The Children's Hour Longfellow. 
 
 My Shadow Stevenson. 
 
 The Wind Stevenson. 
 
 The Cloud Shelley. 
 
 The Ferrv for Shadowtown
 
 27 
 
 Honie-Readin<,' List: (Sec .Maininl. p. -H).) 
 For list see IIonK-llfadin;: lor First Year. Manual, 
 p. 23. 
 
 THIRD YEAR 
 
 READING: 
 
 B Class. 
 
 State Series. Second Reader. Limits, p. 101-184. 
 Heath. Second Reader. Limits, p. 90-170. 
 
 Words at head of lessons to he repeatedly pronounced, and 
 their meaning clearly explained before the lesson is 
 read or studied. Reipiire pupils to make sentences 
 containing such words, thus making valuable lan- 
 guage lessons of the reading. Give special drill on 
 words hard to pionouncc. or commonly mispro- 
 nounced, but do not stop the pupil in the middle 
 of a sentence or paragraph. Continue phonics and 
 introduce the more prominent diacritical marks. 
 Aim to infuse animation by your example; this 
 will go far to secure good expression, both of voice 
 and face, and to break up the bad habits of hesi- 
 tating and repeating. Frequent exercises in sight 
 reading, requiring the pupils to come forward and 
 face the class, will do much to incite them to effort 
 and inspire them with confidence. Pupils should read 
 selections silently and afterwards give the thought 
 orally. Short selections should be learned and re- 
 cited once each month. Do all the work found in 
 the reader. 
 
 A Class. 
 State Series. Third K<-adcr. Limits, p. 1-110. ' 
 
 The other work and instruction is tlie same as that out- 
 lined for the 15 Class. 
 
 LITERATURE: 
 
 1. Supplementary iJeading: I See Manual, p. 18.) 
 Appleton's Third Reader, 
 •lohonnofs Feathers and Fur. 
 Dutton's The World and its I'eople. No. 1.
 
 28 
 
 W ri^lil's Seaside uiid Wayside, Xo. 2. 
 
 {{ndliun's Stories (if Cliild Life, Book 4. 
 
 lM)iill<e's Twilight Stories. 
 
 IJass's Stories of Animal Life. 
 
 Kelly's Leaves from Nature's Story Book, Vol. 1. 
 
 Heart of Oak, Book No. 2. 
 
 Jialdwin's Fairy Stories and Fables. 
 
 Child Life. Book :i. 
 
 Ijifilits to Literature, Book 3. 
 
 (iraded Literature, 'J'hird Reader. 
 
 Baldwin's Tliinl Reader. 
 
 Selections to he Read to Bupiis: i See .Manual, p. 18.) 
 
 The Dream Peddler Lucy Blinn. 
 
 The Chicken's Mistake Phoebe Cary. 
 
 They Didn't Think Phoebe Cary. 
 
 Ax Crindini; Franklin. 
 
 Benjamin Franklin Unknown. 
 
 Daniel Boone Goodrich. 
 
 Over to Old Aunt Mary's Riley. 
 
 The Brook Tennyson. 
 
 Do All That You Can Sangster. 
 
 The Spider and the Fly Howitt. 
 
 What Alice Said to the Kitten Carroll. 
 
 The Tree Bjornson. 
 
 We Are Seven Wordsworth. 
 
 The Mountain and the Squirrel Emerson. 
 
 Planting of the Apple Tree Bryant. 
 
 Forget-Me-Not Anon. 
 
 Barbara Frietchie Whittier. 
 
 Death of Cock Robin and Jennie Wren. . . Gerda Fay. 
 
 The Bumble Bee's Ball Helpn W. Clark. 
 
 The Honest Old Toad Anon. 
 
 Violets J. Moultrie. 
 
 Selections for Memorizing: (See Manual, p. 1!>. I 
 
 The Wonderful World Browne. 
 
 Is It You ? Unknown. 
 
 By and By Unknown. 
 
 I Once Had a Sweet Little Doll . . . Chas. Kingsley. 
 
 Selections from the Brook Tennyson. 
 
 If Ever I See Lydia M. Child. 
 
 Drive the Nail Aright Unknown. 
 
 Wynken, Blynken and Xod Eugene Field. 
 
 America Smith.
 
 29 
 
 Lost Celia Thaxter. 
 
 Don't Give L'p Plioebe Gary. 
 
 The Village Hhuksniith l.ongtVllow. 
 
 Robert of Lincoln Bryant. 
 
 The Moon Stevenson. 
 
 From My Ann (hair Longfellow. 
 
 What the Winds F.riiig Steclnian. 
 
 Honu'-Reading Li-t : i S.-c Manual, p. Jn.) 
 
 Little Lad Jamie .Mary D. Hrine. 
 
 True Story of (u'orge Washington .... E. S. Brooks. 
 
 Editha's liurglar F. H. Burnett. 
 
 Two Little Pilgrims' Progiess F. IT. Burnett. 
 
 When Life is Young M. M. Dodge. 
 
 Stories of Great Americans E. Eggleston. 
 
 Letters from a Cat H. M. F. Jackson. 
 
 Prince Darling A. Lang. 
 
 The Princess on the (Mass Hill A. Lang. 
 
 The Sleeping Beauty in the Wood A. Lang. 
 
 Four-handed Folk < ). T. Miller. 
 
 The Black Dog A. G. Plympton. 
 
 Captain January L. E. Richards. 
 
 When Molly was Si.\ K. O. White. 
 
 The Little Mermaid H. C Andersen. 
 
 The Bird's Christmas Carol K. D. Wiggin. 
 
 Dream of a Star Charles Dickens. 
 
 FOURTH YEAR 
 
 READING: 
 
 B Class. 
 State Series. Third Reader. Limits, p. ll'.i-Jiio. 
 
 Pupils may he taught and called upon to give synonyms 
 for words in the lessons. ( )ce;i^innal concert reading 
 of paragraplis that have been thoroughly taught 
 nniy be practiced; also silent reading. Call upon 
 pupils to read some instructive story to the class, 
 making them feel it an honor, and use ingenuity in 
 awakening an interest. Ibive pu|)ils repeat after 
 you, in concert, short sentences suitable for culti- 
 vating intlection and niodulalion and general voice- 
 training. Drill in vowel and consonant sounds not
 
 30 
 
 iilrciidy learned. Slioit seleetioiis sliould be com- 
 iiiilted to MU'iiidry iiiiil recited eacli iiioiitli. 
 
 A Class. 
 State Scries, Fourtli Reader. Limits, p. 1-127. 
 
 Other woik and instructions are the same as tliose for 
 tlie B Class. 
 
 LITERATURE: 
 
 1. Supplementary Heading: (See ^lanual. p. IS.) 
 
 Appleton's Fourth Reader. 
 
 Dutton's The World and Its People, No. 2. 
 
 Wright's Seaside and Wayside, No. 3. 
 
 Kelly's Leaves from Xature's Story Book, Vol. 2. 
 
 Firth's Stories of Old Greece. 
 
 Sewell's Black Beauty. 
 
 Heart of Oak, Book Xo. 3. 
 
 Beautiful Joe. 
 
 Lights to Literature. Book 4. 
 
 Baldwin's Fourth Reader. 
 
 Graded Literature, Fourth Reader. 
 
 2. Selections to be Read to Pupils: (See Manual, p. 18.) 
 
 The Prairie on Fire Cooper. 
 
 The Battle of the Ants Thoreau. 
 
 The Careful Observer Colton. 
 
 Casablanca Mrs. Hemans. 
 
 Robert of Lincoln Bryant. 
 
 Sing On, Blithe Bird Motherwell. 
 
 Over and Over Again Pollard. 
 
 Perseverance of a Spider Goldsmith. 
 
 The Poet and the Children Whittier. 
 
 The Crow's Children Phoebe Gary. 
 
 Lilliputian War at Sea Swift. 
 
 Gulliver Among the Giants Swift. 
 
 Clear the Way Unknown. 
 
 The Fish I Didn't Catch Whittier. 
 
 The Discontented Pendulum -Jane Taylor. 
 
 Jack in the Pulpit Clara Smith. 
 
 Battle of Blenheim Southey. 
 
 U'ondcr Book Hawthorne. 
 
 When the Woods Turn Brown Lucy Larcom. 
 
 Autumn Longfellow.
 
 31 
 
 October . Lucy Larcom. 
 
 Adaptation of Bt'ii Hiir. 
 
 Cliristiiias ^[oniinjr. 
 
 The Stranger Child's Cluistuias i From the German). 
 
 A Christmas Thought Lucy Larcom. 
 
 Christmas (irccn Lucy Larcom. 
 
 3. Selections for ^lemorizing: (See Manual, p. I'J.J 
 
 My Native Land Scott. 
 
 The Arrow and the Song Longfellow. 
 
 The First Snowfall Lowell. 
 
 Bugle Song Tennyson. 
 
 Something Left L'ndone Longfellow. 
 
 The Planting of the A])|)lc Tree Bryant. 
 
 Boys \\'anted Unknown. 
 
 Three Companions Dinuli AL Craik. 
 
 A Life Lesson Riley. 
 
 Another Blue Day Carlyle. 
 
 The Barefoot Boy Wliittier. 
 
 The Good Time Coming Clias. Mackay. 
 
 The Childrreu's Hour Longfellow 
 
 Short Quotations on the Blackboard. 
 
 4. Houu'Keading List: (See Manual, p. iU.) 
 
 Life of Paul Jones .1. S. C. Abbott. 
 
 Adventures of Jimmy lirown W. S. Alden. 
 
 Seven Little Sisters Prove Their Sisterhood 
 
 Jane Andrews. 
 
 Talks by Queer Folks M. K. Bamford. 
 
 Little Lord Fauntleroy Frances IL Burnett. 
 
 Alice in Wonderland Lewis Carroll. 
 
 Hoziie Animals E. R. Church. 
 
 Sweetheart Travelers S. R.. Crockett. 
 
 Stories of the United States A. C. Davis. 
 
 German Household Tales .1. T. & W. K. Grinun. 
 
 Man Without a Heart R. M. S. Grimms. 
 
 Last of the Peterkins L. P. Hale. 
 
 Peterkin Papers L. P. Hale. 
 
 Mr. Rabbit at Home Joel C. Harris. 
 
 Three of Us Joel C. Harris. 
 
 In Story-Land Eli/.. Harrison. 
 
 Tales of Discovery on the Pacific Coast 
 
 Margaret E. Hood. 
 
 The World by the Fireside ^L and E. Kirby. 
 
 Animal Story-Book A. I^ing. 
 
 Hiawatha Longfellow.
 
 32 
 
 Cliild Stories from the Masters ' Maud Menefee. 
 
 Adventures of a Brownie D. M. Mulock. 
 
 Captain January Laura E. Richards. 
 
 Beautiful Joe Marsliall Saunders. 
 
 C'liildrcn of tlie C'ohl F. Schwatka. 
 
 Black Beauty Viina Sewell. 
 
 Five Little Peppers and Mow Tliey (irew 
 
 .M. Sidney. 
 
 Five Little Peppers Midway yi. Sidney. 
 
 Five Little Peppers Grown Up .^L Sidney. 
 
 Phronsie Pepper M. Sidney. 
 
 The Slie])]ierd's Dream R. V. Sprague. 
 
 The Clocks of Rondaine Frank R. Stockton. 
 
 Stories and Poems for Children Celia Thaxter. 
 
 What Katy Did S. C. Woolsey. 
 
 Fanciful Tales F. R. Stockton. 
 
 The Jungle Book Kipling. 
 
 Swiss Family Robinson 
 
 Water Babies Kingsley. 
 
 The Book of Legends Scudder. 
 
 FIFTH YEAR 
 
 READING: 
 
 B Class. 
 State Series, Fourth Reader. Limits, p. 127-255. 
 
 Require pupils to write new words, with synonyms and 
 definitions, to be read and criticised as a part of the 
 recitation. Each pupil should have a dictionary, 
 and be taught how to use it. Require the pupils to 
 reproduce the subject matter of all pieces read. 
 Practice freely the concert exercise of short sentences 
 for training the voice, requiring your rendering to be 
 closely imitated. Use sight reading as often as 
 practicable from suitable periodicals or books. Pu- 
 pils should be able to read an ordinary newspaper 
 article with readiness and intelligence. Try to make 
 all recitations pleasant by varying their character 
 ami avoiding monntonv. I'se silent reading.
 
 33 
 
 A Class. 
 State Series. Fourtli Reader. Limits, p. 2.5.1374. 
 
 Have much sight leatliiig. Other work ami instrmtions 
 same as that irivi-n to tlic I> Class. 
 
 LITERATURE: 
 
 1. Su])|)leiiU'iitary Reading: (Set' Manual, p. IS. | 
 
 Uutton's 'J"he World and Its People. No. A. 
 
 Wright's Seaside and Wayside, No. .3. 
 
 •lohonnot's Wings and Fins. 
 
 Kelly's Leaves from Nature's Story Book, Vol. 3. 
 
 Hooker's Child Book of Nature. 
 
 Heart of Oak, Book No. 3. 
 
 Wagner's Pacific History Stories. 
 
 2. Selections to be Read to Pupils: (See Manual, p. 18.) 
 
 Old Clock on the Stairs Longfellow. 
 
 What Intemperance Does L'nknown. 
 
 Labor is ^^'orship Osgood. 
 
 The Day is Done Longfellow. 
 
 The Captain's Daughter Fields. 
 
 God Bless our Stars Forever B. F. Taylor. 
 
 Squeer's Boarding School Dickens. 
 
 A Prairie Dog \ illage Edw. Nealy. 
 
 The Way to Wealth Franklin. 
 
 Snow Storm on Mt. Shasta Muir. 
 
 Fight of Paso del Mar Bayard Taylor. 
 
 Deacon's One Horse Shay Holmes. 
 
 Charge of the Light Brigade Tennyson. 
 
 Wreck of the Hesperus Longfellow. 
 
 A Leak in the Dyke Plioebe Cary. 
 
 Mariner's Dream Dimond. 
 
 3. Selections for Memorizing: (.See Manual, j). I'.i.) 
 
 Breathes There a Man Scott. 
 
 The Village Blacksmith Longfellow. 
 
 Break, Break, Break Tennyson. 
 
 The Three Fishers Kingsley. 
 
 Nobility Alice Cary. 
 
 Landing of the Pilgrims Mrs. Henuins. 
 
 How Sleep the Brave William Collins. 
 
 The Builders Longfellow. 
 
 The Will and the Wav John G. Sn.\e.
 
 34 
 
 Sl:ir S|(;ui;:lc(l l'>;iiiiicr Key. 
 
 I'liiil i:i'\iTc'> Kiili' Longfellow. 
 
 Slicridiiirs Kiilr ; . . . Read. 
 
 Self ■( 'out n.l ((iiiulcd Literature Headers, 5th IJook) 
 
 Xewiiian. 
 
 Decoration Day Longfellow. 
 
 Soiiicl>o(ly's Motlici- .. I'nknown. 
 
 'I'lie 1 leritage LowelL 
 
 Telling the Bees Eugene Field. 
 
 Psalm XXni. 
 
 Short Quotations on the I'lackboanl. 
 
 Home-Reading List: (See ^Manual, p. lin.i 
 
 An Old Fashioned (iirl Louisa M. Alcott. 
 
 Cruise of the Canoe Cluh W. S. Alden. 
 
 Pilgrim's Progress John Bunyan. 
 
 Three (ireek Children A. J. Church. 
 
 Jackanapes J. H. Ewing. 
 
 Donald and Dorothy M. M. Dodge. 
 
 Love Songs of Childhood Eugene Field. 
 
 The Cat and the Cheruh C. B. Fernald. 
 
 The Children's Crusade G. Z. Cray. 
 
 True to the Old Flag G. A. Henty. 
 
 Friends Worth Knowing E. Ingersoll. 
 
 Matka and Kotik D. Starr .Jordan. 
 
 ( Jret'k Heroes Chas. Kingsley. 
 
 Tile Jungle-Book Rudyard Kipling. 
 
 Peasant and the Prince Harriet ilartineau. 
 
 The Wonder Clock Howard Pyle. 
 
 Tales out of School F. R. Stockton. 
 
 Roundabout Rambles in Lands of Fact and Fancy 
 
 F. R. Stockton. 
 
 WUd Animals 1 Have Known . . E. Seton Thompson. 
 
 Biography of a (irizzly E. Seton Thompson. 
 
 A Boy's Workshop H. R. Waite. 
 
 Being a Boy Chas. D. Warner. 
 
 Boy's King Arthur Hansen. 
 
 Book of (iolden Deeds Charlotte Yonge. 
 
 Arabian Xi<:hts Charlotte Yonge.
 
 READING: 
 
 35 
 SIXTH YEAR 
 
 B Class. 
 
 State iSeries. Introductory History. I>iiiiits,p.l-183. 
 (See eourse in History. Maiiiuil, p. 81.) 
 
 Use nnieh su]j])it'nientary reading. Encourage pupils to 
 use the dictionary. Pay especial attention to the 
 character of each selection, adapting the style of 
 reading to the sentiment of the piece. Make occasional 
 use of concert reading of choice selections. Continue 
 elocutionary drill in modulation, intlection. enuncia- 
 tion and emphasis. 
 
 Pupils in this grade should learn something of the 
 author of every piece studied. Appoint certain ones 
 from day to day to find out and report to the class 
 something more of the authors than the book gives 
 — having them bring in and read suitable selections 
 from the author's writings. 
 
 A Class. 
 State Series. Introductory History. Limits, 
 p. 183-338. 
 
 (See the course in History. .Manual, p. SI.) 
 
 The other work an<l instructions are the same as for the 
 H (lass. 
 
 LITERATURE: 
 
 1. Su])plementary Reading: (See coiir^i' in History. 
 
 .Manual, p. Si.) 
 
 2. Selections to be Read lo I'ujjils: (See Manual, p. IS.) 
 
 The Last J^af Holmes. 
 
 Murtlerer Cannot Keep His Secret \Vei)ster. 
 
 Burial of Mo.ses Mrs. Alexander. 
 
 The Stormy Petrel Barry Cornwall. 
 
 The Battle of Hastings Dickens. 
 
 Man Without a Country K. E. Hale. 
 
 Battle of Blenheim Sonthey. 
 
 Hawthorne Longfellow. 
 
 Daily Work Cha.s. Mackay.
 
 36 
 
 Marco Bozzaris F. fJ. llalleck. 
 
 Ike Walton's Prayer Riley. 
 
 Death of Little Neil Dickens. 
 
 Bingen on the Rhine Caroline Norton. 
 
 Arnold Winkelried Montgomery. 
 
 The Dying (Jhuliator Byron. 
 
 Selections for Memorizing: (See Manual, p. I'J.) 
 
 Thanksgiving Hymn for California . . . Mrs. Stetson. 
 
 The Day is Done (Selections from) Longfellow. 
 
 Ring Out, Wild Bells Tennyson. 
 
 Soldier, Rest Scott. 
 
 The American Flag Drake. 
 
 Burial of Sir .Fohn Moore Wolfe. 
 
 Psalm of Life Longfellow. 
 
 Love of Country Scott. 
 
 Battle Hymn of the Republic .lulia W. Howe. 
 
 Abou Ben Adhem Leigh Hunt. 
 
 The Builders Longfellow. 
 
 ^Woodman, Spare that Tree Morris. 
 
 Break, Break, Break Tennyson. 
 
 The Blue and the Gray Finch. 
 
 Short Quotations on the Blackboard. 
 
 Home-Reading List: (See Manual, p. 20.) 
 
 Story of a Bad Boy Thos. B. Aldrich. 
 
 Stories Mother Nature Told Her Children 
 
 Jane Andrews. 
 
 Juan and Juanita F. C. Baylor. 
 
 Boy Emigrants N. Brooks. 
 
 Rab and His Friends J. Brown. 
 
 Heroes of the ^Middle West M. H. Catherwood. 
 
 Stories of the Old World A. J. Church. 
 
 Tales of the Gods and Heroes Sir G. W. Cox. 
 
 Boots and Saddles Mrs. E. Custer. 
 
 Two Years Before the Mast R. H. Dana. 
 
 Stories for Boys R. H. Davis. 
 
 Robinson Crusoe Daniel De Foe. 
 
 William Henry Letters A. M. Diaz. 
 
 Story Book of Science S. H. Farmer. 
 
 Matka and Kotik David Starr Jordan. 
 
 Water Babies Chas. Kingsley. 
 
 Jungle Book Rudyard Kipling. 
 
 Second Jungle Book Rudyard Kipling.
 
 37 
 
 I'ioiiecT History Stories of the Mississippi Valley.. 
 
 Chas. McMurry. 
 
 Crusoe's Island F. A. Ober. 
 
 Dog of Flanders Ouida. 
 
 Trail of the Sandhill Stag E. Seton Thompson. 
 
 Magellan G. M. Towle. 
 
 Drake The Sea-King of Devon G. M. Towle. 
 
 Vasco de Gaina G. M. Towle. 
 
 Heroes and Martyrs of Invention G. M. Towle. 
 
 Timothy's Quest Kate D. Wiggin. 
 
 Polly Oliver's Problem Kate D. Wiggin. 
 
 Swiss Family Robinson J. D. Wyss. 
 
 The Daisy Chain Charlotte M. Yonge. 
 
 The Trial: More Links of the Daisy Chain 
 
 Charlotte M. Yonge. 
 
 Pillars of the House (2 Vols.) . . .Charlotte M. Yonge. 
 
 Boy Hunters Reed. 
 
 Old Stories of the East. 
 
 SEVENTH YEAR 
 
 READING: 
 
 B Class. 
 Snowbound. 
 Miles Standish. 
 Selections from Longfellow and Irving. 
 
 Make the developing and training of tiie voice the object 
 of frequent and suitable exercise. The training of 
 pupils in reciting declamations may be made a part 
 of regular lessons in reading, care being taken in 
 the selections. Use the dictionary freely. 
 
 A Class. 
 Evangeline. 
 Rip Van Winkle. 
 Legend of Sleepy Hollow. 
 Selections from Holmes and Lowell. 
 
 The other work and instructions are tiie same as for the 
 B Class.
 
 38 
 
 LITERATURE: 
 
 1. Sii|)i)lciii(Mit;iiv Kcadiii;^ : (Sec MiniUiil. )). IS.) 
 
 For innti'iial use lists j>ivcn in coiiiicct imi witli the Geog- 
 liipliy ;m<l History cnui-scs. (.Mmiiiai, p. 81, 97.) 
 
 2 Selections to be Head to I'lipils: (Sci; .Manual, p. 18.) 
 
 My Lost Youth Lonj^fellow. 
 
 Abou Ben Adheni Leigh Hunt. 
 
 To a Skylark Shelley. 
 
 Tempest (From David Copperfield) Dickens. 
 
 Battle of Fort Christina ( Knickerbocker) .... Irving. 
 
 Resignation Longfellow. 
 
 Rienzi's Address to the Romans Miss Mitford. 
 
 To a Moimtain Daisy Burns. 
 
 Dickens in Camp Bret Harte. 
 
 I Remember, I Remember Thos. Hood. 
 
 Libert}' or Death Patrick Henry. 
 
 Independence Bell Unknown. 
 
 Grandmother's Story of the Battle of Bunker Hil) 
 
 Holmes. 
 
 Painter of Seville Wilson. 
 
 Dissertation on Roast Pig Chas. Lamb. 
 
 The Storm (Toilers of the Sea) Victor Hugo. 
 
 Declaration of Independence Robt. Winthrop. 
 
 The Bells E. A. Poe. 
 
 The American War Wm. Pitt. 
 
 Paul Revere's Ride Longfellow. 
 
 3. Selections for Memorizing: (See Manual, p. 19.) 
 
 Vision of Sir Launfal (24 Lines on June) .... Lowell. 
 
 W^estward — Columbus Joaquin IMiller. 
 
 Landing of the Pilgrims Mrs. Hemans. 
 
 Bugle Song Tennyson. 
 
 To a Skylark Shelley. 
 
 Sail On, Ship of State Longfellow. 
 
 What Constitutes a State Jones. 
 
 Crossing the Bar Tennyson. 
 
 Sound of the Sea Longfellow. 
 
 The Chambered Nautilus Holmes. 
 
 Song of Marion's Men Bryant. 
 
 Warren's Address Pierpont. 
 
 Daybreak Longfellow. 
 
 Liberty or Death (Parts) Patrick Henry. 
 
 Concord Hvmn Emerson.
 
 39 
 
 Woodman, Spare that Tree Geo. P. Morris. 
 
 Abou Ben AtUicui Leigh Hunt. 
 
 He Prayetli Best Coleridge. 
 
 Tlie Birds of Killingwortli J.ongfellow. 
 
 Sliort (^>unt ill ions on tin- Blackhoard. 
 
 4. Home-Reading List: (See Manual, p. 2(1.) 
 
 See lists given in the courses in fJeography and History. 
 
 Famous Voyagers Sara K. Bolton. 
 
 Poor Boys Wiio Became Famous .... Sara K. Bolton. 
 
 Lives of Girls Who Became Famous. .Sara K. Bolton. 
 
 Against Heavy Odds U. H. Boyesen. 
 
 Century Book for Young Americans. . .E. S. Brooks. 
 
 Boy Emigrants X. Brooks. 
 
 Fairy-Land of Science Arabella Buckley. 
 
 The Winners in Life's Race Arabella Buckley. 
 
 Zigzag Journeys in l-'urope H. Butterworth. 
 
 Through the Looking-(;iass L. Carroll. 
 
 Stories from the Bible Alfred J. Church. 
 
 Old Times in the Colonies Chas. C. Coflin. 
 
 Winning His Way Chas. C. Coffin. 
 
 Boys of 76 Chas. C. Coffin. 
 
 Last of the Mohicans .1. Fenimore Cooper. 
 
 The Spy J. Fenimore Cooper. 
 
 Tenting on the Plains Mrs. Eliz. Custer. 
 
 Two Years Before the Mast K. H. Dana. 
 
 Heroes of the Crusades A. M. Douglas. 
 
 Watchfires of 76 Sam'l Adams Drake. 
 
 Home Life in Colonial Days Alice Morse Earl. 
 
 Child Life in Colonial Days Alice Morse Earl. 
 
 A Colonial Boy X. 1}. Eyster. 
 
 Colonial Life in Xew Hampshire .T. II. Fassett. 
 
 The War for Independence John Fiske. 
 
 Coal and Coal Mines Homer Greene. 
 
 Life of Geo. Washington Studied Anew 
 
 Edw. E. Hale. 
 
 With Wolfe in Canada G. A. Henty. 
 
 Brief History of California Ilittcll-Faulkner. 
 
 Java, The Pearl of the East . . . Mrs. .S. .J. lligginson. 
 
 House of Seven Gables Xathanicl Hawthorne. 
 
 Knickerbocker's History of Xew ^<)rk 
 
 Washington Irving. 
 
 Travels of Marco Polo T. W. Knox. 
 
 Autobiography Helen Keller.
 
 40 
 
 Fables J. dc La Fontaine. 
 
 When I Was a Boy in China Yan Phou Lee. 
 
 Hero Talcs From American History 
 
 H. C. Lodge and T. Roosevelt. 
 
 Abandoned Claim F. H. Loughead. 
 
 Pioneer History Stories of the Mississippi Valley 
 
 C'has. McMurrj'. 
 
 Life of Washington H. E. Scudder. 
 
 Twelve Naval Captains M. E. Seawell. 
 
 The American Indians Frederick Starr. 
 
 Personally Conducted Frank R. Stockton. 
 
 Wild Animals I Have Known. . . .E. Seton Thompson. 
 
 Biography of a Grizzly E. Seton Tompson. 
 
 Pizarro : His Adventures and Conquests 
 
 G. M. Towle. 
 
 W^abeno the Magician M. Osgood Wright. 
 
 Armourer's 'Prentices C. Young. 
 
 The Caged Lion C. Y^oung. 
 
 EIGHTH YEAR 
 
 READING: 
 
 B Class. 
 Scott, Lady of the Lake. 
 
 Read selections and memorize some of the choicest. 
 
 A Class. 
 Smith. Training for Citizenship. 
 
 Read and discuss the important chapters. (See Course in 
 History, Manual, p. 96.) 
 
 LITERATURE: 
 
 1. Supplementary Reading: (See course in Geography 
 and History, Manual, p. 81. 97.) 
 
 2. Selections to be Read to Pupils: (See Manual, p. 18.) 
 
 The Men to ^lake a State Doane. 
 
 Reply to Hayne (Massachusetts and South Carolina) 
 
 Webster. 
 
 The Praver of Agassiz Whittier.
 
 41 
 
 The Prisoner for Debt Whittier. 
 
 Battle of Waterloo Victor Hugo. 
 
 The Slave in the Dismal Swamp Longfellow. 
 
 Death of the Flowers Bryant. 
 
 Elegy in a Country Churchyard Gray. 
 
 The Present Crisis Lowell. 
 
 How Old Brown Took Harpers Ferry. .E. C. Stedman. 
 On Good Books (In Sesame and Lilies) .... Ruskin. 
 
 Old China Chas. Lamb. 
 
 Selections for Memorizing: (See Manual, p. 19.) 
 
 My Captain Whitman. 
 
 Thanatopsis (Selections) Bryant. 
 
 A Man's a Man for a' That Bums. 
 
 Remembered Music Lowell. 
 
 To a Water Fowl Bryant. 
 
 Old Ironsides Holmes. 
 
 Battle Hymn of the Republic .... Julia Ward Howe. 
 
 Liberty and Union Webster. 
 
 Self Dependence Matthew Arnold. 
 
 Address at Gettysburg Lincoln. 
 
 The Way to Heaven Holland. 
 
 Selections from the Elegy Gray. 
 
 True Rest Goethe. 
 
 Flower in the Crannied Wall Tennyson. 
 
 The Present Crisis (Stanzas 1. 5. 6, 11. 15, 18) 
 
 Lowell. 
 
 The Hand of Lincoln E. C. Stedman. 
 
 The Ladder of St. Augustine Longfellow. 
 
 The Recessional Kipling. 
 
 Short Quotations on the Blackboard. 
 
 Home-Reading List: (See ^Manual, p. 20.) 
 
 The Story of U. S. Grant E. S. Brooks. 
 
 Famous Types of Womanhood Sara K. Bolton. 
 
 Famous Men of Science Sara K. Bolton. 
 
 Pilgrim's Progress T. Bunyan. 
 
 Stories from I-^nglish History to Charles 1 
 
 A. J. Church. 
 
 Stories from the Bible A. J. Church. 
 
 Young Macedonian A. J. Church. 
 
 Prince and Pauper S. Clemens (Twain). 
 
 Building of the Nation Chas. C. Coflin. 
 
 Household of Sir Thomas Moore A. Manning. 
 
 Introduction to American Literature 
 
 Brander Matthews.
 
 42 
 
 I'.ird Wii \ s 0. T. Miller. 
 
 Book of h'iiiiiou8 Vorse Af^es Repplicr. 
 
 Sh.Tkespcare the Boy William J. Kolfe. 
 
 Tlie Talisman Walter Scott. 
 
 Ivanlioe Walter Scott. 
 
 Treasure Island R. L. Stevenson. 
 
 Uncle Tom's Cabin Harriet B. Stowe. 
 
 Tom Sawyer Mark Twain. 
 
 Life of Lincoln. 
 
 Ben Hur L. Wallace. 
 
 Tales from Shakespeare Charles Lamb. 
 
 Birds and Bees J. Burroughs. 
 
 Scottish Chiefs Porter. 
 
 Enoch Arden and the Lotus Eaters Tennyson. 
 
 The Cotter's Saturday Night Burns. 
 
 Poor Richard's Almanac Franklin. 
 
 Golden Treasury of Best Songs and Lyrical Poems 
 
 Palgi'ave. 
 
 Rules of Conduct Washington. 
 
 Plutarch's Lives 
 
 Silas Marner Eliot. 
 
 Vicar of Wakefield Goldsmith. 
 
 Abraham Lincoln Schurz. 
 
 Sesame and Lilies Ruskin. 
 
 Don Quixote Cervantes. 
 
 Ivanhoe Scott. 
 
 Dickens (Select from his writings) 
 
 Les Miserables Hugo. 
 
 Dialogues Plato. 
 
 Orations Cicero. 
 
 Thoughts Marcus Aurelius. 
 
 Heroes and Hero Worship Carlyle. 
 
 Essays (Selected parts) Emerson. 
 
 Essays (Selected parts) Bacon. 
 
 Essays ^lontaigne. 
 
 Tempest Shakespeare. 
 
 A Midsummer Night's Dream Shakespeare.
 
 THE COURSE IN LANGUAGE, 
 COMPOSITION AND GRAMMAR 
 
 With modifications the course as herein outlined is that sug- 
 gested by McMurry in his 'Special Method in Language" (Mac- 
 millan). 
 
 The language lessons of the first four grades are very closely 
 related to the reading, story work, nature study, manual arts, 
 writing, and spelling of the same grades. 
 
 The oral work in stories and in nature study is the best pos- 
 sible means of inculcating correct conversational English. At the 
 very earliest available period thoy luOp to shape the language of 
 the children into correct and appropriate forms. 
 
 But many errors of speech have already crept in from the 
 home and playground, and the teacher, from the very start, 
 should take up the battle in a quiet, inoffensive, but determined 
 way against bad English. 
 
 A few special exercises, as informal as possil)le, should show 
 the beginings of this .systematic labor in behalf of a correct and 
 pleasing English. 
 
 The special language lessons emphasize correct usage in 
 definite channels, but in every study and lesson the teacher nuist 
 be alert to put in i)iactice the teachings of the language les- 
 sons as outlined in the course of study. 
 
 No outliuf. liowever, should be rigidly followed, but the les- 
 sons should be adapted to the needs of a given locality or class 
 of children. 
 
 Oral and written c.\crci.ses are definitely outlined lor each 
 grade, and these can be adapted to the special needs of the class. 
 
 4S
 
 44 
 FIRST YEAR 
 
 (Teaelu'is will lind iiiuch lidpful material in Miss McFadden's 
 Bulletin, "A Course of .Study in Primary Languajrc and Handbook 
 to the State Text." [State Normal School. Siin Francisco.]) 
 
 1. Exercises preliminary to the formal language work. 
 
 (a) Stories from good iiteratiue, presented orally 
 and reproduced by the children; e. g., such stories 
 as The Three Bears, The Ugly Duckling, The Dis- 
 contented Pine Tree. 
 
 (b). Nature-study observations of plants and flow- 
 ers, squirrels, butterflies, bumblebees. Work in the 
 garden or excursions to the fields and woods. All 
 these, after they have become familiar in nature- 
 study, may be used for short language lessons. 
 
 2. Drawing pictures and writing words and short sen- 
 
 tences to illustrate stories such as: The Old Woman 
 and the Pig, Cinderella, Hiawatha, The Apple Tree 
 Branch. 
 
 3. Descriptions of good pictures by the children. A pic- 
 
 ture often suggests a story or a scene in a story. 
 By suggestion the teacher may get good responses. 
 In De Garmo's "Language Lessons," Book 1, are 
 many illustrations. 
 
 4. Copying of words and very simple sentences chosen 
 
 by the teacher from the reading or other lessons. 
 Let the children's writing at the board be large and 
 free. Very simple sentences current in the other les- 
 sons may be dictated by the teacher. 
 
 5. Exercises in the use of a and an with nouns: an 
 
 apple, an orange, an eagle, a tree, a man. etc. (Not 
 much time needed.) 
 
 6. Use of common verbs to agree with singular and plural 
 
 nouns as siibjects; as, is and are, was and were; e. g.. 
 The four musicians were singing. Note also the 
 correct use of there is and there are in sentences; 
 as, There are dangers by the way. In this kind of 
 work very brief exercises are needed, but there must 
 be constant watchfulness to secure correct usage in 
 all lessons. (See chapter of Illustrative Lessons in 
 Mc^Iurry's "Special Method in Language.")
 
 45 
 
 7. The use of correct forms of personal pronouns as sub- 
 
 jects and objects in sentences ;e. g. Mary and I were 
 playing. Philip and I sat together. Tell John and 
 me a story. Xo reasons are assigned, but the cor- 
 rect form given and recjuired till use is settled. (See 
 chapter of Illustrative Lessons.) 
 
 8. Correct and avoid the use of ain't, have got, and had 
 
 ought. In correcting, use the proper fonns and keep 
 them before the children, e. g.. The fir tree isn't large, 
 ^'ou ought not to go. Ought they not to speak 
 (|iii('tly '! 
 
 9. Teach the proper use and spelling of the following 
 
 homonyms: 
 
 hear — here hour — our know — no 
 
 write — right son — sun their — there 
 
 eye — I to — too — two be — bee 
 
 Various devices may be used in drilling upon these words. 
 I'se cards with the words and call for meanings or 
 sentences. (See chapter of Illustrative Lessons in 
 McMurry's "Special Method in Language.") 
 
 10. Abbreviations. 
 
 Use Mr. and Mrs., Dr. and St. Write on the board short 
 phrases and sentences with these abbreviations: 
 as, Mr. and Mrs. Brown. 
 
 11. Use of the ])crio(l in sentences and abbreviations; also 
 
 the (juestion mark, the possessive form with apos- 
 trophe, and ca])itals. 
 Notice freijuently the use of these marks in the book 
 and in board work as a preparation for use. 
 
 12. Spelling. 
 
 Have fre(|U('iit exercises in the written spelling of words oc- 
 curing in the reading, nature-study, and other les- 
 sons. Select, at first, the most common words. For 
 seat work copy such lists. See the course in Spelling, 
 First Tirade. (Manual, p. 7;{.) 
 
 13. Writing. 
 
 (a). Observation of teacher's written work at the 
 l)oan! iiHil lre(|iient exercises in this freehand board
 
 46 
 
 woi'k. l;irjiclv in iini1;itinn ol' tlic teacher. 
 (h). ( '()|)yiii;^ <tt' wonls and seiileiiees placed on tlio 
 l)()inil liy tlio teaclicr. 
 
 {(■). ('()|)yin}4 sliort exercises from tlie first reader, 
 (d). Copying iiieiiiorized selections and sliort pas- 
 sages from iiiei y. 
 
 Apply spellinj; and punctuation to all tliese written 
 exercises. 
 
 While these are called formal language lessons, they should 
 be as informal as may be. 
 
 Children should be encouraged to freedom and confi- 
 dence in speaking and writing. The necessary cor- 
 rections and drills should be kept within the chan- 
 nels of spontaneous activity. As ifr. 0. T. Bright 
 says: '"Children in the first grade cannot study. 
 They want something to do." The blackboard and the 
 seat work should be the outlet for this natural im- 
 pulse. 
 
 SECOND YEAR 
 
 (Teachers will find helpful material 
 
 in the State Series, "Steps in English,'" Book 
 
 I, also in Miss McFadden's "Bulletin on Language 
 Teaching.'" ) 
 
 1. Use of this and that, these and those, as. this kind of 
 
 apples, that sort of men: these kinds of cloth, those 
 sorts of people. 
 Correct and avoid such expressions as. these kind, those 
 sort, them kind, and them boys. 
 
 2. Correct use of adverbs. 
 
 Slowly, quickly, well; e. g. He is working slowly. 
 
 John acts quickly. The boys are writing well. 
 Show the proper use of corresponding adjectives: slow 
 
 work, good writing, quick action. 
 Correct such expressions as, He is running slow. Mary 
 
 wrote good. John speaks rapid. 
 
 3. The use of correct forms of pronouns after is and was; 
 also after verbs and prepositions: e. g.. It is I. The 
 candy is for INIarv and me. It was she that rode
 
 47 
 
 past. It was they wlio lau^'hed. It was we that 
 are to blame. 
 Correct such errors as the following: He told John and I 
 to return. It was Mary and nie. It was you who 
 was talkiii<;. 
 
 4. Practice upnii tlic followiiiji hoiuonynis: 
 
 meat — meet aunt — ant ate — eijiht 
 
 buy — l)y Hower — flour grate ~- great 
 
 knew — new sea — see sent — cent 
 
 steal — steel tail — tale 
 
 Mring into these e.xercises any other homonyms that ap- 
 pear in the regular studies of the grade. 
 
 Notice the widely different meanings and make simple 
 sentences showing their proper use. as. The grate 
 was broken, (ireat trouble came to him. 
 
 5. L'se of Comparatives and Superlatives in adjectives; 
 
 as, taller and tallest. 1 have the larger book (of the 
 two). Edith is the tallest girl in school. Avoid 
 the use of the superlative in comparison of two 
 persons or things. 
 
 6. Correct use of 
 
 Learn and teach; as. Teach me the lesson. 
 Don't and Doesn't; as, .lohn doesn't know his lesson. 
 Off and Of; as. Clear off the top of the table. 
 Shall and will in simple cases; as. Shall f conu»? 
 not, W'\]\ 1 conu'? 
 Avoid also the wi'ong use «it' can; as. Can 1 do it? ('an 
 we play witli the iluljs? 
 
 7. Abbreviations. 
 
 Review llidse of tlie tirsl grade and add llic following: 
 Ct.. do/.., abbreviations of names of days of the week 
 and iiiontlis of the year. A|)idy these abbreviations 
 to otiier studies aiid add to I lie list others used in 
 any school work of this grade. 
 
 8. Use of Capital Letters. 
 
 In begiiuiiiig sentences and in projter names. 
 
 The first word in lini's of poetry and in direct i|UO- 
 
 tations.
 
 48 
 
 In (lalos. (lays of the week, months, and in addresses 
 and titles. 
 
 Let each child leaiii to write his own name and ad- 
 dress. 
 
 In all the written wcjrk of the school Jipplv the 
 correct usage of cajiitals and al)i)reviations. 
 
 9. Copy carefully memorized verses and proverbs, with 
 attention to capitals, punctuation and spelling. 
 
 10. Use of Quotation Marks. 
 
 Give examples of quotations and their markings, using 
 familiar passages in literature, poems, etc. 
 
 Use of the comma in series and in addresses. 
 
 Notice in readers used, the different marks of punctuation; 
 as, question mark, period, comma, and quotation 
 marks. 
 
 Apply these to written work at board and on paper. 
 
 11. Make a studv of the following irregular verbs: 
 
 break 
 
 broke 
 
 broken 
 
 begin 
 
 began 
 
 begun 
 
 come 
 
 came 
 
 come 
 
 drink 
 
 diank 
 
 drunk or drunken 
 
 do 
 
 did 
 
 done 
 
 sing 
 
 sang, sung 
 
 sung 
 
 eat 
 
 ate 
 
 eaten 
 
 go 
 
 went 
 
 gone 
 
 see 
 
 saw 
 
 seen 
 
 sit 
 
 sat 
 
 sat 
 
 tear 
 
 tore 
 
 torn 
 
 teach 
 
 taught 
 
 taught 
 
 write 
 
 wrote 
 
 written 
 
 speak 
 
 spoke 
 
 spoken 
 
 lie 
 
 lav 
 
 lain 
 
 The above are given as some of the most common and 
 involve many of the more frequent errors. 
 
 In practicing the correct use of irregular verbs we may 
 aim directly at these errors. 
 
 One of the most common faults is in confusing and inter- 
 changing the past tense and past participle. 
 
 Interesting and lively exercises may be devised for illus- 
 trating the use of such verbs. First ask the ques-
 
 49 
 
 tion: What did you drink? I drank a glass of 
 water. What have you done witli the milk? i 
 have drunk it. 
 Devise various questions for brin^ring out the dillVnnit 
 forms; thus, use have or had with the verb break. 
 Use the word break with yesterday or tomorrow 
 (See chapter of Illustrative Lessons in McMurry's 
 "Special Mctiiod in Language.") 
 
 12. Written Language. 
 
 Parts of the Kobinsun Crusoe, lliuwatha stories, nature- 
 study, and history lessons furnish good thought ma- 
 terial for sentence work at the board. 
 
 New and difficult words from any of the lessons may be 
 placed on the board and made the basis of written 
 sentence work. 
 
 In written language work there are many devices for re- 
 viewing previous lessons. 
 
 (a) Sentences are asked for, containing irregular 
 verbs or j)ronouns, adjectives and adverbs. 
 
 (b) Such sentences as the following may be changed 
 throughout to the plural form: The boy that is 
 riding his wheel has lost his way. 
 
 (c) Sentences with blanks are to be filled out and 
 
 copied; as, The boy is than his sister and 
 
 than his brother. 
 
 (d). Short stories may be written from memory 
 after a series of sentences containing the story 
 has been placed on the board, examined and erased, 
 (e). Dictation exercises given by the teacher may 
 test many forms of words, punctuation, spelling, and 
 abbreviations. 
 In all the work of the second grade the sentences should 
 be slioit ;mil siiii|)l('. tlic exercises brief and varied. 
 i-^et the iliildicii use the crayon or pencil freely with 
 a large movcincnt. 
 
 THIRD YEAR 
 
 (Text— state Series, "Steps in English." Limits, p. ll-S;}). 
 (See Miss McFadden's "Bulletin on Language Teaching.") 
 
 (Note: The teacher should select only the lessons in lUo 
 prescribed text which bear on the outlines of the
 
 50 
 
 work ;;iv(>n below, nor should these lessons be taken 
 necessarily in the se(|uen<e {jiven. The teacher should 
 also draw on other texts ami sources for further 
 material.) 
 
 I. Irregular Verbs. 
 
 choose 
 
 chose 
 
 
 chosen 
 
 tly 
 
 Hew 
 
 
 flown 
 
 freeze 
 
 froze 
 
 
 frozen 
 
 give 
 
 gave 
 
 
 given 
 
 get 
 
 got 
 
 
 gotten or got 
 
 ride 
 
 rode 
 
 
 ridden 
 
 rise 
 
 rose 
 
 
 risen 
 
 ring 
 
 rang, 
 
 rung 
 
 rung 
 
 steal 
 
 stole 
 
 
 stolen 
 
 take 
 
 took 
 
 
 taken 
 
 wear 
 
 wore 
 
 
 worn 
 
 throw 
 
 threw 
 
 
 thrown 
 
 burst 
 
 burst 
 
 (bursted) 
 
 burst (bursted 
 
 dig 
 
 dug (digged) 
 
 dug (digged) 
 
 sing 
 
 sang, 
 
 sung 
 
 sung 
 
 stay 
 
 staid. 
 
 stayed 
 
 staid, stayed 
 
 win 
 
 won 
 
 
 won 
 
 Make sentences to illustrate the different forms. Use the 
 verbs also with adverbs. 
 
 2. Illustrate the use of the apostrophe with the posses- 
 
 sive singular and plural; e. g., boys' hats. Examine 
 the readers for examples of the use of the apostrophe 
 with possessives. 
 Dictate written phrases and sentences in the use of the 
 possessive; as, John's knife. Mary's doll, Charles' 
 books. 
 
