ag oad en pena mb a a pee ee ENTS OF RICH > \ PRES aaf Suggestive Out 1 d a ou of Courses of Stud a s Elementary Gal es \A\x~ Return this book on or before the Latest Date stamped below. A charge is made on all overdue books. University of Illinois Library [ iiee Meals wes, UNIV ERSITY OF ILLINOIS Ln cpeeti ra ene pRESIDENT'S OFFICE: ONIGTING TOOHOS ONINIVUL JDSTION- TWNYON ALV.LS NVDIHOIN THE MICHIGAN STATE NORMAL COLLEGE _ TRAINING SCHOOL DEPARTMENT UNIVERSITY OF ILLINOIS aon on ese aerm™ oe eee ao PRESIDENT'S OFFICE. Suggestive Outlines of the Courses of Study as followed in the Kindergarten and Elementary Grades 1908--1909 Oh pine a ea COPYRIGHT, 1909, By Pa eit | _ DIMON H. ROBERT yy Si i. te Ae Se ged) wth 4 iP U 27 MW Ay Qh BE Olniow Or The following outlines of the courses of study for the Kinder- garten and Hlementary Grades are merely suggestive of some of the work which the teachers are striving to put into practice. As these outlines are revised from time to time it is hoped that they will continue more nearly to represent the ideal course of study for the elementary school. The work represents the combined efforts of the Training School Faculty and the Heads of the various college departments. The outlines for the different subjects represent a compilation of the courses for the various grades by the Training Teachers themselves, and comparatively little effort ‘has been ex- pended in reducing them to a stereotyped form for all grades. It is hoped that they may be of use to student teachers and others as suggestive of the work to be done. FACULTY OF THE TRAINING DEPARTMENT Lom ONHG; Aye President of the Michigan State Normal College DIMON H. ROBERTS, A.M. Superintendent of the Training Department FOIL A st DAMS ymca ries kets sate pom Supervisor of Kindergartens TIMLENEUICNEIP oj eine cope tes hee Director of Normal Kindergarten POET HH OURON cs sa, eaten Waren Director of Woodruff Kindergarten MARGARET: BE WISE, M.Pp. 22, .4% Training Teacher, First Grade PMLA, UR oP AOR SON wt mu o cicre o ae 7 ‘“ Second Grade PLORENCH -GILLILAND,” BS akc ° ‘¢ — Third Grade MARGARET I, MILLER, PH.B...... * ‘‘ Fourth Grade PLEA MO WWILSON 82D uw cen ots : = Fifth Grade XBIGATICE: (ROR MOE DE hie eG tf i Sixth Grade PRARTACTARK T.-H: Gin vaniers aoe dg: ‘* Seventh Grade SHDNA LS OOK. tebe so teen” 4 ‘‘ Highth Grade HorE BARR PHET, A.B..... Acting ‘ fc ee 4 HOSS O. HEDRED, (A aD suede yaks vie e wie Principal of High School MLV RTIS CA LLUP inn see ait ciniert wich ale are ates Assistant in High School ALICE TA BOARDMAN. Jos. 2.0006 os Supervisor in Manual Training RESELL AH) BARBERS Oni sen ka Assistant in Manual Training BUSAN «L,) BYRNE 2 vid ones Acting Assistant in Manual Training GRACE FM URLERG a6 sour ve Supervisor in Domestic Science and Art MLL OTA S5 DE VEEN SO Nadie nee Pee eine Assistant in Domestic Art CinpE HS POSTER Ac. view Share teas ea eee Supervisor in Music MEVIAN SGI LIOIN cyte a eon eee eee a rete | mre Assistant in Music BERD A ASOODISON dsm oe s,s yee kate oleratd Bos Supervisor in Drawing ONES OLA Roc gger oat eae wee Supervisor in Physical Training *Absent on leave. < Pome THE KINDERGARTEN The work of the kindergarten is carried on along two lines running parallel with each other — institutional life and life in nature. The first institution considered is that of the home. ‘The child’s own home is taken first, and especial attention is given to the mem- bers of his family — the mother, father, and children — and to the duties of each. Along with this, the nature families are noticed — such as the animal and bird families—and their preparation for winter. The coming together of several families at Thanksgiving time for the purpose of praising God and thanking Him for the winter comforts and supplies, shows a larger grouping. The work with the family relationship culminates at Christmas time in the thought of the one Ideal Mother and Child. The child, viewing the work of the fall in retrospect, sees him- self as a member of a new form of society —the school—and feels the relationship of the school to the home. From the consideration of the occupations of the fathers in the different families, the point of departure is found for the wxzversal trades. A few of the trades most familiar to the child are consid- ered. The interdependence of each on all and all on each is emphasized, ‘These occupations and trades of the members of the community in which the child lives are also carried on in other towns and cities, thus showing the universality of the trades and gradually leading the child to see a larger interdependence shown between community and s¢fafe. From the protection and bravery of the fireman and policeman of the home town, the child is led to see how the soldier protects the state and country. The patriotic feel- ing is further developed through the ideal soldier. All of these experiences together with the mystery and beauty of awakening life in the spring prepare the child for a more con- scious feeling of the final source of good. He begins to see that all 6 COURSES OF STUDY these provisions are the result of love—the manifestation of God’s love. He becomes conscious of God’s providence for himself and nature, and begins to feel a dim sense of gratitude or love for all of these wonderful things in nature. He is now ready for the ideal institution of society symbolized by the Church—which includes all men. ENGELS H The mother tongue is perhaps of greater importance than any other subject in the elementary school, embracing as it does the various branches of reading, literature, language, composition, spelling, and writing. It is the general aim of these courses to introduce the child to the best reading and literature suited to his age and development, and so to interest him in the good that high ideals of life will be constantly before him. Reading and literature are inseparable, the one being necessary to the best interests of the other. Natural expression in reading is fundamentally based upon literary interpretation, and only selections of literary merit have a place in the reading selections. ‘The read- ing should be both intensive and extensive, and may frequently have some connection with history, nature study, geography, and other school subjects. Much emphasis should be laid upon having the children form clear mental pictures of the selections read ; for upon this depend natural expression, interest, and a love for litera- ture. Children should be required to memorize choice selections of prose and poetry. Care is needed in not exacting too much at a time, but with discretion the child will come to delight in this kind of work and it becomes the source of the very best culture. The children should also frequently hear good reading by the teacher or by the very best readers in the class in order that the spirit of the same may leave its impression. Frequently, also, the teacher may tell enough of the story to be read so that interest will be aroused and the child’s own activities stimulated. The correct use of language is not to be taught so much by special lessons along technical lines as by the proper correlation with all subjects of study in each grade. It should never be for- gotten that the surest test of clear and definite understanding in any subject is the ability to express the thought clearly in speech or in writing. In this sense reading, arithmetic, geography, history, and other subjects should all be laid under contribution to 8 COURSES OF STUDY instruction in language. While the teacher should encourage spon- taneity of expression and free play of thought and feeling, all errors in either oral or written exercises should receive constant attention. There is no need of devising examples in false syntax ; prevailing errors in each grade will be sufficient as a basis for this work. Teachers should be on the alert for errors, and by persistent and repeated corrections from grade to grade help the child to acquire the hadit of using pure English. This is the most important phase of method in all general language work. Good spelling is an important aid to the best work in all sub- jects. It is very closely associated with reading and language in the primary classes, and receives attention as a separate subject in the other grades. Spelling lists, the words of which