 3. Abbreviations. 
 
 Capt., Col., A. M., P. M., Rev., P. 0.. P. S.. isn't, hasn't, 
 
 don't, and other contractions. 
 Use these abbreviations and contractions in sentences, and 
 
 apply them to written work. 
 Review the abbreviations of first and second grades. 
 
 4. Writing Letters. 
 Introduce the children to letter-writing to friends.
 
 51 
 
 Dirt'il tliciii in the preparatimi of letters -to Ite sent Ijy 
 mail. Let them be slioit. but neat and aecurate in 
 |iuiic Illation, capitals, ete. The letters should not 
 only he ])n'j)an'(l hut also mailed occasionally. 
 
 Work out a lull icttt-r at the board, selecting topics that 
 interest children. 
 
 5. Short Written Exercises (on the blackboard) drawn 
 I a. I I'loni nature-study lessons and excursions; 
 (b.) from history stories; 
 
 (c.) from stories in literature; as, the Cireek and 
 Norse myths. 
 Apply j)revious lessons on (•ai)itals, punctuation, and spell- 
 
 6. Study the following,' homonyms: 
 
 sail — sale pail — pale weak — week 
 
 hair — hare whole — hole won — one 
 
 berry — bury bouj^h — bow forth — fourth 
 
 idle — idol heal — heel him — hymn 
 
 pair — ])ear — pare rode — road — rowed 
 
 A few of the drills in workiuf,' with homonyms may be 
 suggested as follows: 
 
 (a.) Give out the words orally, and call for sen- 
 tences illustrating the dilferent uses, 
 (b.) Pronounce the words and call for s|)flling and 
 explanation of meanings. 
 
 (c.) Write the words upon cards and let tlic children 
 interpret them at sight. 
 
 (d.) Recall curious mistakes in the use of homo- 
 nyms. 
 
 7. Short Written Papers. 
 
 First work out with the children a series of sinipU' sen- 
 tences from a familiar story or nature lesson. Place 
 these sentences on the board and examine the spell- 
 ing, capitals, and punctuation. 
 
 In the first etl'orts of children such senteiu-es nuiy be copied 
 from the board. Later they may be reproduced in 
 substance from memory. 
 
 8. Correct the following common eirors in sj>ei'ch: 
 
 (a.) The relative and interrogative pronouns who
 
 52 
 
 and whom; as, Whom did you meet? instead of 
 Who did you meet? Whom did you call for? etc. 
 <b.) Each and every one, either and neither. These 
 words are often wroiifj:ly used with a plural verb; 
 as, Every one of the boys are present. Neither of 
 those flowers are beautiful. 
 
 (c.) Review the use of may and can, shall and will, 
 (d.) Review the personal pronouns I and me, we 
 and us, with verbs. 
 
 (e.) Give pronunciation drills on words carelessly used: 
 "take em" (them); ''saw im" (him); "that chew" 
 (that you) ; "lookin" (looking) ; "governer" (gov- 
 ernor). Have the children help make a list of such 
 inaccuracies. 
 Be on the watch for such forms as, "slung," "busted," 
 '•where is it at," "what" for "which" or "that," "my 
 book is to home," "waiting on you" (waiting for you), 
 "I taken it," etc. 
 
 9. The correct use of predicate adjectives instead of ad- 
 verbs after seem, appear, smell, taste, and feel; 
 as, The apple tastes good (not well). I feel bad 
 (not badly). The fruit smells sweet (not sweetly). 
 In correcting all of these common errors of speech it is ad- 
 vantageous to keep a list of the correct phrases and 
 sentences on the blackboard before the eyes of the 
 children for a period of time, with occasional drills 
 or references to them for the sake of emphasis. 
 
 10. Spelling. 
 
 Make out lists of new or difficult words for spelling ex- 
 ercises taken from the stories, reading, nature-study, 
 and geography. 
 
 (a.) Such lists, placed on the board, may be used 
 for pronunciation and copying till they are familiar. 
 
 (b.) Pronounce such words for oral spelling. 
 
 (c.) Dictate such words singly or in sentences 
 for written work. 
 
 (d.) See the course in Spelling, Third Year, Manual, 
 p. 74.) 
 
 11. Write familiar poems from memory. Apply the pre- 
 
 vious lessons on punctuation. Before writing study
 
 53 
 
 the punctuation, oapitals. and spelling of such pas- 
 sages in the original. 
 
 12. Simple Contractions. 
 
 I'll, I'm, isn't, aren't, hasn't, can't, you'll, it's, I've, 
 there's, and others: e. g. I'll go if it isn't too late. 
 Give many illustrations until the forms are known. 
 Dictate sentences for writing, involving these forms. 
 Examine in dialogue and dramatic stories the fre- 
 quent use of these abbreviated forms. 
 
 13. Give daily drill.s on the forms. Text p. 6-8. 
 
 FOURTH YEAR 
 
 (Text— state Series, 'Steps in English," Book 1. Limits, p. 84-158.) 
 (See Miss McFadden's "Bulletin on Language Teaching.") 
 
 (Note: The teacher should select only those lessons in 
 the prescribed text which bear on the outlines given 
 below, nor is it necessary to take these lessons in 
 the sequence given. The teacher .should also draw on 
 other texts and sources for other material.) 
 
 1. Composition. 
 Careful work in .simple composing can be undertaken in this 
 grade. 
 
 (a.) The outlines previously made out in the oral treat- 
 ment of history stories and geography topics, manual 
 arts, and nature-study supply a good basis for short 
 compositions. Two or three topics of an outline 
 may be worked out in distinct paragraphs with 
 proper attention to margins, indentation, capitals, 
 and punctuation. (See chapter of Illustrative Les- 
 sons in McMurry's "Special Method in Language.") 
 (b.) (Ireater freedom in outlining and in composing 
 can be allowed in writing <les(ri])tions of jM-rsonal 
 experiences of cliildrcn upon excursions aTid picnics. 
 After looking over such pa|)crs the teacher should use the 
 blackboanl freely in revising errors of sentence con- 
 struction, choice of words, paragraphing, spelling, 
 and markings. 
 
 I' or further suggestions of method .see chapter of Illustra- 
 tive Lessons.
 
 54 
 
 2. (ii.| 'I'lir idircit uses of who, which, aiul that as re- 
 
 hilivc iMoiumns, c. <^.. The lady whom we met is sick. 
 'I'lic hoy that (or vvlio) was here is very bright. The 
 slicep tliat (or whicli) was in the pasture is lost, 
 (b.) The proper use of in and into in sentences: e. g. 
 Tom fell into the pond. The l)oat was in tlie water. 
 |c.) Illustrate the use of the possessive singular 
 and pluial nouns; as, The dog's ears, Charles' hat. 
 
 3. Homonyms. 
 
 ball — bawl choir — quire gait — gate 
 
 hall — haul peace — piece seen — scene 
 
 false — faults Ilea — tiee heard — herd 
 
 oar — o'er — ore waist — waste 
 
 Study the meanings of these words and illustrate their 
 
 use in sentences. 
 Give a series of lessons in the spelling and meanings of 
 
 homonyms, including those studied in the earlier 
 
 grades. 
 
 4. Develop from numerous examples the chief rules for 
 
 forming the plurals of nouns. 
 
 (a.) Cases in which s is added; as, horse — horses; 
 
 cat — cats; bonnet — bonnets. 
 
 (b.) Adding es: as. box — boxes; grass — grasses; 
 
 church— churches. 
 
 (c.) Clianging f to v and adding es; as, leaf — 
 
 leaves; half — halves. 
 As a basis for deriving these rules make long lists of 
 
 illustrations of each group from familiar words. 
 In applying the rules, (a) dictate words and call for both 
 
 forms; (b) change all the words in a given sentence 
 
 or paragraph to the corresponding singular or plural. 
 
 5. Abbreviations as follows: etc., sec, min., hr., in., ft., 
 
 pt., gal., bbl., U. S., D. C, R. R., Dr., Amt. 
 Add to this list the abbreviations that spring up in any 
 of the studies and a review of those in previous 
 grades. 
 
 6. Avoid the following incorrect usages: Like for as; e. g. 
 
 He plays as Henry does. Without for unless; e. g. 
 Do not go unless your fatlier permits (not, without
 
 55 
 
 your father permits). Good ways or long ways for 
 long way: e. g. (ieorge is a lonj.' way from home 
 (not, long ways). Some for somewhat; i-. g. He 
 is somewhat deaf (not, some deaf). 
 
 7. Irregular verbs. 
 
 see saw 
 
 come came 
 
 do did 
 
 go went 
 
 take took 
 
 sit sat 
 
 set set 
 
 lay laid 
 
 shake shook 
 
 seen 
 
 tome 
 
 done 
 
 gone 
 
 taken 
 
 sat 
 
 set 
 
 laid 
 
 shaken 
 
 Review the uses of there is and there are. there was and 
 there were. 
 
 8. Punctuation, 
 observe the use of various |iuiutuation marks in the readers, 
 
 arithmetics, and other books. 
 Notice the use of the exclamation point, (piotation marks, 
 
 the comma in series, in atidressos. and in setting off 
 
 clauses and phrases. 
 Apply tliese punctuation marks in written work. 
 
 !». Contractions. 
 
 O'clock, 'tis, it's, I've, ne'er, he's, shouldn't, couldn't, 
 shan't, won't, wouldn't, can't, what's, that's. 
 
 10. Introduction to the u.se of the Dictionary. 
 
 Mastery of the alphabet in order. 
 
 How to trace up words in dictionary. 
 
 The markings of vowels, diphthong-^, and consonants in 
 
 the dictionary. 
 Syllabiticatioii and accent. 
 
 The interpretation of deliuitions tu lit tlic cciiitcxt. 
 Systematic lessons are needed 
 
 (a.) in tile correct pronunciation of vowel sounds. 
 
 (b.) on the diacritical markings in flic dictionary. 
 
 (c.) upon well-selected words for dictionary study. 
 
 See chapter of lllustrat iv<' Lessons.
 
 56 
 
 11. Synonyms and antonyms; c g. large — big — great; 
 
 little--sniall— diniiuutive ; angry — vexed— indignant ; 
 liberty — slavery — slavery or bondage; proud — hum- 
 ble; strong — weak. 
 Frame sentences showing these similar and contrasted 
 meanings. 
 
 12. Correction of common errors heard outside of the 
 
 school ; e. g. ain't, seen for saw, done for did, you 
 was for you were, she don't for she doesn't, as lieves 
 for as lief. 
 Keep the correct forms before the eyes and in the hearing 
 of pupils as mvu'h as possible. 
 
 13. Spelling of new and difficult words gathered from the 
 
 lessons in history, geography, reading, nature-study, 
 and arithmetic. 
 
 Use the lists of words derived from these studies for dic- 
 tionary work and for spelling. 
 
 See the course in Spelling, Fourth Year, Manual, p. 74. 
 
 14. Make a free but informal use of the terms verb, noun, 
 
 and names of other parts of speech in etymology; 
 also subject, predicate, and modifier without for- 
 mal definition, as occasion natiually arises in all 
 studies. 
 
 15. Give daily drills on the forms, text p. 6-8. 
 
 FIFTH YEAR 
 
 Text — State Series, English Lessons, Book I. Limits, 
 
 p. 158-240.) 
 
 (See Miss McFadden's '"Bulletin on Language Teaching.") 
 
 (Note: The teacher should hold herself free to omit any 
 portion of the prescribed text which does not con- 
 tribute to the work outlined. She should be care- 
 ful not to impose any formal grammar upon chil- 
 dren of this grade tliough parts of speech should be 
 called by their grammatical names and through their 
 composition work children of this grade should 
 recognize phrases and clauses and to a degree learn 
 to know their relation in the sentence. The teacher 
 should draw material from other texts and sources.)
 
 57 
 
 Efficient use of language depends chietly upon the con- 
 stant attention given to correct speech and written 
 work in other studies. 
 
 In the fifth grade there should be special care to apply 
 all the forms of correct language taught in the pre- 
 vious grades. 
 
 So important is this application that advanced language 
 work could better be neglected than this faithful 
 review overlooked. 
 
 As a means of directing attention to this review and 
 application of previous lessons, the first two or three 
 months of the fifth grade might well be given to 
 such review drills. 
 
 This insistence upon correct usage applies also to the varied 
 forms of oral work in fifth grade, such as the oral 
 narratives in history, the reproductions of geography, 
 the reports on nature-study, and to all other forms 
 of recitation work as well as to any written papers 
 and examinations. In all these, perpetual attention 
 to correct forms is necessary. 
 
 1. Composition. 
 
 At this age the compositions should begin to show some 
 degree of skill in the full, accurate and apt expres- 
 sion of thought. The topics upon which children are 
 asked to write should be selected with a view to the 
 knowledge and preferences of the children. Biog- 
 raphy, travel, and lively story appeal to many, while 
 nature-study, machines, and inventions may interest 
 others. 
 
 The full outlines furnished by the history stories and 
 geographical types furnish an excellent basis for 
 a part of the compositions. 
 
 For example of this, see the chai)ter of Illustrative Lessons. 
 
 Exercise care in spelling, capitals, and pimct nation. 
 
 2. Spelling exercises nuiy be derived from 
 
 (a.) mistakes in the composition papers: 
 (b.) difficult and new words in reading and other 
 lessons; 
 
 (c. ) reviews of other lessons on homonyms, con- 
 tractions, abbreviations, and rules for plurals.
 
 58 
 
 (d) Sec coiiisc ill Spelling. Fiftli Year. Manual, 
 p. 74. 
 
 3. Tiic paraplirasiiifr of familiar stories and poems from 
 
 iiu'inory provides a lively kind of board or seat work 
 in which faults in language and composition can be 
 quickly corrected. (iive freedom of expression. 
 Criticise the work in class and compare with the 
 original in thought and language. 
 
 4. Business Letters and Social Forms. 
 Standard forms of letters should be mastered. 
 
 Letters of invitation and declination as are usually given in 
 the language l)ooks. 
 
 Bills and receipts, inspection of customary bills and busi- 
 ness papers. Write out the forms. 
 
 In all these forms require accuracy and neatness. 
 
 5. Inspection of punctuation as found in the readers and 
 
 other text-books. 
 Develop and illustrate the chief rules for the use of 
 
 capitals, commas, apostrophes, and quotation marks. 
 Give dictation exercises to test the use of these markings. 
 Punctuate poems and prose passages taken from authors 
 
 and then compare with the original. 
 
 6. Irregular Verbs. 
 
 Review the full table of irregular verbs and their parts. 
 
 Make a special study of the harder verbs; as, lie and lay, 
 sit and set, to be, do, fly, get; and the auxiliaries 
 shall and will, may and can. 
 
 Make many sentences, to illustrate and confirm these va- 
 rious uses. 
 
 7. Homonyms and Synonyms. 
 
 cellar — seller chews — choose colonel — • kernel 
 
 creak — creek hose — hoes in — inn 
 
 lesson — lessen mail — male night — knight 
 
 pedal — ■ peddle plain — plane alter — altar 
 
 all — awl aloud — allowed been — bin 
 
 fir — • fur soul — sole tacks — tax 
 
 Give various dictation and drill exercises for the spelling, 
 meaning and use of these words.
 
 59 
 
 8. Abbreviations: Acct.. Hon., <iov.. Pros.. Co., Jr., St., 
 
 M.D., Prof., Supt., Maj.. Sen.. Kep.. Mes.srs. 
 Review earlier abbreviations. 
 Review eontraefions and illustrate tlieir use in sentences 
 
 and in conversation. 
 
 9. Correction of errors lieard out of school. 
 These to be reported and di.scussed in class. 
 
 Op])(irt unity t<i review earlier lessons. 
 
 10. Use of Dictionary. 
 
 Regular exercises in dictionary interpretations. 
 
 Words for these lessons derived from other studies; as. 
 
 reading, geography, history, and science. 
 Review of dictionary markings for pronunciation and 
 
 accent. 
 Drills upon vowel and consonant sounds. 
 List of prefixes and sullixes. and their meaning. 
 Root words and derived words illustrated. 
 Children, after a few of these lessons, should begin to 
 
 use small dictionaries as reference for self-help in 
 
 reading and other studies. 
 
 11. (;ive daily drill on the forms in the text p. 6-8. 
 
 SIXTH YEAR 
 
 (Text — State Series, Knglish Lessons, Mook 11. Limits, 
 p. 223-:308.) 
 
 (Note: Teachers should not hesitate to omit lessons in the 
 prescribed text which do not contribute to the work 
 outlined, or to draw on other texts for suitable ma- 
 terial.) 
 
 1. Independent Use of the Dictionary. 
 
 Regular use of the dictionary with a>^igmiients for dic- 
 tionary study ill leailiiig and language lessons. 
 How to use the dictionary appendix. 
 
 Caiefiil re\ ie\\ of pliniiics ami ilrill in I lie correct use <if 
 sounds. Diacritical marks. 
 
 Syllabiti<-ati<)n and aiceiit nf words. 
 
 Teach the use of cycloiicdias ainl other rcfi'ifiice books.
 
 60 
 
 Irit roduiiiif,' children to an easy and intelligent 
 use of reference l)ook.s is one of the most important 
 points in cultivating proper liabits of study. Kvon 
 the supplementary readers in history, geograpliy, 
 and nature-study will be used more wisely after 
 thoughtful and suggestive pointers by the teacher. 
 Even a small library of reference books may be made of 
 great value to children, if they are taught to use 
 it properly. 
 
 2. Spelling. 
 
 The problem of spelling should be attacked from several 
 sides and systematically. 
 
 (a.) Lists of new and difficult words should be 
 carefully selected from the usual lessons in other 
 studies and used for oral and written drills. 
 (b.) In composition work of all kinds the dictionary 
 should be used for doubtful words, 
 (c.) The simple rules for spelling classes of words 
 should be developed from full lists of examples. 
 Formation of the plurals of nouns. 
 Words ending in f, 1, and s. 
 
 Monosyllables and words accented on the last syllable. 
 Words ending in e. 
 
 (d.) See course in Spelling, Sixth Year. Manual, 
 p. 74. 
 
 3. Derivatives of words used in reading, arithmetic, and 
 
 other studies. 
 
 Common root words and their derivatives grouped; as, 
 come, become, income, coming, comely; thought, 
 thoughtful, thoughtless, bethought; see, seeing, un- 
 seen, foresee, seer, see-saw. 
 
 Notice prefixes and suffixes in forming derivatives. 
 
 4. Composition. 
 
 Instruction in outlining subjects. 
 
 Illustrate with new topics from general lessons and sub- 
 jects of special interest, which are outlined before the 
 class. 
 
 Critici.se also in class outlines made by the children. 
 
 Base compositions on 
 
 (a.) reference topics in geograpliy and history;
 
 61 
 
 (b.) reports on the lives of authors whose works are 
 studied in tlie reading lessons ; 
 
 (c.) debates iii which arguments are presented on 
 both sides ; 
 
 (d.) topics in which individuals show a strong in- 
 terest ; as in science, music, mechanics, etc. 
 
 5. Letters and Correspondence based upon 
 
 (a.) descriptions of travel and historical scenes: 
 (b.) visits to places of interest; as museums, parks, 
 churches, j)ublic buildings; 
 (c.) home letters to parents and others: 
 (d.) business letters, telegrams, advertisements, etc, 
 
 6. Correction of prevailing incorrect speech. Avoid com- 
 
 mon absurdities and extravagances; as, how tor what, 
 if for whether, and the frequent use of awful, dread- 
 ful, perfectly charming, immense. 
 Discuss freely the use of slang. Like swearing, it shows 
 over-emphasis and weak thought. 
 
 7. Use of abbreviations: 
 
 C. 0. D., D. D., Atty., X. B., via. vol.. inst., Cr., viz. 
 
 Review earlier abbreviations. 
 
 Study list of abbreviations in the appendix of the dic- 
 tionary. 
 
 8. Homonyms, synonyms and antonyms. Make lists from 
 
 the regular studies as they arise. 
 Use the dictionary freely in tracing up synonyms and 
 antonyms. 
 
 y. Drill exercises in punctuation. 
 
 (a.) fiather up the chief rules for i)un(tuation. 
 (b.) Copying from memory of songs, poems, hymns, 
 and proverbs, with projjcr punctuation. 
 (c.) Dictation exercises as tests of spelling, capi- 
 tals, and markings. 
 
 SEVENTH YEAR 
 
 (Text — State Scries. Knglisli Lessons. IViok 11. Limits, 
 p. 7-94; and 308-345.)
 
 62 
 
 (Note: 'rcac'licrs sIkhiIiI ikiI licsi1;itc to omit lessons 
 in tlu! prcscrilx'd tt-xt wliidi do not contriljute to 
 tlio work ontlinod, or to draw on other texts for suit- 
 al)lc Miatcrial.) 
 
 1. Analysis of Sentences. 
 
 The sentence as the nnit of tliought. 
 
 Chief elements of t]ionf.dit in the sentence. 
 
 Subject, predicate, and modifiers. 
 
 Many illustrations examined. 
 
 Adjective and adverbial modifiers. 
 
 Extension of adjectives and adverbs into phrases and 
 
 clauses, modifying nouns or verbs. 
 The chief kinds of simple sentence. 
 The complex sentence and its elements. 
 The compound sentence and its parts. 
 Free use of the parts of speech without formal definition. 
 
 2. History of the English language in its chief periods 
 
 of development; the different sources of its words. 
 Chief peoples who have contributed to it, with il- 
 lustrations of their share in forming it; as, Celts, 
 Anglo-Saxons, Danes, Normans, Latins. 
 Diflerence between English and Latin German in the in- 
 flections. 
 
 3. Peculiarities of English spelling. 
 
 Spelling of Latin words; Greek words. 
 
 Silent letters in English. 
 
 Classes of peculiar spellings in English. Drills on special 
 
 lists; as in ei and ie, and ough. 
 The reform of English spelling and reasons for it; as in 
 programme, thorough, through, 
 
 4. Compositions, based on 
 
 (a.) lives of authors; as, Irving, Whittier, Lowell, 
 Macaulay, Bryant, Scott, Hawthorne; the stories of 
 the origin of important prose works and poems, as 
 "Hiawatha, ' "Evangeline," "Snow-Bound," the 
 "Tliad" and the '"Odyssey." '■Siegfried," "King Ar- 
 thur;" 
 (b.) topics on the history of English;
 
 63 
 
 (e. ) •TfiiPial lessons discussed for the wliole scliool; 
 
 (d.) iniajiiiialivf stories in imitation of stories read; 
 
 (e.) .side-iijjlits on history and geography; 
 
 (f.) special science rejiorts. 
 
 .5. Spelling Reviews. 
 Review and extension ni tin- rules of spelling. 
 Review tallies of homonyms. 
 Peculiar groui)s of English spellings. 
 Words (h'rived from other studies and readings. 
 See conise in Sjieliiiig. Seventh \'ear. .Manual, p. 75. 
 
 0. Phonics. 
 A careful drill in phonic sounds is needed in the grammar 
 school: (a.) single and concert drill on vowels, diph- 
 thongs, and consonants, with many illustrations; 
 (1)) drills on lists of words often mispronounced. 
 
 7. I'se largei' dictionaries and reference books. 
 
 The unabridged dictionary sjiould be eiu|)loyed for refer- 
 ence in grammar grades, including the appendix. The 
 cyclopedias also of biography and of general refer- 
 ence should be niaile familiar by use. Children 
 should learn how to cull impoitant points from 
 longer articles. 
 
 Supplenu'ntary reference books in science, geography, lit- 
 erature, and history, biography and travel, should be 
 used, discussed, and referred to by the teacher for 
 sup|)lemcntary and home reading. The language les- 
 sons should nuike children intelligent and interested 
 in the use of reference materials. Much of this must 
 lie done also in the other stiKlies. 
 
 8. Iteview oi' common errors in spoken l-".nglish. 
 
 Di.si'ussioii of classes ot errors in earlier lessons. 
 
 Illustration of the various ways in which graunuar aids 
 correct speech: as in the use of iiicgular verbs, pro- 
 nouns, adjectives, adverbs. 
 
 Common errors heard out of school discussed in »'lass. 
 
 The nu'aning of \ulgarisms and slang and their origin. 
 Iveasonable discussion of slang and why it should be 
 avoided. While some slang is expressive the ordi-
 
 64 
 
 luny use of it sliows weakness in tliouj,']it and defi- 
 cient jjower of expression. 
 
 9. Continue drill upon the pronunciation of lists of words 
 eoninionly mispronouneed ; as, apparatus, data. 
 
 10. Rhetorical Figures and Terms. 
 
 Ineidental attention to the rlictoiical fifi^ures used by good 
 
 writers; as, simile and metaphor. 
 Continuation of memory (juotations. 
 
 EIGHTH YEAR 
 
 (Te.xt — State Series, English Lessons, Book II. Limits, 
 p. 94-222, parts of.) 
 
 (Note: While definite limits have been set the teacher 
 should understand that every thing in the pages 
 prescribed which in her judgment does not bear di- 
 rectly on the topics enumerated should be omitted.) 
 
 1. Grammar. 
 
 The parts of speech are familiar by name and use as ex- 
 plained in the discussion and illustration of the parts 
 of the sentence — subject, predicate, modifiers and 
 connective words. 
 
 (a.) The eight parts of speech are now taken up as 
 objects of study, illustrated, defined, and grouped 
 in their chief classes. 
 
 The inflections and conjugations are also worked out in 
 their chief forms. 
 
 !Many of the lesser traditional classifieations and inflec- 
 tions are of little value and should be omitted. 
 (b.) The service of the chief classes, rules, and in- 
 flections for determining correct usage should be 
 fully exploited in this fuller discussion of pronouns, 
 verbs, and other parts of speech. 
 
 2. Composition. 
 A complete treatment of composition in the last year of 
 the grammar school should make letter w'riting and 
 written expression of thought in all subjects fluent 
 and correct. 
 
 (a.) Study of examples of the chief forms of com- 
 position by good writers; as. narration, description,
 
 65 
 
 and iujiument. illustrateil by the writings of Scott, 
 Hawthorne, Webster, Dickens, and others, 
 (b.) Paraphrasing of poems and stories from 
 memory. 
 
 (c.) Review of earlier studies in oiil lining tlie chief 
 unit of thouglit in an essay, 
 (d.) Simplicity and clearness in writing. 
 (e.) Figures of speedi and theii- value as illus- 
 trated by good autliors. 
 
 (f.) The use of sources and reference books in 
 preparing compositions. 
 
 (g.) Krrors to be avoided in composition, confusion 
 of topics, and)iguit\', stilted language, extravagance, 
 foreign phrases, 
 (h.) Original compositions ujton seif-clioscn topics. 
 
 3. Reviews and Summaries. 
 
 (a.) Study of synonyms and homonyms. 
 Review previous lists and add, such as; liail — bale; barren 
 
 baron; breach — breech; cannon — canon; canvas — 
 
 canvass ; cede — seed ; ehaste^chased ; chord — c-ord ; 
 
 claws — clause; cousin — cozen; kill — kiln; maze — - 
 
 maize; martial — marshal; mean — mien. 
 Review the complete list of homonyms, with meanings 
 
 and spelling. 
 
 (b. ) Irregular verbs. 
 Keview the list of irregular verbs ami the violations of 
 
 correct usage. 
 
 (c.) Pronouns and tlicir use. 
 
 (d.) Keview rules for sjn-lling and |»nnctuation. 
 
 (e.) See course in Spelling, Eighth Year. .Manual, 
 
 p. 7.-). 
 
 4. Study and analysis of Knglish classics to discover tile 
 plan, outline of thought, choice of words, peculiar 
 points of style, use of ligures, and sentence con- 
 struction. 
 
 5. Fuller studies of the biographies ui' leading J-Lnglisli 
 and .\merican writers and reports upon them. .\c- 
 qmiintance with the best books dealing with authors. 
 The leading periods of American literature with their 
 
 groups i)t' authors.
 
 THE COURSE IN PENMANSHIP 
 
 To meet the cleinands for botli legibility and speed in 
 writing, a compromise between the extreme slant formerly in 
 vogue and the vertical seems advisable. To secure good results 
 attention to both form and movement throughout the grades is 
 necessary, form being the emphasized feature in the lower and 
 movement in the higher. The manner in which work is done will 
 depend greatly upon the methods used by the teacher to make 
 pupils interested in raising the standard of their work and careful 
 in all written exercises. 
 
 Throughout all the grades the teachers should give atten- 
 tion to the posture of the child when he is writing at his desk. 
 Children used to sit with their sides toward the desk, which 
 supported the right arm wholly and the left partially. This 
 position raises the riglit shoulder and causes the left to droop, 
 destroying symmetry and tending to cause lateral curvature of 
 the spine. The child should face the desk directly, resting both 
 feet squarely on the floor, and supported by them and his chair. 
 The arms and hands should be on the desk, thus tending to push 
 back the shoulders. If this posture is taken, the head will be 
 erect, the arm will ofl'er a support, the chest will be easily filled, 
 the shoulders will be on a level, the back will be straight, and 
 the position can be maintained for a considerable time 
 without fatigue. The cojjy book should lie on the desk about 
 an inch out of parallel. Lying at this angle it conforms to the 
 position of the arm and hand and a practical slant is the result. 
 The book should be moved more and more up the desk as the 
 writing approaches the bottom of the page. 
 
 The pen should be held between the thumb and first finger, 
 resting against the forefinger just back of the middle joint. 
 The thumb should be bent and the end rest firmly upon the pen- 
 holder opposite the first joint of the forefinger. 'I'lie hand should 
 
 66
 
 67 
 
 rosi on tlie Hrst joint of the little lliifrer. 'riieiv sliould be a 
 space of at least a quarter of an inch l)et\veen the wrist and pa- 
 per. If the wrist lies flat on tlie paper it prevents the securing of 
 movement. The muscles of the right fore-arm should rest upon 
 the desk, acting as a pivot. Poor pen-holding up to the age of 
 twelve to fourteen, is usually due to a weakness of the muscles 
 of the fingers and hand, and inal»ility to co-ordinate the muscles 
 easily. However, this may he overcome in time hy careful train- 
 ing. Above the fifth grade little trouble should bi- cxpcriciiri'd 
 in securing correct pen -holding. 
 
 The linal aim in the teaching of writing sliould be freedom 
 and ease of movement. The co-ordination of the mu.sdes must 
 not be hastened, but allowed to come naturally. S|)eed should be 
 encouraged, but form should never be .sacrificed for the sake 
 of speed. In all writing, legibility is the first essential. When- 
 ever it becomes a choice whether we do a thing rapidly or do it 
 well, we should do it well every time. S])eed may be desirable, 
 but accuracy is invaluable. 
 
 Along all lines of mechanical work we learn to du a thing 
 rapidly by doing it over and over again, striving to improve upon 
 what we can already do. In other words, when it becomes a 
 reHex action. Movement consists of a free rotary movenuMit of 
 the fore-arm. To secure control of the fore-arm the pupil 
 should practice a rotary movement with a dry pen in his hand. 
 Later, the same exercise with pen and ink. To secure good 
 position, good pen-holding and good movement, it is (juite neces- 
 sary that we do not require too much writing from the pupil, and 
 that all writing done be carefully supervised by the teacher. 
 Many bad habits are formed during the various periods of general 
 writing, and these are of .so serious a natiire that the actual 
 practice for a period of from fifteen to twenty minutes a day is 
 not suflicient to eradie;ite the bad. .\ few specific suggestions 
 follow: 
 
 1. Penmanship should have a |)lace upun the program 
 
 and pupils should be given daily instruction for a 
 j)eriod of at least fifteen minutes. .Much better re- 
 sults will be secured from a short lesson given ihiily 
 than from a long lesson given le^-s frequently. 
 
 2. Make your criticism mean something to the child. 
 
 Make him see wherein his work is wrong and hold 
 him responsible for good lesnlts.
 
 68 
 
 3. It is nocossary tliat tlie tfiaclior cxaniine eaoli pupil's 
 
 work at least two or three times during the writing 
 period, otherwise interest will he slackened and less 
 care exercised. 
 
 4. See lliat pupils correct all letters in a word. 
 
 5. (See that they do not fall into a back hand. 
 
 6. Watch position of the body, pen and book. 
 
 7. The copy book should show the actual daily practice 
 
 of the pupil, not fixed up work. 
 
 8. At the beginning of the school year a specimen (not 
 to exceed three lines) of each pupil's writing should 
 be taken. It would be well to have this specimen 
 placed upon the last page of the copy book. Pupils 
 should be instructed not to write upon the page 
 just preceding the specimen page. This will serve to 
 show the pupil his progress during the term. 
 
 9. Insist that the pupil's writing at all times be legible 
 and neat. 
 
 10. The "New State Series Writing Books" will be ready 
 for distribution by January. 1908, it is thought. Un- 
 til these are i-eady the Barnes "Natural Slant" will 
 be continued. The assignment by grades will be 
 to both books. 
 
 Assignment of Work 
 FIRST YEAR 
 
 The work of this grade should be limited to writing at the 
 blackboard with crayon and done largely in imitation of the 
 teacher together with some work at the desks with pencil and the 
 wide spaced paper. The writing should be kept very large and 
 free. See the course in Language. Composition and Grammar, 
 First Year, topic l.S. Manual, p. 4.'>. 
 
 SECOND YEAR 
 
 The work of the First Year should be continued through this 
 grade, using crayon at the board and })cncil at the desk on wide
 
 69 
 
 spaced paper. Movements sliould be large and free. Xo pen and 
 ink should be used in this grade. 
 
 THIRD YEAR 
 
 Barnes, Natural Slant, Books 2 and 3. 
 
 New State Series, Book 1. 
 
 For supplementary exercises the wide spaced paper should 
 still be employed and for written work in conjunction with oth»?r 
 subjects the children should use the wide spaced note book. I'en 
 and ink is used in this grade for the first time. The teacher 
 should do her utmost to prevent angular, cramped writing in this 
 grade. Much depends upon supplying each child with a pen which 
 he can move smoothly over the paper. 
 
 FOURTH YEAR 
 
 Barnes, Natural Slant, Book 4. 
 
 New State Series, Book 2. 
 
 Arm movement drills, explanations, position, pen-holding, 
 paper control. Management of the left hand and arm. Free move- 
 ment to and fro, along the writing line. Counting to secure uni- 
 form movement for the entire class. Timed specimens. ^lovement 
 applied to small letters, figures, capitals. 
 
 FIFTH YEAR 
 
 Barnes, Natural Slant, liook .3. 
 
 New State Series, Book 3. 
 
 Movement drills, all kinds of paper, varied ruling. Uniform 
 slant and size attained. Application of the movement practiced 
 to the forms it is intended to help. 
 
 SIXTH YEAR 
 
 Barnes. Natuial Slant, Books and 7. 
 
 New State Series, Book 4. 
 
 Selected <a[)ital and small letter exercises. Variation of 
 movement drills. Movements for definite purjwses. Drill to 
 seciue light touch. Pupil taught to judge his own eflfort and to 
 practice profitably with less direction by the teacher. Develop 
 as much speed as possible but practice with care, increasing the 
 speeil gradually. Be(iuire all general writing to be correctly 
 and iiciit Iv (lone.
 
 70 
 SEVENTH YEAR 
 
 New State Series. Hook 5. 
 
 All work in iiiovenient should be slow at first and increased 
 gradually, that the form of the writing may not be destroyed. 
 Ke(|iiire good form and good movement in all the work. Move- 
 ment drills and exercises for fore-arm. 
 
 EIGHTH YEAR 
 
 New State Series, Book 6. 
 
 Strive for perfect control of movement and an individual 
 hand. Give exercises and drills to secure the same. Time spec- 
 imens. Stimulate pride in writing which will lead to much prac- 
 tice outside of schools. Examine various styles with the chil- 
 dren to develop their judgment as well as to stimulate interest 
 and focus attention. Lead them to see that the essentials of 
 practical writing are legibility, uniformity, rapidity, with ease 
 of execution.
 
 THE COURSE IN SPELLING 
 
 As spelling exercises are usually conducted the memory is 
 appealed to: (1) through the eye alone; (2) through the ear 
 alone; and {li) through the eye and ear together. Tests have 
 been made to determine which impression is the most lasting. 
 The result seems to show that with the greater number of chil- 
 dren the impression made through the ear is weaker than that 
 made through the eye, while the strongest of all is the one coming 
 through the eye and ear combined. The tendency which children 
 have, to whisper words over to themselves while they are study- 
 ing would .seem to be in line with this conclusion for this ten- 
 dency is probably nature's plan for reenforcing the impression 
 of sight by adding that of .sound, and the statement coming from 
 many schools for defectives that it is very diilicult to teach the 
 blind to spell, whereas the deaf learn without great etTort, would 
 seem to bear out the conclusion that impressions through 
 tlie eye are stronger than those coming in by way of the ear. 
 To these forms of memory must be added the motor memories 
 whereby the hand automatically writes the word that is in the 
 mind. 
 
 Moreover, it is not the ability to spell orally that is most 
 desired, for we have little occasion in adult life for such power. 
 It is rather ability to write tlie given word, and write it in conjunc- 
 tion with other words in a sentence, that is demanded. It 
 would seem, therefore, that the teacher sliould strive after two^ 
 nuiiu objects: a clear picture of the word as it looks on the 
 ])agf. combined with an audible or whispered iteration of the let- 
 ters which compose it; and a readiness in transcribing with the 
 pen tills audo-visual image. To these ends she sliould lay stress/ 
 upon the memory of the appearance of the word : slie should urge the 
 pupils to spell the word over to themselves as well as audibly; 
 she should call for its reproduction in writing on the i)age or on 
 the blackboard: she shouhl urge the pupils consciously to get 
 hold of the image of the word; and she should be careful that 
 new words are not merely heard but also seen in writing and 
 
 71
 
 72 
 
 in print. Indeed, this need for imaging the form of words is one 
 strong reason for placing a spelling text in the hands of pupils, for 
 the printed page lends itself most readily to work of this nature. 
 
 It is important, also, that words be reproduced in conjunction 
 with other words, for it is one thing to learn to write an 
 isolated word and quite another and more difficult thing to write 
 the same word along with others in a dictated sentence, and 
 yet it is the ability to write sentences which the world demands. 
 It is well, therefore, as a final drill and test for each new word 
 that it be incorporated in a sentence comprising words already 
 mastered and that this sentence be dictated to the pupils to be 
 written on the board or on paper. 
 
 Man}' teachers insist on having children learn the meanings 
 of words at the same time that they require them to learn the 
 spelling, with the thought that better spelling will result. A 
 little reflection will show, we think, that this is not true. It 
 is important that children attend to the uses of words and that 
 they know their meanings, but certainly work of this kind diverts 
 the attention from the form of the word rather than concentrat- 
 ing upon it, and if the foregoing considerations are well taken, 
 work of such character militates against the securing of good 
 spelling. We would advise, therefore, that the two exercises 
 be kept separate. 
 
 There are a few rules in spelling which are helpful though 
 the rule is not the point from which to start. But when a num- 
 ber of instances under a rule are known, the rule serves to hold the 
 principle in mind; such as the rules for the ei and ie combination, 
 for the doubling of the final consonant when a suffix is added, 
 and the like. The introduction to dictionaries give lists of such 
 rules, though only a very few will be found helpful in this con- 
 nection. 
 
 When all is said it must be admitted that there is no royal 
 road to spelling. Special drill systematically given and care- 
 fully followed up is necessary. Too, the pupil must be brought 
 to appreciate that good spelling is still a mark of education and 
 that if he ever learns to spell fairly well it must be as a result of 
 his own hard effort.
 
 73 
 
 Assignment of Work 
 
 FIRST YEAR 
 
 1. There should be little or no oral spelling in the fust 
 
 year. Visualization should be emphasized from the 
 very beginning. It should be made a part of the read- 
 ing and language lessons. In doing this it is well 
 for the teacher to write a word on the blackboard 
 in large, easy handwriting; assist pupils in concen- 
 trating attention upon its form; then erase and 
 have the pupils reproduce the work in an easy hand. 
 During the first half of the year the reproduction 
 should be entirely upon the blackboard; during the 
 last half, upon either the blackboard or paper. 
 In either case the writing should be large and free. 
 Not more than one word should be attempted at 
 first. Gradually pupils will grow in power until 
 they can reproduce several words at a time. Not 
 more than two or three minutes daily should be 
 given to visualization at first, but this may gradually 
 be increased to ten or twelve minutes daily. 
 
 2. See the course in Language, Composition, and Gram- 
 
 mar, First Year, topic 12. Manual, p. 45. 
 
 SECOND YEAR 
 
 (Text — New State Speller, Book I. Limits, sections 1 
 and 2.) 
 
 1. The visualization of words should be continued. Spell- 
 ing should be given a separate period in this year, 
 though the pupil should not be compelled to purchase 
 the text before the beginning of the third year. 
 Words given as spelling lessons should receive some 
 special drill, as, naming the letters, telling what let 
 ter is silent, etc., before children are asked to study 
 the lesson. The study should be an effort to image 
 the words. Writing the words and folding them 
 out of sight often aids this. One day weekly might 
 well be given to exercises in visualization; one day 
 to oral spelling with, perhaps, an oral spelling 
 contest once in four weeks; and three days weekly 
 to written spelling. In the dictation, train pupils 
 to get the word or sentence from hearing it once.
 
 74 
 THIRD YEAR 
 
 (Text — New State Sj)eller, Hook I. Limits, sections 3 
 and 4.) 
 
 1. The text should be in the hands of the pupil in 
 
 this year. Words should be taken from the list of 
 misspelled words in the teacher's note-book; from 
 the daily work, and from the text. For sugges- 
 tions see Second Year. 
 
 2. See the course in i.,anguage, Composition and Gram- 
 
 mar, Third Year, topic 10. Manual, p. .52. 
 
 FOURTH YEAR 
 
 (Text — New State Speller, Book 1. Limits, sections 5 
 and 6.) 
 
 1. Review second and third year spelling and take ad- 
 
 ditional words from texts and other sources. Em- 
 ploy sentence dictation frequently. See previous 
 suggestions. 
 
 2. See the course in Language, Composition and Tiram- 
 
 niar, Fourth Year, topic 13. Manual, p. 5G. 
 
 FIFTH YEAR 
 
 (Text — New State Speller, Book L Limits, section 7.) 
 
 1. Review the spelling prescribed for the fourth year and 
 
 take additional words from texts and other sources. 
 Employ sentence dictation fre(]uently. See previous 
 suggestions. 
 
 2. See the course in Language, Composition and (iram- 
 
 mar. Fifth Year, topic 2. Manual, p. .57. 
 
 SIXTH YEAR 
 
 (Text— New State Speller, Book IL Limits, section 1.) 
 
 1. Book n of the New State Speller will be ready for 
 distribution in .lanuary, 1908. L'ntil this is pro- 
 cured take words from the texts, lists and other 
 sources. Employ sentence dictation frequently. See 
 previous suggestions.
 
 75 
 
 2. See the course in Language, Composition and Gram- 
 mar, Sixth Year, topic- 2. Manual, p. 60. 
 
 SEVENTH YEAR 
 
 (Te.\t — New State Speller, Jiook II. Limits, section 2.) 
 
 1. Lntil Book II is ready for distribution take words 
 
 from the texts, lists and other sources. Employ sen- 
 tence dictation frequently. See previous suggestions. 
 
 2. See the course in Language, Composition and Gram- 
 
 mar, Seventh ^'ea^, topic 5. Manual, p. 63. 
 
 EIGHTH YEAR 
 
 (Text — New State Speller, Book II. Limits, section 3.) 
 
 1. Until Book II is ready for distribution take words 
 
 from the texts, lists and other sources. Employ 
 sentence dictation frecjuently. See previous sug- 
 gestions. 
 
 2. See the course in Language, Composition and Gram- 
 
 mar, Eighth Year, topic 3. Manual, p. 65.
 
 THE COURSE IN MORALS AND 
 
 MANNERS 
 
 Courses in morals and manners ai'e now being taught in most 
 of our schools. In order that they may be permanently eflect- 
 ive the efforts of the teachers must be supplemented in the home. 
 Continuous attention should be given to this, the most import- 
 ant of all the subjects of the public schools. Morality and good 
 breeding should be taught in connection with every lesson which 
 is given and should receive separate attention beside. 
 
 The outline given below should be vitalized and made con- 
 crete through the use of stories drawn from real life, and from 
 episodes related in fiction and elsewhere; points in question 
 should be fully discussed by the pupils in class, and later, in 
 instances made the subject of written exercises. The success 
 of this work depends in a peculiar degree upon the earnestness 
 and enthusiasm which the teacher brings to bear on the work. 
 
 FIRST AND SECOND YEARS 
 
 1. Cleanliness and Neatness: (1) Body, hands, face, hair, 
 
 teeth, nails, etc. (2) Clothing, shoes, etc. (3) Books, 
 slates, desk, etc. (4) Everything used or done. 
 
 2. Politeness (children): (1) At school. (2) At home. 
 
 (3) At the table. (4) To guests or visitors. (3) On 
 the street. (6) In company. (7) Proper forms of ad- 
 dress. 
 
 3. Gentleness: (1) In speech. (2) In manner. (3) Rude 
 
 and boisterous conduct to be avoided. (4) Patience 
 when misjudged. (5) Docility when instructed. 
 
 4. Kindness to Others: (1) To parents. (2) To brothers 
 
 and sisters. (3) To other members of the family and 
 friends. (4) To the aged and infirm. (5) To the 
 
 76
 
 77 
 
 unfortunate. ({>) To tlit- lu'l|ilc.ss iiiid needy. (7) 
 The Golden Rule. 
 
 5. Kindness to Animals: (1) 'I'o those that serve us. 
 
 (2) To those tliat do not liarni us — the killinf^ of 
 birds. (3) The killing of those that do us harm. (4) 
 The killing of animals for food. 
 
 6. Cruelty to any animal wrong. For many excellent 
 suggestions on this topic see the Bulletin on Humane 
 Education issued by the San Diego State Normal 
 School. 
 
 THIRD AND FOURTH YEARS 
 
 1. Review the work outlined in the Kirst and Second 
 
 Years and take the following topics: 
 
 2. Forms of Kindness to Others: (1) Sympathy. (2) 
 
 Deference and consideration. (3) Helpfulness. (4) 
 Charity. (5) Xo cruelty or injustice. 
 
 3. Love: (1) For parents. (2) For brothers and sisters. 
 
 (3) For other members of the family and friends. 
 
 (4) For all teachers and benefactors. (5) For one's 
 neighbor — 'thou shalt love thy neighbor as thyself." 
 (6) For God. 
 
 4. Truthfulness: (1) In words and actions — "without 
 
 truth there can be no other virtue." (2) In keeping 
 one's word — promises to do wrong. (3) Distinction 
 between a lie and an untruth. (4) Telling what one 
 does not know to be true. (5) Prevarication and 
 exaggeiation. (li) The giving of a wrong impression 
 a form of falsiOiood. (7) Telling falsehoods for fun. 
 
 5. Fidelity and Duty: (1) To parents — ^to assist, com- 
 
 fort, etc. (2) To brothers and sisters, older to assist, 
 
 etc., younger. (3) To the | r and unfortunate. 
 
 (4) To till- widiiged and oppressed. (5) Duty to 
 God. 
 
 6. Obedience: (I I To pi'.rmts. (2) To teachers and others 
 
 in authority; (3) to law; (4) to ((mscience; (.1) 
 to (iod. 
 
 Nature of: i\) I'rompt ; |2) ilieerful; (3) implicit; 
 (4) faithful.
 
 78 
 FIFTH YEAR 
 
 1. Review tile work c»f the 'I'liinl and Fourtli Years and 
 take ill addition: 
 
 Nobility: (!) .Manliness. (2) Magnanimity and gen- 
 erosity. (3) Self-denial and self-sacrifice for othens. 
 (4) lira very in helping or saving others. (5) Con- 
 fession of injury done another. 
 
 3. Respect and Reverence: (1) For parents; (2) for 
 
 teachers; (.'J) for the aged; (4) for those who have 
 
 doiie distinguished service; (5) for those in civil 
 authority. 
 
 4. Gratitude and Thankfulness: (1) To parents; (2) 
 to all benefactors; (3) to God, the giver of all good. 
 
 5. Forgiveness: (1) Of all those who confess their 
 
 faults; (2) of those who have wronged us; (3) 
 of our enemies; (4) generosity in dealing with the 
 faults of others. 
 
 6. Confession: (1) Of wrong done another manly and 
 
 noble. (2) Denial of fault — ^"The denial of a thought 
 doubles it." (3) Frankness and candor. 
 
 7. Honesty: (1) In keeping one's word. (2) In school 
 and out of school. (3) In little things. (4) Cheating 
 ignoble and base. (5) "Honesty is the best policy." 
 (6) Honesty is right. 
 
 SIXTH YEAR 
 
 1. Review the work of the preceding year. 
 
 2. Honor: (1) To honor one's self, i. e., to be worthy 
 
 of honor; (2) to honor one's family; (3) to honor 
 one's friends; (4) to honor one's home; (5) to 
 honor one's country. 
 
 3. Courage: (l)True courage — daring to do right and 
 
 to defend the right. (2) Faults — daring to do or 
 defend the wrong. (3) In bearing unjust censure or 
 unpopularity. (4) In danger or misfortune. (5) 
 Heroism. 
 
 4. Humility: (1) True greatness — not blind to one's own 
 
 faults. (2) Mode.sty becoming to the young. (3)
 
 79 
 
 AvoidaiKL' of piiilc aiul vanity. (4) Selt-com-cit a 
 sign of self-deception. (5) Tnu' liuiiiility not Her- 
 vility or time serviiifr. 
 
 5. Self-Respect: ll) Not .self-conceit- based on con- 
 
 scious moral worth; (2) not self-admiration; (3) 
 resulting in personal dignity. (4) Distinction be- 
 tween self-love and selfisliness — "Be not wise in your 
 own conceit." 
 
 6. Self-Control. (1) Control of temper. (2) Ar^ger when 
 
 riglit. C.i) Avoidance of hasty words — "'riiink twice 
 before you speak." (4) Self-restraint when tempted. 
 (5) Self-restraint under provcK-ation — "Bear and for- 
 bear." (6) Rule your own spirit. 
 
 SEVENTH YEAR 
 
 1. Review the work of the preceding yt-ai'. 
 
 2. Prudence: (1) In speech and action. (2) When one 
 
 may be misunderstood, i'.i) Respect for the opinions 
 of others. (4) ".Judge not that ye lie not judged." 
 
 3. Good Name: (1) (iaining a good name when young. 
 
 (2) Keeping a good name. (3) Keeping good com- 
 pany. (4) Reputation and character. 
 
 4. Good Manners (youth): (1) At home. (2) In school. 
 
 (3) In company. 14) When a visitor or guest. (5) 
 In public assemblies. (tJ) Salutations on the street. 
 (7) Politeness to strangers. (8) Trifling with se- 
 rious matters to be avoided. 
 
 5. Health: (1) Duty to preserve the health. (2) 
 
 Habits that impair the health foolish as well as 
 sinful. (3) The sowing of "wild oats." — "What a 
 man sows that shall lie al.so reap." (4) The body 
 never forgives or forgets its abuse. (.">) An observ- 
 ance nf the la\\s of health a duty. 
 
 6. Temperance: (1) .Moderation in the enjoyment of 
 
 itppetite in things not harmful. (2) Total abstinence 
 from that whieh is injurious. (3) Danger in the use 
 of alcoholic liipiors. (4) I'tmrage to resist s(M-ial 
 temptations to indulgence. (.)) Injurious effe<'ts of to- 
 bacco on growing boys. (It) Cigarette smoking by 
 boys a serious evil.
 
 80 
 
 Evil Habits: (1) 'J'lio.-se thai iiijiuf lioaltli; (2) that 
 destroy reputation; (3) that dishonor one's self and 
 family; (4) that want money: (5) that take 
 away self-control: (ti) that ineur needless risks, as 
 yiiiiililiii''. (7) that are ofl'eiisi\e to others, ete. 
 
 EIGHTH YEAR 
 
 1. Review the work of the preceding year. 
 
 2. Bad Language: (1) Profanity foolish and wicked. 
 
 (2) Obscenity base and offensive. (3) Defiling books 
 or other things with obscene words or characters a 
 gross offense. (4) The use of slang vulgar and im- 
 polite. 
 
 3. Evil Speaking: (1) Slander a serious offense. (2) 
 
 Tale bearing to injure another. (3) Repeating evil 
 which one has heard without knowing whether it is 
 true. (4) "Thou shalt not bear false witness against 
 thy neighbor." 
 
 4. Industry: (1) Labor a duty and a privilege. (2) 
 
 Right use of time. (3) Manual labor honorable. 
 
 (4) Self-support gives manly independence. (5) 
 Avoidance of unnecessary debt. (6) ^A^ien begging is 
 right. (7) An opportunity to earn a living by la- 
 bor due every one. 
 
 5. (1) Saving in early life means competency and com- 
 
 fort in old age. (2) Duty to save a part of one's 
 earnings — 'TLay up something for a rainy day." 
 
 (3) Extravagance wrong. "A spendthrift in youth, — 
 a poor man in old age." (4) The hoarding of money 
 needed for comfort or culture or charity wrong. 
 
 (5) Charity — "No man liveth unto himself." 
 
 6. Patriotism: (1) Love of country. (2) Reverence for 
 
 its Hag. (3) Respect for its rulers. (4) Its defense 
 when necessary. (5) Regard for its honor and good 
 name. 
 
 7. Civil Duties: (1) Obedience to law. Fidelity in office, 
 
 — bribery. (3) Honor in taking an oath, perjury. 
 
 (4) Duty involved in the ballot, — buying or selling 
 votes. (5) Dignity and honor of citizenship, etc.
 
 THE COURSE IN HISTORY 
 
 Every teacher of history should read MeMurry. "Special 
 Method in History," with particular reference to Chapter III. 
 Every teacher, too, should read all of the suggestions in this 
 course relating to history, as those given in connection with the 
 outline of the work of a given grade are equally ap|)licable to 
 other grades. 
 
 SECOND AND THIRD YEARS 
 
 A little time each week should he devoted to telling history 
 stories to the children of these grades. Enough time should be 
 spent on each story taken up to make a clear and definite im- 
 pression upon the child. If too many stories be told, or if a given 
 story be passed over too hastily, nothing but confusion results. 
 Fewer stories, then, but well told and illustrated by pictures and 
 objects should be the aim of the teacher in these grades. Such 
 topics as the following may prove of suggestion to the teacher. 
 
 1. The Thanksgiving Day celebration suggesting such 
 
 stories as: The origin of Thanksgiving: the condi- 
 tions under which the Pilgrims ate their first dinner: 
 how the early New England people dressed ; how 
 their houses appeared: how they traveled from one 
 place to another: how they lived; what a New En- 
 gland Sabbath was like; quaint customs in the schools 
 — illustrated as far as possible by pictures and con- 
 trasted in a simple way with present conditions of 
 living with which children are familiar. Short po«»ms 
 appropriate to the occasion can well be memorizi'd. 
 
 2. The Washington Day celebration suggesting stories 
 
 of Washington's boyhood and early life; his adven- 
 tures in the Indian wars and in the Revolution; his 
 integrity and high moral purpose as exemplified by 
 
 81
 
 82 
 
 ooncrett* illustrations. A full and connected treat- 
 ment of his life is not desirable, only those episodes 
 which are characteristic and which appeal to children 
 of this age should be selected. It is important, 
 however, that much emphasis be laid on the incidents 
 which illustrate his high character and purpose. 
 Appropiiate poems or brief sentiments, which in them- 
 selves are beautiful, can well be memorized. 
 
 3. The Fourth of .July celebration suggests telling the 
 
 simple narrative of the birth and growth of our na- 
 tion. If this story is told with spirit and with 
 regard to the stage of development in which the 
 children are, it will prove very effective. 
 
 4. Lincoln Day celebration suggests stories of Lincoln's 
 
 boyhood and early life and those which bring out his 
 honesty and sympathy. Appropriate poems can well 
 be memorized if not too long. 
 
 5. The Admission Day celebration affords a fitting oppor- 
 
 tunity to present the picturesque story of the dis- 
 covery of gold in California. Bring out about the 
 excitement which it created, the odd and primitive 
 ways people took to reach California, the kind of 
 life that sprang up here, and finally how this in- 
 rush of American population resulted in the admis- 
 sion of California into the Union. 
 
 6. The Decoration Day celebration suggests the tragic 
 
 story of the Civil War. This should be treated sim- 
 ply and from the point of view of a struggle be- 
 tween two earnest, sincere, and high-minded bodies 
 of men. Memorize appropriate verse. 
 
 7. The story of Father .lunipero Serra and the founding 
 
 of the California Missions affords an excellent oppor- 
 tunity to introduce local history. The topic sug- 
 gests pictures of the Missions and stories of the In- 
 dians and their life during the palmy days of the 
 Mission Padres. 
 
 8. Stories about the early settlers of the city; where 
 
 they came from; their hardships, the houses they 
 first built, their first school houses, their modes of 
 travel, and how thev lived.
 
 83 
 
 The above topics are merely suggestive of work 
 wliicli sliould he given in the second and third year.~. 
 It shouhl be remembered, however, that it is better 
 to give a few stories in full and interesting detail, 
 with pictures, maps, and objective representation;*, 
 than to multiply short, scrappy stories which leave 
 no precipitate. 
 
 FOURTH YEAR 
 
 The work of story telling of the Second and Third Years 
 should be continued into the Fourth Year, modified, however, at 
 frequent intervals by reading the .stories to the children in- 
 stead of telling them and by discu.ssion by the teacher and chil- 
 dren. The material for the work of this grade may well be 
 drawn from tlie rich and stirring pioneer period through which 
 our country passed. This period atfords the simple, thrilling 
 biographies which are best calculated to appeal to the inter- 
 est of the young children. Such stories should be biographi- 
 cal in character in order to secure simplicity, and they should 
 exhibit the lives of men of high character and purpose to the 
 end that the minds of the children shall be impressed with high 
 and generous thoughts. 
 
 No other country in the world has such a superior l>ody of 
 men associated with its history as America. The qualities of 
 moral and physical courage, high-minded patriotism and fer- 
 tility of resource in the pre.sence of new and ditficult situations 
 are exemplified in an unparalleled degree in the lives of men 
 such as these assigned for study in the Fourth tirade. To 
 acquaint children with men of such force and excellence of char- 
 acter, to lay before them the alternative courses of action (q>en 
 to these men, to point out the path deliberately taken and to 
 show in concrete detail how invincible were the sotils of these 
 men in following their chosen course to its last chapter is to 
 implant conceptions, establish ideals, and arouse a desire to 
 emulate such deeds, the character value of which cannot be ovt»r 
 estimated. 
 
 In the presentation of this biographical material the teacher 
 must not lose sight of the fact that it is the picture of the men 
 and of the times in which they lived that is desired rather than 
 an epitome of facts and that this pictuVe cannot be gotten ade- 
 quately if the reading and discussion be limited to meagre and 
 barren references. Satisfactorv results can onlv be obtained
 
 84 
 
 tliroiifili the liclincss aiul wcaltli of the material presented Jiiiil 
 for this reason the teacher should seek to bring before her chil- 
 dren for discussion as many j)ertinent details as possible. 
 
 Time is a factor also which must not be neglected in this 
 matter of securing an adetiuate impression of the topic considered. 
 It is fatal to elear-cizt impressions to pass the details of the life 
 of one of the men cited in too rapid review. The result is blur, 
 confusion and a jumble of misinformation on the child's part. 
 And surely if in the child's mind the difficulties encountered and 
 the work performed by William Penn be confused with those of 
 Daniel Webster or of Andrew -Jackson the child would be bet- 
 ter off if he had done no reading at all. Fewer stories, then, 
 and a greater wealth of organized and interesting detail — con- 
 crete imagery, simple illustration, and human feeling — will lead 
 to the most fruitful results in work of this character. 
 
 Although an epitome of the facts involved and presented in 
 a given story is not desired (indeed, such an end stultifies and 
 deadens the presentation), yet there are a very few facts grow- 
 ing out of each presentation which have value in and of them- 
 selves aside from their value in relation. These should b^e sin- 
 gled out and recalled from time to time. Occasionally, too, 
 there is a date which serves as a center in time about which 
 to group important conceptions. Such dates (only a very 
 few) should be fixed in menipry likewise by means of occasional 
 drills. 
 
 Such stories as the following are suggested as deserving a 
 place in the Fourth Year: 
 
 1. Henry Hudson: How he tried to find a northwest 
 
 passage. His trip up the Hudson. Other voyages. 
 -Meeting with the Indians. A map of the world is 
 needed and a good board sketch of the Hudson, locat- 
 ing the places of special interest in the trip of the 
 "Half Moon." 
 
 2. The earliest Dutch Settlers: Trading with the In- 
 
 dians. The customs, buildings, and dress of the 
 Dutch. Give some account of their previous home 
 in Holland. A map and pictures are needed. Draw- 
 ings may be made by the children. Construction 
 also of fort§. palisades, Dutch houses, and windmills 
 is to be encouraged. 
 
 3. Champlain: Exjilorations. Expeditions against the
 
 85 
 
 Iroquois. First settlements along the St. Lawrence. 
 First battle with the Indians on the shore of I^ke 
 Champlaiii. Locate France on the ma|» ami trace 
 the journeys across tlie Atlantic 
 
 4. The Five Nations: Their homes and customs, war- 
 
 like character and expeditions. The map of Cen- 
 tral Xew York should he drawn, and the warlike 
 raids of these tribes into the neighlK)ring regions 
 indicated. 
 
 5. LaSalle: In Canada. At Niagara. On the Great Lakes. 
 
 In Illinois and on the lower Mississippi. His hard- 
 ships, dangers, and resolution. Tonty and Henne- 
 pin in relation to I^aSalle. Miles Standish at Ply- 
 mouth. Tlie trials of the first few years. 
 
 If desired, omit some of the stories and substitute others, 
 as: 
 
 Raleigh: Early life. His attempts at founding col- 
 onies. 
 
 John Smith: Explorations. Experiences at -lames- 
 town. 
 
 Boone: Life in Kentucky. 
 Washington: Early life. 
 Lincoln: Life to the age of twenty. 
 
 The American Pioneer History Stories. McMurry (McMillan 
 Company ) in three volumes, contain the above stories as well 
 as others suitable for use in the fourth and fifth years. There 
 are many other accounts in the supplementary history books 
 which are also good, many of which are simple enough to be 
 read by the children. It is well for the children of this grade to 
 begin to read the simple accounts for themselves, also kindred 
 stories of adventure and heroism drawn from European coun- 
 tries. 
 
 FIFTH YEAR 
 
 The work of the Fifth Year, in line with the suggestions 
 of McMurry. can well deal with the great explorers on sea 
 and land, l^ike the pioneers they were men of great energy and 
 determination, and while their deeds were not always praise- 
 worthy, in the main they were men of noble purpose. Such 
 stories which should be given a place in this grade are as 
 follows:
 
 86 
 
 Coluiiil)U.s: His {iieat |)Uii)()8«' and results. 
 The CabotH: Treated l)riet1y. 
 Maf^ellan: First voyage around the world. 
 Cortez: The Comiue.st of Mexico. Indians of Mexico. 
 DeSoto: His wanderings in the Soutliern States. 
 Coronado: Explorations in the Southwest. 
 Drake: His buccaneering voj-age against the Span- 
 iards. 
 
 George Rogers Clark. 
 
 Lewis and Clark: Journey up the Missouri. 
 Fremont: And the story of California. 
 
 It is desirable, in so far as the idea is practicable, that teach- 
 ers of the Fifth Grade present biographical material orally, for no 
 author, however fertile in language, can ever produce the effect 
 which is gotten through the interest, resource and skill of the 
 good teacher. As McMurry puts it : "A story becomes more 
 graphic, interesting and realistic in the hands of a good teacher. 
 Not only are her descriptions more animated, picturesque, collo- 
 quial, adapting themselves to the faces, moods and varied 
 thoughts and suggestions of the pupils, but there can be a 
 discussion of causes by pupils and teacher, a weighing of prob- 
 abilities, a use of the blackboard for graphic drawing or dia- 
 gram, a variety of homely illustrations, an appeal to the chil- 
 dren's previous experience and reading such as is impossible in 
 the mere memorizing of a book." Again, the average reading 
 capacity of children of the Fifth Grade is limited and there are 
 not many books of American biography which can easily be read 
 by them. Their power to think, reason, and imderstand is much 
 greater than their ability to get the thought from the printed 
 page. 
 
 In the People's schools of Germany the instruction in history 
 throughout all grades is oral. The tales are first related by the 
 teacher and then repeated by the pupils until they have be- 
 come entirely familiar. Dr. Klemm, in his "'European Schools," 
 describes a lesson he heard in a Rhenish-Prussian school, corres- 
 ponding to the Sixth Grade of our American schools. ''First a 
 biographical narrative was given by the teacher, who snoke in 
 very simple, appropriate language, but feelingly, with the 
 glow of enthusiasm and the chest-tone of conviction. He made 
 each pupil identify himself with the hero of the story. The map 
 was frequently used or referred to. Bits of poetry taken from 
 the reader were interwoven, and circumstances of our time, as 
 well as persons of very recent history, were mentioned at proper 
 occasions. The attention was breathless.
 
 87 
 
 "Secondly, the story was then repeated l)y ])U|jils, who were 
 now and then interrupted hy leadinjj questions. Tlie answer.s 
 were af^ain used to develop new thoujihts not brought out hy 
 the first narration. Particularly was it cause and ellect. and the 
 moral value of certain historical actions, which claimed the at- 
 tention of the teacher. To me it was very instructive to see 
 the children search for anaIo<ious cases in human life as they 
 knew it. 
 
 ■"Thirdly, the pupils were led to search in tlieir stores of 
 historical knowledge for analogous cases, or cases of decided 
 contrast. This gave me an in.sight into the extent of their 
 knowledge. When, for instance, certain civil virtues were spoken of. 
 they mentioned cases which revealed a veiy laudahle familiarity 
 with history. But all their knowledge had heen grouped around 
 a certain number of centers — that is to say, of great men. 
 That is to say, their historical knowledge had been gained through 
 biographies. 
 
 "Fourthly, the pupils were told to write, in a lonnective 
 narration, what they had just learned. This proved a fertile 
 composition exercise, because the pupils had something to write 
 about — a thing that is not quite so frequent in schools as it 
 seems desiiable." 
 
 SIXTH YEAR 
 
 B Class. 
 (Text — State Series, "Introductory History." Limits, p. 
 1-186.) 
 
 Base the reading and discussion of this grade on the State 
 Series text, beginning book .supplemented by as many children's 
 books as can be obtained by the teacher. This will serve to re- 
 view and integrate the more or less unsystematic work of the 
 earlier grades and initiate the children into the use of a text 
 book. Do not fail to see that a few important facts growing out 
 of the presentation of each to|>ic are pegged down. Occasionally 
 a date will be reached which will serve as a center in time. alMHit 
 which to group important conceptions. See that the date i-; 
 remembered together with its associations. 
 
 A Class. 
 (Text — State Series. "IntroibK-tni y History." Limits, p. 
 1S<5-.1;}8). 
 
 In the presentation of historv stories the necessit \ for a
 
 clear geograpliiial hjukfiiound cannot be too greatly emphasized. 
 Wall maps, globes, blackboard sketches and diagrams, and out- 
 line maps should be used in every story to make clear the sim- 
 ple geographical setting in which the action takes place. With- 
 out recourse to material of this kind the presentation of any 
 phase of history can never be anything but confusing to the 
 child. It is safe to say that no lesson in history should ever 
 be given without making some reference to maps or diagrams. 
 In this connection, too, the children .should be encouraged to 
 use the crayon as they talk in making rapid blackboard sketches 
 — a very material aid to their own comprehension of the given 
 situation and serving to make clear to others the thought which 
 is being expressed. Children quickly fall into the way of doing 
 this if the teacher sets the example. 
 
 One of the important by-products to be gotten in this work in 
 history is fluency of speech, and accuracy and felicity in the use 
 of the mother tongue. There is nothing which contributes more 
 to giving an individual power and influence with his fellows than 
 readiness in oral speech. To be able to express one's ideas in 
 clear-cut, terse, idiomatic language freed from the weakness 
 which accompanies self-consciousness is to be in possession of a 
 power the value of which, if it be put to right uses, is inestimable. 
 In the history discussion, if it be based upon a wealth of detail, the 
 teacher has a splendid opportunity for developing this language 
 power, and while this idea must never entirely dominate the 
 work of the history recitation, yet it should ever be in the 
 background of the teacher's consciousness. 
 
 SEVENTH YEAR 
 
 B Class. 
 (Text — State Series, ''Grammar School History." Limits, 
 p. 1-109.) 
 
 (Note: Experience would seem to indicate that this text 
 is difficult for children of the Seventh and Eighth Grades. We 
 would recommend that teachers make no attempt to take it 
 chapter by chapter but rather to select the topics in the story 
 of the birth and growth of our country which are important and 
 which appeal to the children of Seventh and Eighth Grade devel- 
 opment, and treat them in a simple way, using that part of the 
 text which contributes to such topics and omitting the remainder. 
 To this end we enumerate a suggestive list of topics and also 
 give a list of texts and supplementary books where further ser-
 
 89 
 
 vioeable material can be procured. It is lioped that this entire 
 list of books will soon be at the service of every history teacher. 
 Many of the topics which follow were suggested by Mr. Percy David- 
 son, at one time of the San Francisco State Normal School, and 
 more recently of Teachers' College, Columbia I'niversity.) 
 
 Topics: 1. How the Europeans Found a New World. 
 
 The story of the Norsemen, of how Marco 'Polo 
 taught Europeans geography, of how Columbu.s sailed 
 west to reach the East, of how the Cabots followed 
 for the English, of how Vasco de Gama won the prize 
 for Portugal, of how Balboa discovered the Pa- 
 cific Ocean, and of how Magellan crossed it and 
 his ships sailed around the world. 
 
 2. How Spain took possession of the New World. 
 
 The story of how Ponce de Leon went in search 
 of the fountain of youth, of how Cortez contiuered 
 the Indians of Mexico, of Pizarro and the 
 wealthy Peruvians, of the lonely tramp across the 
 continent in search for the seven cities, of De Soto's 
 vain search for more rich cities, and of the .Spanish 
 missionaries and their work for the Indians. 
 
 3. How Spain Had a Rival in New France and a Second 
 
 Rival in the English Seamen. 
 
 The story of how Verrazano and Cartier set up 
 the flag of New France, of how the French were 
 driven from Florida, of how Champlain founded a 
 New France in America, of how Martjuette and .loliet 
 explored the Mississippi, of how LaSalle added the 
 valley of the Mississippi to New France, and <»f the 
 French missionaries and how through them the 
 French got great hold on the Indians. The stories 
 also of Sir Humphrey Gilbert, of Sir Francis Drake, 
 the English dragon, and of how Sir Walter Raleigh 
 dreamed of a new Engli.sh nation. 
 
 4. How the New World Colonies were Established. (Jroup 
 
 this discussion around three centers: 
 (a.) Old Virginia and Her Neighbors. 
 
 The story of the beginning of Virginia, of Na- 
 thaniel Bacon and the rights of the people, of the 
 founding of Maryland as a home for Catholics, of 
 the Carolinas and'tlic pirates, of (u-noral Oglethorpe
 
 90 
 
 and (ieorgia, and of how the people lived in the 
 
 Southern colonies. 
 
 (b.) The Puritan Colonies. 
 
 The story of the Pilgrims, of the coming of the 
 Puritans, of Koger Williams and religious liberty, 
 of King Philip's War, of the beginning of Maine 
 and New Hampshire, of the manner in which Androa 
 governed New England, and of how the people lived 
 in the Puritan colonies, 
 (c.) The Dutch and Quaker Colonies. 
 
 The story of how Hudson explored for the Dutch, 
 of how New Amsterdam was founded, of the English 
 attack and occupancy, of William Penn and the 
 Quakers, of the founding of New Sweden, New 
 Jersey, and Delaware, and of how the people lived 
 in these middle colonies. 
 
 5. The Long Struggle for North America. 
 
 The story of the early troubles along the border, 
 of how the men of Massachusetts captured Louis- 
 burg, of young George Washington and the part he 
 plaj'ed in the French wars, of how the French were 
 driven from Acadia, of how the English won the 
 continent, and finally how Pontiac tried to drive 
 them back. 
 
 Texts: Doub, History of the United States; Limits, p. 
 1-233. Mace, School History; Limits, p. 1-134. Gordy, 
 History of the United States; Limits, p. 1-125. See 
 card case, children's room, public library, for further 
 good material. 
 
 Literature: Irving, "Columbus;" Prescott, ''Ferdinand and 
 Isabella;" Joaquin Miller, "Columbus;" Fiske, '"Dis- 
 covery of America;" Henty, "By Right of Conquest;" 
 Wallace, '"The Fair God;" Munroe, •Flamingo 
 Feather;" Munroe, 'The White Conqueror:'" Scott, 
 ■'Kenilworth :" Kingsley. "Westward Ho!;" Henty. 
 "Under Drake's Flag;" Longfellow, "Sir Humphrey 
 Gilbert;" Johnston, "Prisoners of Hope;" Johnston, 
 "To Have and To Hold;" Longfellow, Miles Stan- 
 dish;" Rankin, "The Word of God to Leyden Came;" 
 Pierpont, "The Pilgi'im Fathers;" Hemans. "The 
 Landing of the Pilgrims;" Hawthorne, "Grandfather's 
 Chair;" Hawthorne. "The Gentle Bov;"' Longfellow.
 
 91 
 
 "Giles Corey;" Whittier, "Mabel Martin;" Whittier, 
 'Snow Bound;" Hawthorne, '"Tales of the White 
 Hills;" Irving, "Sketch Book;" Hart. "Source Book 
 of American History;" Hawthorne. "Biographical 
 Stories;" Longfellow, "The Building of the Ship;" 
 Cooper, "J^st of the Mohicans;" Tliackeray, "\'ir- 
 ginians;" Henty, "With Wolfe in Canada;" Munroe, 
 "At War with Pontiac;" Longfellow, •'Evangeline." 
 
 The best method of building u]) the essential associations 
 with eacii of the content units of history lies in tlie wise use 
 of supplementary reading and supplementary nuxterial. The 
 teacher sliould be continually on the alert for interesting 
 biogiaj)hy and fiction; for vivid bits of narration or description; 
 for lines of verse full of luunan feeling, and for stories of life or 
 adventure which are true to historical fact and at the same time 
 contribute directly to the conceptions which the teacher con- 
 siders essential. Much good material of this sort is to be found 
 in the popular magazines of the day as well as in many juvenile 
 books of an historical sort which are now on the market. Freijuently 
 too, the teacher will find excellent material in the nuiga/.ine sec- 
 tions of our daily newspapers. A scrap book sliould be kept by 
 the teacher for clippings which she thinks will be of help to her 
 at some time in her work. The children will be greatly inter- 
 ested in gathering illustrative material for scrap books of their 
 own if encouraged to do so by the teacher. It is an excellent 
 idea in this connection to have the children make such a book, 
 grouping their clippings and pictures under the content imit 
 being studied. The guiding principle in the selection of such uui- 
 terial for a given gi'ade is, first, adaptability to the average pupil 
 of the grade; and, second, its usefulness in supplementing the 
 topic which the teacher wishes di.scu8sed in the recitations. The 
 teacher will find that whatever effort she makes, both in building 
 up her working library along these lines and in gathering a 
 collection of short stories, pictures, and curios, which illustrate 
 the essentials of history, will amply compensate her in tlie large 
 increase in school-room ell'ectiveness wliich will immedinti'ly 
 follow. 
 
 When, for any reason, a sutlicient iiumiier of lH>oks and refer- 
 ences on a given topic are not to be had the teacher should prepare 
 herself carefully on the details of the topic and tell the story in 
 a manner as interesting and effective as possible. The story 
 will be made much more vivid and interesting if .she illustrates 
 what slit- has to say by dniwiiig dingrams or pictures on the boani
 
 92 
 
 as she talks. Tlie children sliould likewise he encouraged to talk 
 with the crayon in their hands. 
 
 A Class. 
 (Text — State Series, '•Graniniar School History." Limits, 
 p. 110-258.) 
 
 Topics: 1. The English Colonies Quarrel with the Mother 
 Country. 
 
 The story of James Otis and the trade laws, of 
 Patrick Henry and the quarrel about the taxes, of 
 how Massachusetts opposed the King, of the begin- 
 ning of tlie fighting, and of Thomas Jefferson and the 
 Declaration of Independence. 
 
 2. The Winning of Independence. 
 
 The story of how Washington lost and won; of the 
 struggle for the center; of Washington's diflBculties 
 at Valley Forge, with Congress and the army, the 
 Conway Cabal; of how George Rogers Clark saved 
 the Northwest; of John Paul Jones and the war on 
 the sea; of the year of disasters; of Benjamin Frank- 
 lin and the help of France and of how the war finally 
 ended with the surrender at Yorktown. 
 
 3. How the Thirteen States became a Xation. 
 
 The story of the state of money matters at the 
 close of the war, of the quarrels of the thirteen 
 states, of the weakness of the government under the 
 Articles of Confederation, of Alexander Hamilton 
 and the making of the Constitution, and of the rati- 
 fication of the Constitution, and the birth of the 
 new nation. 
 
 4. How the Older Nations treated the Young Republic. 
 
 The story of how Washington kept the weak na- 
 tion out of trouble, how the new nation taught the 
 older ones a lesson through her defeat of the Bar- 
 bary pirates, and how for a second time the nation 
 had to fight England, this time for her commercial 
 independence. 
 
 5. Our Country in 1790 Contrasted with What It Was in 
 
 1815 and with What It Is Now. 
 
 As to commercial, agricultural and industrial pro- 
 gress, and wars in wliicli these activities are con-
 
 93 
 
 ducted; as to internal improvements, roada, canals, 
 steamboats, railroads; as to the condition of people 
 relative to conveniences of living; as to the treat- 
 ment accorded laborers; as to newspapers and maga- 
 zines: as to the speed and convenience of methods of 
 inter-commiiniiatii)n : and as to its ways of conduct- 
 ing tinamial transactions; currency, mints, banks. 
 
 Texts: Doub, History of the Inited States; Limits, p. 
 233-441. Mace. School History; Limits, p. 134-295. 
 Gordy. History of the United States: Limits, p. 125- 
 239. See card case, children's room, public library, 
 for further good material. 
 
 Literature: Emerson, "Lexington," '"Boston"; Webster, 
 "Bunker Hill," "Adams," "Jefferson"; Holmes, "Grand- 
 mother's Story of Bunker Hill"; Coffin, "Boys of 
 76"; Longfellow. "Paul Revere's Ride"; Scudder. 
 "Life of Washington"; Hart, ''Source Book of Amer- 
 ican History"; Bryant. "Seventy-six": Bryant. "Song 
 of Marmion's Men"; Henty. "True to the Old Flag"; 
 Cooper. "Spy and Pilot"; Mitchell, "Hugh Wynne": 
 Churchill, "Richard Carvel"; Thompson. "Alice of 
 Old Vincennes"; Finch. '"Nathan Hale": Holmes. 
 '"Old Ironsides"; Gertrude Atherton. ""The C(>n(|ueriir." 
 
 In all this work the teacher should lean heavily upon the 
 miblic library, for no text, however excellent, can be more than 
 a compendium of certain facts and general notions. The space 
 limitation is such that it is impossible to include that wealtli 
 of detail and picturesque incident which is essential to interest 
 as well as to a clear comprehension of the point under consid- 
 eration. For instance, to put a pupil in any sort of sympathetic 
 touch with a character such as that of Washington, of 
 Lincoln, or with a period such as that of the perio«l of recon- 
 struction, it is necessary that the child should receive his im- 
 pressions in concrete form and chiefly in mental pictures which 
 he can clearly visualize. It is not necessary, neither is it de- 
 sirable, that the pupil should remember all the details which have 
 to be presented in order to get a given picture, imleed. with most 
 of us, in time, such details fade from consciousness leaving in 
 their stead only a general feeling, a sense of perspective. But 
 since concrete pictures are the only materials out of which gen- 
 eralizations are fashioned, it follows that a mass of concrete and 
 related detail is neccssarv if we would have the child understand
 
 94 
 
 the general statements which lie finds in his text. It is true 
 that one cannot put a general conception, a vague term, an ab- 
 stract (leHiiition, an abstract idea or notion, into a child's mind 
 and have him hold this until he gets old enough or gets exper- 
 ience enough to clothe it in its proper image. If he holds it at 
 all. except through verbal memory, he holds it because it is an 
 image. The range of information in any field of knowledge is 
 so vast and so varied that a text-book which would include the 
 concrete material necessary to creating essential images clearly 
 cannot be less than a library of books. 
 
 Our texts are attempts to encompass this mass of detail 
 within two covers. Of necessity they can be little more than a 
 convenient outline of principles and generalizations so abstract 
 that picture thinking from them is impossible. That school-room 
 practice which does not go beyond the text can be nothing more 
 than a system of memorizing words and phrases because that 
 body of material necessary to the understanding of the given 
 generalization lies outside of the text. The chief source of the 
 supply of such material is found, obviously, in the Public Li- 
 brary and the teacher who does not use the Library freely for 
 her own help and inspiration as well as to secure material for 
 the use of her classes is without uplift. 
 
 EIGHTH YEAR 
 
 B Class. 
 (Text — State Series, '"Grammar School History." Limits, 
 p. 206-4.33.) 
 
 Topics: 1. The (TroAvth of the Republic to the West. 
 
 The story of the first settlements beyond the 
 mountains: of Boone in Kentucky and of St. Clair 
 and Wayne in Ohio; of how the republic bought 
 Loui.siana and Florida : of tlie expedition of Lewis 
 and Clarke to the Northwest ; of how Fulton and 
 the steamboats lielped the West ; of how Tecumseh 
 tried to check the growth; of how the railroads 
 helped; and, finally, of how the people lived in the 
 West. 
 
 2. How the Spanish Southwest Was Added to the Nation. 
 The story of Pike among the Spaniards of the 
 Southwest; of Aaron Biur and his plan for a South- 
 western Empire; of the story of Texas. David Crock-
 
 95 
 
 ett and Samuel Houston : ot tlu- war with Mexico 
 and the early life of (irant ; and of California and the 
 findinfT of {rnid. 
 
 3. Tlie story of Slavery and Hou it Split the Nation. 
 The story of liow Kli Whitney helped the South; 
 of the system of slavery and how the ne^rroes and 
 the whites lived in the South; of how (iarrison ur^ed 
 the nation to free the slaves; of the tiuestion: "Shall 
 slavery be allowed in the New West*" of how the 
 slave states left the I'nion and the war began; of the 
 progress of the war in the Mississippi ^'alley — fJrant, 
 Farrajrut : of the war in the Kast — Stonewall .lack- 
 son. Robert K. Lee; of how Lincoln freed the slaves; 
 of the progress of the war on the sea; of its ending 
 and the death of Lincoln and the later life of 
 Grant; of how the I'nion was rebuilt: and. finally, 
 how there is now a New South rising out of the Old 
 South. 
 
 For excellent suggestions as to what to empliasi/e 
 in tile treatment of slavery, see Bourne. "The Teach- 
 ing of History and (ivies." p. .■U'2-.3r)2. 
 
 Texts: Doub, History of the Liiited States; Limits, p. 
 
 4;i3-.>88. Mace. School History; Limits, p. •2.1.')-:]!t4. 
 
 (iordy. History of the Inited States: Limits, p. 
 •21.S-.S71. 
 
 Literature: Schurz, "Abraham i^incoln"; Lincoln's Inaugu- 
 rals and other speeches; Stowe, "rncle Tom's Cabin"; 
 Webster, Speech in reply to Hayne ; Parkman, '"Or- 
 egon Trail"; Hart, "Source Book of American Hist- 
 ory"; Hawthorne, "The House of Seven Cables"; 
 Cooper, "The Pilot": Kggleston, "Hoosier Schoohnas- 
 ter"; Harris. "I'nde Remus"; Brooks. "Boy Settlers"; 
 Whittier, "Slave Ships"; Tarboll, "Abraham Lin- 
 coln"; Page. "In Old \irginia": Henty. "With Lee 
 in Virginia"; Trowbridge. "Cud joe's Cave". "Three 
 Scouts," "Drummer Boy": Churchill. "The Crisis"; 
 Conin. "Winning His Way": Whittier. "Barbara 
 Frietchie": Head. "Sheridan's Ride"; Stoddanl. 
 "Burial of Lincoln"; Longfellow. "Decoration Day": 
 Lincoln. "Dedication of (lettysburg Ceujetery": Tick- 
 nor. "Little Giffin of Tennessee"; Walt Whitman. 
 "O Captain! My Captain": Finch. "The Blue and the
 
 96 
 
 (iray"'; Howe, "Battle Hymn of the Rf public''; Harte, 
 •'The Reveille"; Pike, "Dixie." 
 
 A Class 
 (Text: State Series, "Crainiiiar School History.") 
 
 Topics: 1. riic Building of the Far West. 
 
 The story of the great American desert and its 
 first settlers; of the mine; of the cowboy; of how the 
 railroads crossed the continent; of how the United 
 States has treated the Indians; and of the settle- 
 ment of the Far West. 
 
 2. Some of the Things which Have Helped to Make the 
 Nation Great. 
 
 The story of electricity and the men who made it 
 useful — Morse, Field, Edison, Bell; of the effort for 
 good government — Horace Greeley, Hayes, Garfield, 
 Cleveland, Roosevelt; of how the laboring men and 
 the business men have helped; of some of the great 
 men in literature, science, and religion; and. finally, 
 what America is four hundred vears after its dis- 
 
 3. The Young Republic Takes Her Place Among the Na- 
 
 tions of the World. 
 
 The story of how she bought land from Russia 
 and what this land is coming to mean to her; of how 
 she took the part of Cuba and the consequences; 
 and, finally, of the colonial possessions of the United 
 States. 
 
 4. Give a general review of the history of the United 
 
 States by taking up the gieat questions and move- 
 ments which have characterized our national exis- 
 tence and follow out the history of each from the 
 beginning: Slavery, Crucial Political Struggles, 
 Growth of Territory, Treatment of the Indian, Im- 
 migration Question, Industrial Development, Commer- 
 cial Development. 
 
 5. Civics: Read and discuss Smith, "Training for Cit- 
 
 izenship." (See course in Readiiig and Literature. 
 Manual, p. 40.) 
 
 Texts: Doub, History of the United States. Mace, School 
 History. Gordv. Historv of the United States.
 
 THE COURSE IN GEOGRAPHY 
 
 Geograpliy is ((iiiiiii^' iiHirc siikI iiuirc to he r('<'(i_i;iii/.t'(l as llio 
 study of Man. liis lionie and liis activities; and of thf foiTcs 
 and processes wliidi affect iiini in some si^jnificant way. No 
 longer do we look upon the earth as an inert mass upon which 
 life has been imposed by fiat. No longer do we look upon .Man 
 as wholly .separated from and uninfluenced by the .same forces 
 which raise up continents and tear down mountains. With 
 each advance in our knowledge concerning the comlitions which 
 have brought men to their present high place we get a clearer con- 
 ception of the beauty and order of the system by which the pro- 
 cesses of Nature have liclpcd make men wliat the,y arc. 
 
 It is not enough merely to learn where the Sahara region 
 is located; nor to learn tluit it is a region of desolate, .sandy 
 wastes: nor even to know something of the j)lace it occuj)ies in 
 the economic world; but with all tlu>se we must get a con- 
 ception of the miglity forces which have caused its barrenness, 
 it is not sufhcient to learn merely the location of the Amazon; 
 or that its region is one of tremendous rainfall, of den.se vege- 
 tation, and of a tropical climate; or even liow it ministers to the 
 needs of civilization. In addition to these conceptions the chil- 
 dren must get a glimpse of the beauty of the plan by which the 
 winds and the mountains working together make it J he region it 
 is. It will not do, tlien, merely to locate the earth's regions, not 
 merely <n describe them, nor to consider alone their contribu- 
 tion to the needs of Man, but the physical forces which are at 
 work in each, nursing and developing organic lit'*-, must be ob- 
 serve<l and their action and interaction explained. 
 
 The essentials of geography most easily fall into tliree 
 divisions — locative, descriptive and physical and under these 
 heads tiwy can best be studied. ilie order in which these sub- 
 
 97
 
 98 
 
 (li\ isiuiis ;iic corisidcicd licrc is an Mudf-r of convenience rather 
 than niic iiiili( at in;; relative importance. 
 
 Essential Map Locations. 
 ■jlial I lie study of wo^raphy .should leave a precipitate of 
 ma)) (oneeptions and map locations cannot be gainsaid though 
 the notion that such work is all of }j;eography or indeed any 
 consi<leral)le part of it is not for a moment to be entertained. 
 It is useful, for instance, to have a clear-cut mental image of the 
 great land and water masses of the world, in their true spacial 
 relations one to another and in terms of the globe and of the 
 flat map. for such conceptions clarify and give point to the 
 record of the world's happenings which each day finds its way 
 to our homes. We need to know the locations of London and 
 Paris and New York and Chicago and New Orleans and San Fran- 
 cisco and Seattle and Los Angeles, rather than of Deadwood City, 
 of Milpitas, and of Timbuctoo, because the social group to which 
 we belong talks about these places, and writes about them, and 
 reads about them, as well as for the reason that the significant 
 influences — ^influences which are directing the course of the 
 world's progress — emanate therefrom. We need to know the sal- 
 ient relief features of the continents, in what heat and light 
 zones these continents lie, and the direction of their prevailing 
 wind.s that we may know the climate of each characteristic area, 
 the occupations of the inhabitants of each, and what kind of 
 civilization each has developed, all of which information is 
 again a part of the common possession of the larger social group 
 to which we belong and for abundant entrance to which it is pre- 
 sumed we are preparing our pupils. Not to multiply illustra- 
 tions further, we think the conclusion warranted that children 
 leaving the grades should know a modicum of map facts and 
 that the teachers should see to it that they know it well. 
 
 As to what in detail these essential formal conceptions and 
 facts are is somewhat a matter of personal opinion, as the in- 
 terpretation of what preparation will bring freedom and effec- 
 tiveness in our social group must always be. Yet we are sure 
 that by the complementary process of elimination and construc- 
 tion we can draw together a body of facts and conceptions which 
 all will agree expresses a necessary minimum. 
 
 We can at once eliminate what some one has called "sailor- 
 geography," the terra referring to that information which only 
 a mariner finds of value. We remember well when it was 
 thought necessary to require children to memorize the names of
 
 99 
 
 some fifteen or twenty tapes on tlie coast of Maine and to de- 
 scribe the course of some lifty-two rivers on the Atlantic slope 
 of the United States. The fanions educator. .I(dni Swett. the 
 father of education in California, says in liis reminiscences that 
 in an examination on geography which he was required to take 
 to secure a teacher's certificate he was asked to "name all of 
 the rivers of the world which flow into the Atlantic Ocean — 
 into the Pacific." It is safe to say that very much of the map 
 work which was done hy teachers even a decade ago would 
 properly fall in this category of sailor-geography; indeed, it 
 may be added, that it is still by no means nnknowii tn texts in- 
 to schools. 
 
 We can eliminate, too, the woi'k of leaiiiiii;.' Lrcograpliy l)y 
 formula. In tiiose earlier days we had a fmimila for boiuKliiig 
 the states: "Massachusetts is bounded on the north by Wn- 
 mont and New Hampshire, on the east by tlie Atlantic Ocean, 
 on the south by Rhode Island and Connecticut, and on the west 
 hy New York." We had also a formula for "describing" rivers. 
 To "describe" a river was to mention where it ro.se. tlirongh 
 or by what states or countries it (lowed, and into what larger 
 body it poured. The formula comprised the use of very precise 
 language in which each point was treated in the exact order 
 just mentioned. There were set forms of words, too, to be used 
 in locating capes, cities, islands, as well as in "describing" a 
 inoimtain range. The trouble with all this work is tliat it soon 
 becomes just like a series of nonsense syllables or counting-out 
 rigamaroles without meaning or significance. When bounding 
 Massachusetts we did not see it and the other states adjacent in 
 terms of space images, consecjuently our words could mean 
 nothing more than did — eeny, meeny, miny, mo. The (luestion, 
 'What state is Massachusetts east of?" would have thrown tis 
 into comj)lete confusion. So in "describing" rivers, wliile we 
 might have known how to point out a given one. yet \vv stumbled 
 about greatly trying to n-niember the formula by which to say 
 where it was, and once having learned to say it the slightest 
 departure in form from the usual question brought utter demor- 
 alization. We think it highly desirable that the child be able 
 to locate the states of the Union, the countries of the world, and 
 some of the principal cities and rivers, yet we would substitute 
 a method for that of the "formula," which giv(>s the desired re- 
 sult without frittering away the pupil's time. 
 
 A third line of formal work in which there can be generous 
 omission, we tiiiiik. is in the matter of leaining the capitals and
 
 100 
 
 largest cities of tlic several states of the L'liion. To fill the 
 mind with such facts as: "Pierre is the capital of South Dakota, 
 Jetlerson City is the capital of Missouri, Columbia is the capital 
 of South Caroliiui, (iuthrie is the capital of Oklahoma," — is a 
 good deal like buying up all the old junk in the city, thinking 
 that some time a bolt or an iron bar may be needed. The fact 
 that the State's administrative oflices happen to be located in a 
 given city can hardly be of more than local concern. Such facts, 
 as with the facts as to the largest city in each state, are bits 
 of encyclopedic information which the members of the social 
 group to which we belong can scarcely be expected to have on 
 tap. It is sufTH'ient, for much of the detail of every subject, to 
 know where it is to be found when we want to use it. 
 