are chosen from the child’s vocabulary in each grade, constitute the main basis for such work. The children construct their own spelling books from day to day, and these are used for special study and review lessons. Special lessons in penmanship are introduced as needed through- out the different grades. In these lessons hygiene, legibility, and speed are emphasized in the order named. ‘That we may get the best results along this line, only the best work is ever accepted in all written exercises. Special drills amount to little unless applica- tion of the principles learned is insisted upon at all times. PUR OS T° GR OACD ES READING A genuine desire on the part of the child to learn to read is the only basis for a truly educative starting point. When a child has this he almost solves for himself the problem of surmounting the difficulties in beginning reading. Without this desire he forms the habit of merely calling words, and finds even this very difficult. Therefore the aim of the primary teacher is to awaken in the child the desire to learn to read, if it has not been awakened, and to keep the desire thoroughly alive when it has once been aroused. She does this in various ways : Reading stories occasionally, not always telling them. ENGLISH 9 Awakening an interest in nature study and history and then referring to the book for information the child is anxious to get, thus showing him that the power to read opens up new pleasures. Furnishing library books which the child may carry home to have father or mother continue the story begun in the school. The teacher must recognize the fact that there is considerable drudgery for the child in the mastery of symbols, and strive to re- duce this to a minimum. Two twenty minute periods daily are given to reading work in this grade. Method. The Combination Method is used. This takes the best elements of the Sentence or Thought, Word and Phonic methods, with the Sentence predominating. Dramatizing. Use of Script. Script is used exclusively in the first reading work. The reasons are : The subject matter can be shaped at the teacher’s will. The limited amount that can be put before a class at any one time does not tend to confuse or discourage, as may the larger amount of chart or book. The teacher can more effectively meet individual needs, making the lesson include many repetitions of a trouble- some word. Script is more easily made than print, thus enabling the teacher to put more work on the board and to utilize words as fast as learned in all possible combinations. Books are cumbersome for the child to handle. The child must reproduce the words, and the written form gives him the one he will use all his life. The list of words which the child masters, in a way takes care of itself, growing out of plays, the statement of interesting facts observed in nature study, and the reproduction of stories. This selection of words includes in general : Common nouns, verbs (particularly action verbs) and idioms constantly demanded in oral speech. 10 COURSES OF STUDY The reading matter to be taken up later in books. While the reading book guides in the selection some- what, the order in which the words are introduced in the book is not necessarily followed. The very first words introduced are those which express action: e.g., run, hop, skip, jump. This work permits much freedom of movement and exercise of the play spirit. Imaginary stories and conversational lessons have an important place. Use. Emphasis is put only upon words the child needs to use con- stantly. Every lesson has a beginning and an ending. Its sentences are naturally related, not brought together at random for the purpose of reviewing or drilling upon words. Reading from the book. Books are introduced as soon as the children have gained power quickly and accurately to master written symbols and can read easily and well the script stories put upon the board. The length of time required for this preliminary step is determined entirely by the ability of the class. The printed lessons to which the children are first introduced contain only those words with which the children have long been familiar in script. Later when new words appear, the daily reading lesson is divided into two periods: Word study Reading proper. Word Study. New words are introduced during a sketch of the story and are written in several sentences which supplement the printed lesson. Reading proper. The reading is studied under the direction of the teacher, taken up first sentence by sentence, then in larger portions. | Thought is emphasized over and above words, and a discrimi- nation is made between mistakes of a vital importance and those ENGLISH 11 which do not alter the meaning. If a child calls ‘‘the’’ ‘‘a’’, he is not interrupted, but permitted to finish his sentence. If his mistake completely changes the thought, he is halted at-once and given definite help. No one book is read from cover to cover, but stories are selected which are most enjoyable and best suited to the needs of the children. Readers. Sunbonnet Babies’ Primer. Folk-Lore Primer. Art-Literature Primer. Stepping Stones to Literature—First Reader. Cyr’s Primer. Cyr’s First Reader. Cyr’s Advanced First Reader. Arnold Primer. Holton Primer. Wheeler Primer. Child-Life Primer. Brooks Primer. Outdoor Primer. Overall Boys. Wide Awake Primer. Wide Awake First Reader. Bender Primer. Horace Mann Primer. Child-Lore Dramatic Reader. Reference Books. How to- Teach’ Reading 1... fick oes fads oe eal oo eae fon este lne go pt Clark Reading and Literature.............. New York Teachers’ Monographs Wayinarks for Teachers... o,%:. cccieine's any sm sie edi sie'p ¢ sti'sia pines oma: Arnold Special Methods in,;Primary Reading................0..eseee. McMurry LITERATURE AND LANGUAGE. The language work in the first grade is almost entirely oral and may be classified in the following groups : Conversational lessons Stories The child’s own experience. iw COURSES OF STUDY In the conversational lessons the child gains new ideas or clearer conceptions of old ideas. The new truths become his own and he incorporates into his language words to express them. Hase and fluency are gained by giving the child repeated op- portunity to talk. ‘The first stories he is called upon to reproduce are short and full of action. They are mostly fables and anec- dotes, such as: The Dog and his Shadow The Wind and the Sun The Dog in the Manger The Lion and the Mouse. Mother Goose rhymes are also used. Later, when longer stories are introduced, the lesson—whole may be but one unit of the story, that is, enough of the story to form a complete picture. Many stories are enjoyed without being reproduced. Imitation plays a very important part in the work. When a mistake in English occurs the teacher suggests the correct form and the child accepts it as his own, without interruption in thought. A very little written work is required, and this is mostly the copying of sentences dictated by children. Reproduction of read- ing lessons and history stories, descriptions of material used in nature study, and the daily weather reports furnish an abundance of material for this purpose. Capitalization and simple punctuation are taught. The first time a child copies a sentence his attention is called to its capitalization and punctuation. The first time he writes his name, one use of the capital letter is established. Story Books. Mother Goose ‘Villaged og ia cites tec ks Deh cd ech Bigham Merry Animal Tales yi cok oo itmaie Pa cele hat ee ec nee Bigham ar Story and ah POs oe eee eG tele eae Meee at ee Oeee O Harrison Evuppinison Crusoe: i512" ase ta Garae tie a ae Adapted by Lida B. McMurry How 'to Tell Stories to Children 7 cegass eck nesines met davon eee Bryant Stories to Tell to Children, 79.00 cp fouct. ooe aheon. lens eae Bryant Mother Stories........ Gh BONS hike oe CLEC baer ea teen Lindsay More Mother Stories (06705 200 iia ee ee eee ae .... Lindsay e, ENGLISH 13 Re Cis irenss BOOKMI 6 tial a otis 22 alae wed vip a Sumls haa Paces we Gerdes Scudder Pe HESS OIB NY 1NULOWS oa Serie oe ica his bi LRA Ee he Sad es ok be ee: Richards Wiwas Luce Nieit DerOre: CHIISlIN AS ees ye We ong heres ettns heat ie Moore WN ALHME Mt Giant Tek Wee cn Pcie ee Os te Pad pees Maas eee Dir se WOOKE PRicutOny EOUlen a ela at eee tS Oa ee nla Sone moe ke Wiggin Fates ance Ole SUOt edn nieces ta elk oa ee x habe Bisa ie Scudder More none nieces LLOUIN tee oid « etang eh he uaee Puke ee Bailey pees oil? SCOLIES taht eee ay wd Gey he cl Pe he Ua eae eG Miller Boston. Coblecttouof Storiess., 0.0 jin c ee belek oF wee wets cs coed Ham met GIA SLOTLOS 2,730 Cais ina eite hak na cule. Owe nae tk a beers wen ANGeTSON Pree ith ce OEIC Twenga rc ein ns ae ca eaee Fee ae Poulsson PGI Va Rete re a nea he eae ee ee tr eee ass tata dlate oie pw eee eS Andrews Pewee Wonderand.( selections) (snk... Ves beeen te yh eae eee Carroll Le ALES Ste ails! Cardeiae ae cle mile Ieee see Obie es be Ral We eile ene ae Grimm PMLCL aCe PISA DALGSh ae a ho at Ad oo Die doe x okra ky hig Leehiwn doa Be ere tok ar tae Hofer The Story Hour (Magazine) PHONIC WORK During the third quarter some phonic work is introduced. This consists of : Consonant sounds—each new sound being taken from well-known written words. Simple word building: Phonograms that are words in themselves; e.g., an, at, it, in, all, and, eat, etc., and general phonograms: -ing, -ank, -ight, -ick, etc. SPELLING ” The simplest and most commonly used words are mastered in connection with word study and penmanship. The children make small dictionaries for themselves. Original reports dictated by the children and written by the teacher are used for copy work. A little independent written work is required toward the close of the year. PENMANSHIP Blackboard Work. The blackboard is used almost exclusively. This keeps the work under the personal supervision of the teacher. 14 COURSES OF STUDY It frees the child from the difficulties of a set position and the control of a small instrument. It emphasizes form and movement and encourages large free work. Copy. In the beginning a copy is set over each child’s portion of the board. This saves his eyes from the strain of accommodation to near and far work, which is greatest when the form is new. Movement. Broad chalk pictures, e.g., fences, balls, etc., to get curves, horizontal and vertical directions and free movements. Tracing in the air, following the teacher’s large copy. This gives free movement and some sense of form. Attention is not attracted to the control of the fingers, and the child uses the larger muscles over which he has already gained a mastery. Introduction of letters. Letters are selected from well-known words. The order of their introduction is guided by: Simplicity Those needed in reading. No set order which looks to the technical difficulties is fol- lowed, but rather the child’s need for expression is satisfied. However, while doing this, it is possible to select such words from the reading as will present the easiest letters first. Capital letters are introduced in connection with the children’s names. Paper and Pencil. Unruled paper and sketching pencils are used. Toward the close of the year ordinary ruled paper is introduced. SEC ON De G Re READING The formal work of teaching symbols and mastering the technicalities of reading in the First Grade is continued in the ENGLISH ee Second Grade. Books are used almost exclusively here and imagi- native stories, fables, fairy stories, legends, myths, and folk-lore are given in simple words to secure easy and natural expression. Script is used in developing new words and phrases. Sentences for drill in expression are selected from the story and written upon the board, affording each child an opportunity to give his own in- terpretation of the thought. When studying stories in which there are opportunities for action, the children dramatize them according to their own interpretation, thus making the thoughts and ideas live. They often illustrate on the board interesting points in the stories. If they give evidence of erroneous interpretation they are sent to the book to find out the truth for themselves. Readers. Der Ae CAL OT MEE g tcc sinks 2. 2 Geld wi diaye sie fn Pwrelei len pee First Book ied END YE ATS 2 ae BOBS rd sane eae Ne if: Re as et RUTTER oe ook gos ears Siw Ll 6 05 3'ok SNe We Asis mee eed ee we RAEACOC IGMLCPALUTE Wate ss be ccs ke ve wh ce ..... .First and Second Books ROCIO ETILORCEEM OS. foc cs ckea gia eset mebenes Faas hc iteg s Pe rPO HOLA Eng S27 sc cla leiy sly se hue lols «8's wie wep ovina, wa as First Book Eee Leen i) sate ics Ges, aon fie is peas wie a ew ae 4 aS PEP OTaa Ue VY Ei yesiy ass <> cles sia/aic a Yo-v mh 0 eS s boo lerm wie dinm we 4 Oy Oy er a ROLE GR as Stain win ss 2a '0 ay odo slere dink og as otaree Sevens _.Second Book Stepping Stones to Literature... ...... Macs aeons pote : fe First Year Nature Reader Hiawatha Primer cic Gre HEAGCR te Ce ys Cae he eaigihle He aadava Madea ca oie Mepis First Book Patnwhys ia Nature and. Literatures 4). \4.c6.'s ecu) ate oped on mole Second Book PRETET OACL OT oa Pattee Pa das Rea cs bo si hersbic snare seh coke ans First Book TIGA TOR CACET So O0e ie kein ae POC eee cde SAWN SORE oot ees es “ Wiltse’s Folk-Lore Stories and Proverbs Once-Upon-a-Time Stories The stories from the reading books of the Second Grade are selected with reference to the seasons, special days, vocabulary, length of narrative, and ethical thought involved. Reference Books. Special Method in Reading .............es eee e cence eee ee eee McMurry Method: of the Recitation... 5.56. sense cin end one ee eee Hones * 16 COURSES OF STUDY LITERATURE AND LANGUAGE There is no subject in the school curriculum which does not give opportunity for a fluent and correct use of the English lan- guage. It is necessary for a teacher to keep the interest of the child aroused to a certain degree of enthusiasm, by bringing into the school room as much of his outside life as possible, and by the use of stories and pictures which appeal to child-nature. Then he is ready to express his ideas, and if encouraged to do so, and his thought is not interrupted, his spontaneity will result in a free and natural use of language. Although a fifteen minute period is given to special work in language, the general idea enters into all the subjects taught. The work is both oral and written. Stories are read or told and conversational lessons follow which result in increased power to interpret word-pictures and in a strengthening of the child’s ideals. In his oral reproduction of the stories he unconsciously gives a natural, spontaneous expression of ideas gained through the story. His imagination is strengthened when the teacher leaves the story for him to finish in his own way. ‘After several reproductions of the same story have been given, the children decide which they have enjoyed most and are led to see that a good story must have a ‘‘good beginning’’ and a ‘‘good ending.’’ The children suggest the ideas for written stories which are then placed upon the board by the teacher. This brings in the use of capital letters, punctuation, and the apostrophe. Later the child writes the stories more independently. When a need arises for letter writing, such as the continued absence of a pupil, the form of the letter is placed upon the board and the children themselves fill in the body of the letter. Through a series of picture lessons the child sees that every picture has a story, and that everyone has a right to interpret it according to his own idea. Pictures are selected for this purpose from the works of the best artists, and those expressing activities which appeal to child nature. ENGLISH E7 Through the personification of things in nature, and through myths, folk-lore, legends, and fables, constructive imagination is aroused. : Reading, history, and nature study furnish much material for the language work. Stories and poems are selected from the following : Piles law Book tor Primary Graces orn:ec ire. ase nie fos aabonien a ve George SriPout Season: CEIat Ogle bo hhc sar niciene ta aU ued ati t Os George fapaneseclalty/ (atest y mien a by Uk RS. Veni hiee Ue a Williston Pes OMS NINOLE MUTOH veg siti ayaa’ sc leo's FSS Seed a tee aR Se Pyle Mains ae OUemer ar, Riek ho ole Ca Woe ay oa see gis.oe Nocanie Bartlett Little Folks (Magazine) meer ETOUED Rie mit acetic s att MPCs UPL bruit 2 BON 5 Wiggin and Smith Kindergarten Stories and Morning Talks...............0....00005 Wiltse Stories for Kindergarten and Primary Schools................... Wiltse PIERO CSM EUG are 658) a gs ase put en cub see eee ase htas Poulsson Little Golden Hood and Other Fairy Stories........... Heller and Bates fei Oricntroms tie, Masters: oo... eg cas Oe we Menefee Connected with nature study : Mee AN RET Cee2 oes Laat 0 Soy. oul ol Daas 9, Soph) ¢ diane w eons d mae s Smith iret Pape tis: Priends <0. oo. ieee 2s adres pe hanes Brown Peele ONE PRIN JANIS) 0 Le ees oe oe creo bn dienes bes ..Chance PUOEN Ol Ue EGS, Clie ae sce ekes we 8 Bey aoe ier trey Mary tae Basket By Marroes CEU EOP GLANS 55 Tale 0 53 ala cfd ores ncest Rage e Sloe hehe. Wied elite Miller Pe OMmORraplyrarmsbuUtterihys fas esc att dd nga h bee to Dae as .Daulton RABE ALES Oia rcae near t= Sih he (09 i 2'S SIS oye 4 G5 tyne adel ONS pee ngs ee dora Morley Px Po uteey Cate OUM On Le LOL ED 8 DL Vira, siviec thee auc hu ayia ole Senta fe aes Strong Je feb Sree at Gog a TCS oe fey tun eer cena Ri AC i i Mea COR om AB EN RG Gl seMnl alt ctee are Cooke Connected with history and special days: King Arthur and His Court........ Hs iol Aion hate itneal ae SOLA, Care ate res Greene MCLICSUMEATOLOLY (StOTIOS is cid a cae as eat aceee Note Gn ny weer aes wate hs Pratt Bing Arthur and His Knights. 0002's. 251k ORIN LR a a Radford BROT DOV Se ire ey re nee we ino ven tutes > Ao rebels ales Gin ere tet eibheed Andrews Little Folks Story Ors DrahamalLincolmce oi vai es tank ec ete ee lees Baldwin Stories of American Life and Adventure. .................+..- Eggleston PILOEY OO fy biker OITA tare, vata eu ale tat Wiel Aslan mmoles een ee Guerber TABSIGCOIN yb rrtict ate aiein tn is b's ake os sles stunt olbalelo ais Meals (haa Wea ae Judd Wav MO at CCC ANG: OMG rs mes diw wed iced tice wcbinta aie ge Pt Guerber Round the Year in Myth and Song............... 00.0... ae Holbrook RAIPUR MCA TICE TILIEAIIGS ON sete iMG adinn ss 2s hg Pelee he ch eam ats ages, aug Ws Moore PILSLOT VOL LHe Unie Stated ini s ek duns coo neat canes, aay et Pierson Some Merry Adventures of Robin Hood... ... ESE ING ay DiRT a Pyle Eres Ola OlON Al CM OLei scsi, coho, hostels hie wid nie ss ea AN) wae wie Ok Pratt Wevenus dr the: Redr Coudren voce ces picinssnle «oa 8s welttn sighed ere nb Pratt 18 COURSES OF STUDY In the primary grades the foundation for future reading is being laid, consequently much responsibility rests upon the teacher in the selection of materials, and this subject matter should be taken from the works of the best authors. 7 In connection with a series of stories in Cyr’s Second Reader, depicting the life of Longfellow, the following poems by the same author are read to the children : My Lost Youth Children To the River Charles The Village Blacksmith Children’s Hour The Old Clock on the Stairs. Another series of stories in the same book depicting the life of Whittier is read, and the following poems are used : The Poet and the Children The Barefoot Boy In School Days Red Riding Hood. During the reading of the Hiawatha Primer, excerpts from the Song of Hiawatha are studied and committed to memory. Under the leadership of the teacher, Hiawatha’s Hunting is dramatized, the children suggesting the characters and their movements. A few facts connected with the life of Eugene Field are given, also the following poems from Love Songs of Childhood and the Kugene Field Book: . Wynken, Blynken and Nod Pitty-pat and Tippy-toe The Sugarplum Tree Seein’ Things The Little Red Drum The Duel The Rock-a-by-Lady Little Boy Blue The Ride to Bumpville. From Stevenson’s Child Garden of Verses the following poems are used : Bed in Summer A Good Boy Foreign Lands The Winds Singing My Bed in a Boat A Good Play The Swing Where Go the Boats My Treasures The Land of Nod My Shadows. In connection with nature study the following stories are selected from ‘Thompson-Seton’s Lives of the Hunted and Wild Animals I Have Known : Raggylug . Silver Spot Lobo Johnny Bear. ENGLISH 19 Myths like the following are used in connection with nature study and history: Midas Phaeton * Arachne The Golden Fleece The Flocks of Apollo Search of Ceres The Poplar Tree Daphne Golden Rod and Aster Philemon and Baucis. Many memory gems are committed and the following Bible stories are told in connection with the Morning Talks : Jacob’s Dream Abraham and Isaac Childhood of Joseph, Moses, and Samuel Story of David Story of the Christ-Child. Biblical References : PG aD CRU AINE I ACORICS Yrs. «cep in stocse's (a chp ale tesaiale » hel cig dl ipnee cae ne Weedon er Be eM ya epee ec ey cie Sots ss isis hye owlal dhe Pade Rae nah eS Pollard EIS 2S eA, CE aoe tear eae REE fale A Bey eee Pollard ete I PE ean idm senPa n'y ies Otiwaiw De ewlbig vb dues Oden Proudfoot Reference Books for Teachers : Pounantionsvecsone in Fnglish £22015 2c. ences ce oes eaeeadae he Woodley Language Through Nature, Literature, and Art....Perdue and Griswold Piacveior the piervun Harly Hducation<..3 6s. cnd see Wine er ils Wiltse GRADE LIBRARY. ICHleaNN OINOIE AN Pro ots 28 Sk aha eu Ay hs oe hose ol eae Alcott RSUESE IGG) AILCR CE EES cola sha seg stare sPeisen sie ea EY oS Mel ace Macs aang erate Start Anderson BEET ATIC Mia hers ar Sard Vetis Sees owe Pete Pe eeu ee coe mene aE Bee Andrews SEM CMLL TLG ISLENS, anther ccs Saleh cate ie eae ne aa te ee biahe eed ae Audrews Stories Mother Nature Told Her Children.................... Andrews mrories: Ci BLY) POUPCETICNCS ©. iia asia cduas be idle sialon sande see Andrews PROC OVS s., clested eite esp alae Sy bss idugia Notas shale tines ieee ae Stee een Andrews BY LSID o50p Sing ye oe ately ee Oe ae Se WSR AY eat ue Oe er ge a a ae Story Of a oranain TARCOLGD S52 ied os ory s uiaetir ae clea hreran eee Baldwin Stary. of thé Birds. 2st. SR ORORE ae ULE ea Qe cP kee ie War ee eras Basket Piro iane bavy andelt Ss. P Trends oscat set ae eae ee pee E ee ees Brown Child-garden:of, Story,.Sotig-and ‘Play... 92.05 ovens d went Browmiessborough, the Union... Onan ake sats spMonieniadued ens “anon Cox Stories of American Life and Adventure..................... Eggleston Hugene=Pield book eres kan cae eyes Seats ae Sa calor ee ee Field StOrylor: SUE ROMANS. sinc sintoelh siete a Ni eae at Maly Gineen a alae Guerber ’Round the Year in Myth and Song............. a eae She NG ahs Holbrook 20 COURSES OF STUDY Landseer. iG ci) Re Ub dessie Sete » abd aghe wake) be Abad Fann ee Hurll Classic Myths: Greek, Roman and Scandinavian., ............... Judd Kindergarten \Magazitie, oo. i. teen wie weer ape eid wear ee Matlam Howvand: Rady Why res os ic vineets ad a et ee Kingsley Water Babies. iui Ged ccsss abe anoles trv a ae ae ae ae eee Kingsley Conrplete Poetical, Works co, iis oho le oe ck ee eee ee Longfellow My Saturday Bird Clase...) ek. 241 amare are sk oe ley: tek eee ee Miller Pilsrims and Puritans is aes wow Chk tee er delat ee . Moore Seed Babiesy. «c7icee bow Lawade star stds (ete eabetek as ele ere eae ee Morley History of the US. in Words of One Syllable... 37. 2. 7. tte Pierson PnitheyObid 's "World oo. ea. nes fara seed eee Poulsson Lesends.of the Red ‘Childrett\.. .. 22.2040 2yo.c0 se eee ee Pratt Stories of pColontal "Children. (i. Jay. seta se ae Pratt American “History Stories: ».., 2... 2e 02s. .c se oe ee oe ee Pratt Child’s (Cirist-tales oc yiciis ai ees yan p's ee ee Proudfoot Vive Little Peppers and How They Grew:.. <0 500; eee Sidney Hiskimo, Stories 0655.5 esas wece oon: 0, ie sees 7 eee Smith Child’s Garden of) Verses (3 ge fi 35 era) oe ee Stevenson Docas, the Indian, Boy i4c35 450.000.2541 2 6 ee eee Snedden All the YearsRound.... 2.45046 04 ic. eile Gee Strong Lives. of the Hunted... 5. 6335.5 42 .... Waterloo Connected with geography : BREEN PES Y! re hos eeia ee a tia Boke as he oe Sha ED Mad shes 8 Pa St Peary Big People and Little People of Other Lands............ ...... . . Shaw EVO TEUCIO,) PISEOKS Slay fant went Shir iol e's oh gas Oia eo waels pean ee Andrews Ramee TUES Lite amen Goo ek tae ie «hed « oS oe le EY a oot Andrews Reference Books: COLT Teg ore (hc Ut Te, Sk ADS i ing We eRe Oy are LD Pe we it aA AA Hofer emt keer LI UL COME COCIEL ty 20.070 foo bs ves PUA Roles bea ee ead Arnold PCIE ELSE EIATESE Sort Ih re Sin g'ce'a%e ele cor seins goths aisha diem Mee ta ne oe gee Chubb How to Teach Reading in the Public Schools.................... Clark COME OMe AACE ATS F587) ons dees seneweu ee dehows Hinsdale Teaching of English, (Carpenter, Baker and Scott)............... Scott Special Method in Primary, Reading. ......:).. 05.5 Jenks. ee. McMurry Blows to. .ele oromes: £0. Childreny 342. 40.8 cbse cee ih oie dae « Bryant PPONION Ola PORTA SUISIG G2 da a bec) res Wika wate ne eee alm eame ae Horne PAV CHR CMOCUL OITILETS Ac cod ta Vike d Cacao es do Bae wwe Seale gle Swet Vasari Howto. judee OfparPicture foviwg oo ie eee eds cas ee oe ee lee Van Dyke Picture, study in. Hiementary Schools......44.)..05. 0.5 eee eles . Wilson Children’s Library: CAPES Na Sr Ag ecenne Vuk cod MRTG LE Cet bae see pe ate cee he ae cat thee rtan AHsop PIOWELMEADIOR Me cctrele pls da hd dire y meinke Sealscae acaln's we ora tre Me tue Alcott OT SOY So ett tati eee a tralia a ee Lia abana ot Wer win tel elise Ae Miayiaa quay ovate aes . Alcott SEATS OUIILE Vins Heche cea easels nies Oh cee a OP eae Ea aie piapeer ty ge ha eae Alcott ES AREY OLOLICS onete ak kh e408 he LE NOt SS eteta 4 nik eg ve Fanmeanane Anderson PRG TOY SA 52 oe 30 S-F i Ne oe ep Rhatay Cctkie sexe Male ewe elae Vale a SP Andrews Stories: Mother Natniré Told). ov. aaa ae deed dec ees Andrews Bcunol Readers Books ELL 52656, sie sede iar’ ore aa aie gana cra ae vines ghee Appleton TREND REAUER SG) bon o-uih ond Ahad eh Wei aldiale Wetec ee Ae a atieoers Baldwin Old Greeks Stories ys i235 ps c's atatean «vile eee Puke tae sates tae Baldwin PUP Le LATO s na Wirge oe Os Oe coals Behe pis vy Sens ME ee eee ara a eee eM aE Bass BOGtTyIOL MIOWELIAUC «wiwaiian veh nee acy gale eras ils mietmmersar ah gras Bryant Birdeu pees, obarpe Wyeseu. race de cco. gad wets bok airialive eek Burroughs 26 COURSES OF STUDY Around the AVorld oii eee a cae oan Aer cls iw ere Carroll and Carroll Alice’s Adventures in Wonderland... 27>. ......0.4066.. oe. os oes .Carrol] POCMSN Pic ys ee ae aaa pints Weis pa eee Wemtee Cary, Alice and Phoebe Graded Readeres 25, 7 oii ayce sie oe eee a coe Calmerton and Wheeler Stories of, Industry, Book Li. sess Men ae eae Chase and Clow Stories of the United States; 55-7. .c6) ont Sone ee oe melee Davis Robinson VOrushe. saws. cke hes Neds SG Sar ee ee a DeFoe DOM DEY) BG: SOG a's east ta ss wl keen ede scns iin Beene eae eee Dickens TWOOSIEr. SCHOOL BOY s ois ies isa 90s aie be alee Warne Se ingens agente Eggleston Story of m:Ghort Lifes cis alk os ea cele ose ee en ae Ewing ptories OF the: Tnelish toe; yea ean) eas uae ere ene Guerber Second and Third Reader. s+ .5.5 5. cis eevee eee tee Harper Little Daffydowndilly and Other Stories...... .............. Hawthorne Friends in’ Feathers and: Fur). \\: 3: ..ssin sea ee Johonnot Book of Cats and Dopss ooh. 9. s. xau's seus Ba ae ee Johonnot Stories Of Heroic, Deeds s eva. yask sae eae ee Ns te es Johonnot Stories of Our Country. 0. 4.00... toss see Johonnot The Water ‘Babies (0.05. ..<'95' aise» oF cts on eee ne Kingsley Tales-from Shakespeare.’. 3° J 452.5 .%). dices ame ee eee a Lamb Stories for Childrem oo ¢ 05. . 5. spss esse Pewsey wace shew lessee yee nee Saunders Verseand Prose for Beginners:.c0.) . isc seme ve oa eee ae Scudder Rive Tittle Peppers iy. ac) devas pt beng Meee bes ee) eee Sidney Five Little Peppers Midway ./siecs-.tes es si ‘ik.s lS Sota 7 Seo Sidney Leaves and Flowers «20 e6 eo os ots, eae tata a nein Spear Child's Garden OFSV eres. tvs 20/0 vercan niece ite + awe eee Stevenson iird (Reatler.o VsGuless sc seu ea sole salve aie eine, See ee re Stickney Boolk-of Tales J iCw woe te ee ae Gag veic cee one ern Swinton and Cathcart Golden Book of Choice Reading... ........ ..... Swinton and Cathcart POCUHIS Ss ado la Kae tee Pain aap mre ele tere iy hoe kt an eee he Thaxter Normal Course in Reading, Books II, III.............. Todd and Powell ind’s Christmas Carol...) ns cas seus Fa bi Baatale cis wig pene is Re eae Wiggin LOFTY Ol OP AsV pig oa wae ds Voie Sie pote Ube oe iid Pala lcalenastes Bekok Wiggin Wimothy's Quest pice eca'e aie g oie bes tier an aie see en Wiggin Seaside and : Wayside, Books 1, UijT1l 2... oss te ak ene . Wright ENGLISH 13 LANGUAGE Oral, The language work in this grade is largely oral and based upon the work of other subjects. : An especial effort is made to enable the child to express him- self in complete sentences. These sentences should be definite and concise rather than a combination of clauses and phrases connected by innumerable ‘‘ands.’’ The child should be able to speak with force anddecision. ‘This habit is cultivated by encouraging him to observe carefully and to arrange his conclusions logically before giving them oral expression. ‘Topical recitations and the Junior Naturalist Club materially assist to this part of the work. The ability to tell a story effectually is developed, so far as possible, through the oral reproduction of stories. An attempt is made to enlarge the child’s vocabulary and to refine his manner of expression by allowing him to give the thought of the paragraph or stanza, first of all, in his own words; he is then often encouraged to use the words of the author. New words are given especial attention. Frequent opportunity is afforded to use these new words until they become a part of the regular vocabulary. An effort is made to lead the child to discriminate in the use of words and expressions; such as, shadow and reflection, good and well, little and small, ‘‘I beg your pardon,’’ and ‘‘excuse me.’’ Picture study is continued in this grade. Pictures by Land- seer and Bonheur are used in connection with nature study. Va- rious madonnas are studied at Christmas time. - Attention is given to correct forms of speech. The child is required to use thecorrect form of such words as lie, lay; sit, set; — rise, raise ; is, are; was, were; do, does; can, may; will, shall; come, came; teach, learn; etc. When it can be done, without dis- couraging the child or causing him to lose interest in the thought which he is trying to express, his attention is called to the correct -use of the word, and he is requested to repeat the sentence. In all oral work spontaneity, freedom and naturalness of ex- pression are encouraged. Written. The written language consists of copying quotations which the 28 COURSES OF STUDY child is to memorize, copying simple exercises from dictation for drill in the use of capitals, period, interrogation point, and excla- mation point, also writing invitations, and short, simple letters of friendship, short descriptions and narrations drawn from stories read or from the experience of the child himself. SPELLING An average of ten words a day is taught in this grade. These words are taken from other subjects, particularly reading, litera- ture, nature study and history, and from the names of objects in the child’s environment. One period of twenty minutes daily is de- ~ voted to the spelling lesson. During this period, oral and written spelling, the pronunciation and the use of the words are given specialemphasis. All misspelled words in the written work of the grade are carefully corrected and added to the spelling list. PRENMANSHIP Pen and ink are used in this grade. Aims:—Correct position of body, correct holding of pen, cor- rect position of paper or book, neatness and accuracy. The work consists of writing from copy, and from dictation together with composition exercises. Berry’s Writing Book III is used as a basis. Ten minutes daily are given to penmanship, but all written work is carefully watched. Exercises for free arm movement are based upon drill of letter forms. N. Y. Teachers’ Monograph, March, 1905, is suggestive of material. FOsU RR Tats GRADE READING AND LITERATURE The formal work of reading is continued according to the methods suggested in the preceding grades, emphasizing the thought side and stimulating an interest in outside reading. One twenty-five minute period daily is given to this subject. In the fourth grade there should be an attempt to make the literature veal and a source of pleasure. As nothing so vividly impresses a scene upon a child as to allow him to dramatize the ENGLISH 29 story according to his own interpretation of it, much of this work is done. ‘The literature should be a source of right ideals. The custom of attaching a moral to a story has gone past, but if the selection is a suitable one and properly presented, a personal appli- cation will be made by each child. Cary’s poem of ‘‘ Barbara Blue’’ is an excellent selection to teach unselfishness by little more than reading