 Again, a phase of geography work which received much 
 painstaking attention at the hands of older teachers and which 
 with advantage can be greatly modified is the matter of map 
 drawing. We used to spend hours in making a single drawing 
 of a continent. We tried to work in every little turn and twist 
 in the coast line and in the rivers. One boy in our class be- 
 came something of a local celebrity, his claim to fame being 
 that he could draw "beautiful rivers." Many a night we have 
 soaked our paper in kerosene in order that we might make a 
 tracing on it the next day. And yet all this labor was exceed- 
 ingly fruitless and virtually wasted because our teachers did not 
 see tliat our attention was being placed on a bit of intricate de- 
 tail and not on the broad, bold and obvious features and contour. 
 They did not perceive that the chief thing to get was a clear-cut 
 mental image of the given map, and that attempting to draw a 
 thing is one of the surest and quickest ways of making an image 
 clear and well defined. But the drawing should not be copying 
 or tracing, but memory-sketching and performed with such 
 rapidity as to make it impossible to get the attention centered 
 on unimportant details. When completed the product should 
 be ioni])ared with the original and criticised by the child and the 
 process repeated. Surprising and gratifying results will follow 
 a little regular work of the kind. But again, let it be said the 
 purpose is not to get a finished and perfect product, for society 
 does not demand of its members skill in cartography. The pur- 
 pose is rather to get a usable mental image — one which is ap- 
 proximately correct in all essential respects. 
 
 On the constructive side of the problem our determining 
 principle is still the same — the demands of the social group for 
 wjiich we are preparing our ]iupils.
 
 101 
 
 For one thinjr. our «rroup is vitally interesteil in the daily 
 record of what the world as a whole is doing in the fields of 
 diplomacy, of trade, of self-control, of science, and of art — the 
 world's serious work. It is greatly interested, too, in the rela- 
 tive progress each country is making in these departments of 
 activity and in the struggle of each to solve the old problem of 
 national achieveiiicnt and individual development. 
 
 But all this — the course of diplomacy, the race for trade, 
 the achievements of science, and progress in self-government — 
 is conditioned l>y altitude, by climate, by rainfall, by occupations, 
 by rivers and mountain ranges, by proximity to the sea coast, by 
 accessibility. It is through watching the play of these forces of 
 environment in the progress of specific countries and localities 
 and through attempting to evaluate each that there comes that 
 clear vision and that sane judgment which our group must needs 
 have if it meets sviccessfully the ditficulties of the future. And, 
 furthermore, the first step in the understanding of these fac- 
 tors in human development and achievement lies in the domain 
 of geography and of necessity comprises the getting of certain 
 working images of structural features and place locations. 
 
 The following, in detail, is what we believe to be the mini- 
 mum already alluded to, and which every pupil leaving the 
 eighth grade should know: 
 
 The First Time Over. 
 
 THE WORLD AS A WHOLE: 
 
 1. In Terms of the globe. (Use a relief globe if possible.) 
 Locations: Thi" oceans and continents: United States, 
 Canada. Mexico, Alaska, West Indies, East Indies, 
 British Isles, .Fapan Islands; Rocky. Appalachian, 
 Andes, Alps, Ilinuilaya mountains; Mississippi, Ohio, 
 Columbia, St. I^wrence, Mis.souri, Amazon, Orinoco, 
 Danube, Rhine, Indus, Ganges, Iloang Ho, Congo 
 rivers; the Great I.Jikes, CJulf of Mexico, Bering .Sea, 
 Indian Ocean, ^lediterranean Sea, Baltic Sea. North 
 Sea, lilack Sea, Caspian Sea; New York, Chicago, 
 St. Louis, New Orleans. San Francisco, Los Angeles, 
 Para, Rio Janeiro, London. Constantinople, Calcutta, 
 Yokohama, Peking; Cape Horn. Cape of Good Hope.
 
 102 
 
 2. In tlie terms of the flat map. (Mercator projection.) 
 Locations: Same as enumerated above. 
 
 NORTH AMERICA: 
 
 1. Find tlie position of the continent on the globe and on 
 
 the flat map of the world. 
 
 2. Locations: Pacific, Atlantic, Arctic oceans; Canada, 
 
 United States, Alaska, Mexico, Central America. 
 Panama; West Indies, Newfoundland, Greenland; 
 Rocky, Appalachian mountains; Mt. Rainier; Mis- 
 sissippi, St. Lawrence, Ohio, Missouri, Colorado, Co- 
 lumbia, Yukon rivers; Gulf of St. Lawrence, Great 
 Lakes, Puget Sound, Gulf of Mexico, Bering Sea, 
 Hudson Baj', Great Salt Lake; New York, Chicago, 
 New Orleans, San Francisco, Los Angeles, St. Louis, 
 Washington, Salt Lake City, Mexico, Ottawa; Cape 
 Flattery, Cape Mendocino, Cape Hatteras. 
 
 SOUTH AMERICA: 
 
 1. Find the position of the continent on the globe and on 
 
 the Hat map of the world. 
 
 2. Locations: Pacific, Atlantic, Antarctic oceans; Brazil, 
 
 Chili, Peru, Argentine, Columbia, Venezuela, Guiana, 
 Ecuador, Terra del Fuego; Andes mountains; Gui- 
 ana Highlands, Brazilian Highlands; Amazon, La 
 Plata, Orinoco rivers; Lake Titicaca, Gulf of Pana- 
 ma, Strait of Magellan; Para, Rio Janeiro, Lima, 
 Valparaiso, Panama, Buenos Aires; Cape Horn. 
 
 EUROPE: 
 
 1. Find the position of the continent on the globe and on 
 the flat map. 
 
 2. Locations: Atlantic, Arctic oceans; Great Britain, 
 Fi-ance, Germanj-, Russia, Italy, Spain, Portugal, 
 Norway, Sweden, Austria-Hungary, Greece, Turkey, 
 England, Scotland, Wales, Ireland; Iceland, British 
 Islands, Sicily, Sardinia, Corsica; Alps, Carpathian, 
 Pyrenees, Apennine, Ural mountains: Thames, 
 Rhine, Elbe, Danube, Po, Volga, Ural rivers; Baltic 
 Sea, Mediterranean Sea, North Sea, Black Sea, Cas- 
 pian Sea, Aegean Sea, Adriatic Sea, English Channel, 
 Strait of Gibraltar, Dardanelles, Bosphorus; The 
 Hague, London. Paris, Berlin, Rome, Constantinople,
 
 103 
 
 St. Petersburg, Liverpool, Brussels. Madrid. Lisbon, 
 Vienna. Athens. 
 
 ASIA: 
 
 L Find the position of the continent on the globe and on 
 the flat map. 
 
 2. Locations: Pacific, Indian, Arctic oceans; Turkish Em 
 pire, Arabia, Siberia, Chinese Empire. India, Persia 
 Japan, Ceylon, -lapanese Islands, East Indies, Phil 
 ippine Islands, Formosa ; Caucasus, Himalaya 
 Plateau of Thibet, Plateau of the Deccan; HoangHo, 
 Ganges, Indus, Euphrates, Tigris, Yang-tse-kiang 
 Amur rivers; Mediterranean Sea, Suez Canal, Red 
 Sea, Arabian Sea, Bay of Bengal, Bering Sea; Cal- 
 cutta, Peking, Tokyo, Manila, Singapore, Hongkong, 
 Teheran, Mecca, Jerusalem, Bombay, Vladivostok. 
 
 AFRICA: 
 
 1. Find the position of the continent on the globe and on 
 
 the flat map. 
 
 2. Locations: Atlantic, Indian oceans; Sahara, Soudan, 
 
 Barbary States as a group, Egypt, Congo Free State; 
 Canary Islands, Cape Verde Islands, Madagascar, 
 Azores: Atlas Mountains, Abyssinian Highlands; 
 Nile, Congo, Niger, Zambesi, Orange rivers; Vic- 
 toria Nyanza, Tanganyika, Gulf of Aden, Gulf of 
 Guinea, Suez Canal, Mediterranean Sea, Red Sea; 
 Cairo, Cape Town, Pretoria, Algiers, Tunis; Cape of 
 Good Hope. 
 
 AUSTRALIA AND THE ISLANDS OF THE PACIFIC: 
 
 1. Find their positions on the globe and on the flat map. 
 
 2. Locations: Indian. Pacific oceans; East Indies, New 
 
 Zealand, Hawaiian Islands. I'liilippiTic Islands: Auck- 
 land. Sydney. .Singapore. 
 
 UNITED STATES: 
 
 1. Find the position of the I'nited Slates on the globe and 
 
 on the flat maj). 
 
 2. Locations: .\tlantie. Paeilic oceans: eacli of the fol- 
 
 lowing groups of states: New England States, the 
 Middle Atlantic States, South Atlantic States, the 
 Gulf States, the Southern States of the Mississippi
 
 104 
 
 Basin, the Northern States of the Mississippi Ba- 
 sin; Bahama Islands, West Indies, Cuba, Jamaif-a, 
 Long Island, Vancouver Island; Appalachian High- 
 lands, Rocky Mountain Highlands, Cascade Moun- 
 tains, Sierra Nevada Mountains, Coast Range, Mt. 
 Rainier, Mt. Baker, Mt. Shasta; Mississippi, St. 
 Lawrence, Colorado, Columbia, Rio Grande, Ohio, 
 Missouri, Hudson, Snake rivers; Gulf of Mexico, 
 Gulf of California, Puget Sound, Great Lakes, San 
 Francisco Bay, Strait of San Juan de Fuca; New 
 York, Chicago, New Orleans, St. Louis, San Fran- 
 cisco, Seattle, Boston, Washington, Baltimore, Phil- 
 adelphia, Salt Lake City, Tacoma, Portland, Ha- 
 vana; Cape Flattery, Cape Cod, Cape Mendocino, 
 Cape Hatteras. 
 
 The Second Time Over. 
 
 THE WORLD AS A WHOLE: 
 
 In terms of the globe. (Use a relief globe if possible.) 
 Locations: Review all of the places enumerated in 
 "First Time Over"; Newfoundland, Cuba, Hawaiian 
 Islands, Philippine Islands, Ceylon, New Zealand; 
 Abyssinian Highlands, Atlas Moimtains. Pyrenees 
 Mountains, Caucasus Mountains, Guiana Highlands, 
 Brazilian Highlands; Colorado, Rio Grande, Hudson, 
 Yukon, Volga, Seine, Po, Elbe, Thames, Niger, 
 Orange, Zambesi, Euphrates, Tigris, Amur rivers; 
 Red Sea, China Sea, Bay of Bengal, Japan Sea, Per- 
 sian Gulf; Boston, Honolulu, Mexico, Havana, St. 
 Petersburg, Rome, Hongkong, Shanghai, Manila, 
 Singapore, Cairo. 
 
 In terms of the flat map. (Mercator projection.) 
 Locations: Same as enumerated above. 
 
 NORTH AMERICA: 
 
 \. Review all the points enumerated in "First Time 
 Over." 
 
 I. Locations: Cuba. Jamaica, Haiti, Porto Rico, Long 
 Island. Vancouver Island; Cascade, Sierra Nevada, 
 Coast Range, Sierra Madre mountains; Rio Grande, 
 Hudson, Potomac rivers; Chesapeake Bay, Dela-
 
 105 
 
 ware Bay, Gulf of Lower California, Sun Francisco 
 Bay, Bay of Fundy, the names of each of the Great 
 Lakes, Bering Strait; Baltimore, Boston, Havana, 
 Philadelphia, Denver, Portland, Dawson, Montreal; 
 Cape Cod. 
 
 SOUTH AMERICA: 
 
 1. Review all tlu; points enumerated in "First Time 
 
 Over." 
 
 2. Locations: Caribbean Sea; Bolivia, Paraguay, Ura- 
 
 guay; Gulf of Venezuela; Bahia, Montevideo. 
 
 EUROPE: 
 
 ASIA: 
 
 L Review all the points enumerated in '"First Time 
 Over." 
 
 2. Locations: Denmark, The Netherlands, Belgium, 
 Switzerland, Roumania. Bulgaria, Servia, Monte- 
 negro, Crimea, Poland, Finnland, Lapland; Mt. 
 Blanc, Mt. Vesuvius, Mt. Etna; Seine, Loire, Rhone, 
 Tagus rivers; Irish Sea, Sea of Azof, Bay of Biscay; 
 Moscow, Glasgow, Edinburg, Dublin, Copenhagen, 
 Hamburg. Amsterdam, Florence, Naples, Genoa, 
 Venice. 
 
 1. Review all the points enumerated in "First Time 
 
 Over." 
 
 2. Locations: Afghanistan, Baluchistan, Siam, Indo- 
 
 China, Korea, Manchuria ; Luzon, Celebes, Java ; Mt. 
 Ararat, Mt. Sinai, Fujiyama; Ob, Yenisei, Lena; 
 China Sea, Japan Sea, Okhotsk Sea, Persian Gulf, 
 Caspian Sea, Black Sea, Aral Sea, Dead Sea; Shang- 
 hai. Canton. 
 
 AFRICA: 
 
 1. Review all the points enumerated in "First Time 
 
 Over." 
 
 2. Locations: Abyssinia. Morocco, Algeria, Tripoli; 
 
 Island of St. Helena; Madeira Islands; Alexandria, 
 Morocco, Pretoria, Suez. 
 
 AUSTRALIA AND THE ISLANDS OF THE PACIFIC: 
 
 I. Review ail the points cnunicrated in "First Time 
 Over."
 
 106 
 
 2. Locations: Sumatra, lionieo, Celebes, Moluccas, Guam. 
 'I'asmania; Mauna Loa; Darling, Murray rivers; 
 Gulf of Carpentaria; Melbourne, Adelaide, Honolulu, 
 Manila, Wellington. 
 
 UNITED STATES: 
 
 1. Review all the points enumerated in "First Time 
 Over." 
 
 i. Locations: Each of the states in the following groups: 
 Pacific Coast States, the Plateau States, the depen- 
 dencies of the United States, which are Alaska, 
 Hawaii, Philippine Islands, Guam, Tutuila, Howland, 
 Baker, Wake, Midway Islands, Porto Rico; Potomac, 
 Arkansas, San Joaquin, Sacramento rivers; Bay of 
 Fundy, Chesapeake Bay, Delaware Bay, Great Salt 
 Lake, each of the Great Lakes; Richmond, Atlanta, 
 Louisville, Indianapolis, Kansas City, Omaha, Den- 
 ver, Los Angeles, Providence, Buffalo, Juneau, Nome, 
 Dawson. 
 
 A discussion of methods of presentation and methods of 
 testing results may be helpful at this point. 
 
 1. Work with the globe: It is very much better to have 
 the work done on a relief globe. A substitute for the 
 expensive globes of trade will be provided. Distribute 
 the globes to your class or section. (It is presumed 
 that you have worked out with the children the no- 
 tion of what a map is, as well as what the globe rep- 
 resents.) Call upon the class to locate North Amer- 
 ica. If no one can, show them. So with the other 
 locations enumerated. Ask the children to put their 
 finger on North America, on South America. "'In 
 what direction have you gone in getting to South 
 America?" "Now put your finger on Eu- 
 rope." "Across what water have you gone?" "In 
 what direction have you ^one?" After proficiency 
 is gained in work of this kind within the prescribed 
 limits, have the globes put one side, then say: 
 "Think North America." "Think Europe." "In what 
 direction would you go to get to Europe?" "Across 
 what water?" "Verify by looking at the globe," etc. 
 Another valuable exercise is the "imaginary ex- 
 cursion," after the proper preliminary preparation has 
 been made. "I am at New York." "I go northeast."
 
 107 
 
 >n what water?" "I enter a big river." '"What 
 13 it ?" "I go southwest on this river and come to 
 some large lakes." "What are the.se lakes called?" 
 "I pass through these and come finally to a great 
 city built on the shores of one." "What city?" "I 
 walk through the country in a westerly direction, 
 coming to what great river?" etc., etc. If there is any 
 hesitation or confusion in response, go back to the 
 globe or to the flat map, for confusion indicates that 
 there has not been enough preliminary work done 
 to give a clear mental image. Above all do not 
 fall into the habit of asking your questions in the 
 same order, for with such a procedure the children 
 soon fall into the way of answering from word 
 memory rather than from the image which you are 
 trying to establish. Vary these exercises by holding 
 a large globe before the class, and as you point to 
 places which have already been presented, call for re- 
 sponses, sometimes in concert, sometimes individ- 
 ually. Again, sometimes have a pupil take your 
 place in directing the exercises. Along with all this 
 work there must go a drill in spelling and writing 
 the places enumerated. As the spelling is mas- 
 tered, introduce another exercise for both fixing 
 and testing the results. Distribute slips of papor. 
 Number down the margin as for a written spelling 
 lesson. Now point to a place on the globe and ask 
 the children to write it. A second place, etc. Col- 
 lect and correct as in a spelling exercise. An- 
 other exercise valuable for presentation, as well as 
 for testing, is to distribute a hectograph outline 
 map of the world so drawn as to give the illusion 
 of rotundity as if it were a map peeled off from the 
 globe. (Such a map is to be found in Frye's Ad- 
 vanced Geography.) Ask the children to label all 
 the places with which they are familiar. 
 
 Work with outline maps: No device is more valuable 
 for either the work of presentation or of testing 
 results than that of using outline maps of the conti- 
 nent or country with which one is working. A quan- 
 tity should always be in the school room for imme- 
 diate use. We have .seen the following plan used 
 for securing the outlines: Take sheets of stifT. dura- 
 ble paper, say 8 inches by 10 inches. Place a carbon
 
 108 
 
 sheet oil it and lay under the iiiup you want. 'J'laee 
 over the outline of the map with a ])eneil, whereupon 
 you will get a carl)on copy on your sheet of heavy 
 paper. Go over this outline with India ink. Pro- 
 cure a quantity of onion skin paper cut to the proper 
 size. Distribute the outlines which you have made 
 to the children; also give each a sheet of the thin pa- 
 per. He is to place this over the outline, hold it firmly 
 with one hand and with the other ([uickly trace with 
 his pen the outline you want. It takes but a moment 
 for a child to get the outline, and barring the work 
 of making the originals, saves the teacher great 
 labor. 
 
 Under "work with the globe," p. 106, several uses 
 to which outline maps can be put have been sug- 
 gested. Many more uses will suggest themselves 
 at once to the teacher. The device is exceedingly 
 helpful, and no teacher in her work in either geog- 
 raphy or history should ever be without such out- 
 lines. 
 
 Map-sketching from memory: This is an excellent ex- 
 ercise for producing a mental image of the salient 
 features of the given continent or country. As has 
 already been said, we are not desirous of getting 
 as a result of this exercise a finished or perfect 
 product, but rather the end to l)e reached is the 
 clarification of the image in the child's mind. 
 
 In beginning work of this sort, say on South 
 America, draw a simple conventialized outline of the. 
 continent in chalk on a large sheet of black paper 
 {tailor's pattern paper is good), ilake it big enough 
 to be seen across the room. Send your class to the 
 board. Let each take crayon. Xow hold your out- 
 line before them so that all can see it. Discuss its 
 proportions and lines for a moment. Have children 
 extend their arms and trace your outline in the air 
 a few times, then at the signal "draw" they turn 
 to the board and quickly sketch the whole outline. 
 Do not give more than one minute of time at first 
 in order to obviate the tendency to get the attention 
 centered on trivial details. Later cut the time down 
 to 30 seconds. Xow have the children go over their 
 outlines with a heavier stroke so that all can be seen.
 
 109 
 
 Holil Vdiir original outline lu'torc tlieni aj/aiii tor 
 conipaiison and eritic-isni. Permit parts of the 
 outline on the board to br erased and corrected. 
 Then have the whole erased and the process re- 
 peated. We think it iindesirabh' to permit the use of 
 construction lines in this work and prefer that the 
 matter be wholly memory work, for only by so 
 making it will one be assured that the mental image 
 is approximately a clear one. We have seen third 
 grade classes with five minutes work of this kind 
 each (lay for a few weeks, develop remarkable fa- 
 cility and accuracy in point of result. On a conti- 
 nent like Eurasia the time in which to make the 
 sketch should be somewhat extended on account of 
 the greater irregularity of the coast line. The work 
 of map sketching should parallel the course of for- 
 mal geography throughout. After some proficiency 
 is gained, however, such drill need not be given daily. 
 
 Essential Inferences From Map Study. 
 
 THE WORLD AS A WHOLE: ( Tlirough a study of the globe 
 
 ;ui(l flat map.) 
 
 (a) How the position of a point on the earth's surface is 
 
 fixed, i. e., by knowing its latitude and longitude. 
 Make this whole subject very clear. 
 
 (b) Zones of light and zones of heat. Make a sharp dis- 
 
 tinction between the two. The former are of a given 
 number of degrees in width, the latter are irregu- 
 lar and are indicated by isothermal lines. l/ocate 
 each continent in general with respect to both heat 
 and light belts. 
 
 ((•) Directions on Imtli the glolie and tln" llat map: — 
 Tlnouglioiit the entire course give many questions 
 which will force the child to make use of the notion 
 of direction. 
 
 THE CONTINENT OF NORTH AMERICA ( Tlirough a study 
 of the physical map). 
 
 (a) Structure: — Hring out that I lie eontim-nt in general 
 conipiises two highlands ( Kockv Mountain and .\p- 
 l)ala<hian llighlniulsl with a broad valley between; 
 that this v:illey comprises three drainage baaina, the
 
 110 
 
 Mississippi, tlie Great Lakes and the St. Lawrence, 
 ami tlic Tlndsoii Bay systems. 
 
 (b) Place tlie continent as to light zones and as to heat 
 
 zones. 
 
 (c) Work out from the wind chart of the world the direction 
 
 of the pn^vailing winter winds of North America — 
 its siiiiinier winds. Remembering the location of the 
 mountain ranges (the condensing mediums), have 
 the class work out tlie rainfall of North America, 
 determining the regions which are likely to have a 
 heavy rainfall, a medium rainfall, and the region 
 likely to have little or none. Compare the re.sults 
 with the rain map. Knowing the climate and the 
 rainfall, and inferring that there is good soil in the 
 valleys and less soil on the mountains, work out 
 the probable natural gi'owth of vegetation in the va- 
 rious sections of North America. Comjiare the results 
 gotten with the Vegetation ]\Iap. 
 
 THE CONTINENT OF SOUTH AMERICA (Through a study 
 of the physical map). 
 
 (a.) Structure :-T-Bring out that the continent comprises 
 three systems of highlands, the Andes, the Guiana 
 Highlands, and the Brazilian Highlands, and that 
 these are so placed as to produce three drainage ba- 
 sins : the Orinoco, the Amazon, and the La Plata. It 
 will prove interesting and profitable to work out the 
 similarities and differences between the structure of 
 South America and that of North America. 
 
 (b.) See "North America," '"b." 
 
 (c.) See ''North America." "c." 
 
 THE CONTINENT OF EUROPE (Through a study of the physi- 
 cal map). 
 
 (a.) Structure: — Defer the study of the structure of this 
 continent until the study of Asia is made as the two 
 continents structurally are a unit. 
 
 (b.) See "North America," "b." 
 (c.) See "North America," "c."
 
 Ill 
 
 THE CONTINENT OF EURASIA (Tliroiigh a study of the physi- 
 cal map), 
 (a.) Structure: — Bring out thai llie baikboue ot" the con- 
 tinent reaches from Bering Strait to the extreme 
 southwestern part of Europe; that it is nearly as 
 long as the backbone of Nortli and South America 
 togetlier; and that in Europe it is much more nar- 
 row and broken tlian it is in Asia. Observe that 
 
 the axis of Eurasia is y^ shaped and that if this 
 figure were taken to represent tlie ridge poles of a 
 roof water falling thereon would run off to the North, 
 to the East, and to the South. Observe that the riv- 
 ers of Eurasia Jlow in these general directions and 
 that in general the land slope is likewise in tliese 
 same directions. 
 
 (b.) Climatic Conditions: — From a study of the map ob- 
 serve that the continent extends from the Arctic on 
 the north nearly to the Equator on the south and 
 that in consetjuence the climate must be one of great 
 extremes — extremes of cold in the north and of heat 
 in the south. Observe that there is no range of 
 mountains trending east and west in the north, 
 hence there is no ol)stacle to the passage of icy winds 
 southward. This accounts for the summer frosts in 
 Siberia and the cold winters of Peking, which is in the 
 latitude of Konic in Europe these extremes are 
 considerably modilied by winds from the Atlantic. 
 Observe that the liimalaya Mountains and tlie Cen- 
 tral Plateau of Kuiasia evtciuling cast and west arc 
 an etiVctua! barrier to the passage of the warm rain 
 winds of tli»* Indian Ocean. Hence there are to be 
 found the Deserts of Gobi and Thibet in the Chinese 
 Empire. It accounts also for the heavy precipita- 
 tion of moisture to the south and east, a region 
 which receives the heaviest rainfall in the world. 
 Work out a climate, rainfall, and vegetation map 
 and compare witli those gi\i*ii in tlio text. 
 
 THE CONTINENT OF AFRICA (llirnugh a study of the physi- 
 cal map). 
 
 (a.) Structure:- Observe that the southeastern half of 
 Africa is a continuous plateau and that from this 
 great plateau three roughly parallel spurs extend far
 
 112 
 
 to tlic iiortlisvcst — one al(iii<r tin- li(*<l Sea, one 
 tliioiigli tli<! center of the great lowland region, and 
 
 one along the Atlantic coast. Note the position of 
 
 the continent with respect to heat belts. In conse- 
 quence of its position what will be the temperature of 
 
 the greater portion of the continent? Work out the 
 direction of the prevailing winds from the wind map. 
 
 Where will you find the region of the greatest rainfall ? 
 
 Compare with the rainfall map and see if the con- 
 clusions are correct. Note the five drainage basins: 
 the Nile, Congo, Niger, Zambesi, and Orange. 
 
 (b.) Ask the class to arrange the mountain ranges so that 
 the Sahara will receive a rainfall. 
 
 (c.) Where would you expect to find dense forest vese- 
 tation? Where grass? Where a desert vegetation? 
 Compare with the vegetation maps and verify. 
 
 THE CONTINENT OF AUSTRALIA (Through a study of the 
 physical map). 
 
 (a.) Structure: — Note that the continent is fringed by a 
 rim of mountains, thus rendering the island without 
 ah extensive coastal plain. Note that the eastern 
 half of the island is much more mountainous than 
 the western. Work out the prevailing winds from 
 the wind map. What part of the island will re- 
 ceive the greatest rainfall? Verify by consulting 
 maps. Since the mountains of the interior are lower 
 than those of the coast, what will be true of the rain- 
 fall of the interior as compared with that of the 
 coast? Verify. Note the desert region of the 
 land and work out the conditions which make it 
 a rainless region. Draw the general conclusion that 
 while the greater portion of the region is deficient 
 in rainfall, being either arid or actual desert, there 
 are portions of the east coast which secure sufficient 
 rainfall to support a heavy forest growth as well as 
 enough for agricultural and grazing purposes. It is 
 said that the desert interior sometimes reaches a 
 temperature higher than that recorded in any other 
 part of the world and d height which if long con- 
 tinued would destroy all life. "For three months 
 Captain Sturt found the mean temperature to be over 
 101 degrees in the shade; and the drought during
 
 113 
 
 tiiis period was siuli that cvi'iy screw eaine out of 
 tlieir boxes, the lioiii liantlles of their instruments 
 and combs split up into fine laminae, tlie lead dropped 
 out of their pencils, their hair and the wool of the 
 sheep ceased to grow, and their linger nails became 
 as brittle as glass." Note the unbroken character 
 of the coast line. Discuss the bearing of this fea- 
 ture on the commercial activity of the region. 
 
 THE COUNTRY OF THE UNITED STATES (Ihrougli a study 
 of the physical map). 
 
 (a.) Note from the wind map of the world that in summer 
 along the whole Atlantic Coast and tiulf Coast the 
 winds blow from the ocean. What will be true of the 
 rainfall east of say the lOUth meridian"; How com 
 pared with the winter rainfall? This is important 
 in determining the success of crops, as summer is 
 the growing season. Note that the region west of 
 the lOflth meridian and to tlie Rocky Mountain High- 
 land is at considenible distance from the gulf and 
 is shut off from the Pacific winds, hence what 
 would be the inference regarding the rainfall in 
 this region? Verify by referring to the rainfall 
 map. Rainfall is too little for agriculture, yet suffi- 
 cient for grass, hence we find the great grazing 
 region of the Cnited States here. Determine the 
 prevailing winds of the Pacific for .January — for July. 
 When would you expect rain on the Pacific Coast? 
 Why? Where would you exepect to find it the heavi- 
 est? Why? Where then would you find the heaviest 
 growth of vegetation? Why? In summary bring 
 out that the United States has three distinct climatic 
 regions: (1) The East Coa.stal and Gulf Region; 
 (2) 'I'he Interior Region; (3) The West Coastal 
 Region. 
 
 The Characteristic Areas and Essential Content Units. 
 
 The content of geography has uniformly In^en organized 
 about the several political areas of the world irrespective of 
 the fact that political boundaries arc frc(iuently accidental and 
 likewise freciuently shifting and irrespe<'tive of the fact also 
 that a given political area may comprise within its boundaries 
 geographical features which arc cummoii to other areas. An
 
 114 
 
 examination of tiic continents will show tliat each breaks up 
 more naturally into certain geographical areas, and that each 
 of these areas has a set of characteristics which dillerentiates 
 it from ever}' other area. The Amazon area is sudi a region. 
 It has a heavy rainfall, a hot climate, luxuriant vegetation, pro- 
 duces rubber in great quantities, and is sparsely inhabited by 
 tribes of semi-civilized Indians. These are the features which 
 cause the Amazon Region to stand out from the Andes Region, 
 from the Brazilian Highland Region, and from the other regions 
 of South America. In short, these are the features which give 
 the Amazon Region its individuality. But the Amazon Region 
 comprises portions of several political areas — Brazil, Ecuador, 
 Peru, Bolivia, and others, and to approach its study with the 
 political unit as a basis would give but a fragmentary presenta- 
 tion. Except where the two coincide, the political area, since 
 it is an arbitrary one, should give place to the "Characteristic 
 Area," which offers the only natural basis for the organization 
 of the geographical content. 
 
 Furthermore, in selecting such a basis of organization the 
 problem of essentials is greatly simplified, for it becomes neces- 
 sary only to determine the features of each area which are 
 characteristic of it, and which serve to give it its individuality. 
 It is impossible in the time at the command of the grade teacher 
 to present any great refinement of analysis, neither is it de- 
 sirable. The function of the work of the grades is not so much 
 to make an exhaustive study of any one subject or topic as it 
 is to lay a broad foundation of interest and appreciation, as 
 will induce the child to continue the work after he leaves the 
 school. If then his attention be centered upon the most obvious 
 features of each of the characteristic areas and if in his mind 
 there be grouped about each of these regions such a body of 
 concrete material and related detail selected to give meaning 
 to the expressed "characteristics" then all will have been ac- 
 complished that the grade teacher could well wish. 
 
 NORTH AMERICA. 
 ARCTIC REGION: 
 
 1. The land of the '■Xorthern Lights" and of the long day 
 
 and night. 
 
 2. A land of moss and lichens, of snow and cold, the home 
 
 of the seal, the walrus, and the polar bear. 
 
 3. A land sparsely inhabited by a simple, rude, peaceable 
 
 people — the Eskimo.
 
 115 
 
 4. A region \vlii( li mark-* man's vain struggle to reach 
 the pole. 
 
 THE REGION OF CANADA: 
 
 1. To the soutli a region characterized by valuai)le for- 
 
 ests, an extensive wheat area, and a progressive pop- 
 ulation. 
 
 2. To the north a region of trappers and fur trailers one 
 
 of the world's greatest fur countries. 
 
 THE REGION OF ALASKA: 
 
 1. A region whose coast is characterized by its salmon 
 
 fi.sheries and its Indian population. 
 
 2. A region of high mountains, stupendous glaciers, with 
 
 a mild coast climate. 
 
 3. A region rich in its deposits of gold. 
 
 THE REGION OF MEXICO AND CENTRAL AMERICA: 
 
 1. A high plateau. Hanked l)y torrid plains. It has three 
 
 distinct climates, and is a land of volcanoes and 
 earthquakes. 
 
 2. The people are dark skinned, courteous, and easy 
 
 going: they eat tortillas and red pepper, and live in 
 adobe houses. 
 
 3. The lowlands produce coffee, rubber, tropical fruits, 
 
 and ornamental woods; the highlands, cochineal and 
 silver. 
 
 4. It was in this region that the gold seeking C'ortez 
 
 destroyed the power of the .\ztecs. 
 
 THE REGION OF THE WEST INDIES: 
 
 1. Cuba is a land of sugar cane, of tobacco, and tropical 
 
 fruits but owing to Spain's repressive rule, from which 
 she has recently been freed, her great natural wealth 
 has been but little developed. 
 
 2. Porto Rico is a ward of the United States. 
 
 3. Jamaica is a peaceful llritish colony. It exports 
 
 great quantities of baiumas. 
 
 4. In Haiti are the twin black republics, with their 
 
 ceaseless civil wars.
 
 116 
 
 THE COUNTRY OF THE UNITED STATES. 
 
 THE NEW ENGLAND STATES: 
 
 1. A region liaving a rugged coast line, well adapted 
 
 for commercial activities and for fishing. 
 
 2. A thin-soiled, rocky country affording poor farms, but 
 
 fine quarries. 
 
 3. A region of short, rapid rivers, furnishing power for 
 
 mills which manufacture cloth, leather goods, ma- 
 chinery, hardware, watches, and firearms. 
 
 4. The region is famous in history as the home of the 
 
 Pilgrim Fathers. 
 
 5. New England has crops of cranberries, maple sugar, 
 
 and ice. 
 
 6. Large sections in Northern Maine, New Hampshire, 
 
 and Vermont are still covered with timber, affording 
 a valuable industry. 
 
 THE MIDDLE ATLANTIC STATES: 
 
 1. A region of fine harbors, great cities, and world-wide 
 
 commerce. 
 
 2. Washington on the Potomac is the nation's capital. 
 
 3. The Appalachian Highland is a region of great coal 
 
 and iron mines. 
 
 4. This region yields a large supply of petroleum and 
 
 natural gas. 
 ."). Because of these supplies, together with water-power, it 
 is a region of heavy manufactures. 
 
 THE SOUTHERN STATES: 
 
 1. The "Sunny South,'" with a balmy climate and hos- 
 
 pitable people. 
 
 2. The land of cotton and a large negio population. 
 
 3. Out of the old war-stricken South a New South is 
 
 THE PRAIRIE REGION (Central States): 
 
 1. A vast lowland devoted to agriculture — the great prod- 
 
 ucts being wheat, corn, live stock, and dairy products. 
 
 2. ^Jost of the people live on farms and in towns, but 
 
 several great cities have grown up along the rivers.
 
 117 
 
 THE GREAT LAKE REGION: 
 
 1. The Lakes are inlaml seas of fresh water, with <rreat 
 
 connnercial ports and their waters make Nia<:ara 
 Falls. 
 
 2. This region fiirnislies the chief supply of while pine. 
 
 Here, too, are the greatest known dejtosits of iron and 
 copper, and westward of tlie Lakes lies the great 
 wheat region. 
 
 THE GRAZING REGION (The East Slope of the Rockies): 
 
 1. A region too dry for farming, but witli a rainfall sufH- 
 
 cient to furnish feed for vast herds of cattle and 
 slieep. 
 
 2. Here lives a special type of man — the cowboy. 
 :i. This region was once tlie home of the buffalo. 
 
 THE PLATEAU REGION: 
 
 1. A successictn of elevated deserts, surrounded and trav- 
 
 ersed by rugged mountain chains. 
 
 2. A region famed for its wild, rugged scenery, for its gold 
 
 and silver mines, and for its extensive stock ranges. 
 
 THE PACIFIC REGION: 
 
 L A region wet in the north and dry in the south; 
 
 its temperature is mild throughout the year. 
 2. Continuously with the ])lateau it is a region rich in 
 
 gold. 
 li. It is a country of grand mountain scenery, and of 
 
 peaks of eternal snow. 
 4. It is a region celebrated for its lumbering, farming. 
 
 and fruit raising. 
 
 0. San Francisco, Seattle and San Uiego are great ports 
 
 and have a world-wide commerce. 
 G. The salmon fisheries compri.se an important industry 
 
 in the north. 
 7. Los Angeles is the chief city of the Soutiiwest and is 
 
 famed for its rapid growth, its beautiful homes, and 
 
 its splendid climate. 
 
 SOUTH AMERICA. 
 
 THE AMAZON REGION: 
 
 1. A rcgiim of dense. tro|)ical. luxuriant vegetation, and 
 
 of a hot, torrid climate.
 
 118 
 
 2. It is llio lioinc of myriads of insects, of brilliant plum- 
 
 af^ed l)irds, tree ciinibing animals, and water rep- 
 tiles. 
 
 3. It is a region sparsely populated by semi-civilized In- 
 
 dians and negroes. 
 
 4. Rubber is the chief product of the Amazon, and Para 
 
 is its great rubber port. 
 
 THE REGION OF THE BRAZILIAN HIGHLANDS: 
 
 1. The world's greatest cofTce country. 
 
 2. Once this region was famous for the richness of its 
 
 diamond mines. 
 
 THE ORINOCO REGION: 
 
 1. The region of the llanos or grassy plains whereon are 
 
 pastured countless herds of cattle. 
 
 2. A region wet in summer and dry in winter. 
 
 3. The region is sparsely populated by a non-progressive, 
 
 ease-loving people. 
 
 THE LA PLATA REGION: 
 
 1. A region of low, level, grassy plains — the Pampas — 
 
 famous for its herding grounds for cattle and sheep. 
 
 2. It is the home of the Guachos — the South American 
 
 cowboy. 
 
 3. It is coming to be a great commercial region with 
 
 railroads and large cities. 
 
 THE PATAGONIAN REGION: 
 
 1. A bleak, barren, inhospitable land, inhabited by wan- 
 
 dering tribes who eke out a miserable living by hunt- 
 ing and fishing. 
 
 2. Terra del Fuego is an archipelago, cold, bleak, and 
 
 lonely; two of its features are Cape Horn and the 
 stormy Strait of Magellan. 
 
 THE ANDES REGION: 
 
 1. The land of the llama and the Inca. 
 
 2. A region of volcanoes, earthquakes, great altitudes, 
 
 and of precipitous slopes. 
 
 3. A region famous for its mines of silver which are 
 
 worked by natives in a crude and wasteful manner. 
 
 4. The west slope is wet in the north and south, and a 
 
 desert between.
 
 119 
 
 EURASIA. 
 
 THE REGION OF GREAT BRITAIN AND IRELAND: 
 
 1. Tlie inagnitudf til' Britisli industrial enterprises, and 
 
 the causes for her coniinercial supremacy. 
 
 2. The English people are a fused race, being a people 
 
 of mixed Latin and Teuton blood. 
 
 3. The government of Great Britain. 
 
 4. The i)icturesque and historical features for which the 
 
 islands are famous. 
 
 THE GERMAN EMPIRE: 
 
 L Bismarck and his great work in unifj'ing Germany. 
 
 2. Germany's remarkable industrial expansion since she 
 
 became a nation. 
 
 3. The Khine: As a trade route, and in song and story. 
 
 THE KINGDOM OF THE NETHERLANDS: 
 
 I. The country: Its people and their occupations. 
 
 THE KINGDOM OF DENMARK: 
 
 L riic pfdjile and industries of Denmark. 
 
 THE SCANDINAVIAN REGION: 
 
 1. Once the home of the Vikings, a vanished race of sea 
 
 fighters. 
 
 2. The dinnite and i)hysical features of Si-andinavia. 
 
 3. The character of the people, their life and occupations. 
 
 THE COUNTRIES OF THE DANUBE: 
 
 1. The great diversity of the inhabitants and the char- 
 acteristic products of the region. 
 
 THE REPUBLIC OF SWITZERLAND: 
 
 1. The scenery of Switzerland. 
 • 2. The history and chief characteristics of the Swiss 
 
 people together with their government. 
 3. The industries of Switzerland and her commercial j)o- 
 
 sition. 
 
 THE KINGDOM OF BELGIUM: 
 
 1. Belgium's occupation and place in foreign trade and 
 commerce.
 
 120 
 
 THE REPUBLIC OF FRANCE: 
 
 1. Occupations and life of the French people. 
 
 2. Franoo's plac(> in international commerce. 
 
 THE IBERIAN PENINSULA: 
 
 1. The commercial decadence of Spain and Portugal. 
 
 2. The occupations of the people and the products of the 
 
 country. 
 
 3. The floors and their occupancy of Spain. 
 
 THE KINGDOM OF ITALY: 
 
 1. The Italian people are famous for their achievements 
 
 in the fields of painting, sculpture and music. 
 
 2. The most famous picturesque and historical features: 
 
 The leaning tower of Pisa, the Cathedral of St. Peter, 
 the Coliseum, the Catacombs, the gondolas of Venice, 
 the Vatican, and the ruins of Pompeii and Hercula- 
 neum. 
 
 3. The commerce and industries of Italy. 
 
 THE KINGDOM OF GREECE: 
 
 1. . The antiquities of Greece. 
 
 2. The occupations and industries of modern Greece. 
 
 EUROPEAN AND ASIATIC TURKEY: 
 
 1. Turkey's place in modern European history. 
 
 2. The Sultan and his people ; the backward state of their 
 
 civilization and the indifi'erent condition of the com- 
 merce and industry of their country. 
 
 3. The story of the Holy Landj its people and resources 
 
 and the part it has played in Biblical narrative. 
 
 4. The life of Mohammed, the nature of the Koran, and 
 
 the past and present limits of Mohammedanism. 
 
 EUROPEAN AND ASIATIC RUSSIA: 
 
 1. The geographical extent of the Russian Empire, its 
 
 physical features and characteristic products. * 
 
 2. Commercial and manufacturing Russia. 
 
 3. Russia's policy of territorial acquisition. 
 
 4. Russia's government : the condition of the peasant 
 
 classes viewed in the light of the present disorders. 
 
 ARABIA: 
 
 1. The people, occupations, customs, life.
 
 121 
 
 PERSIA: 
 
 1. Tlie jModiuts of tlio country and tho life of the people. 
 
 AFGHANISTAN AND BALUCHISTAN: 
 
 1. I In- stiatciiic ini|>(irtaii(t' of tlicsc icjjions. 
 
 INDIA AND INDO-CHINA: 
 
 1. rile three physical areas: (a) the foothill rcjrion of 
 
 the Himalayas, charaiteri/ed by its junjiles of wild 
 animals, its tea farms, and its forests of oak and ce- 
 dar: (b) the region of the yreat plains, the wheat 
 and farming area of India, and the seat of her great 
 population; (c) the region of the Dekkan plateau 
 whose foothills of cofTee and grains shade into 
 stretches of unreclaimed forests. 
 
 2. India is a hot, unhcalthful region, and is dependent on 
 
 the southwest monsoon for its rainfall. The fail- 
 ure of this monsoon has frequently caused the most 
 appalling famines, the bad results of which are now 
 greatly lessened through the extensive development 
 of irrigation systems and of railroads, which con- 
 nect all the important productive districts and trade 
 cities. 
 
 3. India is the home of Hralimaiiism and the seat of 
 
 the sy.steni of caste. 
 
 4. India, together with the islands of the East Indies, 
 
 was the goal of all the early European expeditions 
 to the East, and indirectly led to the discovery of 
 America. 
 
 5. India is a dei)cndency of (ireat Britain and is ruled 
 
 by a governor-general, who is appointed by the King. 
 
 THE CHINESE EMPIRE: 
 
 1. eliiiia is the oldest country in the world. It had an 
 
 advanced civilization long before Kinope emerged 
 from liarbaiism. 
 
 2. riiiua is a densely po)iulaleil country along the sea- 
 
 board and along the main waterways of the interior. 
 
 3. 'J'he Chinese ) pie. as a wlicde. are characteri/ed by 
 
 conservatism and nonprogressiveness. 
 
 4. The conservatism of the Cliinese race is larg<'ly due 
 
 to their religion of am-estor worship, which leatls 
 llicm to cluTish the |)ast and the ways of the past.
 
 122 
 
 5. China 13 a region wliidi is famous for its production of 
 rice, tea and sili<. 
 
 KOREA: 
 
 1. The country and its people. 
 
 2. Korea's place in tlie recent struggle l)etween Russia 
 
 and lapan and her jjresent political position. 
 
 JAPANESE EMPIRE: 
 
 1. The Japanese Empire comprises four thousand vol- 
 
 canic islands, which stretch over a distance of two 
 thousand miles. This region is subject to frequent 
 and violent earth(juakes. 
 
 2. Japan is noted for its production of rice, silk and tea, 
 
 and also for the skill of its manufacturers. 
 
 3. Japan's advancement, which has been extraordinary, 
 
 dates from the time the United States forced her to 
 open her ports to the people of the West. 
 
 4. Japan is ruled by an Emperor, who, though paramount 
 
 and unquestioned in all matters of government, is 
 aided by a cabinet and by two legislative bodies. 
 
 AFRICA. 
 
 THE MEDITERRANEAN COAST REGION: 
 
 1. The inhabitants of this region are mostly Mohamme- 
 dans, on the whole they are treacherous and cruel. 
 Until recently this region was famed for its pirates, 
 who exacted ransom from civilized nations. 
 2. The government, and commercial importance of the 
 region. 
 
 THE SAHARA REGION: 
 
 1. It is a region of rolling, sandy wastes, broken only at 
 great intervals by oases. The desert is sparsely 
 peopled by wandering tribes of Arabs. 
 
 THE REGION OF THE NILE: 
 
 1. The ancient civilization of Egypt. 
 
 2. The overflow of the Xile and its significance in the 
 
 agricultural development of modern Egypt. 
 
 3. The Suez Canal and its significance. 
 
 THE CONGO COUNTRY: 
 
 1. The climate, vegetation, products, and inhabitants of 
 the region.
 
 123 
 
 THE SOUTH AFRICAN REGION: 
 
 1. Stock raising, agriculture, and the mining of gold and 
 
 diamonds are the chief occupations of the country. 
 
 2. The government of South Africa together with the 
 
 natives— Boers and Kallirs. 
 
 AUSTRALIA AND THE ISLANDS OF THE PACIFIC. 
 
 AUSTRALIA: 
 
 1. Peculiar types of animal and vegetable life. 
 
 2. The aborigines of Australia — the liushmen. 
 
 3. The characteristic products and occupations of the 
 
 country. 
 
 NEW ZEALAND: 
 
 1. State experiments in government. 
 
 EAST INDIES: 
 
 1. They are volcanic in origin and are subject to violent 
 
 eartiujuakes. Politically these islands with the e.\- 
 ception of the Philippines and parts of Borneo and 
 Timor, are the possessions of the Netherlands, and 
 comprise what is called the Dutch East Indies. 
 
 2. The East Indies have long been famous for their pro- 
 
 duction of spices, though coffee, tea, rice, and tobacco 
 are important productions of some of the islands. It 
 was the desire for these valuable spices that led 
 Europe during the Middle Ages to send many expe- 
 ditions to the East. 
 
 PHILIPPINE ISLANDS: 
 
 1. The Philippine Islands, comprising nearly four thousand 
 
 islands, for four hundred years one of Spain's rich- 
 est colonies, is now a dependency of the United 
 States. 
 
 2. The present government of the islands. 
 
 3. Rice, sugar and hemp are the chief agricultural pro- 
 
 ducts of the islands. 
 
 HAWAIIAN ISLANDS: 
 
 1. The ciiraate, vegetation and (liiiracteristic products of 
 
 the region. 
 
 2. The history of the islands and their ac*|uisition by the 
 
 United States.
 
 124 
 
 An examination of the forc;roing c-ontent units will show that 
 sfinu' are l)ett(>r suited for study in the lower grades, wliiie otliers 
 are better adapted for the more mature mind of the upper 
 "rradcs. Tliose units in whicli tlie picturesciue, the wonder ele- 
 ment, or in which the human interest predominates will appeal 
 strongly to the children of the lower grades, whereas those topics 
 involving commercial, industrial or political considerations should 
 be reserved for treatment in the Seventh and Eighth Grades. 
 This is the idea which has governed the classification of lesson 
 units by grades, which follows — the units dealing with the more 
 abstra(,'t commercial, economic and political notions have been 
 thrown in general into the two upper grades, wliile those topics 
 treating of the ways of people, their customs, habits, life, ideals; 
 of the picturesque and historic buildings and monuments of the 
 world, and of the great men of the past and present, have been 
 assigned for the most part to the Fourth, Fifth and Sixth 
 Grades. 
 
 The method to be employed in the presentation of these con- 
 tent units is the method of organized oral discussion based, 
 where possible, upon the reading of interesting, illustrated ma- 
 terial on the part of the child. To secure satisfactory results 
 the reading and discussions must proceed systematically and 
 carefully. The teacher must make her material subservient to 
 her own plan and organized scheme of lessons and not be led 
 by it; and in conducting the recitation she must guide the di- 
 rection of discussion, else the recitations will degenerate into aim- 
 less, desultory, fruitless conversations. She must dwell a suffi- 
 cient length of time on one unit to give sharpness to the out- 
 lines of the picture she wants to get. The kaleidoscopic method 
 of handling the work of the recitations not only renders the 
 teacher's attempts to check results ineffective, but it leads to 
 mental distraction on the child's part, which ultimately works 
 out into careless and irresponsible habits of reading and 
 study. If the course of content units be passed over at the 
 average rate of one unit per week the entire ground will be 
 covered and sufficient time will have been provided for clear-cut 
 impressions. A further point to be noted in securing effective re- 
 sults in this work relates to the teacher's preparation. She, 
 herself, must work over all the material on the given unit 
 which she has at her command and which bears directly on the 
 unit to be presented. (References to interesting and accessible 
 material on each unit will be distributed to the teachers.) She 
 must then decide what details in her material will best illustrate 
 or develop the point she wishes to present. Lastly, these details
 
 125 
 
 — stories, pictures, descriptions, anecdotes — must be organized 
 into lessons, few or many as the subject and the material war- 
 rants, each lesson having as its chief purpose the making clear 
 some one or more of the essential points. In the class discussion 
 of the material the teacher must confine the class to the points 
 which bear directly on the notion siie wishes established and thus 
 avoid the aimless, discursive conversation which too often creeps 
 into the recitations of the i)est teachers. 
 
 In the course of the presentation of a given les.son unit the 
 teacher will find that there are certain facts which have value 
 in themselves apart from their bearing in the development 
 of the notion receiving treatment. These intrinsically valuable 
 facts should be gathered up at the close of the presentation of the 
 lesson unit and drilled U|)t)n from tinu> to time in order to insure 
 their permanent retention. This nuitter of drill on important 
 facts .should be emphasized, for it cannot be slighted without 
 lessening seriously the effectiveness of the work, for it is the 
 only way of being certain that a precipitate is gotten from the 
 method employed. 
 
 A te.\t book in geography, by reason of necessary space 
 limitations, can never be but an outline or compendium of the 
 facts and general notions which the writer considers essential. 
 It is a mistake fatal to good teaching to permit it to determine 
 the matter and the method of presentation. Its proper function 
 lies in supplying, on the one hand, the pupil's need for a handy 
 reference book, and on tiie other hand, the teacher's need for a 
 succint statenuMit of essential facts and general notions. The 
 better the qualities then which fit it for such a compendium, 
 the more valuable it will be as a text. In our school work there 
 is a place for such a text, but it is, except in its aspect as a 
 reference book, after there has been some such preparation 
 through general reading and cla.ss discussion, as we have just 
 suggested. 
 
 In the end, however, the teachers must not neglect to hold 
 the children responsible for all that the text contributes to each 
 of the content units listed herein. The teacher nuist see, too. 
 that the ])roper integration of locative, descriptive, and physical 
 conceptions is made with each of the characteristic areas dis- 
 cussed. The child should leave the course in geography with the 
 characteristic areas of the world in mind and associated with 
 each, and without confusion, he should have those locative, de- 
 scriptive and physieal essentials whid) give the region its in'
 
 126 
 
 (iivitluality iiiid a knowlodfic of wliicli tlic social trroup demands 
 lor tlic altiindant pntiancc of its nieiubcrs. 
 
 A further word regarding pliysical geography slionld be said, 
 '{"lie greater portion of the first forty-three pages of the text 
 (State Series, "tiraniniar School Geography") is too difficult, and 
 being abstract means little or nothing to the child. The 
 necessary parts of this materia! can easily and naturally be 
 given later. When a content unit is being treated, which 
 runs hack naturally into physiographical considerations, give 
 thoiii then, not before. Provision has been made under "Essen- 
 tial Inferences from Map Study" for the getting of certain 
 structural and meteorological conceptions. Also provision is made 
 in the last half of the Eighth Grade for a more systematic 
 survey of the elements of physiography. 
 
 Further suggestions as to method, content, and helpful sup- 
 plementary material will be given at grade meetings and issued 
 from the office as need requires. 
 
 Apportionment of the Work. 
 
 (Note: Do not do anything for the present with the content 
 units enumerated below. An outline containing suggestions on 
 the treatment of each unit will be placed in the hands of the 
 teachers not later than January, 1908, it is hoped. Until this 
 is done geography teachers should confine their work to the 
 other phases of the subject which are assigned.) 
 
 FIRST, SECOND AND THIRD YEARS 
 
 Xo place has been given in the program for geography in- 
 struction in these years for it is thought that such work can 
 best be taken incidentally in connection with Nature Study. 
 In these years the child should become familiar through observa- 
 tion with the typical physical features of the locality; such as 
 hills, valleys, streams and triVmtaries; with water action upon 
 soils, rocks, and valleys; and with effects of rain-storms, floods 
 and winds. He will readily gain, too, some simple and elemen- 
 tary conceptions of the factors in local commerce as. roads leading 
 into the country; products of farms, gardens, and mines; railroads, 
 freight offices and the shipment of goods; and of that general 
 interchange of activity which goes on between country and city, 
 and by extension, between one part of the country and others. 
 In the latter part of the third year it would be well to organize
 
 127 
 
 the previous discussions soinowliat, as a preparation for the more 
 systematic geography of tlie fourth year. It should be seen, 
 too, that the child forms a working conception of what a map 
 is, of the cardinal points, and of the shape of the earth. The 
 first 107 pages of the "Introductory Geography" gives suggestions 
 on all these points. 
 
 FOURTH YEAR 
 
 B Class. 
 (Te.xt — State Series, "First Hook in (W'ograpliy.'") 
 
 1. Take the course in ".Map Locations," 'First Time Over," 
 
 to Asia, Manual, p. 101. 
 
 2. Take the following content units: 
 
 Arctic Region .'$; Amazon ,i; Andes 1; Netherlands 
 1; Scadinavia 1: Turkey 3; Italy 2; China I, 2: Sa- 
 hara 1; India 1: Congo 1: Australia 1. 2; Nile 2. 
 
 A Class. 
 (Text — -State Series, "First Book in Geography.") 
 
 1. Take the course in '".Map Locations." "First Time Over." 
 
 Manual, p. KM. 
 
 2. Take the following content units: 
 
 Arctic Region 1, 2; Canada 2; Mexico 2; Grazing 
 Region 2, 3; Pacific 2, (i; Amazon 4; LaPlata 2; 
 Patagonian Region 1; Great Britain 4: German Em- 
 pire :5: Iberian Peninsula 3; Japan 1. 
 
 FIFTH YEAR 
 
 B Class. 
 (Text — State Series, "First Book in Geography.") 
 
 1. Review the course in "Ma|) Locations." "First Time 
 
 ( >ver." ami take the "Second Time ( Her." Manual, 
 p. I(t4. 
 
 2. 'lake the following content units: 
 
 Arctic Region 4: Alaska 1; Mexico 4: New En- 
 gland Region 4; Middle Atlantic 2; Southern 
 States 2; Pacific .'5; Amazon 1: Patagonian Re- 
 gion 2; .Andes 2; Scandinavia :i; Switzerland 1: 
 .\vnbia 1 : Peisia 1 : India '.i.
 
 128 
 
 A Class. 
 (Text — State Scries, "First Book in Geography.") 
 
 1, Review the course in "Map Locations." 
 
 2. Take the following content units: 
 
 Alaska 2; West Indies 1; Plateau Region 2; New 
 England 1, 2; Middle Atlantic 3, 4; Pacific 4; Ori- 
 noco 1; Brazilian Highlands 1, 2; Scandinavia 2; 
 China 5; Japan 2; Mediterranean Coast 1. 
 
 SIXTH YEAR 
 
 B Class. 
 (Text — State Series, •'Grammar School Geography.") 
 
 1. Review the course in "Map Locations," Manual, p. 101. 
 
 2. Take the course in "Map Inferences," Manual, p. 109. 
 
 3. Take the following content units: 
 
 Alaska 3; Canada 1; Mexico 3; West Indies 3 
 New England 5; Middle Atlantic 5; Amazon 2 
 Orinoco 3; Andes 3; Great Britain 2; Denmark 1 
 Italy 1; India 4: Korea 1; Philippines 3. 
 
 A Class. 
 (Text — State Series, "Grammar School Geography.") 
 
 1. Review the course in "Map Locations,' Manual, p. 101. 
 
 2. Review the course in "Map Inferences." Manual, p. 109. 
 
 3. Take the following content units: 
 
 Plateau Region 1; Prairie Region 1: Orinoco 2; 
 LaPlata 1 ; Russia 4 ; Greece 1 ; France 1 ; Tur- 
 key 4; Japan 3; South Africa 2; East Indies 2; 
 Nile 1 ; Philippine Islands 1 ; Hawaiian Islands 1 ; 
 Mediterranean Coast Region 2. 
 
 SEVENTH YEAR 
 
 B Class. 
 (Text — State Series. "Grammar School Geography.") 
 
 1. Review the course in "^lap Locations, ^Manual, p. 101. 
 
 2. Review the course in "Map Inferences." ^Manual, p. 109. 
 
 3. Take the following content units: 
 
 Mexico 1: West Indies 2: New England Region 
 3, 6; Southern States 1: Great Lake Region 1, 2;
 
 129 
 
 Pacific Hof^ion 1; l.alMata ;{; Amies 4; (Ireat 
 Britain 1; Switzerland 2; Ihcrian Peninsula 1; 
 Russia 1 : Cliiiia .{. 4: Nile R(';:i(>ii .']. 
 
 A Class. 
 (Text — State Series. •Craiiiinar Scliool (Jeoiirapliy.") 
 
 1. Review the course in ".Map Locations." Manual. |>. lol. 
 
 2. Review the course in "Map Inferences," Manual, p. l(i'.». 
 
 3. Take the followinj; content units: 
 
 West Indies 4; Midille Atlantic States 1; Prairie 
 States 2; Grazing Ke<,'ion 1; Pacific Ue<,'ion 1; 
 Great Britain 3; Danube Refrion 1; Switzerland 3; 
 Turkey 1; Russia 3; Afghanistan and Baluchis- 
 tan 1; Korea 2: South Africa 1: Australia 3; 
 Pliilil)pines 2; Hawaiian Islands 2. 
 
 EIGHTH YEAR 
 
 B Class. 
 (Text — State Series, "Grammar School Geography.") 
 
 1. Review the course in "Map Locations," Manual, p. 101. 
 
 2. Review the course in "Map Inferences," Manual, p. lOi). 
 
 3. Take the following content units: 
 
 New Zealand 1; East Indies 1; Japan 4; India 
 2, 5; Italy 3; Turkey 2; Russia 2; Germany 1, 2; 
 Belgium 1; France 2; Pacific States 5; Sovitliern 
 States 3. 
 
 A Class. 
 (Text — State Scries, "Grammar School (ieography.") 
 
 1. Review the course in "Map Locations." .Manual, p. 101. 
 
 2. Review the course in "Map Inferences." Manual, p. 100. 
 
 3. Review the content units under the United States, 
 
 Manual, jt. 116, in the light of the text's tront- 
 inent. (See text, p. 4n-!(l and the supplement on 
 California, p. 1-16.) 
 
 4. Review the text's treatment of |iliy-<ini:ra[iliy, (See 
 
 text. p. 0-28.) 
 ,5. If time permits compare the Inited Mates with the 
 other countries of the world along tlie lines sug- 
 gested in the Tarr & McMiirry "Complete Geogra- 
 phy," p. 453-464.
 
 THE COURSE IN ARITHMETIC 
 
 References wliich every teacher of arithmetic shfuild read: 
 
 Ella C. Wilson, '"Pedagogues and Parents," Chapter X. 
 (Henry Holt & Co.) 
 
 David Eugene Smith, "The Teaching of Elementary Math- 
 ematics." (Macmillan Co.) 
 
 J. W. A. Young, "The Teaching of Mathematics," Chapter 
 XII. (Longman, Green & Co.) 
 
 Charles A. McMurry, "Special Method in Arithmetic." I Mac- 
 millan Co.) 
 
 Francis Walker, "Discussions in Education," two chapters 
 on the teaching of arithmetic. (Henry Holt & Co.) 
 
 Smith and McMurry, "Mathematics in the Elementary 
 School," a monograph issued by Teachers' College, Co- 
 lumbia University, New York. 
 
 David R. Jones, "A Handbook to the California State Series 
 Texts." The one to accompany the primary text will 
 be published by September 1, 1907; the one for the 
 upper grades later in the year. (State Normal School, 
 San Francisco, Cal. 
 
 The following texts will be found to have value as sources of 
 supplementary material: 
 
 Myers and Brooks, "Rational Arithmetic," both the element- 
 ary book and the one for the grammar grades. (Scott, 
 Foresman & Co.) 
 
 Smith, Arithmetics, particularly the second book. (Ginn 
 & Co.) 
 
 Joy, "Arithmetic Without a Pencil." (D. C. Heath & Co.) 
 
 Bailey, "American Mental Arithmetic." (American Book Co.) 
 
 130
 
 131 
 
 I'he Mftlue of aritlnnctic as a subject lias been greatly over- 
 rated, though that of certain topics lias been correspondingly 
 underrated. In the attempt to compass the subject in its en- 
 tirety, so much ground is covered that children never learn to 
 do well the few necessary things which the subject contains. 
 Tlic large share of time which has been accorded to arithmetic 
 has grown out of the thought that the stibjcct oU'ers a valuable 
 training in logic, and that it has certain disciplinary values, 
 such as training the mind to think, sharpening the wit, and 
 exercising the powers of discrimination. It is being shown that 
 the disciplinary view, which is l)ut a corollary of the old fac- 
 ulty psychology, has little or no justification in fact. The most 
 advanced schools of psychology, both in Europe and America, 
 have broken with the traditional view on this matter, and 
 assert that there are no separate powers of the mind developed 
 through the study of particular subjects. This view docs not 
 countenance carrying any phase of arithmetic teaching beyond 
 its power to contribute ideas which eijuip th^ mind again.st 
 future emergencies. In conseciuence, in determining the specific 
 arithmetical ideas which should be comprehended in a course 
 in arithmetic, we are thrown back upon tliosc which will be 
 found useful in life. 
 
 Freedom and cll'cctivcness in the social body for which <iur 
 schools are preparing do not demand the mastery of a body of 
 mathematical j)rinciplcs. logically arranged and nicely conca- 
 tenated, such as is attempted when emphasis is laid on the 
 subject as a whole, but they do demand the knowing very tlior- 
 oughly a few special things, and in their special applications. 
 
 Society di-niands ability to count and to read and write 
 numbers; accuracy and rapidity in the four fundamental pro- 
 cesses operating on integers and fractions; simple e.verci.ses in 
 the application of these processes to the real problems of life: 
 a knowledge of the tables of measurement which are in com- 
 uum use; ability to reduce suc-h tables within three places: a 
 clear notion of percentage, and familiarity with its application 
 to the ordinary affairs wherein it operates; .some general infor- 
 mation concerning business practices in accounting; and, lastly, 
 familiarity with the methods of finding the surface of a few 
 geometrical figures and the volume of a few solids. Whatever 
 is given in the grades beyond this einnneration of essentials 
 consumes time which would better be used in other ways. 
 While the above enumeration of essentials contemplates that 
 generous omission lie iiiiide from oui' texts, it also proposes tluit
 
 132 
 
 better results be olitaiiuHl within the suggested liinit.f than are 
 usually obtained in schools. 
 
 To this end, the course which follows provides for a sys- 
 tematic drill in the processes — a drill which must be continued 
 throughout the whole of the upper grades if the desired stand- 
 ard of accuracy and rapidity be secured. 
 
 In giving this drill on the processes, experience has shown 
 that certain methods lead more directly to the result, and with 
 less waste, than do others. Where such methods have clearly 
 proved their superiority in practice, we have thought it best 
 to incorporate them here, to be used as substitutes for those 
 in the text, if in the teacher's judgment such substitution be 
 thought desirable. 
 
 A Method in Column Addition (Used in the "First Book in 
 Arithmetic," California State Series) : We think an outline given 
 here of the idea, together with a few suggestions as to method, 
 will help the teachers in using the text. This method differs 
 from the methods in general use in this: that as soon as the 
 first five combinations are learned, work is immediately begun 
 upon adding columns of figures which are so built up as to 
 contain no combination which the child has not first learned 
 separately. It recognizes what experience has shown us all is 
 true, that it is one thing to memorize the forty-five additive 
 combinations separately, and quite another and a more difficult 
 thing to make use of them in a column of figures heterogeneously 
 thrown together. It recognizes that the end to be reached in 
 this particular phase of arithmetic is accuracy and rapidity in 
 adding columns of figures, and not in saying over unrelatea com- 
 binations, and it rightly assumes that the way to gain the 
 facility is to add columns of figures so built up as to afford a 
 constructive review for the successive combinations as they are 
 learned. 
 
 Before any work in addition is begun, entire familiarity 
 with the number scale to 120 must be obtained as shown by 
 ability : 
 
 1. To read the numbers; 
 
 2. To write the numbers: 
 
 3. To visualize the number symbols; 
 
 4. To know that any number and 1 more gives the next 
 number in the scale, and that the number that imme- 
 diately precedes any number in the scale is one less than
 
 133 
 
 the number, iiiul tliat one less than any nunibor is the 
 
 number immediately preceding it ; 
 To count by tens, beginning with any number; 
 To know the sum of a given decade, and any number 
 
 less than 10 as: 20. 5=20 ; 80. 6=86; 90, .3=93, etc. 
 
 GROUP I. The first live combinations to be taught are: 
 ;j 4 :J 2 6 4 2 9 .5 2 
 
 2, 5, 9, 2, 4, and tlicir reverses: 6, 2, 3, 4, 3. 
 
 5 9 12 4 10 10 4 12 9 5 
 
 In the teaching of each group of combinations, these 
 steps are taken, and always in the same order. 
 
 Step A: Memorize perfectly the combinations as they 
 stand above in both oral and written form. Give 
 drill in pointing to the figures as they stand. 
 Erase the sums, and continue the exercise as be- 
 fore. If the slightest hesitation appears, rewrite 
 the sums. Drill until the pupil can readily give 
 the sums at sight. Also accompany these exer- 
 cises by a thorough drill on tlie language form, as: 
 "Two, tlu'ce, — five." '"Nine, three. — twelve," etc. 
 
 Step B: Use the several combinations in the different 
 decades of the number scale, as in the 60's, 70'a. 
 90's, 30's, etc., that is, by prefixing 2 tens, 3 tens, 
 6 tens, etc., to the lower figures of each combina- 
 tion. Most of the drill which children get is con- 
 fined to the lirst part of the number scale. The 
 purpose of this step is to give equal facility in the 
 upper portions of the scale. Insist on the 
 language form along with the sight work. 
 Step C: Use the combinations now mastered in buiM- 
 iiig columns for adding. An examina- 
 lion of these illustrative colunms will 
 show how columns can be constructed 
 and extended upward as far as the 
 teacher likes, and yet at no time 
 incorporating a combination which tiie 
 child has not had in accordance with 
 the provision-* <>( Step A and Step H. 
 
 2 
 
 3 
 
 3 
 
 6 
 
 5 
 
 4 
 
 2 
 ■> 
 
 O 
 
 (} 
 
 3 
 
 •> 
 
 .J 
 4 
 
 3 
 
 «> 
 
 4 
 
 3 
 
 t) 
 
 ") 
 
 3 
 
 2 
 
 6 
 
 4 
 
 :{ 
 
 2 
 
 3 
 
 4 
 
 9 
 
 2 
 
 5 
 
 3
 
 3 
 
 
 4 
 
 
 3 
 
 
 9 
 
 32 
 
 3 
 
 23 
 
 6 
 
 20 
 
 2 
 
 14 
 
 3 
 
 12 
 
 4 
 
 9 
 
 3 
 
 5 
 
 2 
 
 
 134 
 
 In beginning this step witli cliildren in the 
 piiniiuy grades, place the following column on the 
 boai'd. Take the chalk, and, beginning at the 
 foot of the column, say: "Two, three, — 
 live," pointing to the numbers as named, 
 and write the five to the right of the 3. 
 Then say: "Five, four, — nine." Write the 
 9 to the right of the 4. Then say: "Nine, 
 thrfee, — twelve," and write the 12 to the 
 right of the 3. Then continue: "Twelve, 
 two, — fourteen," writing the 14 to the 
 right of the 2, and so on until the column 
 is added. At each step, have the children 
 collectively or individually repeat after 
 you each statement. Drill the pupils 
 until they can go through this without error. If 
 there is any hesitancy about the combinations, 
 point to the combination above, so that they may 
 learn where to find the correct form if they should 
 forget. 
 
 After this process and language form is estab- 
 lished, write similar columns on the board for 
 each pupil, with instructions for him to do the 
 exercise himself. The teacher should pass from 
 one to another, hearing each give the form. As 
 a pupil finishes, let him exchange examples with 
 another pupil, first erasing the side columns. To 
 avoid confusion it is well to write two or three 
 examples in excess of the number in the 
 class, so that no pupil need wait. As a further 
 convenience, it may be helpful for the pupil who 
 finishes a column to write his name underneath it. 
 The teacher passing around later erases the answer 
 and the side columns, and writes "c" (correct), 
 or "x" (wrong), after his name. The place is 
 then ready for another pupil. 
 
 With a few pupils there will be a continual ten- 
 dency to make mistakes in the left-hand figure, 
 to write 42 instead of 32, etc. This means that 
 insufficient work has been done on the num-
 
 135 
 
 3 ber scale. Suppose, as in tlic illustration 
 
 4 given, the pupil writes 42, instead of 
 3 32. To eorreot tlii.s, several methods are 
 9 "42" at the option of the teaeher. 
 
 3 23 1. She ean <,'o back to "Step IJ." for 
 
 6 20 more drill in the decades, then make the 
 
 2 14 application to the difficulty in hand. 2. 
 
 3 12 She can have him write, in ascendinj,' col- 
 
 4 i) umn, the numbers beginning with 23, 
 3 5 until the next 2 is reached. 3. She can 
 2 draw a line under 23, and ask: 'What 2 
 next above 23?" (Answer "32.") 
 
 After the conilMiiatioiis already mentioned have 
 been mastered, and every child can work out the 
 side columns of any column of figures built up 
 out of these combinations, readily and without 
 mistake, the same combinations, in their reverse 
 form, should be treated in like manner. 
 
 Retain the use of the "side cohunn" throughout 
 the whole of the work on (iroup 1. (That is, when 
 taken by children of the primary grades). Its 
 purpose is to drill the pupils in learning new 
 combinations, and in 'visualizing the end figure of 
 the successive partial sums. With the beginning 
 of the treatment of (;ri)U|) 2, however, the teacher 
 should commence u|inii the step of adding without 
 writing the particular sums at the side, and training 
 the pupil to add by imagining this scalTolding. In 
 starting this it is well to go back to the first 
 column imder Group 1. and recpiire the pupil to 
 add directly, thus: live, nine, twelve, fourteen, 
 twenty, twenty tlirec. etc. if he makes mistakes, 
 have the i)upil. in imagination, go through the 
 form of the j)artial sums in the side column, with- 
 out actually writing them. First attempts will 
 be slow, but a few exercises will cause him to 
 dejxMid upon his own visual imaging. Proceed in 
 the same way to add utiuT ruliiiiiiis in ri'\iew. 
 After the idea is .secured, the class will be ready 
 to take up the study of fJroup 2. 
 
 In all this r.ivly work, the ihild should never 
 be permit till to pcrlnim ;mi\ work in addition at 
 his seat, but al\\a\s at the iioard. in lull view of
 
 136 
 
 the teaclier. Cliildrcii, it allowed the time, will 
 fall back into the habit of counting up the sums 
 serially. It is a mistake to think that children 
 will "outgrow" this habit, once it is formed. 
 Changing one's habits is not so simple a matter 
 as this. To prevent this habit from being formed, 
 tile teacher must first give in columns only those 
 combinations which the children liave first learned 
 thoroughly, and, second, always insist that the 
 work be performed at the board, and in the full 
 view of the teacher. Do not permit the child 
 to stop and "think." He either knows the sum 
 or not. If he shows the least hesitancy he must 
 either be told the answer, or be permitted to look 
 at the combination involved and its answer. For 
 this purpose the combinations should, with their 
 sums, always be written on the board in full view 
 of the child. 
 
 Concert work is good, but it should not be 
 employed exclusively, for many children are there- 
 by made dependent^ in their work. Again, if a 
 teacher uses it too generously, she cannot know 
 what the individuals are capable of doing. In ad- 
 dition work, the teacher must keep in mind the 
 fact that her class will not proceed uniformly in 
 their acquisition of the work, and that in conse- 
 quence she must provide some way of giving much 
 individual instruction. This is the price which the 
 highest success demands. The principal of each 
 building should keep in close touch with each of 
 his teachers in the work. To do this, he should 
 continually be taking individuals from the classes 
 into the oflfice or into some convenient room, and 
 there testing them as well as drilling them to sup- 
 plement the work of the teacher. He should 
 know when a teacher has completed the study of 
 a given group of combinations, and determine, 
 through taking the class, whether it is ready to 
 proceed to the next group. 
 
 Group 2 and each successive group should be 
 treated in the same way, except for the side col- 
 umns, which may be discontinued. The work, 
 however, would better be conducted at the board,
 
 137 
 
 lor reascin.s alicaily jjivcu. 'I'lif teacher should 
 prcparo coluimis of fijjures within the limit of the 
 particular group whitli she is treating, then dic- 
 tate these to the ohiss at the board. Each child 
 writes the column, beginning at the bottom and 
 going toward the top, and of course adding in tin- 
 same direction, in order that the combinations may 
 1)6 as intended. After all the groups have been 
 studied anil columns are given, witii the ((tm- 
 l)ination.s arranged heterogeneously, it does not 
 matter whether the child adds up or down. In 
 fact, it is a good check on the work to have him 
 add both ways. In this dictation work, after the 
 children have obtained a sum, several should be 
 called on to add aloiul; then several called on to 
 add the same column. l)ut witli 2 tens, ."i tens. 
 5 tens, 6 tens, «>tc., idclixed to the lowest numlier. 
 This gives drill in the upper leaches of the luiiii- 
 ber scale, without the additional work of re-writ- 
 ing the numbers. Columns should continually be 
 given which incorporate and use the combinations 
 of groups already learned. The pupil's advance into 
 new ground should be very slow, in order that he 
 may work very thoroughly the old. The chief merit 
 of this, as of Any other system used in teaeliiii;.' 
 combinations, rests in its thoroughness. 'J"he 
 child must pass by easy and carefully graded 
 steps from the simple to the dilHcult. At every 
 step of the way, the teacher nmst keep well within 
 the powers of the ehild. Men succeed in this 
 world, not so much by reason of past failures, as 
 because of past successes. \\'e like to do the 
 things we can do well. Just so with the child; 
 he gets a pleasurable emotional reaction from do- 
 ing the things at which he is successful. This is 
 the chief value, as well as pleasure, of review 
 woik it ]>erl'ecls teclinit|Ue, and becomes |>leas 
 urable in inopoition to the child's success in the 
 doing of it. 
 
 At first the einpliasis must fall on accuracy and 
 neatness. To attempt to secure too nnich speed at 
 first, leads to inaccuracy. But gradually, as the 
 work becomes more reflex, "speeding-up" exercises 
 should be given. Here is a place for the right
 
 138 
 
 kind of emulation, sudi as is found in contests 
 among classes, or anion^ individuals. There 
 is a tendency among the advocates of "soft 
 pedagogy," to disparage livalrv in the school 
 room. History shows us, liowever, that this mo- 
 tive has been a powerful factor in every line of 
 social and individual progress. because rivalry 
 has a selfish, anti-social side, it (U)es not follow 
 that it lacks a noble and helpful one. It is not 
 well to foster emulation to the extent done by 
 the Jesuits, who went so far as to pair off all the 
 boys of a school, making the individuals of each 
 pair rivals in everytliing pertaining to schoc)! 
 work. It can be used safely, liowever, in pitting 
 class against class, or, if tactfully done, individual 
 against his fellows of the same class. Within 
 these limits emulation will prove itself a power- 
 ful school-room ally. 
 
 Early in the work with the groups, columns, 
 three or four figures wide, can he dictated if the 
 teacher desires it. However, to do this without 
 throwing the children into unfamiliar combina- 
 tions, the teacher must think out the numbers, 
 taking into consideration the figure to be "car- 
 ried." As to rationalizing the process of "carry- 
 ing" or "borrowing," we think it undesirable, espe- 
 cially in the primary grades. Efficiency in adding 
 demands that the processes become refiex. The 
 adult mind, when adding columns of figures, or 
 when subtracting one number from another, is 
 absolutely devoid of even the feeling of the con- 
 crete. To begin in the first grade, tying splints 
 into tens, and these tens into hundreds, is inter- 
 esting, perhaps, but it gives no working ability, 
 and we question its value in giving so-called in- 
 sight into number. As a matter of fact the me- 
 chanical process of "bringing down the 2 and 
 carrying the 1," to the child is just as much an 
 objective thing as would be a biuidle of splints, 
 and besides it happens to be right along the line* 
 of the child's future, as well as present, need. 
 One does not need to know anything about the 
 mechanism of an adding machine to operate it
 
 139 
 
 successfully, Jior of a wiitdi. tu r.-arl (In- dial 
 plate. 
 
 Each of the suc'ceedin{jf groups of i-oniljinations 
 are to l)e treated according to the three steps, 
 in exactly the same way, except for the "side" 
 columns, and except that columns are built up 
 out of all the combinations which have been pre- 
 viously learned, and not confined merely to the 
 group which the child is learning. 
 
 The groups in the order in which they are pre- 
 sented in the California State Series, "First Book 
 in Arithmetic." follow for convenience of refer- 
 ence. 
 
 GROUP I. 
 
 :i 4 ;j -2 «) 
 
 2 5 9 2 4 
 
 5 t) 12 4 10 
 
 and reverse: 
 
 4 2 9 3 2 
 6 2 3 4 3 
 
 10 4 12 !t 
 
 GROUP 2. 
 
 3 4 3 2 2 
 
 6 9 3 6 8 
 
 9 13 6 8 10 
 
 and reverses 
 
 6 8 3 !• 6 
 2 2 3 4 3 
 
 8 10 6 13 9 
 
 GROUP 3- 
 
 2 8 4 5 7 
 
 4 6 4 8 3 
 
 6 14 8 13 10 
 
 and reverses 
 
 8 3 4 6 4 
 5 7 4 8 2 
 
 13 10 8 14 6 
 
 GROUP 4. 
 
 2 6 5 7 5 
 5 7 3 8 5 
 
 7 13 8 15 10 
 
 and reverses 
 
 8 3 5 7 5 
 7 5 5 6 2 
 
 15 8 10 13 7 
 
 GROUP 5. 
 
 7 7 9 4 
 9 6 2 9 8 
 
 16 12 9 18 12 
 
 and reverses 
 
 8 9 6 9 2 
 4 9 6 7 7 
 
 12 18 12 16 9
 
 140 
 
 GROUP 6. 
 
 7 3 5 9 9 
 
 7 4 7 2 1 
 
 14 7 12 11 10 
 
 GROUP 7- 
 
 8 9 6 7 9 
 8 6 5 18 
 
 16 15 11 8 17 
 
 GROUP 8. 
 
 15 7 2 8 
 
 8 9 4 13 
 
 9 14 11 3 11 
 
 and reverses 
 
 and reverses 
 
 and reverses 
 
 7 2 7 14 
 5 9 7 9 3 
 
 12 11 14 10 7 
 
 8 18 5 6 
 
 9 7 8 6 9 
 
 17 8 16 11 15 
 
 3 19 4 8 
 
 8 2 5 7 1 
 
 11 3 14 11 9 
 
 A Method in Subtraction: (See Smith — The Teaching of 
 Elementary ^lathematics — Macniillan ) . 
 
 The additive method, or Austrian, as it is sometimes called, 
 and described in the above reference, grows most easily and natu- 
 rally out of the work of additive combinations, for it requires 
 merely a change in the language form of addition. After a child 
 
 3 4 . 
 learns that 2, 5, etc.. it is easy for him to respond correctly 
 
 5 9 
 
 to such questions as "'2 and how many make 5?" ''5 and how 
 many make 9?" '"3 and how many make 5?" etc. It is easy, 
 too, for him to apply the same idea to subtractive exercises in 
 which "borrowing" is required. As, for example, in the follow- 
 
 8623 
 ing exercise the child would say as he performs it: — 6748 
 
 1875 
 
 "Eight, 5, thirteen. Five. 7, twelve. Eight, 8, sixteen. Seven, i, 
 eight." If the child wants a philosophical explanation for this 
 procediu-e give it to him, but do not attach any particular sig- 
 nificance to it. We are all doing things every day of our lives 
 that we cannot analyze and a few omissions of this sort more 
 or less will not hurt the child.
 
 141 
 
 This additive idi'a of suhtnict ion is of value, too, in tlie siil)- 
 tractioii of fractions. Take as an illustration tlie followiufr I'-X- 
 ercise : 
 
 52-7/11 
 —28-9/11 
 
 -fl/11 
 
 Older Method. 
 "P.oiTow 1 Ironi I leaving; 
 1. 11/11+7/11 are 18/11, 
 18/11 less 9/11 leaves 9/11. 
 8 from 1 1 leaves 3. 2 from 4 
 leaves 2. The difference is 
 23-9/11." 
 
 Additive Method. 
 "9 and 2 are 11. 2 and 7 
 are 9, 9/11; 9 and 3 are 12, 
 3 and 2 are 5. The differ- 
 ence is 23-9/11." 
 
 The mathematical principle is clear when stated. In the first 
 the process was (11/11+7/11)— 9/11=9-11. In the second the 
 steps taken are (11/11 — 9/11) +7/11=9-11. The processes are 
 seen to be identical l)ut the second is the more convenient for it 
 permits finding,' the difference easily by inspection, whereas by 
 the first this cannot always be done. 
 
 The idea is eijually useful in subtracting one date from an- 
 other, as in finding the simple interest on a note. For example: 
 To find the time between Aug. 26, 1894, and May 18, 1895. 
 
 1895-r)-18 The Child says: "26 and 4 are 30, 4 and 18 are 22, 
 1894-8-20 9 and 3 are 12, 3 and 5 are 8, 5 and are 5. 
 Difference in time is 8 mo. 22 da." 
 
 A Method in Long Division: As. long division is ordinarily 
 presented it is unsystematic and wasteful. In no phase of num- 
 ber work in arithmetic is there necessity for more careful pre- 
 s(!ntation than in this topic. The difliculty of long division to 
 the cliild lies in one or the other or both of two things: Kither 
 the child is not thoroughly drilled on the processes of multipli- 
 cation, subtraction and division involved or else he has dilliculty 
 with the sequence of steps. If a child has diniculty with this 
 matter of long division the teacher will in all probability find 
 t he trouble to rest with either of these two, and liaving deter- 
 mined which is responsible should shape her exercises to meet 
 the trouble. It should not be overlooked that a child needs just 
 as much drill on tlie division tables as oti the multiplication ta-
 
 142 
 
 bles. Drill should be given, too, witli l)otli exact and inexact di- 
 visions. Questions like tlie foiiowint,' should often be asked: 
 '•How numy 6's in 42?" "In 32 V" ''How many 9's in 36?" "In 
 43?" ((tc. Many exercises like tlic following sliould also be 
 given, as they bear upon one of the difficulties in long division: 
 "6 times 5 add 4," "8 times 9 add 7," etc. After this preliminary 
 work lias been well done, the children will be ready for the long 
 division form, which should be taught with a one-figure divisor. 
 After the sequence of steps has been mastered the children will 
 then be ready for a divisor of two figures. The best method for 
 meeting this new difficulty of finding the quotient figure is the 
 one given in the "First Book in Arithmetic," California State 
 Series. The authors of the book group all two place divi.sors 
 in two cases: Case 1, in which the unit's figure is the same as 
 or less than the ten's figure, and Case 2, in which the unit's fig- 
 ure is greater than the ten's. In the first case tlie child is taught 
 to find the correct quotient figure as follows: 
 
 The child in working the exercise says: "How 
 
 298 many 8's in 25? 3 8's and 1 over. Are there as 
 
 ■ many as 3 6's in 17? No. then 3 is too large and 
 
 86)25701 we take 2." • 
 
 172 "How many 8's in 85 ? 9 8's and 13 over. Are 
 
 there as many as 9 6's in 130? Yes, so 9 is all 
 
 850 right." "How many 8's in 76? 9 8"s and 4 over. 
 
 774 Are there as many as 9 6's in 41 ? No. then 9 is 
 
 too large and we take 8." 
 
 761 
 688 
 
 73 
 
 This method is general for all divisors falling under Case 1. 
 In Case 2 the quotient figure is found by taking as a trial di- 
 visor a number which is one greater than the first figure of 
 the true divisor. Thus when the true divisor is 47, 48, 49, use 5 
 as the trial divisor; when the true divisor is 57, 58, 59, use 6 
 as the trial divisor, etc. This is not a universal method for all 
 exercises in Case 2, but holds good for the majority. 
 
 The value of these division forms lies in this: That it 
 teaches the child that it is better to proceed in a systematic 
 fashion than Ijy aimless guessing.
 
 68 
 
 .7630 
 
 4!) 
 
 
 
 1 
 
 976 
 
 1 
 
 1)60 
 
 _j 
 
 
 
 Iti.-io 
 
 
 147(1 
 
 143 
 
 A Method in Division of Decimals: 
 
 28.06 1. I'"i\ (Ifcimal point befori' doinf;; anything 
 t'lse. "Ilow many places in divisor?" '"Two." 
 Bcfrin at dcciriial point and count over two 
 plates. Fix decimal point directly above. 
 
 2. Fi.v posit inn <it' first ti<:iire of (piotient. 
 (Aliove right hand figure in |)artial dividend.) 
 
 '.i. Proceed with division. 
 Di'ill should he given in various t\[)e exercises 
 until a lialiit is established. The following are 
 tile j)ossible types: 
 
 .\. Places in divisor and places in dividend. 
 160 H. i'laces in divisor and no places in dividi-nd. 
 
 ('. No places in divisor and places in dividend. 
 
 Apportionment of Work 
 
 The course by classes follows, together with suggestions re- 
 garding elimination and presentation. Tliese suggestions are in 
 nowise to be considered mandatory. The teacher may make use 
 of the suggestions or not. as she chooses. If she has better ways 
 of getting the tliinjjs done which ought to be done slit; siioiild 
 employ them. 
 
 FIRST AND SECOND YEARS 
 
 (Text — ('alifornia State Series, "First IJook in Arithmetic." 
 Limits, p. 7-33.) 
 No abstract number work beyond counting and the reading 
 and writing of numbers should be given in the first and sec- 
 ond school years. It is better for children of this age that the 
 number work be kept concrete and wlwdly incidental. Any reg- 
 ular and systematic drill on numlier combinations in the first 
 two years is premature and should be deferred until the child 
 has laid a considerable basis of nund)er experiences. These will 
 come naturally and in ( onsiderable ([uantity through the honu* 
 and school activities, without great attention being given to 
 the matter by the leather. The activities of primary children 
 in tlie fields of nature study, literature, school games, drawing 
 and the constructive arts have their ipiantitive relations which 
 afford the natural basis for whatever of incidental number work 
 it is thought i»roper to give. Hut even here the teacher should 
 be careful not to force the number notions but rather let them 
 develop naturally.
 
 144 
 
 The follovvinj,' fomprise opportunities for f^iving such inci- 
 dental attention to number in these years: 
 
 1. Determine the number of ciiildren in the room in dif- 
 
 ferent classes. The number of boys and of girls. The 
 school enrollment and the number in attendance. The 
 absences and tardinesses. 
 
 2. Distributing and collecting materials for class use, as 
 
 pencils, books, pens, blotters. A monitor for each row 
 can report the number needed for use in his row. 
 
 3. Numbering of the children at the board or at the seats. 
 
 Number of seats in each row or of places at the 
 blackboard. 
 
 4. Observe and read the paging of the primer and first 
 
 reader. Notice number symbols wherever used in 
 any of the studies. 
 
 5. Making a clock face and reckoning the hours and min- 
 
 utes. The number of days in the week and month. 
 
 6. In observing plants and animals, the number of seeds in 
 
 pods or parts of flowers, the number of legs or wings in 
 animals. 
 
 7. Measuring inches with the foot-rule in constructing seed 
 
 boxes, play and doll houses, envelopes, and in paper 
 folding, cardboard work, etc. 
 
 8. Games which involve counting, tenpins, marbles, domi- 
 
 noes, card games, and any game where a score is kept. 
 
 9. Measuring the size of children, calculating ages of child- 
 
 ren, years and months. 
 
 10. There are many cases where the fractions, halves, thirds, 
 
 quarters, are used, and may require explanation and 
 illustration. 
 
 11. Common objects about the school, home, and neighbor- 
 
 hood for counting. 
 
 12. Building up number series through the use of inch 
 
 cubes and other objects. 
 
 Chapter I of the text should be drawn on for suggestions 
 regarding the nature and scope of the work of these two years.
 
 145 
 
 Page 3.3 of the text gives a suiuiiiary of what the child shouM 
 know of number before tlie work of the tliird year. Toward tlie 
 close of tlie second year's work sonic systenuitic time should be 
 given to secure an entire familiarity with the number scale in 
 accord witii the suggestions given in the Manual, p. I'.Vl. 
 for this phase of the work, for without such familiarity all work 
 in addition will prove unsatisfactory. 
 
 ill tilt' work of tlu'sc grades wlicrcvi-r it is necessary tlie 
 children should be allowed physical activity. Let them step off 
 distances, play counting games, build witli measured blocks, make 
 number pictures at the board or on paper, measure for paper 
 folding and cutting, and write out short statements with figures 
 and symbols. Insist that correct language be used in describing 
 number operations, for one object of this work in number is to 
 acquaint pupils with the more common terms in the vocabulary 
 of number, including such language forms as are commonly used 
 to denote position, direction and magnitude. Extreme formality 
 in language, however, should give way to brevity and accuracy 
 in describing what is clearly grasped. Over-formality not only 
 gives ail unnecessary mental .strain, but also cultivates a mem- 
 ory of words and phrases that often deceives witli an appear- 
 ance of knowledge. 
 
 THIRD YEAR 
 
 B Class 
 
 (Text— California State Series, "First Book in Aritlimetie. " 
 
 Limits, p. .34-7.3.) 
 
 PROCESSES: 
 
 1. Drill f)n the writing and reading of numbers of two. three 
 
 and four places. 
 
 2. Drill on the number scale to 120. counting through by 
 
 lO's, beginning with any miini)er (written and oral). 
 .3. Drill on a decade plus any inimlper less than 10. as. 70 
 and 6, !)0 and 8, 30 and 4. ete. 
 
 4. Teach groups 1. 2 and 3 of addition combinations. See 
 
 Manual, p. 139, and the text. Treat Group I very 
 thoroughly before taking the next. Be very careful 
 in constructing the columns to be added not to in- 
 troduce any combination that has not been treated 
 according to steps "A" and "B." 
 
 5. Follow the work in each group with related subtraction
 
 146 
 
 I'XOireises, i'lnployiiif; tlw "iulditive" metliod. See Man- 
 ual, p. 140, and text p. .S7-40, also the exercises 
 f^ivcii ill cliitptcr III \>\ \\;iy of illustration. 
 
 APPLICATIONS: 
 
 G. Continue the "nnMihcr storv" woik (see text, p. 29-32) 
 basin<^ it on the conihiiiations whieh have been 
 learned. 
 
 7. Dictate many problems of a practical kind, to supplement 
 
 those given in the text, that will require the children 
 to apply the number facts learned to situations within 
 their experience. After the proper combinations 
 have been learned, give such problems as the follow- 
 ing: 1. By selling papers a boy earned 25 cents 
 in the morning and 34 cents in the afternoon. How 
 much did he earn that day? 2. A man bought a 
 horse for $00, and a harness for $35. What did both 
 cost him? 3. A girl had 50 cents. She spent 26 
 cents for some cloth. How much money had she left? 
 4. Fred has $55 and Walter $23. How much more 
 money has Fred than Walter? Encourage the pupils 
 to make problems, using the combinations already 
 learned. If the language form of a problem is found 
 to give particular difficulty, several additional prob- 
 lems should be dictated. Train pupils to look for the 
 thought in a problem, to picture the situation de- 
 picted, and to determine what effect this has upon 
 the quantities involved. Never tell a pupil he should 
 add or subtract in solving a problem, but lead him to 
 see how the quantities are related to one another by 
 the nature of the transaction. 
 