the poem in a forceful manner. The following selections are studied : PaU@leL POURS act cts ear ond Paes seme tts) a ehonon eu hie sat. ots Kipling rsicera aria Shin FEVER MOWIE ce oun eke ee aati sete at Bale te feces Thompson These books are read to the children to cultivate sympathy with animal life and an interest in nature. BOP Leer Get RAVel tay csr seh ss sues. cence aeuians aaa e Ae Ruskin Read by the teacher, with conversations on the element of adventure, the beauty of landscape, etc. AT eC teed EROS ows QE. Fihie Se tveioastia gig ey siails sv Glory a his 6 BB ATS Seuges Kingsley Read by the class for the imaginative and the ethical elements. META MEMEO TELEACEE G50 2.2 Acta de aieses sin, «mina Gr aig oc! s ble e ale ble afeit a Upp Carroll Read in part by the class and in part by the teacher for the element of humor, and for the resemblance of the story to the child’s imaginings, Stories related to history : Tomients of the Hounds Ladle. ii. ccecor esa ny eed geves ces hes tes eave Frost OMEE Oy ID ALLOUE ae ay Siieas povatelga enue ges cots fee’ Tennyson Mewers Ole NOTSEIANIG:. faci said pat ou kode ois! ee cae day male wee eee Pratt Ue VeOE ION ILIOK rot. cia bic 8 eek a hele WH Cele Y ye RNR a tel awl aaate Baldwin SHOOUIA (LULATIN ala a fiat ees Waste Ge of acer aivlgy lature wigs aise woke WEN .....Bounvet The above stories are read and told by the teacher. They are preceded by talks and pictures illustrating the life of the period as interpreted by various authors. The customs and ideals of the» period are presented and the character of the knights, with their virtues and faults, is portrayed. Stories related to nature : Autumn : Corn Song... 1... ccc eee eee e ee eee ee sees eee ne oe Whittier Myths of Clytie, Proserpina 30 COURSES OF STUDY Winter : Snow- Omeew is patra ot eee aie es peso CE eter ea eee Anderson The Match vGQie ee sd oe ee a adic ap rani see eae Anderson Stories of the Christ Child............... Berita eeeeme Proudfoot Christmas in Other Lands. Germanys hess soe as ae ee oe ka eegale se ee ne Andrews PranCe ies ones aos ox wok bide Pe cae ae ake eee Noel Norway.and (Sweden, . esa an wie eae ee hee aan a eke Burnet Tunple Books ocr .Gs crews ne ws eae eo oe ede Ona eta tee Kipling The Four sMcNichols 5 soc. 0\e cae ve o> =, eee lela On cio tle ee Black Last: Days: of (Pompeii. ni). sn. Sa. wae ole Sete eke alae Lytton Prince and “Pauper. 5456.4 6A awe ccc Ce pesca aan ee te ee Twain Storyland of Stara.e) oa cdomcasacs pee eee lematen Hiss al eal Ate ee Pratt WildAnimals:l Havel owt. i1. 3) ence eens Thom pson-Seton Biography Of A SITZAAy seus geeks wis ee eae ete Thompson-Seton storiessor Olden slimes Gh 545, + ate sean kghienih ls eee Johonnot Gods and Heroes. os si Be Se es ee Francellion Story of the Greeks co ool ora 8G Boe ws oot eee ee ee . Guerber Forithe White Christ: sc1.0 52 02 ).00 cs 050s see Aki Bennett LANGUAGE C Language Oral work: Stories for reproduction are taken from the following : Story of the Romans. (60s doe Sees s «+ stesso SR Guerber The White Sealine 575 65 we o : wie OER REE SAL Os Ne ee Hunt Strike for the-Kaing.. 02020 7G ees alr, pe te Aaa Tennyson Abou Ben Adhewt y.03500 ssc ua sew oe ua bers ee ee eee Hunt Sir-Galahad wyisvedes Pee eee Gaal ae te eee Tennyson Selections from Sohrab and Rustum...............0cceceees Arnold ENGLISH 47 Written work: Narration Stories of Sohrab and Rustum Imaginary stories fron pictures and suggestions. Descriptions Persons and places read about as Charlemagne, Elaine, the church in England where Arthur was crowned, etc. Original sketches of real places and persons Imaginary descriptions from suggestions. Technical work : Variety of expression as shown in the natural and inverted order of the sentence, negative and positive statement, and in the different kinds of sentences Correctness in the choice and comparison of adjectives Strength and smoothness in the use of connectives, in the place and use of adjectives, and in the use of strong verbs Paragraphs with special reference to the connection between them The sentetice, with reference to form and modifiers. If the stories have been well taught the child has now learned that the narrative has related parts and also that there is one place in his story more interesting than others. Sometimes we call it the ‘‘point.”? He has also learned, by example, how to give his story a point, how to use comparison to make his story clear and direct quotations to make it real and life-like. In his descriptions he has learned to speak of the main facts before the details and to make his descriptive sketches give a gen- eral impression of the person or place described. None of this has been told to him nor any rules learned, but he will have sensed it from the good literature he has learned and dis- cussed with his teacher and tried to imitate in his own composition. SPELLING The spelling work in this grade may be divided into three parts : Spelling is taken up in connection with all other subjects 48 COURSES OF STUDY Dictionary drills are given from time to time to promote ease and intelligence in looking up words. Every child is required to have a good small dictionary. A 15-minute period daily is devoted to spelling. The words are taken from the child’s spoken vocabulary and are such as he meets with in his daily work. ‘The lists are preserved and make a manu- script spelling book from which drills and reviews are conducted. An attempt is made to get the child to form a correct impression of the word the first time given, to fix this form by intent observation, to strengthen this picture by some device, and to write the word from memory on paper. In addition to the above attention is given to reviewing, learn- ing and applying a few simple rules, like the following : Nouns ending in ‘‘y,’’ etc. Nouns ending in ‘‘o’’ preceded by another vowel Doubling final consonants when a syllable is added. Oral contests forear training and to stimulate interest in the work are frequently given. These are somewhat after the style of the ‘‘old fashioned spell down,’’ and do much to promote a lively enthusiasm in a somewhat dull subject. Dramatization of words, to impress meaning and stimulate in- terest, is frequently employed. PENMANSHIP As penmanship is not a case of ‘‘art for art’s sake,’’ but a means to an end, it is so taught in the Sixth Grade. Children who have the regular course in the Training School enter the grade with a well established style, usually some form of vertical writing. No attempt is made to alter this style, but daily attention is given to errors in legibility and to exercisesinspeed. ‘To this end all written work is required in ink, anda certain amount must be accomplished ina given time. In addition to this general work in penmanship two half hour periods a week are given to exercises in form and speed, from which all pupils whose penmanship is acceptable may be excused if they so desire. These special exercises consist of drills for the correction of general errors in form followed by a series of minute speed tests. No work is accepted in these tests whose form is not up to standard. Much individual help is given during the half hour drills and in the general practice. ENGLISH 49 SVE NUL GeRvAIDE READING AND LITERATURE In addition to the aims mentioned for the lower grades there is an effort in this grade to arouse in some measure the creative literary instinct and to help the child to an appreciation of literary wholes. Read and studied as literary wholes: C Reading teen eh Ee Cr Ole Ur iran tm ats ave pilots sh Uae sie Ue CP nea teen + ae Poe het GOT eISSN ORD ree a 8 Re) Pe enc ora gees WE cing aa MEMS Pais 4 Wy ot oe Irving BSBTICS SO lo 1 Den WATT LU Oa Nae alas aicinn i vitatin ecco oon ahtieiee ate ait Irving BN ne Doe mee ECOG sli ten see as" sets 4 o/h Ae ic NPE isin Rao oted tee Long B Reading ales Otrartruvetier:( SElECLEd \rrdic cis sie hosts ocd ba veel bodes baa eee Irving SaTE Welk CPTI ROG eSf'an Tce ss neh tes cad etuev dinate arenes Whittier NE SICHMED IMSLP MG SIVAL OLAS on e's ahiagiee. 