 8. Give exercises in the objective work in measures and 
 
 measurements, United States money, and fractional 
 parts as suggested by the text. Supplement where 
 needed. 
 
 A Class. 
 
 (Text— California State Series, "First Book in Arithmetic." 
 
 Limits, p. 73-115). 
 
 PROCESSES: 
 
 1. Drill on the writing and reading of numbers of two, 
 
 three and four places. 
 
 2. Drill on the number scale to 120 — counting through by 
 
 lO's, beginning with any number (written and oral).
 
 147 
 
 3. Drill on a docaiU' plus any nmiiiicr less than 10, as, 70 ami 
 
 G, 'JO and 8, ."JO and 4. t-tc 
 
 4. Review addition <rronps 1. 1 and .5. ami leach groups 4. 
 
 5, G, 7 and S. (See Manual. \>. l.JK and the text.) 
 
 5. Follow the work in each group with related subtraction 
 
 exercises, employing the '"additive" method. (See 
 ;Manual, p. 140, and the text.) 
 
 6. Give the exercises in nuiltiplicatiuii and division sug- 
 
 gested in the text. SupplfiiifMt with others of a sim- 
 ilar character. Read the directions given in the text, 
 p. 40-42. 
 
 APPLICATIONS: 
 
 7. Continue the work suggested in "B" class, topics and 7, 
 
 and extend it to the multiplication and division ex- 
 ercises which the text for this class calls for. 
 
 8. Continue the work of the B class in objectifying meas- 
 
 ures and measurements, fractional parts, United 
 States money, and extend to a brief treatment of sur- 
 faces. See text for suggestions. 
 
 FOURTH YEAR 
 
 B Class. 
 
 {Text — California State Series, •'First Book in Aril Imiet ie." 
 
 Limits, p. 115-151). 
 
 PROCESSES: 
 
 1. If the children of this class are not entirely familiar 
 
 with the number scale as .shown by ability, (a) to 
 co\int by tens, beginning with any number; (b) to 
 know that any iiuniber and one more gives the next 
 luunber in the scale: (c) to know thte sum of a given 
 decade and any nund>er less than 10 (see ^lanual. p. 
 13'2), give sutlicient oral and written drill to oli- 
 tain the recjuired familiarity. 
 
 2. Review the eight combination groups with emphasis on 
 
 constructed columns. (See Manual, p. 139.) The 
 children will be found to know many of the combi- 
 nations contained in the above groups. The teacher 
 can therefore pass over them rapidly, though no 
 c<duinns should be given except in accordance with 
 the suggestion made in the reference cite<l.
 
 148 
 
 3. Review ilic imilt iplitnl ion iiml division fuels taught in 
 
 Third Y(Nir, A cliiss, and extend to those given in the 
 text prescribed for this class. Note the suggestions 
 given in the text, p. 40-42. Multiplication and division 
 is the distinctively new work for this year and should 
 be mastered very thoroughly within the limits pro- 
 scribed. Give many exercises involving both exact anl 
 inexact divisions in line with the suggestions in th.i 
 Manual, p. 141. 
 
 4. Give the exercises in fraction symbols suggested by the 
 
 text. Supplement if necessary. 
 
 APPLICATIONS: 
 
 5. Dictate many problems based upon the multiplication and 
 
 division facts learned and drawn as much as possible 
 from the experiences common to children. Require 
 the pupils to create such problems as well. 
 
 6. Give problems both oral and written involving the frac- 
 
 tional relations which have already been objectively 
 presented. 
 
 7. Continue the work of the Third Year in simple measure- 
 
 ments, United States money, and surfaces. 
 
 8. Begin work on the analysis forms as applied to problems 
 
 and attend to the arrangement of written work. 
 
 In the mimeographed outline of suggestions for 
 teaching arithmetic, prepared by Mr. Monlux and al- 
 ready in the hands of teachers, is a discussion of the 
 analysis of problems and suggestions regarding the 
 arrangement of the written work of the same. For 
 convenience of reference we incorporate here a sum- 
 mary of his suggestions, as this work should be fol- 
 lowed up. 
 
 The Additive Problem: A boy paid 16^ for a book. 
 9^ for a slate and 4^ for a pencil; how much did he 
 pay for all ? Explain. 
 
 He paid in all the sum of IG^', 9(? and ■id. or 
 29(^. 
 
 In more advanced work, the additions are performed 
 at the left of the page, or of the space on the board, 
 and the explanation at the right.
 
 149 
 
 The Multiplicative Problem: At 2f eueli, what will 
 5 pencils cost? Explain. Saiiif order of j)rote(luro as 
 in addition. 
 
 (a) Arithmetical analysis. (Oral and langnage 
 work.) Since I pencil costs 2(!', 5 pencils will cost 5 
 times 2<^, or lO^*. 
 
 (b) Algebraic analysis. (Written.) 
 1 pencil=(read, costs) 2^. 
 
 5 pencils=5x2^, or 10^. 
 
 (c) Simple o[)eration, (work). 2f 
 
 5 
 
 IdC 
 
 (d) Declared result (lor simple examples), 10<?. 
 
 The first form (a) is for oral analysis and for lan- 
 guage work, and may also be used in all problems 
 where it is desirable to know the child's mental atti- 
 tude. 
 
 The second form is for the written analysis and is 
 simply the visual expression of the lirst. 
 
 The second and third forms may be combined and 
 written side by side when the operation (work) can 
 not be performed mentally. 
 
 Observation: Tiie denomination of the required 
 answer must always be written at the right of the 
 sign of equality. 
 
 The Division Problem: If 12 oranges cost '.Hi cents, 
 what docs 1 orange cost? Explain. 
 
 (a) Arithmetical Analysis. If IJ (nanges cost 3G 
 cents, 1 orange will cost 1/12 of 30 cents, or 3 cents, 
 (or, If 12 oranges cost 36 cents, 1 orange will cost as 
 many cents as 12 is contained times in 30 cents, or 3 
 cents). The first form is to be preferred. 
 
 (b) Aigchraic Analysis. 
 
 12 oranges = (cost) 30^. 
 1 orange = 1/I2x30<;'. or 3^*. 
 1/I2x30(,' is to be read as in (lie Aritlimetiial .\naly- 
 sis. 
 
 (c) Operation. 12)36v' 
 
 (d) DrrlMlc.l result. 3('.
 
 150 
 
 All |)r(il)li'ins of analysis wliother in decimals or 
 fractions are but combinations of these simple forms. 
 For clearness, liowever, other problems are given to 
 
 ilhistralc methods of ari-aiij^cnuMit. 
 
 I. If 6 qts. of berries cost 18 cents, what will 11 
 qts. cost? Explain. 
 
 (a) If 6 qts. of berries eo.st 18 cents, 1 qt. will cost 
 1/G of 18 cents, or 3 cents, and 11 qts. will cost 11 
 times 3 cents, or 33 cents. 
 
 (b) qts. of berries =( cost) ISt*. 
 
 I qt. of berries = 1/6x18^, or 3f. 
 11 qts. of berries = llx3^, or 33<. 
 
 3^^ 
 
 (c) 6)180; 3c or (c) llxl8c=33c. 
 
 ~3i 11 ~6 
 
 "33^ 
 
 The second form under (c) can readily be deduced 
 from the second and third equations in (b) above, and 
 it is suggested that these equations be combined in 
 the analysis, especially in more advanced work. 
 
 II. If one yard of cloth cost 18 cents, what will 2/3 
 of a yard cost? Explain. Forms of analysis the same 
 as in the first ca5e for whole numbers. 
 
 (b) 1 yd. of cloth =18^. 
 
 2/3 yd. of cloth=2/3xl8c or 12c. 
 
 6 
 (e) 2xl8<J=12^. 
 
 III. At 2/3 of a cent each, what will 21 apples 
 cost ? Explain. 
 
 (b) 1 apple=2/3^. 
 
 21 appleS=21x2/3^ or 14(*. 
 
 7 
 
 (c) 21x2^=14<J. 
 
 IV. At 3 cents each, how many pears can be 
 bought for 39 cents? Explain.
 
 151 
 
 (a) It 3 cents buys one pear, 1 cent will buy 1/3 
 of a pear and 3'J cents will buy 3!l times 1/3 of a 
 pear, or 1:5 pears. 
 
 (b) 3c^(buys) 1 pear. 
 I^=^l/3.\1 pear. 
 
 Sil^'^^SDxl/.'JxI pear, or 13 [it-ars. (Employ tan- 
 cellation). 
 
 \'. "General Analysis": If Jl slieep eost $84, what 
 will 10.5 siieep lust at the same rate? Explain. 
 
 (b) 21 sheep =!^84. 
 
 1 sheep=l/21\.$84. 
 105 sheep=lU5xl/21.\i?84, or $420. 
 $4 
 
 (c) 105\$84=$420. 
 
 21 
 
 VI. If 3/4 of a yard of eloth eosts 18 rents, what 
 will one yard cost? Explain. 
 
 Analysis as in division of whole numbers. 
 
 (b) 3/4 of a yard=l8c. 
 
 1 yard = l x 18^ or 4 x 18<* or 24f. 
 
 3/4 T 
 
 6 
 
 (c) 4xl8<', or 24^ 
 
 3" T~ 
 
 VII. At 3/4 of a cent each, how many apples can 
 be bought for 21 cents? Explain. 
 
 (b) 3/4f=(buys) 1 apple. 
 
 1^=1x1 apple, or 4x1 apple = 4 apples. 
 
 3/4 T 3 
 
 21^=21 X 4/3 apples, or 2S apples. 
 
 7 
 
 (c) 21 x4 = 28 apples. 
 
 r 3~ 
 
 VIII. 2/3 of a nnmber i-* 12. what is the number? 
 Explain. 
 
 2/3 of a number =12. 
 
 The number=lxl2. or 3/2x12. or 18. 
 
 27F
 
 152 
 
 IX. 5/6 of a pound of prunes cost 10 cents, what 
 will 3/4 of a pound cost? Explain. 
 
 (b) 5/6 It) = 10^. 
 
 1 lb.=6/5xl0^, or 12^. 
 3/4 lb.=:3/4xl2^, or 9^. 
 
 2 
 
 (c) 6x10^=12^. 
 
 5~ ~T 
 
 3 2 
 3x6x10^=9^ 
 
 ^ 5" T 
 
 X. If 2/3 of a ranch cost $9000, what is the value 
 of the ranch? Of 7/15 of it? 
 
 (b) 2/3 of the ranch=$9000. 
 
 The ranch=3/2x$9000, or $13,500. 
 
 And 7/15 of the ranch=7/15x$13,500, or $6300. 
 
 4500 
 
 (c) 3x$9000, or $13,500. 
 
 2" 
 
 900 
 7x$13,500, or $6300. 
 
 15 
 
 Or, 7/15 of the ranch =7 x 3x $9000, or $6300. 
 15 ~2 
 
 Decimals: 
 
 1. If a yd. of cloth costs $1.20, what does .7 of a 
 yd. cost? Explain. 
 
 1 yd. of cloth =$1.20. 
 .7 of a yd.= .7x$1.20, or $.84. 
 
 2. If .9 of a yard of cloth costs $2.70, what is the 
 cost of a yard at the same rate? Explain. 
 
 .9 of a yd. =$2.70. 
 A yard=lx$2.70, or $3.00. 
 
 .9
 
 153 
 
 The iin(li'rlviii<; principles of dcuoiainato numbers, 
 percentage, the 6% method, profit and loss, stocks and 
 bonds, etc., etc., are easily developed by this method 
 of explanation and the examples under each easily 
 solved, if the previous work has been faithfully done. 
 
 Analysis involving several elcmenis corresponds to 
 several problems in actual life, and, like compound 
 proportion, has become obsolete. 
 
 Some Illustrations: 
 
 1. Find 2/5% of 16. Explain. 
 
 (a) 100% of the number=lG. 
 
 1% of the number=l/100xl6. 
 2/5% of the number=2/5x 1/100 X 16, or .064. 
 
 (b) 2x1x16=87, or .064. 
 
 ~5 lOO" 125 
 
 or, 16 
 .00 2/5 
 
 .064 
 
 2. 240 is G7o of what number? Explain. 
 6% of the number =240. 
 
 1% of the number= 1/6x240. 
 
 The number = 100 X 1/6x240, or 4000. 
 
 Or, .06 of the number = 240. 
 
 The number=l x240, or 4000. 
 
 Too 
 
 3. By discount ing a note at IK'r, I received .$S!0.10 
 for it. Find its face. Explain. 
 
 100% of the note=the face. 
 
 11% of the note=the di.scount. 
 
 89% of the note = procec(ls (amt. received). 
 
 897o of the note = .$80.10. 
 
 1% of the not e= I X .$80.10. (Pupils should 
 
 89 learn to omit second step). 
 100% of til.' note: l()(t\ 1 \.'?S0.lO, or $00. 
 
 1(9 
 Or, .89 (of the note) =$80.10. 
 The note=lx$80.10, or $90.
 
 154 
 
 4. A tax follcclor rriiiittcd .$2H4r).9r) aftor deduct- 
 in<i his commission of 3% for (•ollcftiii^'. Wliat sum 
 did lie colleft ? 
 
 'J'lic Slim Remitted is '.)7Vc of the sum collected. 
 
 97% or .97 of the sum collccted=$2846.95. 
 
 The sum collected =$2846.95, or $293.5. 
 
 .97 
 
 In all of this work the common fractional forms 
 and the decimal are interchangeahle. 
 
 A Class. 
 
 (Te.xt — California State Series, "First Book in Arithmetic." 
 
 Limits, p. 151-188.) 
 
 PROCESSES: 
 
 1. See Fourth Year, B Class, topic 1. 
 
 2. Review the eight combination groups with emphasis 
 
 on constructed columns. The children will be found 
 to know many of the combinations contained in the 
 above groups. (See Manual, p. 139.) The teacher 
 can therefore pass over them more rapidly, though 
 no columns should be given except in accordance with 
 the suggestions made in the reference cited. If that 
 degree of accuracy and rapidity in addition be ob- 
 tained which children should have, systematic drill 
 must be continued throughovit the entire school course. 
 
 3. Review the multiplication and division facts already 
 
 learned and extend to those in the text prescribed. 
 Note the suggestions in B Class, topic 3. Take up the 
 long division form. The teacher should familiarize 
 herself with the suggestions regarding long division 
 in the text, p. 178-183 and in the Manual, p. 141. 
 
 4. Review the fractional relations and forms learned and 
 
 extend. 
 
 APPLICATIONS: 
 
 5. Take the problems involving the four operations given 
 
 by the text and supplement where needed. Give at- 
 tention in the written work to the form of state- 
 ment. That suggested by the text is good. (See 
 suggestions in Fourth Year, B Class, topic 8). 
 
 6. Give problems drawn from life applying the facts of
 
 155 
 
 long and s(|ii;Uf nicasuif. wliiili are jirt'siiiiied Ijv tliis 
 time to liave been developed. 
 7. Continue the use of syniltois tu rc|irfM'iit .-.inipie frac- 
 tional ielation>. 
 
 I'pon (•oinj)letin{^ the year's work tiie i)upils should have ac- 
 quired the ability (a) to read and write numbers within six 
 places; (b) to use the four processes accurately and with a fair 
 degree of rapidity within tlie Held of integers; (c) to solve jjrob- 
 lems within the range of llieir experience involving these pro- 
 cesses; (d) to handle the facts of denominate numbers contained 
 in Chapters III and IV of this text; (e) to use the simple frac- 
 tional forms studied in Chai)ters 111 and I\' and to exjiress them 
 in terms of higher and lower diMiominations. 
 
 FIFTH YEAR 
 
 B Class. 
 
 (Text — California State Series, "First Hook in Arithmetic." 
 
 Limits, p. 188-211 and p. 227-231.) 
 
 PROCESSES: 
 
 1. Keview the eight combination groups with emphasis on 
 
 constructed columns. (See Manual, p. 13!t.) The 
 children will be found to know many of the combina- 
 tions contained in the above groups. The teacher can 
 therefore pass over them rapidly, though no columns 
 sliould be given except in accordance with tlic sug- 
 gestions made in the reference cited. 
 
 2. Give a thorough drill on the multiplication tables ami 
 
 apply to written exercises of two and three places. 
 
 3. (Mve a thorough drill in long division with two place 
 
 divisors. (See Manual, p. 141.) 
 
 4. Teach the processes operating on fractions as suggested 
 
 in the text prescribed. 
 
 5. Teach the reading and writing of decimal fractions of 
 
 two and three places. As soon as the pupils have 
 actpiircd skill in this, dictate exercises for practice in 
 addition and subtraction of the same. (See text p. 
 227-231.) 
 
 APPLICATIONS: 
 
 ti. Apply the processes learned and operating on integers 
 and fractions, to problems suggested by the text, sup-
 
 156 
 
 ]il('iiH'iitiiig llie same by problems inadc Ity the teaelier 
 or obtained from other sources. Do not give problems 
 wliich serve gymnastic purposes only. (See Fourth. 
 Year, ]} Class, topic 8.) 
 
 7. Review the facts of the following eriuivalents: 
 
 lbs. — tons sq. ft.-sii. yds. 
 
 pints — quarts sq. in. — sq. ft. 
 
 quarts — gallons hrs. — days 
 
 inches — feet ozs. — lbs. 
 
 feet — yards min. — hours 
 
 cents — dollars days — weeks 
 
 Give oral and written exercises and problems involv- 
 ing the use of the above equivalents. 
 
 8. Present the area of the rectangle and give many simple 
 
 exercises in the application of this notion. (See text 
 p. 226). Have the work in applying this notion real; 
 that is, have the children determine the area of vari- 
 ous rectangular objects about the room and building. 
 
 A Class. 
 
 (Text — California State Series, "First Book in Arithmetic." 
 
 Limits, p. 212-256.) 
 
 PROCESSES: 
 
 1. See Fifth Grade, B Class, topic 1. 
 
 2. Give a thorough drill on the multiplication tables and 
 
 apply to exercises involving decimals, after the idea 
 of pointing off has been given. 
 
 3» Give drill in long division with two-place divisors. (See 
 Manual, p. 141.) Apply to exercises in the di- 
 vision of decimals. (See suggestions in the Manual, 
 p. 143.) 
 
 4. Give thorough drill on the processes operating in frac- 
 tions. Review carefully and extend the work done in 
 the B Class on fractions. If you find the children 
 weak in their operations in this field go back to the_ 
 elements and give thorough drill. Children always 
 have less difficulty with the applications of fractions 
 than with the mechanical processes themselves, there- 
 fore more drill is required on the latter than on the 
 former. For exercises involving various operations 
 draw on assignment for B Class and from supplement - 
 arv texts.
 
 157 
 
 5. The lield of decimals is the only distiiiclivcly new \V(jrk 
 
 of this chiss. After developiiif,' a coiueption of deci- 
 mals (see text) teacJi the n'adiii<i and writing of deci- 
 mals, also the operations of niiiltipiic-ation and divis- 
 ion of detiniais. Tlirou<ili carefully graded exercises 
 lead the child naturally from the work which he has 
 been doing in common fractions to the necessary work 
 with decimal fractions. Emphasize in this treatment 
 the close relatioiishij) between the ilecimal and the 
 common forms and secure tlie realization by the child- 
 ren that "decimals" is not a separate l)ranch of arith- 
 niotio, bill mcioly a special case of common fractions. 
 
 APPLICATIONS: 
 
 6. Review and continue the work of the 1> (lass outlined in 
 
 '"Applications." 
 
 7. In applying the processes in fractions and decimals to 
 
 problems, draw much of your data from such topics as 
 the following: Scale drawings of familiar things 
 (houses, boxes, rooms, manual training models, town 
 sites, ranches) and from statistics regarding lumber- 
 ing, rainfall, irrigation, mining, growth of population, 
 cost of iiKiiiitenance of schools, etc., in the State of 
 California. Topics such as these will give all the 
 drill in the application of the fundamental operations 
 with fractions and decimals that problems of the text 
 book type will give, besides they arouse greater in- 
 terest on the part of the children, because they deal 
 with real situations. Because they do deal with af- 
 fairs and activities of the present they are superior 
 to the usual text book problems in preparing the 
 cliiidrcn for the life they must live after leaving 
 school. 
 
 8. Bills and Accounts (see text. [). TT-i.").!). 'Ihere is hardly 
 
 a phase i>\ aritlnnctic of greater practical value to 
 children liuui this. Without attempting to make 
 book-keepers, which is mtt within the |)rovince of the 
 elementary school, yet there is much information of 
 a general character which ought to be taught sug- 
 gested by this tojiic. The child shouhl know how to 
 keep a household expense account, a cost account, 
 how to make out a bill of sale and to receipt tlie 
 same, how to open a checking account at the bank 
 and liow to draw checks i.ii the same. It is important
 
 158 
 
 ill tliis coimcct ion. too. t luU he know ahout tlie vari- 
 ous ways of .sendiufi luoiif y — ahoiit postofiite money or- 
 ders, express money orders, registered letters, tele- 
 gi'aphic transfers, bank drafts, etc. It is not advisa- 
 ble to cover exhaustively this topic in the Fifth Grade, 
 but a start as indicated in the text should be made 
 and followed up and amplified in the higher grades. 
 
 9. Keview and amplify work suggested in topic 7, B Class, 
 
 Fifth (irade. Memorize equivalents therein given. In 
 this connection build up in the child's mind a visual image 
 of the common units of measiu-e referred to. As a 
 result of this kind of work children should be able to 
 recognize a gallon can, a quart bottle, and to tell 
 whether a dish will hold a pint or not. They should 
 heft packages of different weight and compare with 
 a pounds unit. They should have a good mental image 
 of an inch, a foot, a yard and be able to estimate dis- 
 tances in these terms with fair accuracy. Similarly 
 with the other units which are in general and common 
 use, a working image of the unit should be established 
 through frequent use in making estimates. 
 
 10. Continue the work of analysis as suggested in Fourth 
 
 Year, B Class, topic 8. 
 
 SIXTH YEAR 
 
 B Class. 
 
 (Text — California State Series. "Grammar School Arithmetic." 
 
 Limits, p. 108-198). 
 
 PROCESSES: 
 
 1. See Fifth Grade, B Class, topic 1. 
 
 2. Review multiplication and division in integers, fractions, 
 
 and decimals. Insi.st in all this work that no dawd- 
 ling be permitted. Quick, snappy work for but a short 
 time if recurring with regularity will soon give highly 
 satisfactory results. 
 
 3. Give much drill in the processes of fractions. Emphasize 
 
 fractional and decimal equivalents. Have about twenty 
 of the most commonly-used equivalents memorized be- 
 cause of the frequency of their use. These equiva- 
 lent forms should be learned so thoroughly that the 
 mention of one form immediately suggests the other. 
 The fractions which are in most common use and 
 whose equivalents in the hundredths should be learned.
 
 159 
 
 are the fulluwiii}.': 1-J. l-.S. J-.'t. .S-4. If), 'i-"). 3-5, 
 4-5, 1-6, 5-6, 1-8, S-S. 5-8. l-Ki. 1-lJ. l-li;. l.-JU, 1--25, 
 1-50. 
 
 4. Extend tlie work of tlu' Filtli (inuic in the reading and 
 
 writinji; of decimals. 
 
 5. Omit all work in the addition, siihtradion. imilliplication, 
 
 and division of denominate numi)er.s except that hav- 
 ing to do with the subtraction of dates. Omit all 
 work in the metric system. 
 
 6. Teach thoroughly the te.sts for determining when a given 
 
 number is divisible by '2. 5. 3, and 10. (See text, p. 
 74-77.) 
 
 APPLICATIONS: 
 
 7. The problems given in the limits set for this class in 
 the text for tlie most part liave to do with fractions 
 and decimals and for the most part are good and 
 should be solved by the class. In addition the 
 supplementary te.xts should be drawn on for ma- 
 terial. For a scource of further material in this 
 connection see suggestions for Fifth Grade, A Class, 
 topic 7. In handling text book problems there are 
 two big difficulties which present themselves to the 
 child. 1. The difliculty of determining what mechan- 
 ical operation or operations the j)roblein involves. 
 2. The (lilliculty of performing the mechanical opera- 
 tion after its character is determined. In other 
 words the child has first to determine what 
 operations are to be used to secure the solution, 
 and second, he nuist accurately perform the mechan- 
 ical work of the operation. If he has carried the 
 drill on the processes to a point where these processes 
 have become automatic, whidi is the .sole purpose of 
 such a drill, then he can center his attention wholly 
 on the determination of the operations involved in 
 the problem. If work on tlie proces^^es has been well 
 done very much of problem work, therefore, can 
 properly stop with tlu* aiuilysis of the ])roblein and 
 the indicating of the processes involved without work- 
 ing out the operations suggested. This gives much 
 time which will enal)le the teacher to get before 
 the class for oral and wiitii-n discussions a vastly 
 greater number i>f problems t linn is ordinarily d<uie 
 in practice.
 
 160 
 
 Tlie dillitulty wliidi tlie cliild has in correctly 
 analyzing problems is due to various causes: He may 
 not read the problem correctly, he may not understand 
 some of the words or terms used, his experience may 
 not have laid the basis for an imaging of the situa- 
 tion presented by the problem, but most frequently 
 his inability to think straight grows out of the fact 
 that he has never been given a method of attack. 
 He gets on the first train . that comes along 
 without asking where it is he wants to go. The habit 
 should be fixed in this connection of segregating 
 the things given in the problem from the thing to 
 be found. When he has clearly before him the end 
 to be reached and also the data to be used to reach 
 the end. he has already gone more than half way 
 in understanding and in solving the problem. In- 
 sist then that in each problem considered the child 
 states in some clear way what is to be found and 
 what is given. To illustrate: ' , 
 
 "My gas bill is 2.5% higher this month than last. 
 It is $4.50 this month; what was it last?" 
 To find: Amount of last month's bill. 
 Given: Amount of bill for this month, $4.50. 
 This bill 25% higher than that of last month. 
 Gas bill last month 100% of itself. 
 Gas bill this month 25% greater. 
 Gas bill this month is 125% of last. 
 Then $4.50 equals 125% of required bill. 
 
 ".34 of a farm of 185.4 acres is woodland, .24 of it 
 is pasture, and the remainder farming land. 
 To find: Number of acres in farming land. 
 Given: A farm of 185.4 acres. 
 .34 of it is woodland. 
 .24 of it is pasture. 
 Eemainder is farming land. 
 185.4 acres— [(.34x185.4 acres) + (.24x185.4 acres)] 
 = acres of farming land. 
 
 Another point to be observed in handling work in 
 problems is to encourage and even insist upon some 
 kind of objective or diagrammatic representation of the 
 child's thought of the problem. By so doing the
 
 161 
 
 child learns (juickly to sci- iiioic ck-ariy the relations 
 which obtain in the problem. Take for illustration 
 the problems just referred to. The relations in the 
 first could be expressed in some such fashion as this: 
 
 Gas bill this iiii>tith, or i^AJtO. 
 
 10. 
 
 Kill' . 
 Last month's bill 
 
 S) ' 1 
 
 •'?4..;() is \17)':, oi' la>l inuiitirs Kill. 
 
 And the second expressed visually as: 
 
 IS."). 4 ncrcs ill farm. 
 
 Wood 
 
 .:{4 
 
 I'astiue 
 .24 
 
 Fannin;: 
 
 With a little practice children soon get aide to 
 .([Uickly and clearly express tlie relations whicii ob- 
 tain in almost any problem. (See suggestions in 
 Fourth Year, R Class, topic S. ) 
 
 Extend the work on Bills and Accounts. iSec Fifth 
 Grade, A Class, topic 8.1 
 
 Secure material from business houses. I'rocure 
 also the neces.sary blank forms to make methods of 
 handling transactions perfectly clear. 
 
 Review and extend tlie work of the Fifth Year in the 
 area of the rectangle. (See topic s. Fifth Year, 
 B Class.) 
 
 Continue tlic work suggested in topic 7, Fifth ^ ear, 
 B Class, and memorize the tables of measures which 
 are given in the text, p. irjO-lltS. after making the 
 following ehaiiges: 
 Omit the metric tables. 
 t)mit eagles and half-eagles. 
 Omit 4 gills = 1 pint. 
 Omit the whole of "Dry" measure. 
 Add 17tJ0 yards = 1 mile. 
 
 Learn the e(|uivalent of 1 pniiiid nf Knglis'h money as 
 $4.87.
 
 162 
 
 Learn the equivalont of 1 shilling as 2o cents. 
 Learn the equivalent of 1 franc as 20 cents. 
 Learn the equivalent of 1 mark as 24 cents. 
 11. Continue the work suggested in topic 10, Fifth Year, 
 A Class. 
 
 A Class. 
 Text — California State Series, '"Granimar School Arith- 
 metic." Limits, p. 199-228.) 
 
 PROCESSES: 
 
 1. Teach the eight addition groups. (See Manual, p. 
 
 139.) Place much emphasis upon the columns 
 constructed to exemplify the same. The children 
 will find that they know many of the combinations 
 and they can, therefore, pass over them more rap- 
 idly than can the children of the lower grades. 
 
 2. Continue snappy work in multiplication and division 
 
 of decimals. 
 
 3. Give much drill in the processes with fractious. These 
 
 processes should become reflexes in this class. Em- 
 phasize fractional and decimal equivalents and have 
 those memorized which are suggested in Sixth Year, 
 B Class, topic 3. 
 
 4. See that the children can read and write any decimal 
 
 of four places and any combination of whole num- 
 ber and decimal, the whole number not exceeding six 
 places and the decimal four. 
 
 APPLICATIONS: 
 
 5. The important work of this grade is the beginning of 
 
 the work in percentage. Good work later in per- 
 centage depends entirely upon the care with which 
 the topic is presented. The text, p. 199-228, sug- 
 gests one line of inductive work. However, even 
 before this is begun we think it advisable to spend 
 some time in work which is even more elementary 
 still and which is directed particularly to bringing 
 the child to tlie realization that percentage and 
 decimal fractions and common fractions are in real- 
 ity but different names for one and the same thing. 
 There is no use telling him this, but he must be 
 led to see it for himself, and that bv wav of care-
 
 163 
 
 fully arranged exercises. Some sikIi inductive se- 
 ries as the following may he found of value in de- 
 veloping the above idea: 
 
 Oral Work: 
 
 (a.) $2 is what part of $8? 6 husiiels is what part of 
 12 bushels? 8 hours is what part of 24 hours? $0 is 
 what part of $12? 4 yards is what part of 10 yards? 
 9 bushels is what part of 81 bushels? 12 weeks is 
 what part of 48 weeks? etc. 
 
 (b.) $9 is what part of $12? $8 is what part of $18? 
 $10 is what part of $25? 15 inches is what part of 
 25 inches? 25 inches is what part of 40 feet? 35 
 inches is what part of 50 inches? 
 
 (c.) $7 is what part of $9? $8 is what part of $9? $11 
 is what part of $21? 16 bushels is what part of 19 
 bushels? 26 inches is what part of 33 inches? 
 76 feet is what part of 99 feet? 112 rods is what 
 part of 131 rods? 
 
 (Continue this line of work until your children 
 have no further need of it. Expect the children, 
 each time, to give you the fraction which expresses 
 the relation unreduced and then in lowest terms, 
 as $9 is 9-12 of it;l2 or .3-4 of *12.) 
 
 Written Work: 
 
 Send the class to the board ami write-in rapidly the writ- 
 ten form for the exercises whidi have just been 
 given orally. 
 
 (a.) The part $6 is of $12=6-12 or 1-2. 
 The part $2 is of $6= 
 The part 8 hrs. is of 24 hrs.= 
 The part 9 bu. is of 81 bu.= 
 The part 12 weeks is of 48 weeks = 
 The part 4 yards is of 16 yard3=: 
 The part 5 bags is of 25 bags= 
 
 (b.) The part $9 is of $12 = 9-12 or 3-4. 
 The part $8 is of $18= 
 The part $10 is of $26= 
 The part IS in. is of 24 in.^= 
 The part 25 ft. is of 40ft. = 
 The part 24 yds. is of 1(H» yds.=
 
 164 
 
 (Continue this work if the cliihlren cannot in- 
 stantly write the correct fractional forms.) 
 
 Oral Work: 
 
 (a.) 2-2 of an apple are efjuivalent to how many hun- 
 dredths of it? (Illustrate.) 5-5 of it? 4-4 of it? 
 9-!) of it? 15-15 of it? 83-83 of it? 76-76 of it? 
 25-25 of it? etc. 
 
 (State why in each case.) 
 
 (b.) 1-2 of an apple is equal to how many hundredths of 
 it? 1-9 of it? 1-5 of it? 1-10 of it? 1-3 of it? 
 1-6 of it? 1-8 of it? 1-6 of it? 1-8 of it? 1-7 of 
 it? etc. (State why.) 
 
 (e.) 3-4 of an apple is equivalent to how many hun- 
 dredths of it? 2-5 of it? 7-10 of it? 8-25 of it? 
 9-50 of it? 12-20 of it? 15-50 of it? 9-10 of it? 
 etc. (State why.) 
 
 Written Work: 
 
 Send the class to the board and have them fill the fol- 
 lowing blanks with equivalent hundredths expressed 
 
 in fractional form. 
 (a.) 2-2 of an apple= of it. 
 
 3-3 of an apple= of it. 
 
 4-4 of an applet of it. 
 
 9-9 of an apple= of it. 
 
 15-15 of an apple= of it. 
 
 83-83 of an apple= of it. 
 
 76-76 of an apple= of it. 
 
 34-34 of an apple= — of it. 
 
 (b.) 1-2 of an applet ^ of it. 
 
 1-4 of an apple= of it. ' 
 
 1-5 of an apple := of it. 
 
 1-10 of an apple= of it. 
 
 1-3 of an apple= of it. 
 
 1-6 of an apple= of it. 
 
 (c.) 1-12 of an applet of it. 
 
 2-5 of an apple= of it. 
 
 2-10 of an apple= of it. 
 
 8-25 of an apple= of it. 
 
 9-50 of an applet of it. 
 
 Written Work: 
 
 (a.) Have children write following decimals on board and
 
 165 
 
 express them as common fractions, then reduce to 
 lowest terms, as: 
 .50=50-100 or 1-2. 
 
 .50 
 
 .60 
 
 .20 
 
 .63 
 
 .75 
 
 .30 
 
 .10 
 
 .77 
 
 .40 
 
 .90 
 
 .15 
 
 .81 
 
 .70 
 
 .84 
 
 .33 
 
 .29 
 
 .32 
 
 .16 
 
 .27 
 
 .31 
 
 .18 
 
 .25 
 
 .46 
 
 .15 
 
 (b.) Write the decimals which are equivalent to the fol- 
 lowing fractions, as: i/,=.50. 
 
 1-2, 1-3, 2-3, 3-4, 1-5, 2-5, 3-5, 4-5, 1-6, 5-6. 1-8. 3-8. 
 5-8, 1-10, 1-12, 1-16, 1-20, 1-25, 1-50. 
 
 (c.) Memorize the decimal equivalents of the above frac- 
 tions if not already done. (See topic 4, Sixth Grade. 
 B Class.) At this point children an- ready to have 
 it said to them that it has been found in practice 
 that it is much easier to work with hundredths than 
 with any other fraction, so, since it is used so much, 
 mathematicians have {.'iven it the special term 
 per cent. Instead, then, of sayinjr that 4 is 50-100 
 of 16 we may say it is 5() per cent of 16 or 50% 
 of 16. 
 
 Written Work: 
 
 (a.) Write first with per cent si<rn tlien as a decimal frac- 
 tion, as 8-100, 87o or .08. 
 
 8 75 20 14 Xi 11 40 6 60 
 
 Too 100 100 100 100 100 Too lOO 100^ 
 50 12 6 25 18 13 45 16 13 
 
 Too 100 Too Too Too Too Too Too Too 
 
 (b.) Write first as common fractions then as decimal 
 fractions, as 10% = 10-100 or .10. 
 10% 25% 64% 12 1-2% 
 
 15% 20% 53% 33 1-3% 
 3% 50% 2% 10 2-3% 
 
 5% 75% 45% 66 2-.S'; 
 (c.) Write as common fiiutioiis. as, .3 = 3-10. 
 .3 .25 .7 .09 
 
 .5 .14 .04 .85 
 
 .16 .7;') .65 .01 
 
 .33 3.1 2.2.") I.tt3
 
 166 
 
 (d.) Have children write following columns on the board, 
 putting in answers: 
 
 (1) 
 
 
 (2) 
 
 
 
 (3) 
 
 (4) 
 
 16 2-3% of 
 
 14 
 
 2-7% 
 
 of 
 
 11 
 
 1-9% of 
 
 25% of 
 
 6 
 
 
 28 
 
 
 
 36 
 
 40 
 
 36 
 
 
 21 
 
 
 
 90 
 
 24 
 
 60 
 
 
 35 
 
 
 
 54 
 
 16 
 
 66 
 
 
 14 
 
 
 
 72 
 
 4 
 
 96 
 
 
 42 
 
 
 
 18 
 
 84 
 
 12 
 
 
 49 
 
 
 
 81 
 
 124 
 
 42 
 
 
 70 
 
 
 
 180 
 
 144 
 
 120 
 
 
 77 
 
 
 
 1800 
 
 120 
 
 240 
 
 
 84 
 
 
 
 27 
 
 152 
 
 300 
 
 
 140 
 
 
 
 270 
 
 
 Oral Work: 
 
 
 
 
 
 
 
 5 is what part of 15? What per cent? of 25? of 35? 
 of 50? 10 is what part of 70? ^Vhat per cent? of 25? 
 80? 16? 24? 12 is what part of 96? what per cent? of 18? 
 36? 30? 100? 20 is what part of 75? What per cent? 
 of 40? 50? 33? 36? 30 is what part of 66? What 
 per cent? of 40? 50? 33? 36? etc. 
 
 At this point teacher must give children a method for 
 changing a fraction of a thing to equivalent hundredths of 
 it where it cannot be resolved by inspection. Take an ex- 
 ercise as: "Change 14-17 of an acre to equivalent hun- 
 dredths of an acre."' 
 
 Explanation, Work. 
 
 17 100 .82 6-17 or 82 6-17% 
 
 17of the acre = 100 or the whole. 17.) 14 . 00 
 1 1 100 13 6 
 
 17 of the acre =17 of 100 of it. 40^ 
 
 14 1 100 34 
 
 17 of the acre = 14X 17 of Too of it. ~6 
 
 1 
 
 = 14x17 of 1.00 
 14.00 
 
 = 17 
 
 = .82 6-17 or 82 6-17%
 
 167 
 
 Do not insist that the childifii ifineniber the explana- 
 tion, for they will not, but do insist that they per- 
 form the operation and tliat in the doing of it 
 they fix their decimal point properly. (See !Muiiual, 
 p. 143.) 
 
 Send the children to the board and dictate the following 
 exercises, requiring the children in each case to 
 find tlie equivalent hundredths and express decinuiliy: 
 
 13 16 25 18 23 19 19 53 
 75* 31 TT ~97~ "oT 1>r "so" ~63. etc. 
 Give enough of this to secure accuracy and rapidity. 
 
 The children ought now to be ready for oral and writtt-n 
 problems involving fractional relations and expressi'd 
 in terms of hundredths. The text should be drawn on. 
 also problems which involve the percentage idea 
 should be drawn from other sources as well. In 
 selecting your problems take only those which are 
 simple and practical and which deal with those situ- 
 ations and relations which everybody should know 
 and about which pupils and teachers can think and 
 talk in , a simple, natural, ordinary way. Make 
 no use of the technical terms '"base." 'rate," and 
 "percentage," as no occasion arises for their use, 
 neither make mention of the so-called "cases" of 
 percentage, for this distinction arises nowhere out- 
 side the pages of the older texts. 
 
 In this connection take thoroughly the chapter in 
 the text on aliquot parts, "i). l!i9-2ir>. 
 
 6. Review the work of the preceding class in denominate 
 numbers. (See text, p. Ii50-198.) However, do not 
 take the elaborate work in the reduction, ascemling 
 and decscending. therein given. Sucli work l>eyond two 
 or tlirec ])iuces has no value. 
 
 Eliminate, too, all w<irk in the addition, multi- 
 plication and division of <lenominate numbers. Lim- 
 it subtraction to the subtraition of dates. .Mem- 
 orize, however, after proper development the equiv- 
 alents which are commonly u.sed. See Sixth Year. 
 B Class, topic 10. Most problems in denominate 
 numbers should be limit ed to two denominations
 
 168 
 
 and worked orally. Use mental arithmetic and 
 make up problems from common experience. 
 
 SEVENTH YEAR 
 
 B Class. 
 (Text — California State Series, Grammar School Arithmetic." 
 Limits, p. 216-295.) 
 
 PROCESSES: 
 
 1. Teach the eight groups in column addition. (See 
 
 Manual, p. 1.39.) Give thorough drill in ad- 
 dition in accordance with the suggestions given in 
 the reference cited. , Children here should acquire 
 a high degree of accuracy and fair rapidity. 
 
 2. Give some drill in the writing and reading of num- 
 
 bers, whole numbers and decimals. 
 
 3. Give some snappy drills in multiplication and long 
 
 division for accuracy and rapidity. 
 
 4. Make the principal work of this class, so far as 
 
 processes go, those operating on fractions and deci- 
 mals. Confine the work to simple exercises but in- 
 volving all four of the fundamental operations. 
 Have much oral w'ork with the fractions which are 
 of most frequent use in business circles. In this 
 work eliminate all fractions whose numerators and 
 denominators express impossible magnitudes. 
 See that work is done in a quick, snappy fashion. 
 Insist on neatness in all written work, but not at 
 the expense of rapidity. Children of this age and 
 grade should work rapidly, yet neatly and accu- 
 rately. 
 
 APPLICATIONS: 
 
 5. The important work of this class is the extension of 
 
 the work of the Sixth Year in percentage and its 
 application to general business practices. (See sug- 
 gestions. Sixth Year, A Class, topic 5, also Fourth 
 Year, B Class, topic 8.) Omit the most difficult 
 problems given in the text and substitute in their 
 stead problems drawn from industrial, scientific and 
 social activities of local and general interest. Such 
 topics as the following may be suggestive:
 
 169 
 
 Population of Los Angeles and rate of growth. 
 
 Chinese population of California a^ compared with the 
 whites, also the Chinese and Indian. illiterateB as 
 compared with those able to read and write, crop 
 comparisons, weather statistics and comparisons, 
 cities of the Pacific Coast compared in point of popu- 
 lation and rate of growth, altitude of mountain 
 peaks as compared with those in other states, etc. 
 
 6. Interest, simple and compound: (Text. p. 2;}6-253.) 
 This topic is of high value, as it is necessary in all business 
 life whether public or private. In leaving school 
 children should be able to compute the simple in- 
 terest on a note with facility and accuracy. Four 
 types are treated in most texts whereas only one 
 is of any practical value, i. e.. the finding of the 
 interest when the principal, rate and time are given. 
 In short, children should know what simple interest 
 is and how it is computed, with and without tables. 
 Two methods are pronounced by business men to 
 be the best, but one of which is given in our text. 
 These two methods are the "Cancellation Method" 
 and the 'Bankers' Method," one or the other of 
 which (preferably the latter) we would suggest be 
 given after the "six per cent method" (see text) 
 has been made clear. 
 
 To illustrate the methods: 
 
 Required the interest on $(184.7") fur 'J yr. 8 mo. 
 24 days at S'Tc 
 
 Cancellation Method: 
 
 8 
 $684.75 X Tun X -2= 
 
 8 8 
 $084.75 xToOx 12= 
 
 8 24 
 $684.75 X 1 OOx 360 = 
 
 Frequently the above equations can be combined as. 
 
 8 8 
 $684.75 X Too xT^ 
 
 8 24 
 $684.75 X 100 X 360=
 
 170 
 
 bankers' Method: Tliis mt'tliod grows out of the 
 "six per tent" method which must first be under- 
 stood. 
 
 1 
 $1 for 1 yr. at 6%=$0.06 for 20 mo.=$0.10 orTiT 
 
 of principal. 
 
 1 
 
 $1 for 1 mo. at 6%= .00.) for 2 mo.= .01 or 100 
 
 of principal. 
 
 1 
 
 1 
 
 $1 for 1 da. at 6% =.0006 fo,- q (Ir.= .001 or 1000 
 
 of principal. 
 
 That is to say 1-10 of any principal =interest on that 
 principal at 6% for a bunch of 20 mo., 1-100 of any • 
 principal = interest on that principal at 6% for a 
 bunch of 2 mo., and 1-1000 of any principal ^interest 
 on that principal at 6% for a bunch of 6 days. 
 
 The given time, 2 yrs. 8 mo. 24 days, by inspection i." 
 seen to equal: 
 IVa bunches of 20 mo. 
 1 bunch of 2 mo. 
 4 bunches of 6 da. 
 
 Therefore the only expressed work is: 
 
 $68.475x11/8= 
 
 $6.8475 X 1 = 
 
 $.68475 X 4 = 
 
 Int. at 6%, add 1-3 for 8%. 
 
 Many oral problems and simple written problems are 
 better than those which are complex and difficult. 
 Examine and write out the forms of notes and en- 
 dorsements. Take only simple problems in partial 
 payments omitting most of these given in the text. 
 Show in this connection business papers such as 
 mortgages and mortgage notes. 
 
 In this connection discuss the business of a bank and its 
 relations to other kinds of business. The vaults and 
 safety deposit boxes. A personal bank account. 
 Checks and drafts. Savings banks and plans. In-
 
 171 
 
 terest charged on loans. Interest paid on deposits. 
 The trustworthiness of banks, bank inspectors. 
 Different kinds of banks, etc. 
 
 Insurance: 
 
 7. (Text, p. 254-259.) Instead of spending nuuli tinu- on 
 
 the problems given in the text, it would be better 
 to give some basis for understanding insurance 
 through a personal discussion of such topics as: 
 Fire insurance. Rates on different kinds of property. 
 Dwelling house insurance. Life in.surance. Endow- 
 ment policies, Annuities, Options, E.vaminations for 
 insurance. Provision for families. The large insur- 
 ance companies. Capital. Mutual companies and as- 
 sessments. Unsafe companies. 
 
 A few simple problems will serve to show the ap- 
 plication of percentage to this field of data. 
 
 Taxes: 
 
 8. (Text, p. 259-265.) Instead of giving many problems 
 
 in this field, talk about the subject. Discuss the 
 system of local, county, and state taxes. The as- 
 sessor and collector. Purpose of taxes. Local, 
 county, and state officials and the expenses therefor. 
 Public buildings, roads and bridges, school taxes, 
 public works. Special assessments. Bonding cities 
 to raise money for improvements. How the schools 
 of Los Angeles are supported, and how the buildings 
 are provided, etc. 
 