8 ois be alle Seren sue wesled ad wee Lowell seh aa SHAD LVOS:!. Ay ec. sale eet hoa wee ees aule sine ts Burroughs PRUE OR EMMI ECM P re. Hla ie Nioik cise skis olelt eles! alba Soae bie bic bie awh « Scott A Reading DME em OPNE DREGEEL fais s Ciasie ala s,s vis daw cm ntebiw aioitnw at waum teeter Scott Courtship of Miles Standish................. ELA ae ae me Longfellow or Pe Vat GLI C ute ic wit ite e Pid aia do a's 4 i Ga ose ts. v meg lb eats beh Longfellow From the list given above, selections (of wholes) are made for the different divisions, taking into account, wherever possible, correlation with other work, and the season of the year. As an illustration, ‘‘ Miles Standish’? and ‘‘ Evangeline’ are se- lected for the ‘‘A’’ division because, in that class, there is a study of the early American history. Ivanhoe is read in ‘‘B’’ class to correlate with and make more real the history studied at that time. ‘‘Miles Standish’’ is read in the fall, because of the Thanksgiving feast pictured there. ‘‘Snow Bound’’ is naturally selected for the winter quarter and ‘‘Sir Launfal’’ for the spring. Beyond this and the intrinsic interest of the selections, there is no reason for the choice of this especial literature for the seventh grade, except that it satisfies conditions found here: i. e. the selec- tions are completed wholes and hence appeal to the child’s growing 50 COURSES OF STUDY sense of his own dignity and importance. The selections are real literature, and hence appeal to his sense of literary value, a sense which we must make every effort to develop here. Every reading lesson is made a literature lesson, and especial attention is called to the author’ s discrimination in the use of English, and to the thought suggested as well as to that expressed. At this age the investigating spirit of the child is strong ; it may be utilized to good purpose here by leading him to use it in testing language values and in trying his own hand at giving just the best noun or group of words to make the thought clear. For example, such an exercise as this has often been used to advantage: after the class has had a chance to study through the story as read from day today, they are asked to give adjectives descriptive of a prominent characterin the story. The value of these adjectives is then discussed ; those which do not stand the test of fact are re- jected by the class; and finally, the leading characteristics are summed up under three or four comprehensive adjectives. This is only a suggestive exercise, but it indicates the policy followed. Each child is required to memorize a certain amount from the literature studied inthe grade. The teacher does not dictate what the child shall commit, but after the class discussions, he is en- couraged to make his own selections of passages he would like to” memorize. In addition to the literature work, in connection with reading, the teacher reads for opening exercises two or three books during the year. Theaim is to read and discuss a piece of good literature which will appeal to children of this age, such as David Copper- field, Call of the Wild and Treasure Island. Childrens’ Library : Pim press J OSePMING, Messy oe cette eee ie poke, lord See one ee Abbott Master SE ylar kon seit uy ae ayoG ee ee ae ae owe ate eee giant eae Bennett Inmates of My House and Garden............. MEMES rd Geet Brightwen Population of an Old Pear Tree............ So itig hated a ieee ae toe Bruyssel Old Oreote 3 Days Asie k sia che ioe votat gual rnietl sha nee ease aces an Cable Christmas Books and Reprinted Pieces........0... .....4-000- Dickens ivar and Vikings 9. 6s eset os oy een andes (a se en rene ee DuChaillu Silda Marner. 20044 1a vk sce ereeaees oe Ee TAP mr ES Se Nay gee ya Ne Eliot Story Of ‘the | Bible ls e502 7% Fs. Ge es eee ee ee ee Foster History of )Burope., sca. 1 PesGa swe nlegs ree apie ost tire F ... Freeman ENGLISH 51 Mari Withoue a. Country's dt cit as bes eas hock cece Leal ela a1Sim Pe Hale Stories of Discovery Told by Discoverers..............-.-+0, i. sa.Hale POM BLowi Ss DCHOOW Days) imo a5 i? he bcw cece ns Ota cota ee ea as« Hughes NaI VOR es voeses te tat pec a ies coiteh ie Duh as s EG 5 Ue Eeaehe mC OE Hurll J ETE OUEST COUPEE GSY Un o's (TRIE NC A Be RF lr pha OAS Met So gh Parse EZ a8 a) Kennan ROU RASe COUPADCOUS: pease intr cek ate sia nts cred a gin ee br yee e ee Kipling Jungle Book........ Bei eee oles bee eee & Sie ee ote Gant a: Kipling Secs imPle: HOOkee nl ict eee e pyre Pe CAVA TEAS S Kipling Dovel tavelleratte AUSIOIASIAvI Ow tanto hie een ee ase -caes eens Know RiGareG rd tilGe rs ela iS ta ection dle ece wale e wasnt yap ... Mahaffy Historical Tales; The Romance of Reality..... .........0.00. Morris SRE te a GIOIS voce oe) Ge ra ese siete as Mane te ree 0 PR cela Porter REMC WOLGes aaa anecion teas actedan eee eee ax Bape R ATA Neasl Casties e9- Riley Pease! Ioana sha. nts ne nek coke ve We eo Ai Td ee ah bee eS Stevenson Preset ivISt MSM EE CE ec. pombe s Pere diin th eee Tad aed nade tie wie Rais VanDyke Soin HAM Chee EMEMEERL Doe ee een piled adic Pua oath waeeg cy urine mms Austin BEER PANE re Coats a Gils de ule dune 6 date Cbelaahs ies SU STR Austin i llee Maley ILBUnGGrGICNCe Saas as ts. 4 ven ss cok be nace e her teens Buckley OE EEN TG Oe Be ie Dito ieee ee ID. oa PEA the Badlam Prec ame CTO CIO: O85 y's Gait Ssisitis ibys clerwlgctelvc ep hs be ea ae _.. Baldwin Sete yrOre PIOINC LL AOR gl shia elcckes ccs ness son seause ce’ . Baldwin irom mteiiiys HieeEriCitye ff eof se Nes dees waa be ceeds oe eae gees Bainard ree EIN Mer ne eg Ne ed pias cde wee ap aka bee saute se See a Bulfinch PUI Ot AT CUSIP WV Che oS ow wale Weele tl gu» Gaveie c-s'eccpy 40h ewe ws Butterworth Story of Magellan........ Sveti eels Mie de Aaa Cale sean ae a ns Butterworth RSMO areata ee cite tes UNO nies Wale bale Se bie eve eee wee ie me Carpenter Siar y ce tems Bem pol het MMe. Ge. ewe oca'y oa ee Wane Chapin SNCS ATOR EL OMS CE tile Waa ic a a thin Sn bts el lal d arin ayatoteealeret eet ok Church Bayrrole Chivairys tee: ceca sae be betes eas s bys eitunt enue a Colcomb WALA EAVES OEIAE WIIy SStWP yore rod se een sec ias oe nace chevee ete ke eed ete ate Darwin Ete ith USCTAl Baa hye. Wu che AN A tne Fad we lee eles ivelds © Ghe ea paae aan Denton MOU emt e PEs Ne ORS. Scie Wie CEE a ge oe Coat eo aise Eggleston POcaROMEAS 7 ce ara eet Vetta Rare. HEL ethane vita GAs hee ety Aor Eggleston PROC HIU GOL rarity nia ae SRP ered ae hs OLR oe Oakes Wy RtetaPe elias tel tncnaNy Kggleston TEODOR TAD IVa eas cee katie age wa hot pices ne hy vcore whee Uae ain the wee Franklin STRAY DRE VES trot eis eisicth's 4 Aes Code We ty cam gtles tnlheetilae ng aaah eames Gibson Sil the MOON SNC UAISR os oy re eee aie oh us Sahid Gare cal pte a sie ag hn ee Giberne World's Foundationg...¢0 ste tiy pecans Fees aes Ua ees Giberne Jacke Among, the: Indians. x donne ob dessa cars sale entveiecee a0 wn eas Grinnell Partie ith Past: A geste hi via ora oe Saba te ieee ted ear a Herrick Jave,;.the: Pearl of: the: Waste a) sey vader aiespincints ote ce es « Higginson EM VOUtOGS S cepa nica a test ees ctor neh ATOR rem heared om gamer etary wi ots Hubert Exploits of: Miles: Standish: 05965 aviv cceblie Op Geman eee Fee ee Johnson Boys BOOK. OF Hxplorationgua ccs cn ue copa Seeds Oe ean ex dis oe os Jenks OT Oly MANILA: ite, sacrture alent a Rae Co ee Mon Re Dre Eat y eats - Johnson 52 COURSES OF STUDY Australia and the Islarids of the Sea... .. - 72. sia «- stay aie Kellogg Tramp: Across the Cofitinent]>...c520. 2.8 cee cin sien een Pe vores Lummis Bird IV AVS sor bs vita sient le ie vale eek ene aera eee NS Fi Miller Tn. Westing "Time... csc. nse Ahk co eee One oe eke hae ss pa en Miller Our Home: Pets 2026 cls vote aie cesses seas fale a Miller At War with Pontiac 3 vos. th ens ee ek ets ee eee Monroe Knockabont Clubin North Africas... cu. Nuss sale mies OO eee Ober PETE CA a8 ta leis aie ua niet ccc Badal wb Woe ial oats cia be Geel) oc oe Ober Storied West Indies... 02. 2 s00. iise ales elesee Mle eta bok ie ce Ober Mensor "Wat oo ee08 CO i ecm ep akaie + stale sito eet we eLaUnOk Aes oe Pyle Merry.Adventures of -Robin Hood: } 4... $4...0 270s! hes oe eee Pyle History: of ‘the® Worlds... c40'n8 scat aech oe ue sees ae Oop ee ee Ragozin ~ Around the Campfire. fc cia) s wiowi,) oad nb dias eee ele ee Roberts Tate of a (Buttertly . 600059 wo ae oy ee Wood Homes Without Hands. 