 Bonds and Stocks: 
 
 9. (Text, p. 280-290.) This topic would b.-tt.-r be omitted 
 
 wholly unless the teacher is prepareil to conduct a 
 discussion along some such lines as the following: 
 The organization of stock companies. Certifi- 
 cates of stock, dividends, bonds, and interest. The 
 directors and officers of stock companies. The busi- 
 ness of large corporations, as of railroads, mining, 
 and manufacturing companies. The market for 
 stocks and bonds. Newspaper ({notations and fluc- 
 tuations. Broker's commission. Speculation in 
 stocks. 
 
 A Class. 
 (Text — California State Series, "(Inimmar School Arith- 
 metic." Limits, p. 296-416.)
 
 172 
 
 PROCESSES: 
 
 1. Teach the eight addition groups. (See Manual, 
 
 p. 139.) 
 Place much emphasis upon the columns constructed to 
 exemplify the same. The children will find that they 
 know man}' of the combinations and they can there- 
 fore pass over them rapidly. 
 
 2. Continue snappy work in the four processes operating 
 
 on fractions and decimals. Give especial drill on 
 any phase of this work which is weak. 
 
 3. Review the aliquot parts which have been memorized. 
 
 See Sixth Year, B Class, topic .3. 
 
 4. Review the tables of denominate numbers which have 
 
 been memorized. Give simple oral exercises in re- 
 ductions. 
 
 5. Give enough drill in the writing and reading of num- 
 
 bers, decimal and whole numbers, to insure famili- 
 arity. 
 
 APPLICATIONS: 
 
 6. Measurements: Make the chief part of the applied 
 
 work of this class center about the measurement of 
 the common surfaces and solids referred to in the 
 text, p. 366-408. The greater portion usually pre- 
 sented in the text-books under the caption "Men- 
 suration" is of no practical value and can well be 
 deferred until the child reaches the high school and 
 after he has had considerable training in algebra 
 and geometry. There are some phases of the work, 
 however, which people of general information need 
 and which should be presented in the grades. The 
 essentials of this work for the grades are summed 
 up in the following statement, to which the work 
 in the seventh and eighth grades can well be limited: 
 
 Length: The circumference of the circle compared 
 to the diameter. 
 
 Area: Of the square, rectangle, parallelogram, 
 triangle, and circle. 
 
 Volume: Of the rectangular parallelepiped and 
 prism. 
 
 We would advise that all work be omitted with 
 such forms as trapezoids, trapeziums, polygons,
 
 173 
 
 spheres, coiu-s, cyliiidt is. ami irustimis of cones and 
 pyramids. We believe tliat the essi-ntial truths re- 
 garding these geonietriiai tonus sliould he learned 
 through actual work with tin- luriiis themselves and 
 not through niemori/ing sets of formulae dognuitic- 
 ally given. Only after the child has had suHicient 
 work with the objects themselves to secure power to 
 objectify them should he be permitted to make state- 
 ments in the foruj of the foniuila concerning the 
 truths worked out. Many a|»i>lications of tlie laws 
 learned should be made to situations taken from dai- 
 ly life. By so doing a constructive review is obtained 
 which does two things: (1) Reviews the laws devel- 
 oped and presumably learned; (2) puts the child in 
 closer touch with the world about liin> by showing 
 him the extent to which aritlimetic is used in the 
 atiairs of life. 
 7. Beginning with this class and continuing throughout 
 the Eighth Grade should come a discussion of such 
 topics as borrowing and loaning money, the giving 
 of mortgages, the rei|uiring of security, the renting 
 of houses, etc. — a discussion which if handled intelli- 
 gently will go far toward putting children into 
 the possession of that body of information which 
 will enable them to safeguard their own interests. 
 To show the need of considerations of this sort as 
 well as to show the feasibility of treating topii-s 
 such as these in the school room, we take one of 
 the topics for brief discussion. 
 
 Borrowing and Loaning Money: 
 
 Business men nuist borrow money. At some time in regu- 
 lar course of business every lirm and corporation, 
 with rare exceptions, seeks assistance at the hands 
 of the money lend«'r. Most of the modern men of 
 wealth made their entrance into the business world 
 by supplementing tlieir own savings with borro\ve«l 
 capital. John D. Ro<'kefeller began his business 
 career by V)orrowing several thousand dollars at 
 ten per cent. Andrew Carnegie's fortune began wlien 
 he borrowed two hun<lred dollars of a hn-al banki-r 
 and with it bought an interest in what is now- 
 known as the Pullman sleeping car concern. Charles 
 L. TitVany. linMider of tin- foremost jewelry
 
 174 
 
 house of Ainerica. borrowed five iiundred dollars to 
 open a little ston-. John 'Wananiaker first dis- 
 played his business sagacitj' by buying two sliares 
 of an undivided estate on credit. Johns Hopkins, who 
 founded the great university wliich bears his name, 
 endowing it with several million dollars, got his 
 start when a Quaker uncle for whom he worked 
 said to him: "Thee has been faithful to my inter- 
 ests and I will start thee in business. I will indorse 
 for thee." 
 
 ilany people have a horror of getting into debt, feel- 
 ing that in some way indebtedness is discreditable. 
 Yet credit lies at the foundation of our financial 
 and commercial systems, and the modern business 
 man recognizes it to be a prudent policy to use 
 credit within reasonable limits. Wlien a firm can 
 earn more than the ruling rate of interest upon a 
 given sum after making due allowance for expenses 
 it may with prudence borrow money. So the busi- 
 ness man who refers with pride to the fact that he 
 has never owed a dollar, indicates that probably he 
 does not understand how a successful business 
 should be conducted. Likewise a young man or 
 woman is justified at times in using personal credit 
 in obtaining an education. But through ignorance 
 of the fact that a boy or girl can command credit 
 in a community as well as the business man, and 
 that it is wise to use it on occasions, many a young 
 person of ability has gone through life without edu- 
 cation and in consequence with greatly lessened 
 powers of usefulness. 
 
 On the other hand, a careful examination of the 
 lives of the great captains of finance and of con- 
 servative and reputable business men generally dis- 
 closes the fact that they borrow only to further 
 some business enterprise which beyond reasonable 
 doubt will bring adequate returns, and never to 
 gratify some personal vanity or temporary pleasure. 
 Indeed, the lives of the successful in business as in all 
 fields of human activity teach lessons of frugality 
 and self-denial. They teach likewise that ill-con- 
 sidered borrowing, or borrowing with too narrow 
 a margin of safety, or borrowing to promote an enter-
 
 175 
 
 prise wlierein the speculative «'leim'iit preponderates, is 
 both unwise and unbusinesslike. 
 
 Again, modern busiiu'ss practice einpiiasizcH the 
 necessity of borrowing only from those who are 
 conducting a reputable and legitimate loaning busi- 
 ness and who therefore charge a rea-sonable amount 
 for the use of their money. The dangers of agreeing to 
 pay usurious rates of interest should be pointed out 
 and the metliods which are employed by men in sudi 
 business should be discussed. The good and bud fea- 
 tures of purchasing on the instalment plan should 
 likewise receive attention in view of the e.vtent to 
 which the practice has grown. 
 
 To point out to the young man or young woman 
 who is leaving school and entering the world of in- 
 dependent activity, in some one of its many capaci- 
 ties, when it is prudent to borrow money and when 
 it is unwise; to warn them of the tricks and dis- 
 reputable j>raetice8 whicli comprise the stock-in-trade 
 of large numbers of money lenders; to show through 
 concrete detail that one's credit in a community 
 in its last analysis is based upon honesty, sobriety, 
 integrity and promptness in meeting obligations and 
 that a young man or young woman, through the 
 possession of these qualities can command tinancial 
 credit as well as the tried and tested man of affairs 
 is to forearm them as years of blundering will 
 never do. 
 
 So with investing money, with taking out life 
 insurance, and with insuring property, with 
 giving mortgages, with exacting security tliero 
 are a few simple notions concerning each which a 
 non-technical daily life demands and which can be 
 gotten in no other way than by specilic consideration. 
 Less time in the schoolroom, then, devoted to tradi- 
 tional and obsolete topics of arithmetic and to the 
 abstractions and unrealities of the subje«-t and more 
 to an understanding of the simple elements of what 
 is coming to be a new science of business, will go 
 far toward refuting the criticism jmssed on the 
 public school tliat in n<. nal and vital way does it 
 touch the world of liuinan activity. 
 
 Reference to the best literature on topics suggested
 
 176 
 
 iuid wliicli the teachers will find of value in their own 
 j)r(|);i ration will be issued from the office. 
 
 8. we would omit all the text's- treatment of proportion, 
 
 p. 340-366, except such problems as can be worked 
 by simple analysis. (See Fourth Year. B Class, 
 topic 8.) 
 
 9. Omit "l^onfiitude and Time," p. 408-411, but give a 
 
 clear treatment of "Standard Time" instead. See 
 other arithmetics and encyclopedias. 
 
 10. Select only the problems from the miscellaneous e.x- 
 
 ercises that apply to some of the foregoing topics. 
 
 11. Chapter IX on Literal Quantities is optional with the 
 
 teacher. 
 
 EIGHTH YEAR 
 
 B Class. 
 (Text — Wentwortli and Hill, "First .Steps in Geometry.'" 
 Limits, p. 1-93.) 
 
 NOTE — It is more important that children when they leave 
 the elementary school, be well grounded in the necessary parts 
 of arithmetic than to know the elements of algebra and geome- 
 try. They ought to be accurate and fairly rapid in tile four 
 fundamental processes operating upon integers, fractions, and 
 decimals; they should be able to solve simple oral and written 
 problems involving these operations; besides they should have 
 a clear notion of the elements of percentage and its application. 
 It is possible, if the work be properly sj'stematized, and the 
 non-essentials cut out, to secure this and still find time for an 
 introduction to algebra or geometry. If, however, in the judg- 
 ment of principal and teacher the standard of efficiency has not 
 yet been reached we would advise deferring the work 
 in geometry. In any event, we feel that work in the 
 processes of arithmetic and in some of their applications should 
 be continued throughout the entire eighth year. 
 
 PROCESSES: 
 
 1. Give a review of the eight addition groups. (See 
 
 Manual, p. 131).) Emphasize column addition 
 in accordance with the suggestions given. 
 
 2. Satisfy yourself that children can read and write any 
 
 reasonable number or number and decimal without 
 hesitation.
 
 177 
 
 3. Give occasional drills on tli«> weak plai-i-s in fraction!* 
 
 and decimals. 
 
 4. Review the tables of nicasuriMiient wliioh have heen 
 
 memorized. 
 
 5. Review the list of dciinial and fracliDH livMl.-ni* 
 
 given in Sixth Year, B t'lass, topic .}. 
 
 6. Review the mechanics of simple interest. 
 
 7. Review the mechanics of square root. 
 
 APPLICATIONS: 
 
 8. See Seventh Year, A Class, topic 7. 
 
 9. Take as much of the prescribed work in geometry as 
 
 time will permit. This can well be carried along 
 synchronously with the drills in arithmetic enumer- 
 ated above. 
 
 A Class. 
 (Text — Wentworth and Hill. 'First Steps in (leometry," 
 p. 93-152.) 
 
 PROCESSES: 
 
 1. Read the note, Eighth Year, B Class. 
 
 2. Continue the work of the B Class outlined tmder the 
 
 head of "Processes." 
 
 APPLICATIONS: 
 
 3. See Seventh Year, A Class, topic 7. 
 
 4. Take as much of the prescribed work in geometry as 
 
 time will permit. Review the work in the B Class in 
 this subject. This can well be made synchronous 
 with the aritlimetical drills enumerated above.
 
 THE COURSE IN NATURE-STUDY 
 AND PHYSIOLOGY 
 
 Nature-study acts as a stimulus to a child calling forth 
 activities necessary to the best development. Without this stim- 
 ulus these activities would remain more or less dormant. 
 
 Curiosity is perhaps the strongest instinct in children. 
 Through it they continually adjust themselves to their environ- 
 ment. By reason of this instinct they are continually coming 
 in contact with all phases of their surroundings. The phenom- 
 ena of Nature everywhere act as stimuli stirring and satisfying 
 curiosity and enthusiasm first of one phase, then another. Pres- 
 ent curiosity satisfied, a new and stronger desire to know more 
 about things is immediately at hand, and thus the child is edu- 
 cated and developed by his surroundings. 
 
 The child's enthusiasm is stirred by the growing interest in 
 the phenomena of Nature which meet him at every turn. In 
 time he gains a fund of useful knowledge and becomes intelli- 
 gent in regard to many things of every-day life which everybody 
 ought to know and understand. A large storehouse of know- 
 ledge may thus be gathered during childhood which comes as a 
 result of growing activities. The normal action of these activi- 
 ties is essential to the best development and nature-study forms 
 a large part of the material used in this regard. 
 
 Nature-study occupies a unique place in what we call work. 
 It happily makes use of the instructive tendencies of. searching 
 and competition (fishing, hunting, fighting, roving, etc., are 
 cruder forms of these instincts) with curiosity ever at hand to 
 create enthusiasm and interest. 
 
 These instinctive tendencies nature-study utilizes and the 
 result is sensory and motor training, giving phj'sical exercise 
 in the open air. Sensory and motor training obtained through 
 the manual training of the shops is most excellent, but it is 
 still indoor exercise and lacks more or less spontaneity, does not 
 
 178
 
 179 
 
 utilize the instinctive tendencies of children as a whole, does not 
 exercise the fundamental and aicessoiy muscular systems in the 
 natural way that nature-study involves tliem. Manual training 
 should, therefore, be accompanied by nature-study. The two to- 
 gether train and develop well the fundamental and accessory mus- 
 cular systems in those years when nature is building brain tissue 
 to a marked extent through intellectual activities involving motor 
 action. 
 
 Children have a right to the skill and precision and devel- 
 opment of the constructive instinct which comes with manual 
 training. They also have a right to a large fund of useful 
 information which comes through the study of the varied phe- 
 nomena of nature, a study, or rather activity, which utilizes 
 their instinctive tendencies as a wliole, gives sensory and motor 
 training, develops spontaneity and enthusiasm, gives them sharper 
 eyes, keener ears, stronger lungs and a deeper enjoyment of 
 nature everywhere. 
 
 Further, as this work goes on, uiuonscicjusiy something of 
 the marvelous order and beauty of the universe enters into the 
 conceptions of the growing child. A speaking aciiuainlance with 
 nature grows until sympathy and love for all living things grow 
 apace— reverence develops. The utilitarian side is the imme- 
 diate and near end of the work. The ethical side is the more 
 remote, but in a sense the more important. Here we find some 
 of the highest concepts of religion dawning in the child and 
 growing out of a love of nature. This development cannot be 
 obtained otherwise; minister and church cannot take its place. 
 The highest development in adult years is not reached without it. 
 
 Thought in children is more largely based on sense inutges 
 than in adults. Constructive imagination, association and ab- 
 stract thought are at a minimum in the child. Image forming 
 and thought which involves concrete objects are iit a maximum. 
 
 The brain ])r()cess('s wliidi underlie sensation are like those 
 which underlie image making. Images are correlated with brain 
 activity, and this brain activity in the growing child continually 
 modifies the brain. IIh- fornuition of clear-cut sense images, 
 then, is all important in the thinking of the child. To tliis end, 
 nature-study is of the highest importance. The language of the 
 child should be largely based on objctts within its ciwn environ- 
 ment — the home, school and nat>ire. 0( these he has clear cut 
 sense images. 
 
 To have seen .soniethiiig clearly, to have done something 
 well and to be able to tell al)out it and give a reasoniible ex-
 
 180 
 
 plaiiatioii— tlicsc tliiujis f^ivc power and j)()ise and an added 
 stimulus to devi'lopiucut. 'I'liis result ought to follow training 
 in nature-study, especially since it comes witliout formal study 
 and as the objective of the activities of the growing cliild. 
 
 A certain part of nature-study has a most important bear- 
 ing on child study. Child study is nature-study in its highest 
 expression. Again, nature-study, when best arranged, is based 
 on child study. 
 
 It is one of the beautiful interpretations of science that the 
 beauty and order of the world about us are the result of the 
 response of Life to its environment. 
 
 The plants in the windows that bend toward the light — the 
 plants in the fields that follow the sun — the behavior of the 
 flowers — the daily migration of certain forms of sea life in re- 
 sponse to the intensity of light — the varied eflfects of physical 
 agencies upon physical development — the remarkable effects of 
 these agencies upon the structure and vitality of animals and 
 plants — the development of the eye, the ear and other organs 
 through long ages of time, in response to the light wave, the 
 sound wave, other forces — these are a few examples of the 
 wonderful interaction between Life and its environment going 
 on everywhere in the organic world. 
 
 For every organ there is an inherent power of response to 
 external stimuli. Not only is this true of physical structure, 
 but it is true of the mind where mind exists, and true of what- 
 ever takes the place of mind where we are accustomed to say 
 there is no mind. 
 
 Power of response and certain stimuli go hand in hand, and 
 when properly timed the highest development results. 
 
 Nowhere is this power of response more marked than in the 
 development of children. 
 
 The spontaneous, impulsive action of the child is simply the 
 response of ripened instincts to external stimuli and the character 
 of the response is an indication of the degree of development. 
 
 The relation of outer and inner factors is most intricate. 
 By these agencies and the activities of life the brain is always 
 in the process of construction, always being modified and never 
 completed. 
 
 Motive powers lie dormant unless awakened and stimulated 
 to activity by environment. As the sense organs and sense tracts 
 in the brain are developing no sensory impressions can be ex- 
 perienced without causing more or less motor action — the re- 
 sponse to the stimulus.
 
 181 
 
 This brain action in ciiildren is so well marked tiiat tlie 
 working capacity of the brain may l>e observed and deseribed 
 to a helpful extent by carefully notinfj the expression, movement, 
 balance of the body in its parts and the response in action to dif- 
 ferent stimuli of the senses. 
 
 The varied elcnients of play and work are stimuli. The 
 response is the physical and mental activity whicii l.rin;.' about 
 and accelerate development. 
 
 Imitation and suggestion are stimuli to the constructive in- 
 stinct. Other instincts are called into action each by its own 
 individual condition (stimuli). 
 
 In a word — heredity from the universe does not cea^^e with 
 birth. It is then only in the beginning. The boy or girl is a 
 sort of a snuill world which rellects the whole system of in- 
 fluences which his surroundings pour in upon him, stirring his 
 sensibilities, awakening his latent possibilities, causing his de- 
 velopment toward whatever Nature has made possible for him. 
 
 In the development of the lower organisms or immature 
 forms of higher organisms w<' may observe in simple form the 
 elements of the more complex |)iienomena exhibited by higher 
 forms of life. 
 
 First, the stimuli in the developnumt of life within the egg 
 are very simple, little more than heat and moisture. In those 
 marvelous processes that go on in egg development, the parts 
 of the organism have wide range of response and capacity for 
 growth, and we may .say inherit directive power which is intel- 
 ligent, though seemingly unconscious. After birth the re- 
 sponses grow more complex and the expressions of life are 
 more interesting. 
 
 An instinct is the rapid development of an internal mechan- 
 ism (the nervous centers with related organs) in response to 
 an appropriate stimulus. 
 
 Education is a slower development brought about by the 
 response of the more mature organisms to stimuli. Interesting 
 in this regard is a coiuparison of instiiwt aii<l education in lower 
 and higher animals. 
 
 For exain|)le: The rajiid development of the chicken at 
 time of birth sets him free from his shell and puts into action 
 his walking nu>chanism in a few minutes. It takes a child a 
 whole year to learn to walk. Again, one lesson usually lasts a 
 bird a lifetime. It has no need of any extended period of edu- 
 cation.
 
 182 
 
 In the lower forms of life instinctive action is at a maximum; 
 intelligent action at a minimum. In the higher forms the reverse 
 is true. Again, the expressions of instinct and intelligence vary 
 in amount with the period of development of the individual or- 
 ganism. 
 
 It is important, then, as a part of the teacher's study (in 
 nature-study) to note: 
 
 The maturity of the young at birth. 
 
 The instincts outcropping from birth, during youth. 
 
 The instinctive action of animals. 
 
 The intelligent action of animals. 
 
 The influence of intelligence on instinct as the animal rises 
 in the scale of life. 
 
 The meaning of infancy all along the line. 
 
 The development of the nervous system which tallies with 
 the outcroppings of instincts and the different expressions of 
 intelligence. 
 
 All these have a most important bearing on child study. 
 
 The keenest intellectual enjoyment is certainly at hand for 
 all who are intelligent along lines of plant and animal evo- 
 lution, who are interested in the primitive concepts of different 
 races of peoples and who then study the child, his physical and 
 mental development, his arts, his games, his languages, his varied 
 life as a revealer of creative forces at work hewing and forming 
 the higher life yet to be. 
 
 The botanist becomes enthusiastic over his work in the study 
 of plant life, the astronomer over the varied phenomena of the 
 heavens, the geologist spends his life with rocks and fossils and 
 grows enthusiastic over the history of the past which he reads 
 through these agencies. 
 
 If we are able to divest ourselves of the drudgery which 
 goes with the training of children, is there not a field of work 
 in the study of the child which is at once commanding and full 
 of interest from both the standpoint of its utility and that of 
 keen enjoyment ? A field of work which, when taken in connec- 
 tion with nature-study as a wOiole, involves the development of 
 instinct and intelligence along with the development of physical 
 structure — involves the study of acquired characters, inherited 
 tendencies and racial characteristics. In a word, so far as educa- 
 tion is concerned, it joins in one series the playground, the 
 school room and the laboratory. 
 
 In a sentence, then — the entire subject matter of nature- 
 study has a deeper significance because its biological and evolu-
 
 183 
 
 tionary principles are embodied in the life of the child. Child 
 study on the other hand pains vastly in its sipnificanco and 
 interest because of nature's embodiment in the child of biological 
 and evolutionary law portniycd in nature everywhere and in 
 human evolution. 
 
 Assignment of Work 
 
 FIRST AND SECOND YEARS 
 
 In Nature Study there exists the happy combination of sense- 
 training, motor-action and life out of doors. The beauty and or- 
 der of the world acts to call forth the marvelous development of 
 the child. 
 
 STUDY OF ANIMALS. 
 
 PETS: 
 
 Children's experiences with their pets are most helpful in 
 calling forth in their beginnings the strongest ele- 
 ments of character in adult life. Again, "In every 
 land, barbarous or civilized, children yearn for some- 
 thing alive which shall he their very own." 
 
 The dog 
 
 Canary 
 
 bird 
 
 Chicken 
 
 Cat 
 
 Duck 
 
 
 Mocking bird 
 
 Rabbit 
 
 Parrot 
 
 
 Others at the parks 
 
 Pets kept at home or at school. 
 
 Their friends, enemies, their life, food, how they 
 
 sleep, good or harm they do, etc. 
 
 STORIES: 
 
 Those in which ju'ts tell of their own doings in the world. 
 
 In the study of our common domestic animals, then- is 
 much of interest to the child and a good (b-al of 
 added interest to any one. even though the subjot 
 is .so very common. 
 
 References: Books which discuss the origin and domes- 
 tication of our domestic animals and the changen 
 which occiir under a new environment. See also 
 Bulletin on Humane Kducatiim, San Diego State Nor- 
 mal School.
 
 184 
 
 FROGS: 
 
 Wiitc'li the development from the egg. 
 
 Wlien hatclied, these animals are blind and mouthless, soon 
 there appear mouth, sense organs, gills — first a fish — 
 later an amphibian. 
 
 The metamorphosis in the frog and toad is almost as 
 profound as in the case of insects. 
 
 There is much of interest here for the teacher in the evo- 
 lution of animal forms. 
 
 "Here, Nature, with the potter's clay of plastic things 
 in her palms seems to have tarried in delightful ex- 
 periment, before she shaped the higher and better 
 creatures, appears to have indulged in every passing 
 caprice and suggestion." 
 
 Excellent books which introduce the subject are: 
 Animal Studies, Jordan, Kellogg and Heath. 
 The Story of the Fishes, Baskett. 
 
 Story of the Amphibians and Reptiles, Baskett and 
 Ditmars. 
 Story of the Birds, Baskett. 
 
 PLANTS: 
 
 (a.) Interesting stories about the most common or most 
 
 useful plants and trees, 
 (b.) The growing of plants in vessels of water, for ex- 
 ample, the onion, the carrot, the sweet potato. 
 The growing of beans, peas, wheat, radishes, barley, etc., 
 
 on moist cotton to show the germination of seeds. 
 Attempt no explanation, but let the children observe. 
 The curiosity of children here is marked — instances are 
 
 numerous where seeds have been dug up again and 
 
 again to see how they grew. 
 For the most elementary work: The seeds personified. 
 
 The baby bean in bed. How it awoke. How it grew. 
 
 The baby lily in its winter flannels. 
 
 The escape of the baby plant from the cradle. 
 Let each organ of the little jjlant tell its own story: See: 
 
 Life of a bean, Laing. 
 
 Little Flower People, Hale. 
 
 Plant Life, Bass. 
 
 Mother Nature's Children, Gould. 
 
 Plants and their Children, Dana.
 
 185 
 
 THE GARDEN: 
 
 (a.) In the spring plant those plants which serve as 
 food for pets, lettuce, and peas for rabbit's food, etc. 
 
 (b.) Violets, pansies, other common and beautiful flowers. 
 Let each child at home or at school have its own 
 small garden. Tin* constructive and <-omi)clitive in- 
 stinct can be utilized in the growing of phmts in the 
 garden. Who can grow the most beautiful tlnwi-rs' 
 The finest lettuce? radishes? etc.? 
 
 Reference: Nature Study and Life, Tlodge. 
 
 INANIMATE NATURE: 
 
 Sun, moon, stars, winds, clouds. 
 
 Children of the First and Second (Jrades readily become 
 intere.sted in the sun, moon and stars. 
 
 Again, the winds and clouds are full of interest. 
 
 In beginning this work with the children, the approach to 
 this side of Nature is most natural through myths 
 which clearly poetize natural phenomena. 
 
 Reference: Nature Study in Klenieiitary Schools. (Teach- 
 er's Manual) Wilson. 
 
 SECOND YEAR 
 
 Enlarge upon the work oi the First ^ ear. 
 
 Suggestions — Seed dispersal. 
 
 (a.) Plants that are carried by animals. 
 
 The work of squirrels and birds. 
 
 The work of the crow, ants, cattle, dogs. etc. 
 
 Seed tramps. 
 
 Why some seeds are sticky, 
 (b.) Seeds transported by the wiH<ls. 
 
 Seeds that tempt the wind by spreading their sails. 
 
 Seeds with parachutes. 
 
 How the lily sows its seed. 
 
 Why some seeds are so sniiili. 
 (c.) Collect fruits and seeds in spring, summer and fall. 
 
 Plant them the coming spring in gardens. Some of 
 
 the wild (lowers are espeeially interesting. 
 While collecting seeds of certain |)liinls, others will be in 
 
 bloom. I'ujiils may take iiit«'rest in colhuting some 
 
 of the (lowers and pressing them, then mounting 
 
 them.
 
 186 
 
 INSECTS: 
 
 In the study of insects, the rearing of silkworms as an 
 introduction to insect life as a whole. 
 
 Preparation of insect cases showing life history of insects. 
 
 Watch the development in boxes, breeding cages, out in the 
 yards and fields. Notice the flowers they visit. 
 
 (a.) Insects that are beautiful. 
 
 (b.) Those that are common and cither useful or inju- 
 rious. 
 
 Children often dig up plants to see how they grow, plant 
 them over again, etc. They are equally interested 
 in finding out about the butterflies that are beau- 
 tiful, about the flies, fleas, lady bugs, and others. 
 
 THIRD YEAR 
 
 PET ANIMALS: 
 
 The rabbit, squirrel, fowls, others. 
 
 Kept in cages at home or at school. 
 
 Comparison of habits, eating, drinking, etc. 
 
 Comparison of general structure, teeth, legs, covering, etc. 
 
 ANIMALS— At the parks. 
 
 ANIMALS — Seen at the circus. 
 
 Children visit parks; go to the circus; make reports. 
 
 ANIMAL STORIES: 
 
 Stories of animals. Those the children are acquainted with. 
 Those read of in books. Bear stories, hunting stories, 
 all sorts of stories about wild animals of all kinds. 
 Youth's Companion Stories. 
 
 Note how^ general structure varies with habits of life.- 
 specific examples. Make comparisons. Do not class- 
 ify. Use Bulletin on Humane Education, San Diego 
 State Normal School. 
 
 BIRDS: The life of a bird. 
 
 (a.) The bird's home, how he is fed, his first suit, how 
 he changes his clothes, his first flight, his education. 
 The bird's language, how he eats, where he sleeps, his 
 travels, his familv and friends, etc.
 
 187 
 
 (b.) Coniinon Wild Birds. Uccoimp aii|uaiiiti'(l with tin? 
 
 comnion birds by out-of-door lessons. Keiognize tin? 
 
 birds by sight and by their song and tones. 
 Make lists of those about Los Angeles, giving descriptions 
 
 by whicli they may be recognized. Make records of 
 
 interesting facts learned. 
 Food they eat; trees they live in; nests they build; songs 
 
 they sing; things they do. 
 Stories of birds. References: Our Feathered Friends 
 
 Grinnell; First Book of Birds, Miller; Stories of 
 
 Our Western Birds, Grinnell; Birds of California, 
 
 Wheelock. 
 
 INSECTS: 
 
 (a.) Ants. J.ile, history and habits studied from a nest 
 kept in the school room and from nl)servation in the 
 yards and Helds. 
 
 Most interesting stories about ants are abundant. 
 
 The ant at home. How ants manage a farm. How ants 
 carry on war. The ant as a carpenter. 
 
 (b.) All kinds of cocoons. 
 
 GARDENING: 
 
 Plant all sorts of garden seeds. 
 
 (a.) Those that the children know that are good to eat and 
 
 have l)eautiful flowers, 
 (b.) Others which are unknown. 
 Let the scholars find out by planting what sort of a plant 
 
 a seed will produce. 
 
 FLOWERS: 
 
 Competitive flower rearing. 
 
 Common flowers, wild and cultivated. 
 
 What becomes of the flowers'.' 
 
 What does the pollen do? 
 
 Why are the flowers so large and bright ? 
 
 The story of the see<l, flower and fruit, simply told 
 
 and illust rateff. 
 
 FRUIT: 
 
 Study some of the common fruits the grape, apple, 
 orange: others.
 
 188 
 
 The seed, tlic plant, tlic vine or the tree; the flower, the 
 fruit. 
 
 TREES: 
 
 Call attention to the most common ornamental trees in 
 parks and yards of Los Angeles. What seeds, flowers, 
 what fruits have these? 
 
 Describe the countries where they grow wild in forests. 
 
 Seed dispersal as in Second Grade. 
 
 SUN, MOON AND STARS: 
 
 Simple facts about the sun. moon, stars and planets. 
 Myths and Stories. 
 
 FOURTH YEAR 
 
 DOMESTIC ANIMALS: 
 
 The horse, traits, use, care, stories. 
 
 Other animals which perform similar service to man. 
 The camel, donkey, burro, elephant, and others. 
 
 Structure and make-up of the animals upon which their 
 usefulness depends. 
 
 How were they domesticated? 
 
 Wild animals (relatives). 
 
 References: Through Magic C41asses. Buckley; Youth's 
 Companion (-paper). 
 
 Use Bulletin on Humane Education, San Diego State Nor- 
 mal School. 
 
 BIRDS: 
 
 What do birds do in the world? 
 
 The problems which birds have to consider. 
 
 (1) Obtain food, (2) secure safety, (3) build homeg, 
 
 (4) care for their young. 
 (5) What are their tools? (6) Means of defense? (7) 
 
 What instincts are exhibited? (8) Migration of 
 
 birds. 
 In doing these things birds exhibit a host of interesting 
 
 traits, perform invaluable service to man as well 
 
 do him some harm. 
 Here is a rich field in Nature-Study. 
 For practical work have the children make reports of
 
 189 
 
 activities of hirds in tlie yards and fields as far as 
 
 they can. 
 Compare the doings of l)irds that work somewliat the 
 
 same way. and again compare hinls widely ditferent 
 
 in their doings of similar things. 
 For example: Nestbuilding hy the humming-bird and 
 
 ostrich. 
 In making comparisons suggested by headings 1, 2, 3, 4, 
 
 5, 6, 7, 8, a large amount of material for study is at 
 
 the command of anyone who is familiar with the 
 
 birds about Los Angeles. 
 Reference topics — Story form. 
 
 Tools and tasks among birds. 
 
 How a bird goes to bed. 
 
 How a bird travels and why. 
 
 Bird architecture. 
 References: Nature-Study and Life, Hodge. 
 
 Nature-Study. Jenkins and Kellogg. 
 
 The Story of the l?irds. Baskett. 
 
 Handbook of Birds of Western United States. Bailey. 
 
 Stories of Our Western Birds, (Jrinnell. 
 
 Birds of California, Wheelock. 
 
 Outlines in Nature-Study and History. Engell. 
 
 INSECTS: 
 
 (a.) The mosipiito. care of eggs; larvae; pujiae. moiling: 
 
 change to adult form. 
 The mosquito and disease. 
 
 What is being done to e.vterminate the mosquito. 
 (b.) Insects of tlie hosehold; flies, fleas, bedbugs, others. 
 Some wonderfully interesting things about these animals 
 
 which everybody ought to know. 
 References: Nature-Study, Jenkins and Kellogg. 
 
 Nature-Study and Life, Hodge. 
 
 Natural History of Aquatic Insects, .Miall. 
 
 PLANTS: 
 
 (a.) The story of life and work of (he plant simply told. 
 
 Simple experiments. 
 
 The use of roots, stem, leaves and flowers. 
 
 The way plants use rain and sunshine, earth and air. to 
 
 live and work, 
 (b.) IMants as food makers.
 
 190 
 
 The fruit, roots and difVcrcnt parts of the plant as 
 
 storehouses of food. 
 Illustrations from familiar plants, 
 (c.) Study a flower in detail. 
 Competitive flower rearing. 
 Insects which visit the flowers. 
 The common fruits and ornamental trees, 
 (d.) Further study of plants. 
 
 FIELD WORK: 
 
 The suggestions for Field Work, given in "California Plants 
 in Their Homes," are excellent. 
 
 Other references, 3rd and 4th grades: Flowers and Their 
 Friends, Morley; Pacific Nature-Studies, Wagner, 
 Glimpses of the Animate World, Johonnot. 
 
 Habits of California Plants, Chandler. 
 
 Outlines in Kature-Study and History, Engell. 
 
 FIFTH YEAR 
 
 DOMESTICATION OF ANIMALS: 
 
 Taming and feeding of common wild birds. 
 
 Practical work given in: Nature-Study and Life, Hodge. 
 
 This field is full of interest from a practical as well as an 
 educational standpoint. 
 
 Our birds are worth far more than their board and lodging, 
 for their beauty and song; for their work in insect 
 destruction ; for the lessons of life that we learn from 
 them. Use the Bulletin on Humane Education, San 
 Diego State Normal School. 
 
 INDUSTRIES OF ANIMALS. (Birds in Grade 4.) 
 
 What do animals do in the world? 
 
 (1) Obtain food; (2) safety; (3) means of defense; (4) 
 build homes; (5) care for their young; (6) in- 
 stincts exhibited. 
 
 To this end: Ways and means; structure in relation to 
 things done. A host of interesting things grow oiit 
 of this subject as nature-study material for pupils. 
 and much of interest for teachers. 
 
 Select some animal (insect, mammal, mollusk) that all 
 know and make it a studv.
 
 191 
 
 Having studied several, iiiako toniparisons as to 1, 2. 3. 4, 
 5, 6. 
 
 For example: 'I'he •,'oltl fish, frog, cliiikfii. cat. .Many 
 other.^. 
 
 References: Nature-Study and Life, Hodpe. 
 Animal Industries,, Iloussay. 
 Romance of the Insect World, Badenoch: others. 
 
 INSECTS: 
 
 Spiders, collection and care of living spiders, in jars and in 
 .school room, spider webs, spider life in the world. 
 
 Injurious insects. Field work supplemented by stories. 
 
 Scale insects. 
 
 Cottony cushion scale. 
 Black scale. 
 Phylloxera; others. 
 The Ladybug. 
 Spraying and poisons. 
 Shellac. 
 Cochineal. 
 
 CoddliufT moth; silkworm moth; clothes moth; fruit- 
 tree borers; others. The silk industry; fruit in- 
 dustry; lumber industry. 
 
 FLOWERS AND INSECTS: 
 
 Tlu' Pollination of Flowers— Chapters 9. 10. 11 and l."> of 
 "California Plants in Their Homes." 
 
 Special adaptation of flowers to insects. 
 
 Some early flowers. Chap. 7, 'California IMaiils in Their 
 Homes." 
 
 Some summer flowers. Chap, it, ''California Plants in Their 
 IToiiics." 
 
 I'lants with mechanical genius. Chap. 10, "California 
 l'l:inl~ in their liomes." 
 
 Plants of high rank. Chap. 11. "California Plants in Their 
 Homes." 
 
 Reasons why some plants succcod and grow most abund- 
 antly. 
 
 Why others fail and duimili'. 
 
 Plant .societies; a water society; a rock society; others.
 
 192 
 
 SUNSHINE: Wlierc docs tlie siiiiHhino go? 
 
 Sunshine and the colors of objects all about us. 
 Sunshine and the work of the leaves of plants. 
 Sunshine and the taking of pictures. 
 Sunshine and the rain, the wind, the storm. 
 Sunshine and shadow. 
 Simple experiments. 
 
 COMBUSTION: Things that burn. 
 
 A candle Oil 
 
 Coal (ias 
 
 Wood Others 
 
 Object lessons. 
 
 References: Nature-Study and Life, Hodge. 
 
 Nature-Studj', Jenkins and Kellogg. 
 
 SIXTH YEAR 
 
 ANIMALS: 
 
 Of Los Angeles. 
 
 Of the Temperate Zones. 
 
 Of the Tropics. 
 
 Of the Polar Zones. 
 
 Of the Sea. 
 
 Geographical description of animals, products of animal 
 life and commerce. Effect of climate on the dis- 
 tribution of life; on the development of life. 
 
 Protective Resemblance and Mimicry. 
 
 Social communities among animals. 
 
 Correlate this work with Geography. 
 
 References: Animal Life, Jordan and Kellogg. 
 Physical Geography, Gilbert and Brigham. 
 Physical Geography, Redway. 
 
 State Series, Grammar School Geography, p. 28-32. 
 Humane Education, Bulletin on, San Diego State 
 Normal School. 
 
 HONEY BEES: 
 
 Ol)servation Bee Hives kept in attic or suitable room of 
 school building. This work is intensely interesting 
 to pupils. 
 
 Make record of the interesting things observed and learned 
 about bees.
 
 193 
 
 The HoiiL-y Bee and the teitilization of Mowers. 
 Social Life among insects. The Honey Imiustry. 
 Reference for Practical Work: Nat un- St inly and Life, 
 Hodge. 
 
 WASPS: 
 
 Homes; habits; means of defense: iiistin<is. 
 References: Tlie Solitary Wasp. Morli-y. 
 Romance of the Insect W Orid. i'adc-iicirli. 
 
 PLANTS: 
 
 Of J-os Angeles. 
 
 Of the 'JVmpcrate Zones. 
 
 Of tiie Tropics. 
 
 Of the Polar Zones. 
 
 Products of plant life and conMni-ifc: clVccts of clinnitt* 
 on plants. 
 
 A number of simple experiments to slmw the etlVet of 
 light, heat, moisture, dryness on jilant life. (See 
 Osterhouf. "lOxperimeiit with Plants.") 
 
 Correlate this work with (Geography. 
 
 Further lessons in Science to ai<l in the stndy of (leoj^raphy. 
 
 OBJECT LESSONS: COMMON THINGS: 
 
 Chalk IVI.hles 
 
 Salt Water 
 
 The air .\ loaf of bread 
 
 Sand (itlieis 
 
 SUN, MOON AND STARS: 
 'Jraie constellations. 
 Interesting facts. 
 
 SEVENTH YEAR 
 
 PHYSIOLOGY OF ANIMALS: 
 
 Of birds. 
 
 Of frogs and toads. 
 
 Of insects. 
 
 Take some function, respiration, circulation, digestion 
 
 leaving out all details, note the simplest expres- 
 sion of the process ami the repetition of this simple 
 action in tin' more com|dc\ organs of higher aninnils.
 
 194 
 
 (a.) Simplest form of organ, eye, ear, stomach, heart. 
 
 (b.) SiniploMt inothod of doing its work. 
 
 In the nature work of other grades the pupils will have 
 become somewhat acquainted with this simple physi- 
 ology. If not, then the aquarium, the breeding cage, 
 and the vivarium may be made most helpful here. 
 
 PHYSIOLOGY OF PLANTS: 
 
 Roots and their work. 
 
 Materials dissolved from the soil and used by the plant. 
 
 Trace course of absorbed material from roots to leaves. 
 
 Leaves: The leaf as the plant's laboratory. 
 
 Things manufactured. 
 
 (See Osterhout, "Experiments with Plants.") 
 
 PHYSIOLOGY OF MAN: 
 
 In the A Class read and discuss the important chapters of 
 the first half of the New State Physiology. 
 
 ELEMENTARY PHYSICS: 
 
 Solids, Liquids and Gases. 
 
 Evaporation of liquids, tea kettle; ponds; ocean. 
 
 Show condensation of watery vapors in air by cooling; 
 
 giving it a chance to expand. 
 Explain fogs; clouds, snow, rain and dew. 
 
 PRESSURE IN LIQUIDS AND AIR: (Simple experiments.) 
 Construction and use of barometer. 
 Expansion of solids and gases by heat. 
 Weight of equal volumes of liquids and gases at higher 
 
 temperatures, and lower temperatures. 
 Reasons why objects float in water; in air (balloon). 
 Convection in liquids and gases. 
 Ventilation and winds, explained. 
 Ocean currents. 
 
 Correlate this work with Geography. 
 Further lessons in Science to illustrate Geography. 
 References: Elementary Science and Geography, Marche. 
 Astronomical Geography. Jackson. 
 Physical Geography, Gilbert and Brigham. 
 
 SUN, MOON AND STARS: 
 Trace constellations. 
 Interesting facts.
 
 195 
 EIGHTH YEAR 
 
 SOILS: 
 
 How the soil is formed by the decay and crumbling of rocks. 
 
 Active agents in the weathering of ro<;ks. 
 
 Kinds of soil. 
 
 Relation of soil to growing roots. 
 
 CAPILLARY ATTRACTION: 
 
 (a.) Simple experinicnl.s and illustrations, 
 (b.) Capillary attraction in sand, clay and gravel. 
 Relation that soils of (liHiTciit kinds bear to water that 
 falls upon them. 
 
 (c.) Application to plant life in Lalifornia. 
 The power of the soil to sujjport plants. 
 
 PHYSICAL AGENCIES AND CLIMATE: 
 
 What light and shade, heat and cold, soil and moisture, do 
 for the garden, for the orchard, for the forest. 
 
 A number of simple experiments will be most helpful in 
 this work as well as some field work. Water supply 
 of a country. The springs, streams and ponds of the 
 surrounding hills and valleys. Effect of leaf mould 
 in the woods. Influence of trees on weather and 
 climate. The value of shade in the dry seasons, etc. 
 Effects on animal life of cutting dr)wn forests and 
 cultivating wild lanas. 
 
 Influence of ocean and mountain range. 
 
 A study of California climate and vegetation. 
 
 The hills and valleys. Woods and mountains. The desert. 
 
 References: The Soil, King. 
 
 Agriculture for Beginners Bartlett, Stephens and Hill. 
 
 PHYSIOLOGY OF MAN: 
 
 In the B Class read and discuss the important chapters 
 of the last half of the New State Physiology.
 
 THE COURSE IN PHYSICAL 
 TRAINING 
 
 Every jiupil in Die l'".lciiicntary Scliools should at least be 
 taught to sit, to stand, to walk and to breatlie jjiopeily. 
 The following exercises should be given in all grades. 
 
 To Sit Properly. 
 
 Place the feet parallel on the floor, heels and balls of feet 
 touching, arches up, heels on the same line. Press the lower part of 
 tlie vertebral column against the back of the seat and warn the 
 pupil against sitting on the end of the vertebral column. 
 
 Hold the body erect yet bent slightly forward from the hips, 
 upper chest up and forward. Hold shoulders down and back. 
 Clasp the hands and place them on the desk. Hold head erect, 
 chin in without constraint, eyes looking straight forward. 
 
 To Stand Properly. 
 Place feet as above described, and as close together as the 
 conformation of the body will permit. Hold knees straight but 
 without stiffness. Hold the body erect on the hips, yet inclined 
 slightly forward, upper chest up and out, weight thrown forward 
 over balls of feet. Hold shoulders down and back, and sloping 
 equally, arms at sides, palms in. Hold head erect, chin in. eyes 
 straight to front. 
 
 To Walk Properly. 
 At the command — Forward! the weight of the body (a good 
 standing position must be assumed, of course, first) is shifted to 
 the right foot. At the command — March! the left foot is extended 
 forward for a distance natural to the pupil, the heels barely 
 striking first, then the weight of the body being immediately 
 shifted forward on the ball of the foot. The right foot is ex- 
 tended in a like manner, care always being taken to keep the 
 toes extencied straight forward, not to the sides as is com- 
 monly done. For purposes of exercise the marching may be done 
 on the toes, keeping the heels entirely off the floor. The stand- 
 ing position, as described above, should be maintained throughout 
 the marching (with a change of position of feet of course). 
 
 To Breathe Properly. 
 The standing position is assumed with the hands on the 
 
 196
 
 197 
 
 hips, lingers to tiic front. At tlic coniniiind-- Iniialel tlif pupil 
 rises on his toes, :it the same tirn.- inlhiting iiis lunns to tiieir 
 fullest capacity l»y a continuous iniiahition throuf.'h the nose. A.s 
 soon as the iunirs an- tilled, the eoniniand Kxhale! is j;iven 
 and the lungs are eni|)tied hy exptdiing the air through the 
 mouth, at the same time returning the heels to the lloor. Hold- 
 ing the hreatli must be strietly avoided and a good position of 
 head and body always maintained. This exereise ean be varieil 
 by. assuming the position of the soldier and bringing the arms 
 (1) to a horizontal position: (i) through a side horizontal po- 
 sition to a vertical during inhalation and returning them through 
 side horizontal to original position at sides, during cxhalaticm. 
 The hands should be kept well back during their movement. 
 (3) Arms in position of the swimmer, hands back to back, in- 
 hale and while doing .so keep the arms extended and bring tlic 
 hands together behind the body. Exerci.se in deep breathing 
 should be repeated until it becomes a thing of second nature to 
 the child. 
 
 Arm Exercises. 
 
 Raise arms to side horizontal position, clap hands in front 
 of face, side horizontal and down. 
 
 Hands to a front horizontal jxisition. Ilex to chest, keeping 
 the palms down, elbows out and back, upper arms parallel with 
 the lloor, front (jmsition) and down. 
 
 Body Bending. 
 Raise the arms through a side horizontal position to vertical, 
 clasp tlunnbs. then bend forward, touching the floor. Return 
 to vertical and then lower the aims through side horizontal tt> 
 side hang (4 counts). 
 
 Leg Exercises. 
 Position— hands on hips. Raise right and left knees alter- 
 nately, keeping the body erect and foot exteniled downward. 
 
 Arm and Foot Exercises. 
 
 Cla]) hands overhead and behind hips. .\s the hands go to 
 a vertical position the pupils rise on their toes, and as they 
 come down the heels return to the lloor. In the movenuMit of 
 arms tlirough side horizontal they .should be kept well to tin- 
 rear. 
 
 I'.eiid ktiees as iiiiich as |>ossible. :il the same time raise the 
 arms through side horizontal to ventical. (Keep body erect ami 
 heels raised.)
 
 THE COURSE IN MANUAL 
 TRAINING 
 
 Following principles may serve both as rules and guides in 
 teaching manual training. Such principles are difficult to state 
 in a condensed and axiomatic form. 
 
 No man can be intelligently, guided unless he knows and is 
 convinced of, first "What," second "How," and third "Why" he 
 works in any given direction. What to teach is suggested in the 
 following synopsis of course of study. How to teach, will — 
 most of it — best be suggested at teachers' meetings. An attempt 
 is here made to briefly suggest the reasons "Why we teach man- 
 ual training": 
 
 Grouped, all principles of manual school work fall together 
 in two classes: educational and sociological, or theoretical and 
 practical. We should teach manual work for the educational 
 reason that the hand is an avenue of sense. It is a sixth sense. 
 This muscular sense of touch, of handling, of doing is of much 
 greater importance than we have hitherto understood, and its 
 development is sharing an ever increasing recognition in the edu- 
 cation of children. Touch convinces the eye and clears, ma- 
 terially, the concept of objects. We should teach manual work 
 in the schools for the educational purpose of building up a logical 
 storage of facts and truths of the unity and diversity in form 
 and parts and properties — physical and mathematical^-of objects. 
 We should teach manual work for the purpose of developing 
 judgment, determination, energy and a general manual dexterity 
 of the pupil. His hands and eyes should be constantly under the 
 complete control of mental government ; at every instance receiv- 
 ing and obeying orders from the brain. Wherefore we see that we 
 teach manual training because it is a training of the eye and 
 hand in connection with the training of the mind. 
 
 The practical oi* sociological reasons why we should teach 
 manual school work are found in the environment of the pupils, 
 
 198
 
 199 
 
 that is, in society itself. We must teach things that are con- 
 ducive to the pupil's adaptation to his surroundings, and to his 
 being capable of moulding and controlling them. We must give 
 such technical training as shall be of some direct practical use 
 to pupils in their life, in this age of commercialism and indus- 
 trialism. Correct making and seeing are as important as cor- 
 rect thinking. There is an absolute interdependence of doing and 
 thinking. True mind training is inconceivable as separate from 
 either eye or hand training. Through commercialism and indus- 
 trialism, not selfish temporal ends, but the spiritual destinies of 
 the higher nations will meet their realization. To co-operate 
 toward such high purpose our smallest efTort must be counted, 
 and be part of a pedagogically planned and organized system of 
 e.xercises. Thus manual work should have a moral and practical 
 purpose, directing the attention of the pupil to the useful, ex- 
 cluding all nick-nacks or sham articles. All exercises should re- 
 sult in complete units or things, not merely parts of things. The 
 work should demand and admit methodical progression, and va- 
 riety in form and nature of the exercises. Such are the reasons 
 for the presence of our course of manual instruction. These are 
 the claims for it. It is the ultimate aim to gain the teacher's 
 general recognition of it as an essential adjunct in the curriculum. 
 As time passes, a direct correlation to other school work will be 
 worked out, through the united efforts of all. 
 
 Cardboard Construction 
 
 The authorized manual of cardboard construction constitutes 
 in main the subject matter. 
 
 Modifications and Correlation — Work on objects symbolic of 
 seasons and dajs, such as Christinas, Thanksgiving, New Year, 
 etc. Each pupil to make and take home a model, article or object 
 relative to such occasion, thus establishing a uniform thought of 
 usefulness, diligence, charity-unfoldment. Such work to be made 
 of the more expensive materials, as Roman cover papers, cellu- 
 loid, etc., brought by the children who can and do desire. Other 
 pupils use school materials. This work further consists of 
 drawing and cutting mounts for the mounting of small land- 
 scapes and other small pictures made by pupils in their ink and 
 water-color lessons. The making of envelopes, folders, etc.. in 
 which to keep and take home the various forms of composi- 
 tion work, verses of poetry, letters of invitation, promotion 
 cards, etc., thus perpetually connecting the thought of the school 
 with that of the home, with life.
 
 200 
 
 Decoration — Elementary designs will be used so that the 
 pupils may decoi'ate such of their models as consistently admit 
 of decoration. The decoration is a subordinate matter and is 
 limited to geometric space motives of square, circle and triangle, 
 and is executed in cp]or and guinnied i)ap(*r. 
 
 Sloyd 
 FIRST COURSE-FIFTH YEAR 
 
 Woodwork (Outline and Edge Work) — 
 No. 1 — Pencil sharpener. 
 No. 2 — Key tag. 
 No. 3— Table mat. 
 No. 4 — Fishline winder. 
 No. 5 — Match scratcher. 
 No. 6— Bill file. 
 No. 7 — Key hanger. 
 No. 8 — Elliptical cutting board. 
 No. 9 — Paper knife. 
 
 Drawing — The making of working drawings consisting of 
 one view only. Drawing in this course commences with the 
 fifth model and precedes the work in wood. The method of 
 teaching is by illustration on blackboard, dictation and in con- 
 nection with the use of models. The chief characteristic is 
 "outline drawing," not including dimensioning. 
 
 Decoration — Attempts are made with simple spot design and 
 surface staining where conditions allow, and on work that admits 
 of such decoration. The main characteristic of this course is 
 its edge or outline work, dealing with two dimensions, length 
 and width only. 
 
 Tool Instruction — Pupils are taught the names of the tools 
 with which they work and to use them, to some extent, with 
 the left hand — that is, such tools as call for the activity of the 
 whole arm or side. The working positions are gymnastic posi- 
 tions. 
 
 Materials — Pupils are taught the names of woods and to 
 discriminate them by sight, touch and smell. The material in 
 this course is of a fixed thickness. 
 
 Supplementary Work — Where pupils have finished the pre- 
 scribed course, work supplementary and original in character is 
 encouraged. Suggestions from the home and the class room pre-
 
 201 
 
 senting little plu'iioiiH'iia of daily life and emphasizing so far as 
 time permits the thoughts of the various seasons, are also en- 
 couraged. 
 
 SECOND COURSE-SIXTH YEAR 
 
 Woodwork (Figure Work) — 
 
 Xo. 1 — Pen rack. 
 
 No. 2 — Letter case. 
 
 No. 3— Bank. 
 
 No. 4 — Picture frame. 
 
 No. 5— Blotter. 
 
 Drawing — Working drawings consisting of two views, front 
 view and side view, or front view and end view, in full size. 
 Drawing precedes the woodwork. Pupils are taught to draw 
 from models in connection with the use of hluejirints. Drawing 
 in this course introduces dimensioning. 
 
 Decoration — Simple spot designs are models that properly 
 admit of such decoration. Staining and veining are features 
 of this course. 
 
 Tool Instruction — Pupils are taught the specific purposes for 
 which the tools used are designed. The working directions, 
 '•with" and "against" the grain, are explained. Lessons on the 
 structure of wood dealing with some of the properties, such as 
 hardness, softness, compactness, porosity, toughness, brittleness, 
 etc., are given. 
 
 Materials — The material in this course is of fixed thickness. 
 The work is characterized by edge, surface and figure work, 
 dealing with length, width and height of objects. 
 
 Supplementary Work — As in preceding course, original work 
 is encouraged so far as time and ojiportunity permit. 
 
 THIRD COURSE SEVENTH YEAR 
 
 Woodwork (Form Work) — 
 
 No. 1 — Key rack. 
 
 No. 2— Penholder. 
 
 No. 3 — Coat hanger. 
 
 No. 4 — Hammer handle. 
 
 No. 5 — Book rack. 
 
 Drawing — Drawings in this course are made from objivts 
 and in connection with blueprints. The use of center line and 
 use of scale are taught. The making of blueprints is explained 
 and illustrated.
 
 202 
 
 Decoration — ^Elcmentary carving, pyrography and color de- 
 sign are applied so far as time and opportunity permit. Staining 
 and finishing in oil, wax or shellac are taught, and pupils may 
 choose from these modes of finishing and decoration, subject 
 to the teacher's judgment and approval. 
 
 Tool Instruction — Pupils are taught to adjust tools and are 
 taught how to wliet knives. 
 
 Materials — Study of botanical and physical properties of 
 wood. The process of how to "dress the wood" and how to 
 "joint a surface" are illustrated and applied in this course. 
 
 Supplementary Work — As in the preceding courses, pupils are 
 asked to suggest original work useful in the home. Such work 
 to contain and admit, if possible, the application of metals, such 
 as Bent Iron, Wire, and Sheet Metal. 
 
 FOURTH COURSE— EIGHTH YEAR 
 
 Woodwork (Elementary Joinery) — 
 
 No. 1— Box. 
 
 No. 2 — Towel rack. 
 
 No. 3 — Picture frame. 
 
 No. 4 — Jardiniere stand. 
 
 Work in this course consists of models involving the appli- 
 cation of simple Butt Joints, Miters, Half- lapped and Halving 
 togetiier joints. 
 
 Pup'ls, especially those of the A8 class who, in the judg- 
 ment of the teacher, are capable, may select and design pieces of 
 Vv'ork of special and immediate use in the home. The construc- 
 tion and design of such work must admit and include the ele- 
 mentary joinery intended by this course. Other pupils follow 
 the course as outlined. 
 
 Pupils who desire to make objects requiring a greater amount 
 of materials than called for in the course will furnish such at 
 their own expense. 
 
 Drawing — Drawing in this course includes Scale, Section and 
 some Isometric and Cavalier projection. Special attention is 
 given to some freehand lettering. Drawings are made from 
 objects in connection with the use of blueprints. 
 
 Decoration — Method and work of preceding course are con- 
 tinued in this course. 
 
 Study of Materials — The supervisor will give illustrated les- 
 sons on tools, tlieir adjustment, timber, elementary physics, 
 strength of materials, and other industrial topics.
 
 THE COURSE IN DOMESTIC 
 SCIENCE 
 
 It has long been said with bitter truth that home keeping 
 is the only profession a woman may enter without previous train- 
 ing, and because this fact has become so widely recognized the 
 Public School System is called upon to remedy the evil. 
 
 General Francis A. Walker once said: "America is suffer- 
 ing from two great curses — indigestion and alcoholism — both 
 due to one and the same cause — the inability of the women in 
 the middle and lower classes to prepare wholesome and nourish- 
 ing food." 
 
 Therefore, instruction in Domestic Science should be given in 
 our schools, not only for purely pedagogic reasons, but with due 
 regard for the sociological factor such instruction must neces- 
 sarily produce. 
 
 One of our writers has said: "If men frequent grog shops; 
 if the growing boys spend their leisure in loafing; if the girls 
 seek their amusements outside the cheerless, uninviting, depressing 
 home which the wife and mother has utterly failed to make 
 what it really should be; if those who have the right to look to 
 her for clean and peaceful surroundings, for palatable and nour- 
 ishing food, for the comforts that make family life a blessing, 
 are not even more than vaguely conscious of their lack, who 
 or what shall prevent the thousandfold multiplication of in- 
 capable and incompetent young women, ever drifting into mat- 
 rimony and maternity, blind and woefully blind to their very 
 blindness?" 
 
 The aim of Domestic Science instruction is to be stated in 
 a few sentences. 
 
 "The conduct of civilized life requires clean, well-nircil. well 
 arranged houses, warmtli and sunlight; food, not only jittract- 
 
 203
 
 204 
 
 • 
 
 ive and appetizing, but nutritious and suited to tlio work in hand; 
 olothinp, not only durable, but cleJin and adapted to the season ; 
 ilhiniination, wholesome as well as efficient; water, pure, soft 
 and perfectly colorless, for drinking, bathing and washing; 
 milk, fresh as well as pure; drainage, speedy and thorough; gar- 
 l)age removal, which shall forbid odors and unsightliness; and 
 withal, strict economy, so that family life may be within the 
 reach of every one, the home be conserved, anxiety and poverty 
 minimized, and the State not only relieved of some of the 
 burdens of waste and repair, but strengthened and supported at 
 its foundation." 
 
 FIFTH AND SIXTH YEARS 
 
 SEWING. 
 Follow the Course in the Sewing Manual. 
 
 SEVENTH AND EIGHTH YEARS 
 
 COOKERY. 
 
 Classification of Food Principles. 
 
 Cereals Salads 
 
 Vegetables Invalid Cookery 
 
 Beverages Meats 
 
 Fats and oils Pastry 
 
 Eggs Fish 
 
 Milk Breads 
 
 Batters and doughs Desserts 
 
 Sandwiches Cake
 
 THE COURSE IN MUSIC 
 
 The aim is to cultivatt' the love and appreeiatiou of music, 
 to develop ability to listen intelligently, to educate the musical 
 sense which exists in every child and to develop power to inter- 
 pret from the printed page. 
 
 To create and sustain a keen iiitcrt-st in any suliject is the 
 mainspring of successful teaching. 
 
 Training in the aiipreciation of good music is very important. 
 This will receive as much attention as possible. 
 
 The general plan of the school-room work is to give tlie 
 child a rich song experience, out of which is developed the un- 
 derstanding of the elements of music. Through imitation, the 
 ))roblems are developed, one by one, and thus the child is led tn 
 the staff representation. 
 
 Well-rounded, careful nnisic-stiid\ modulates the voice, trains 
 the ear and eye and uplifts the .soul. Faces and voices should 
 tlierefore express more than the mere effort to get correct in- 
 tervals and proper rhjthm. The spirit with the letter giveth 
 lif.-. 
 
 Song-singing is a special feature of the work. All -^ongs 
 should be sung in a bright, aninmted, artistic manner.- Accuracy 
 of melody and time is necessary, but song interpretation should 
 receive a great deal of attention. A careful selection of song 
 material and outlines for each grade will be prejjan'd every month. 
 
 Kllort will be made to familiarize grammar grade pupils with a 
 few of the world's classics and their comjiosers during eaih term. 
 
 The use of orchestral instruments, the great musical artist-* 
 atid some few forms of coniposition will also lie discussed. 
 
 GENERAL SUGGESTIONS. 
 
 The Recitation — As n rule a brief. |)reliniinary physical exenise. 
 with plenty of iresh air, will induce active thinking and 
 
 206
 
 206 
 
 txinoful singing. A moment's test of the voice as to quality 
 and flexibility; of the ear as to imitation and discrimina- 
 tion; of the eye in visualization, will prepare for the work 
 of the hour. The lesson should be prepared to make the 
 best possible use of the minutes. The study of music ex- 
 acts keen concentration, as does all careful school-room 
 work. 
 
 Nothing should satisfy but the undivided interest and the 
 best effort from every child, in every lesson. 
 
 The Voice — Special cultivation of the voice is not the aim in 
 dealing with pupils in our schools, but we have a grave re- 
 sponsibility in this direction. 
 
 The voice is one of the most valuable gifts in the child's 
 possession. It is our province to see that it is not abused. 
 
 Loud, harsh, coarse tones; strained throat muscles; low 
 pitch in primary grades; careless assignment of parts in 
 grammar grades should never exist. 
 
 The voices should be soft, sweet, musical ; the tones, 
 round, full, floating, buoyant. 
 
 Loud concert recitations should never be tolerated. 
 
 A gentle speaking voice never fails to give pleasure. 
 
 The Ear — The earliest work in ear-training is imitation. Later, 
 comes the power to recognize tones in their relation to 
 each other and to discriminate between various kinds of 
 measure. 
 
 Reproduction should be written as well as oral. Dictation 
 exercise should be given in complete phrases. If the teacher 
 sings for imitation, the melody should have two phrases 
 (or a multiple of two) and the accent should be well 
 marked. 
 
 The Eye — From the first use of written music, pupils should 
 be led to see groups of notes, whole measures or more, 
 and to interpret them with words. Covering a measure on 
 the chart; writing on the board, then erasing; pointing a 
 melody on staff, children responding, allowing a moment 
 for study in the book, then expecting reproduction, oral 
 or written, will train the eye and cultivate the memory. 
 
 Singing expressively with words at sight, using syllables 
 as a test, is real sight-singing.
 
 207 
 
 Chart melodies should be sun<^ with words, which the 
 teacher gives orally. 
 
 Melodies \Yithout words in the music readers should be 
 sung with a neutral syllable and tested with singing names. 
 
 The Teacher's Part— 
 
 1. Careful use of pitch-pipe or tuning-fork. 
 
 2. Singing for, but not with pupils in study of new work. 
 
 3. Directing, marking time and expression, without noise. 
 
 4. Attention to attack; phrasing; enunciation; accent; 
 
 voice-quality; purposeful study; mastery of eucli 
 problem before the new problem is undertaken; soul- 
 ful interpretation. 
 
 5. Expecting individual power and independence. 
 
 6. Stimulating research and nmsical intelligence. 
 
 Assignment of Work 
 FIRST YEAR 
 
 Material — Rote Songs. Supplied every month. 
 
 Voice Training — Unifying and refining voices, clear articulation, 
 purity of tone. Prevent use of chest tone by soft, light 
 singing. Insist on "tip-toe" tone. Keep voices in staff. 
 Surround monotones with good singers and encourage them 
 to listen to voices near. These little people should receive 
 daily attention. 
 
 Ear Training — Imitation. Simple tests, the octave, intervals of 
 tonic chord. Recognition of a few well-known melodies. 
 (a.) Tune. Establish .scale, octave and intervals of tonic 
 chord through rote melodies. Point same on ladder. 
 (b.) 'i'inic. Develop sense of rliytlini through gesture. 
 
 Musical Interpretation — Kemler all songs artistically. Tell story 
 of song, biiiiging out picture. 
 
 SECOND YEAR 
 
 Material — Chart i New lvhicati<uial Course). Chart Manual. J\ote 
 
 songs. Supplied. 
 Voice Training — S;iiiic us First \ t-.w. 
 
 Ear Training — Tests in short, simple, rliythmical phrases oi in
 
 208 
 
 tervals of tonic and doininaiit ilif)rds. Recognition of a 
 few new melodies. 
 
 Sight Singing — (a.) 'rune Develop divided scale and intervals 
 of dominant chord tlirou<;li rote melodies and represent, 
 (b.) Time. Rhythmical gesture continued. Lead to re- 
 cognition in song of one beat tone and note, two beat tone 
 and note, one l)eat rest. 
 Chart melodies as outlined. 
 
 Sing and study simple rote songs from picture notation of 
 same. 
 
 Musical Interpretation — Same as First Year. 
 
 THIRD YEAR 
 
 Material — Chart. (New Educational Course.) Chart Manual. 
 New First Reader in hands of children. Rote songs. Sup- 
 plied. 
 
 Voice Training — Same as First Year. 
 
 Ear Training — Recognize melodic phrases, tonic, dominant, sub- 
 dominant chords. Discrimination between two, three, and 
 four-part measure. 
 
 Sight Singing — (a.) Tune. Establish intervals of sub-dominant 
 chord by rote and represent. 
 
 (b) Time. Develop simple forms of three-part measure. Re- 
 peated and thorough study of a few distinctive, typical forms 
 from board. Sing melodies from chart and reader, as 
 outlined. 
 
 Musical Interpretation — Same as First Year. 
 
 FOURTH YEAR 
 
 Material — New First Reader. (New Educational Course.) 
 
 Voice Training — Require strict application of principles already 
 
 taught. 
 Ear Training — More difficult tests. 
 Sight Singing — (a.) Tune. Develop sharp four through rote 
 
 song. Application of principles already mastered. 
 
 (b.) Time. Develop equally divided beat through rote 
 
 songs. ^lelodies studied from Reader, as outlined. 
 Musical Interpretation — Same as First Year. Learn meaning of 
 
 expression marks found in songs studied.
 
 209 
 FIFTH YEAR 
 
 Material — New Setoud Hoader. (-\t.\v Eihualioiial Course.) 
 
 Voice Training — Exercises suggested. 
 
 Ear Training — Same as Fourth Year. 
 
 Sight Singing — (a.) Tune. Further application of sharp four. 
 
 Dcvelnji. represent, apply, flat seven. Rounds. 
 
 (b.) Tinu'. Dt'veh)p unequal division of beat. Melodies 
 
 selected and outlined every month. 
 
 Written work as suggested. 
 Musical Interpretation — Same as Fourtli Year. 
 
 SIXTH YEAR 
 
 Material — New Tliird Reader. (New Kducational Course.) 
 
 Voice Training — Exercises as suggested. 
 
 Ear Training — Same as Fourth Year. 
 
 Sight Singing — (a.i lune. ( liroinatics developed as tliey occur. 
 Two-voice work continued, 
 (b.) Time. Fiftli Year work cuiitimieil. 
 Melodies studied from I'eader. as suggested in month's out- 
 line. Written work as suggested. 
 
 Musical Interpretation — Same ;is Fourtli Year. 
 
 SEVENTH YEAR 
 
 Material — New Fourth Reader. (New Educational Course.) 
 Voice Training — E.\crcises suggested. Use great care in treatment 
 
 of boys' voices. Careful assignment of ])arts. 
 Ear Training — Sixth Year's work continued. Recogni/e nuijor 
 
 and niiiior melodies. 
 Sight Singing — (a.) Tune. Chromatics continued. Three voice 
 
 work developed. 
 
 (b.) lime. Time-problems reviewed. 
 
 Melodies studied from Reader as suggested in monili's cuit- 
 
 line. 
 
 Written work as suggested. 
 Musical Interpretation — Same as Fourth ^ car. 
 
 EIGHTH YEAR 
 
 Material — New Fourth Reader (New Kducational Course). 
 
 Seventh Year work reviewed, if necessary. New problem, 
 develop minor mode. This year should be spent in stiuly- 
 ing beautiful songs, applying principles ])reviou8ly mastered. 
 
 Special attention to musical culture in its broad sense.
 
 THE COURSE IN DRAWING 
 
 The aim and purpose of Art Education, which has its active 
 expression through Drawing, is the development of the child's 
 highest faculties, the awakening of the spiritual side of his nature, 
 by which he will discern all beauty and ultimately that which 
 is behind all beauty — its source — -The Eternally Beautiful. "Art 
 Education gives opportunity for the highest creative activity of 
 mind developed through its self activity, resulting in a trained eye, 
 hand and mind, habits of correct observation, exact and artistic 
 representation, creative power, and appreciation of the beautiful." 
 — C. M. Carter, Denver. 
 
 The one overwhelming argument for public art education is 
 the power which it has of enriching life and adding to human 
 happiness. We see what we look for, and a child whose eyes 
 are opened to look for the beautiful in everything about him has 
 received the best in education. Keeping ever in mind the high- 
 est purpose of art education, work also to secure quick and ac- 
 curate observation, to train judgment, memory, and imagina- 
 tion, and to aAvaken the creative faculty. 
 
 Special attention and care is asked in the representation and 
 development of each lesson that the relation of the work to all 
 other objects may be better undertaken — its relation to literatui'e, 
 history, geography, patriotism, the industries, and human life; 
 its relation to the child's sympathies and afi'ections. The frequent 
 use of the ^Manuals will be of great assistance to the teacher in 
 her preparation for the lesson, containing as they do the sum of 
 the knowledge and experience of some of the best educators. 
 
 To be of the greatest educational value, to get the most from 
 drawing, it must correlate with all subjects taught, geography, 
 history, language, etc. 
 
 Encouragement should be given at all times and great free- 
 dom allowed, but wrong impressions should never be perpetuated 
 nor frivolous nor trifling work accepted. 
 
 Illustrations by the teacher of principles or rendering are 
 allowable, but should be erased before pupils take up pencil or 
 brush. 
 
 210
 
 211 
 
 Special attention is called to the correct position of body 
 and paper, and right holding of pencil and brush, as cramped 
 positions prevent freedom and spontaneity. 
 
 Try to secure thoughtful, yet rapid, drawing, working for cor- 
 rect form rather than for finish or detail. 
 
 Call for class criticism frecjuently, making form and compo- 
 sition rather than finish, the basis. 
 
 In all the branches of the work have in mind the thouglit 
 of Composition. Correct and truthful representation without 
 preceding thought of good composition, whether in nature-study, 
 still-life or in design, ceases to be art and becomes mechanical 
 copy only. 
 
 Historic days and holidays should receive special notice, and 
 the drawing should be of a character suited to the season. 
 
 In the fifth, sixth, seventh and eighth grades the composi- 
 tion and design should help very greatly in the designing used 
 in the sloyd department. 
 
 Drawing materials should be used for drawing only. 
 
 Each month an outline of the work will probably be issued 
 by the supervisor, giving the work more in detail. 
 
 Care in the choice, number and position of objects should 
 be exercised and the observation be direct and uninterrupted. 
 
 Teach pupils as early as possible to prepare and mount their 
 own work, thereby developing manual skill, judgment and artis- 
 tic perception. 
 
 The collecting and mounting by the pupils of good pictures 
 illustrative of any line of work is excellent. 
 
 Art and poetry should go hand in hand; therefore, with 
 each new subject in drawing as a center gather about it the 
 wealth of fact and fancy from poem, history or science that it 
 may become in its highest sense true Art Education. 
 
 PICTURE STUDY. 
 
 Attention is specially called to an outline for use in |ii(tiirc 
 study. 
 
 If possible, it is desirable that a place may be given to the siili 
 ject once a month. 
 
 Happily our school buildings are becoming more and more tin- 
 homes of copies of fine works of art. and our cliildrcn niu.st
 
 212 
 
 grow to liavc an intelligent appreciation of them and a 
 wider knowledge of the great artists who produced them. 
 Hamilton W. Mabie says: 
 
 "The development of the imagination, upon the power of which 
 both absorption of knowledge and creative capacity de- 
 pend, is therefore, of supreme importance. The richest and 
 most accessible material for this highest education is fur- 
 nislied by art * * * The material upon which this 
 greatest power is nourished is specially furni.shed by the 
 works which it has created. The eye is trained to discern 
 the line of beauty by companionship with works in which 
 it is revealed with greatest clearness and power. 
 
 For hints on picture study read "Pictorial Composition," by 
 Henry Poore; Miss Emery's "How to Enjoy Pictures," and 
 "How to Judge of a Picture," by John C. Van Dyke. Also 
 "Art for the Eye," by Ross Turner. This last is helpful 
 in giving suggestions of good pictures and casts suitable 
 for school rooms. 
 
 It will be helpful and interesting to get the child's idea of the 
 picture before it has been discussed or before it has been 
 "studied" or the name given. This can best be done by 
 writing in the higher grades. Each room should be en- 
 couraged to collect and movmt reproductions of the works 
 of the best artists. A portfolio may be made to hold them 
 and may be fastened in some convenient place. This is 
 much better than to keep small pictures fastened about 
 the room. 
 
 "The prime function of picture study in the school room is to 
 teach the children how to see the idea in the depicted form: 
 and how, when they have found it, to develop it, gather- 
 ing around it as a center their own impressions and emo- 
 tions, enriching it with their own contributions and enrich- 
 ing themselves in turn by their realization of the artistic 
 power of insight and imagery, by a comprehension of his 
 message, by an intelligent appreciation of his art." 
 
 For helps in picture study — The Perry Magazine, blasters in Art, 
 International Studio, and School Arts Book. 
 
 For school room decoration, pictures and casts, catalogues from 
 the best firms are useful. 
 
 The Berlin Photographic Co., 14 E. 23rd St., Xew York. 
 Frank Hegger (Photographer), 228 Fifth ave., Xew York. 
 Prang Educational Co., 646 Washington st., Boston. 
 Fitz Roy, Printer, 45 Joy st., Boston.
 
 213 
 
 p. P. Caproni & Bros., 8 XewcoinV) st., Boston. 
 W. H. Pierce & Co., 352 Wu-sliingtou st., IJoston. 
 
 Assignment of Work 
 FIRST YEAR 
 
 Prang's Text Book of Art Kdiuation, Book I, will be used as a 
 guide. 
 
 Illustrative Drawing The most important line of W(jrk in tlic 
 first two grades is the illustrative and imaginative draw- 
 ing. This gives an opportunity to utilize, in the sehotd 
 room, the experiences gained by 1;he child in the outside 
 world. The personal expression of the child is what we 
 value rather than scientific accuracy. Let the work be 
 spontaneous, but gradually correct false impressions. 
 When possible, precede the actual drawing by dramatic 
 action. 
 
 Pose Work — Draw from the model. Teach back view, front 
 view, and side view. Draw children running and jumping. 
 
 Nature Work — Draw Howers, leaves, fruit, grasses, and weeds. 
 
 Landscape — Simple studies of sky and sea and ground. Study 
 trees. 
 
 Still Life — Draw toys. 
 
 Design — Develop rliythm and repetition. Make simple borders. 
 
 Color Study — Teach the spectrum colors, using the prism. Use 
 colored crayons or water colors in tin- study of plant life, 
 landscape and illustration. 
 
 Picture Study — Occasionally have a Picture Day. when the chil 
 dren may bring and enjoy those |)i(tuns wliidi appeal to 
 their sympathies or imagination. 
 
 SECOND YEAR 
 
 I'rang's Text Book of .\rt Kducat ion. Hook If. 
 
 The outline is similar to that of the First \'ear, but calls for 
 better form and rendering.
 
 214 
 THIRD YEAR 
 
 Prang's Text Book of Art Education, Book III. 
 
 Emphasize careful placing and good space filling. 
 
 Nature-Study — Use pencil, ink and water color in representing 
 flowers, fruit, vegetables, weeds and grasses. 
 
 Still Life — Draw toys, hats, caps, Japanese lanterns and simple 
 kitchen utensils. 
 
 Design — Develop rhythm and repetition. Give opportunity for 
 individual choice, selection and invention with a few lines. 
 Paint simple borders and surface patterns. Apply the de- 
 sign to the decoration of book covers. 
 
 Continue the landscape work and tree study begun in the first 
 two years. 
 
 Have Picture Days, and teach the pupil something of the lives of 
 the great artists. Stimulate his imagination and enrich 
 his memory with good poems and literature. 
 
 FOURTH YEAR 
 
 Prang's Text Book of Art Education, Book IV. 
 
 Nature Work — -Drawing sprouting plants, budding twigs, flowers, 
 and fruit on the branch. The shape of the paper used 
 should suggest the model. 
 
 Animal Study — Bring a bird, a rabbit, or any pet to school for 
 the drawing lesson. Use pencil, ink and water color. Study 
 pictures of animals. 
 
 Design — Place simple designs within a circle or a rectangle. Se- 
 cure good space divisions. Plan borders and book cover 
 decorations, using animal forms. 
 
 Landscape — Collect interesting pictures. Discuss shapes and 
 space divisions. Make simple compositions, using pencil, 
 ink and water color. 
 
 Still Life — Draw hats, caps, tools, and simple kitchen utensils. 
 
 FIFTH YEAR 
 
 Prang's Text Book of Art Education, Book V.
 
 215 
 
 Nature Work — Study leaf perspective. Draw flowers, fruit, veg- 
 etables, and grasses. Strive to secure interesting arrange- 
 ment and good space divisions. 
 
 Still Life — Perspective of cylindric objects. Draw simple; kitchen 
 utensils, studying handles, spouts and rims. 
 
 Landscape — Similar to that of the Fourth Year. 
 
 Pose — Use pencil, ink and flat tones of water color. Draw from 
 the model and from memory. Collect pictures to aid in 
 posing the model. 
 
 Design — Plaids, rosettes and borders. Plan patterns for vases 
 and bowls and decorate. 
 
 Color — Make scales of gray and scales of color. Apply simple 
 color schemes to the decoration of vase forms. Interest 
 the class in the history oi pottery. 
 
 SIXTH YEAR 
 
 Prang's Text Book of Art Education, Book VL 
 
 Mature Work — Leaf perspective. Draw flowers, fruit on the 
 branch, and common weeds, placing the studies within a 
 frame. Secure interesting space divisions. Much of the 
 work will be decorative in treatment. Use pencil outline, 
 ink silhouette, flat tones of charcoal gray, and simple 
 color schemes. 
 
 Pose — Continue the work of the Fifth Year. Begin with ink 
 silhouette and follow with pencil outline, pencil and ink 
 combined, and tones of gray with one color. Take care- 
 ful pencil measurements. 
 
 Still Life — Study the perspective of cylindric and simple rect- 
 angular objects. Draw common objects singly and in 
 groups. Collect pieces of beautiful pottery to draw. Secun- 
 good compositions. Finish in Mat tones of gray i>r usi- a 
 simple color sclicme. 
 
 Design — Teach balance and rliytlini. Make designs within rect- 
 angles, using straight and curved lines. Make all nvcr 
 patterns, using straight and curved lines. .Make pattcrn-s 
 using abstract spots. Also, work troni nature to the ali 
 stract.
 
 216 
 SEVENTH YEAR 
 
 Prang's Text Book of Art Education, Book VII. 
 
 Nature work — Continue the work of the preceding grades. Ex- 
 press in line, dark and light, and color. 
 
 Perspective — Study of cylindric and rectangular objects. Draw 
 books and bo.xes at dilTerent elevations and angles. Dis- 
 cuss pictures of streets, houses and interiors. Formulate 
 simple rules and definitions. Draw simple groups of com- 
 mon objects. 
 
 Design — Any drawing in which special attention is paid to the 
 composition, the pattern, or the space divisions, is a 
 design. Develop rhythm, balance and harmony. Make 
 borders and surface patterns, using lines and abstract 
 spots. Translate nature forms into terms of line. Apply 
 the best designs to simple articles of immediate use. 
 
 Color — Study color harmony in nature, in textiles and in prints. 
 Make, color scales. Apply simple color schemes to designs 
 and all compositions. 
 
 EIGHTH YEAR 
 
 The outline is similar to that of the Seventh Year. 
 
 In both grades accurate and rapid sketching of models must be 
 required, and time limits be given. 
 
 The Color Study should be of subdued tones, rather than of 
 bright colors. Teach color harmony and develop good 
 taste. The work in design in this grade, as in all grades, 
 should be creative rather than imitative. 
 
 In studying the history and geography of a people learn some- 
 thing of their art, ancient and modern, their manufacture 
 of textiles and porcelains, glass or jewelry. 
 
 Require illustrative work in all subjects taught. 
 
 Cultivate the pupil's love of nature through the study 
 of beautiful poems and literature. 
 
 Give him a broader knowledge by teaching him something about 
 the great artists and their work — Raphael. Michael An- 
 gelo, the men who are decorating the nation's great build- 
 ings, and making poems in glass. 
 
 Give him a liberal education through the right study of Art.
 
 BOOKS AND MATERIALS TO BE 
 PURCHASED BY PUPILS 
 
 Arithmetic, State Series. 
 
 First Book Ill BA, IV BA. V BA . . .$ 35 
 
 Grammar School VI BA, VII BA, \^1I BA 60 
 
 Copy Books, Barnes Natural Slant. 
 
 No. 2 Ill B 07 
 
 No. 3 Ill A 07 
 
 No. 4 I\' BA 07 
 
 No. 5 V BA 07 
 
 No. 6 VI BA 07 
 
 No. 7 VI A 07 
 
 Copy Books, New State Series (After Jan. i, 1908). 
 
 No. I Ill BA 
 
 No. 2 IV BA 
 
 No. 3 V BA 
 
 No. 4 VI BA 
 
 No. 5 VII BA 
 
 No. 6 VIII BA 
 
 Dictionary, Webster (N^w Standard) V BA. VI BA. VII BA. 
 VIII BA To 
 
 English, Steps in, State Series. 
 
 Book I Ill HA. I \' HA. \' I^\ ... 3.^ 
 
 Book II VI HA. \ll HA. \I1I HA. F,^ 
 
 Evangeline, Riverside Ed VII A 15 
 
 Geography, State Series. 
 
 Introductory Book IV BA, \' BA 64 
 
 Grammar School VI BA. VII BA. VIII B.\ 1 20 
 
 Geometry, Wentworth & Hill. . . VIII BA 70 
 
 217
 
 218 
 
 History, State Series. 
 
 Introductory Book VI BA 55 
 
 Advanced VII BA, VIII BA 95 
 
 Note Book (Ivanhoe) Part 1,U. S 35 
 
 Lady of Lake, Scott. 
 
 Pocket Classic Ed. or VIII B 25 
 
 L. Du Pont Syle Ed .35 
 
 Miles Standish, Riverside Ed VII B 15 
 
 Music, Educational Course. 
 
 First Reader IV BA 30 
 
 Second Reader V BA 30 
 
 Third Reader VI BA 35 
 
 Fourth Reader VII BA, VIII BA 40 
 
 Physiology, State Series VII A, VEII B 49 
 
 Readers, State Series. 
 
 Primer I BA 25 
 
 First Reader I A, II B 29 
 
 Second Reader II A, III B 35 
 
 Third Reader Ill A, IV B 50 
 
 Fourth Reader IV A, V BA 60 
 
 Readers, Heath. 
 
 Primer ." . . . I BA 25 
 
 First Reader I A, II B 25 
 
 Second Reader II A, III B 35 
 
 Rip Van Winkle, Irving. 
 
 Riverside Ed. or VII A 15 
 
 Popular Library Educator Ed '. 10 
 
 Snow-Bound, Riverside Ed VTI B 15 
 
 Speller, State Series. 
 
 Book I Ill BA, rV BA, V BA ... 24 
 
 Book II (After Jan 1, 1908) .VI BA, VII BA, VIII BA 
 
 Training for Citizenship, Smith . . VIII A 1 00 
 
 Miscellaneous: Note Book, Ruler, Composition Book (1st to 4th 
 Grades, first quality paper, 9-16 inch ruling), Compass, 
 Triangle [when needed].
 
 219 
 
 Drawing Department. 
 Crayola (Los Angeles Selection No. 8) 05 
 
 Milton Bradley B I Water Color Box with No. 7 Bradley 
 Brush Not to exceed 30 
 
 Or Prang Color Box, Set No. 3 "A" with No. 7 Prang 
 Brush Not to exceed 30 
 
 Pad, Milton Bradley, Gray Paper, 16 sheets 05 
 
 Pad, Milton Bradley, No. 20 White Paper, 24 sheets 10 
 
 Pad, Standard White Paper, No. 309, 30 sheets 10 
 
 Portfolio 
 
 Pencils and Crayons to be used in Drawing Department. 
 (Not to be bought by pupils.) 
 
 1st Grade Black Crayon 
 
 2nd Grade Black Crayon 
 
 3rd and 4th Grades Eagle Draughting No. 314 
 
 5th 6th, 7th, and 8th Grades Eagle Standard 
 
 Domestic Science Department. 
 
 Note Book, Spool Thread, Aluminum Thimble, Paper Need- 
 les, Apron, Cap, Oversleeves, Towel, Holder.
 
 Los Angeles City Schools 
 
 Official Directory, 1907 
 
 General Office, Chamber of Commerce 
 Building, Rooms 417 and 418 
 
 CITY BOARD OF EDUCATION 
 
 JUyEPH SCUTT President 
 
 N. S. AVERILL Secretary 
 
 MELVILLE DOZIER 825 West Eleventh St. 
 
 H. W. FRANK 337 South Spring St. 
 
 J. M. GUINX 5539 Monte Vista St. 
 
 ROGER S. PAGE . . .340 Wilcox Building. Second and Spring Sts. 
 
 JOSEPH SCOTT 707 Equitable Savings Bank Building. 
 
 F. W. STEDDOM, M. D. . . .428 Trust Building, Second and Spring 
 
 Streets. 
 FIELDING J. STILSON ...305 H. W. Hellman Building. Fourth 
 and Spring Streets. 
 
 STANDING COMMITTEES 
 
 Finance — Frank, Stilson, Dozier. 
 
 Biiilding.s — Guinn. Stilson, Frank. 
 
 Teachers — Dozier. Page. Guinn. 
 
 High School — Page. Dozier, Steddom. 
 
 Insurance — Stilson, Frank. Steddom. 
 
 Course of Study — Steddom, Guinn, Page. 
 
 Purchasing — Stilson. Guinn. Page. 
 
 Manual Education — Guinn. Dozier, Steddom. 
 
 220
 
 221 
 
 Janitors — Fraiil-;. Stcddoin. (aiiiiii. 
 Rules— Page, Stilsoii. Dozicr. 
 Distribution— Stilson. Krank. Dozier. 
 Health — Steddom, Dozier, Frank. 
 Civil service — Dozier, Stilson. I'age. 
 
 E. C. MOORE. I'll. 1) Superintendent. 
 
 J. B. MOXLLX Deputy Superinten<lent 
 
 M. C. BETTlX(iER Assistant Superinten<lent 
 
 FRANK F. BUXKER Assistant Superintendent 
 
 Grace Kingsley, Superintendent's Clerk. 
 
 Lulu Scott, Superintendent's Clerk. 
 Ellen (J. Scott, Superintendent's Clerk. 
 
 ?"stlier A. Xewlin, Bookkeeper. 
 Minnie Brown, Assistant Bookkeeper. 
 
 Wni. Downie, Foreman 1350 San -lulian St. 
 
 C. A. Chariton. Assistant Foreman 13.50 San -lulian St. 
 
 F. S. Thomas, Supply Clerk 13."i(t San .lulian St. 
 
 Regular meetings of the Board will he held at the Ceneral 
 Office, Rooms 444-5 Chamber of Commerce Building, on the second 
 and fourth Mondays of each calendar month, at 7:30 o'clock p. m. 
 
 The Finance Committee will meet in the Secretary's otiice on 
 Fridays preceding the regular nu>etings of the Board, at 3:30 
 p. m. All claims not on lilc mi Thursdiiy preceding said day will 
 be laid over until next meeting. 
 
 OFFICE HOURS FOR SCHOOL BUSINESS 
 
 E. C. MOORE, I'll. D.. Superintendent Othce. 
 
 School day.s, 8:30 to !»:30 and 4 to 5: Saturdays !t to 12. 
 
 .1. i;. MOXLCX, Deputy Superintendent ( »llice 
 
 School days, 8 to and 4 to 5: Saturdays ',) to I'J. 
 
 M. C. BETTIXGER, Assi.stant Supcriiiten.lent OHice. 
 
 School days, 8 to 9 and 4 to 5: Saturdays 9 to IJ. 
 
 KRAXK F. ]?IXKER, Assistant Superintendent Olfice, 
 
 School days. 8 to !• and 4 to 5; Satindays to 1_'. 
 
 X, S. AVKini.L. Secretary . <»Hice. 
 
 S to 1-2. and 1 to .").
 
 222 
 
 MELVILLE DOZIER Board Jluoma 
 
 Fridays, 3 to 4:30 p. m. 
 H. W. FRANK Board Rooms 
 
 Fridays, 3 to 4:30 p. ni. 
 J. M. GUINN Board Rooms 
 
 Fridays, 3 to 4:30 p. m. 
 ROGER S. PAGE .Board Rooms 
 
 Fridays, 3 to 4:30 p. m. 
 F. W. STEDDOM Board Rooms 
 
 Fridays, 3 to 4:30 p. m. 
 FIELDING J. STILSON Board Rooms 
 
 Fridays, 3 to 4:30 p. m. 
 
 JOSEPH SCOTT Board Rooms 
 
 Saturdays only, 8:30 to 10 a. m. 
 
 The members of the School Board do not wish to transact 
 school business outside of the hours indicated above.
 
 INDEX 
 
 Arithmetie. Course in 130-177 
 
 Column Addition 132-140 
 
 Subtraction 140-141 
 
 Long Division 141-142 
 
 Division of Decimals 1 43 
 
 First and Second Years 143-145 
 
 Third Year 145-147 
 
 Fourth Year 147-155 
 
 Fifth Year 155-158 
 
 Sixth Year 158-168 
 
 Seventh Year 168-176 
 
 Eighth Year 176-177 
 
 Books and ;Materials to lie I'liniiased Ijy Pupils 217-210 
 
 Civics, Course in 94-96 
 
 Domestic Science, Course in 203-204 
 
 Sewing : 204 
 
 Cookery 204 
 
 Drawing, Course in 210-210 
 
 Geography, Course in 07-120 
 
 Map Locations 08-109 
 
 Map Study 109-1 13 
 
 Content Units 113-126 
 
 Apportionment by Years 126; 129 
 
 Geometry, Assignment to 176-177 
 
 History, Course in 81-96 
 
 Second and Third Years 81-83 
 
 Fourth Year 83-85 
 
 Fifth Year 85-87 
 
 Sixth Year 87-88 
 
 Seventh Year 88-94 
 
 Eighth Year 94-96 
 
 Kinder'^arten. Course in 8-10
 
 224 
 
 Language, Composition, and (ii;iiiiiii;ir 43-65 
 
 First Year 44-46 
 
 Second Year 46-49 
 
 Third Year 49-53 
 
 Fourth Year 53-56 
 
 Fifth Year 50-59 
 
 Sixth Year 59-61 
 
 Seventh Year 61 -04 
 
 Eighth Y'ear 64-05 
 
 Manual Training, Primary Course 11-14 
 
 Course in Advanced Years 198-202 
 
 Card Board Construction 199-200 
 
 Sloyd 200-202 
 
 Morals and Manners, Course in 76-80 
 
 Music, Course in 205-209 
 
 Nature Study and Physiology, Course in 178-195 
 
 First and Second Years 183-186 
 
 Third Year 186-188 
 
 l-'ourth Year 188-190 
 
 Fifth Year 190-192 
 
 Sixth Year 192-193 
 
 Seventh Year 193-194 
 
 Eighth Year 195 
 
 Officers and Office Hours 220-222 
 
 Penmanship, Course in 66-70 
 
 Physical Training, Course in 196-197 
 
 Physiology — See Nature Study 
 
 Program, Suggestions on 5-7 
 
 Reading and Literature, Course in 15-42 
 
 First Year 21-24 
 
 Second Year 24-j:7 
 
 Third Year 27-Ji:> 
 
 Fourth Year 29-32 
 
 Fifth Year 32-34 
 
 Sixth Year 35-37 
 
 Seventh Year 37-40 
 
 Eighth Year 40-42 
 
 Schediile of Time Allotment 5 
 
 Spelling, Course in 71-75 
 
 Time Allotment 5
 
 
 ^7 (/Q 
 

 
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