0.2.5 27.5 Veh. ok « Palco on bee es Wood Four Footed Americans): 2:6 ist bainjcottuar fesse eres tone ane ye Wright Little Journeys to Every Land. (11 ote: ) eae ety al eee eee George LANGUAGE Oral composition throughout the grade aims to secure from the children clear, definite, and as far as possible, correct English. For this purpose, one day in the week is given to one of the following : Current topic reports and discussions Reports upon subjects suggested by the Beorer ee, and science work Reports on books read Telling stories and anecdotes ENGLISH 5D Selections from Evangeline, Vision of Sir Launfal, etc., committed to memory . Discussion upon choice of words, simple figures of speech, etc., in a good bit of literature Simple debates upon subjects suggested by work in history, geography and current topics. Written Composition: The chief aims of the written language work are : To cultivate a desire for literary expression To teach children to render this expression in good form and after approved standards To develop the critical ability. The mechanics of the written work consists : In teaching simple rules of punctuation In observing the laws of good sentence structure In teaching paragraph structure in an informal way In teaching the main requisites of strong descriptive and narrative writing. In all of the composition work the children are incited to their best efforts : By ample, careful and enthusiastic preparation By a generous appreciation of their efforts By constructive rather than destructive criticism of their productions on the part of teacher and class By the knowledge that their work will be read by them be- fore their classmates. C Class Letter writing—usually the letters are sent to the same grade in some distant or foreign school. Sometimes the correspondence is carried throughout the year. Dictation of any good piece of literature, after there has been some study of the same with reference to punctua- tion, conversational forms, paragraphing, etc. Outlines : a study of the arrangement of material in com- position. Reproduction of story read or told. 54 COURSES OF STUDY Writing of stories suggested by pictures; accounts of scenes or incidents from daily life. Study of the sentence, especially practice in saying things in different ways, e. g. common proverbs. : Technical Grammar : Study of and much practice in identification of nouns, verbs, pronouns, adjectives, adverbs, prepositions, conjunctions, interjections; noun, verb, adjective and adverb phrases; ap- position, sentence, subject and predicate—simple and com- plete. B Class Letter-writing continued. Reproduction of stories continued. Simple narration and description, imaginative stories and sketches. Further study of outlines and paragraph structure. Prac- tice in stating gist of paragraph in one sentence. Arrangement of sentences and practice in saying things in different ways. Dictation continued. Technical work : Review parts of speech and phrases Drill in identifying elements of sentence; subject, predicate and modifiers Study of clauses; independent, dependent, adjective, ad- verb, noun. A Class Letter-writing. Further study of outlines and paragraphs. Narration and description, through real or imaginative sketches. Sentence study with reference to clearness and euphony. Working up of simple dramas in connection with the read- ing and history: e.g., bits of Ivanhoe and Legend of Sleepy Hollow. After study of verse forms in Mother Goose, the writing of parodies and simple verse. ENGLISH 55 Technical work: Review work of B Class Study of simple, compound and complex sentences, , Study of transitive and intransitive verbs, direct object, predicate noun, predicate adjective Drill in grammatical expression, adjective pronouns, forms of shall and will, should and would, strong verbs, etc. Reference Books : SpecileMatiouii LaAnouarers 535554 .c5 sense eb kle ve eles bee as McMurry Pecieulatye © GMIPOSIOU rae Ace 6 es anh nat ani kbagih 9. < eons oe Webster Prepientaty Com pOsitioll. +s ¢¢ 6s see sa sae on Sols ee ce shes Scott and Denny We DOsilor ys WTI ee dh pe coe etes ein sce #0 Scott and Woodbridge SORCUNeHS OF NGIISUON 0. Vet Anca cs ati ss, vine sna saaees aeela Brewster eecUin oe Obs UR IGh apie s eats Ae or eci s Nina's ae kves sty ORE peat Chubb Rioters Pronger DOO Lee eel e gues cathe Wes ages od Arnold and Kittridge erie emir ter ey hc el Peed Ais de nid Delco te de Nes Oe hae ee ous Hyde SPELLING The spelling work of the seventh grade consists in: Writing of dictation exercises Writing quotations which have been learned Spelling of words which, in their daily vocabulary, have been found misspelled in lesson papers Selection of words from their various subjects, ¢. ¢., geo- graphical names, scientific terms, words from reading lesson, etc. Study of synonyms, antonyms, etc. A twenty minute period daily is given to oral and written spel- ling in this grade. The spelling period is strictly a study-recitation lesson, in which the teacher studies the words with the pupils, calling their attention to whole words and special syllables likely to trouble them, leading them to frequent use of their dictionaries, having them use the words in sentences, etc. Occasional spelldowns, word dramatizations, etc., are given to keep a live interest in the spelling lesson. PENMANSHIP No special period is set aside for penmanship in the seventh grade. Every pupil comes to the grade with an individual style the 56 COURSES OF STUDY use of which he is allowed to continue. The pupil’s best effort is constantly demanded of him in all of his written work, and as he usually has at least two written exercises daily, abundant practice is furnished in penmanship. eG Pad op Mt BS ge Rage! yd nN Bi a READING AND LITERATURE It is the aim in the eighth grade to carry on the study of masterpieces and literary wholes applying the methods begun in the sixth grade and emphasized in the seventh. A special effort is made to stimulate the child to wider reading. In this grade the reading is both extensive and intensive. In such selections as, Cricket on the Hearth, Enoch Arden, Silas Mar- ner, Hunting of the Deer, Man Without a Country, Julius Caesar, Merchant of Venice, Lady of the Lake and Treasure Island, some passages should be carefully analysed in order that the child may grasp the meaning in its parts as well as a whole, yet at times the reading should proceed with few interruptions in order that the child may enter into the spirit of the author. With such selections as, The Battle of Waterloo, and The Chariot Race, enough of the story may be told to give the proper setting and arouse interest. This interest will probably be lasting enough to inspire the child to read the whole for himself. Sight reading also receives some attention in thisgrade. Only the child who is reading is permitted to have a book thus making him feel the responsibility of making the thought clear to others. These may be called upon for reproductions in order to test how well the reader has accomplished his purpose. Such selections as The Story of the Stone, The Story of the Salmon, and The Man Who Corrupted Hadleyburg are good for the purpose. The memorizing of short selections of both prose and poetry forma part of the work. Selections suitable for this are indicated under the reading list. Discuss and explain peculiar words, phrases and figures, then commit wholly or in part. In all the work great emphasis is laid upon having the child form aclear mental picture, for upon this depends natural expres- sion, interest and a love for literature. ENGLISH yy The following selections are discussed.and read in class as literature : C Class Jy Suchet oniceenriii, cee aa ate. apt eM Meek | ee eet atale cal Dickens hash untin wb (ner Deer ee nha sgee dain heels. Geek eee Warner Krag (To be partially read or told in connection with the PURE Ore Lieu LIGEL liners oe as oh de se asians als cceleves beh ies Thompson PETLOCTM AL CTR ais team cise ire oe Ce tes ROUT ae Mike ics Vales eek Tennyson B Class RIMAStNbATIEN ais ets 2a ET basa hy ek phe Ura ee he Meg cag BEM OH ETS! a Speech on Conciliation (In connection with history).,........... Burke HSCS Obra VV ALCTIOO wale tc Gy se fF trike Sette sibs sen ae ay ses ables Hugo A Class Wee UAIIAO EM WOLICC a ee iue Satacls
    oc nee clare eee Coffin The Boys? of 76 230 Sas e-waste ats «stp acme ne ea Coffin Tales from English History... .5 ...540... 6, « amma eeioe ae eens Cowper American CiGZen oo oe. ess sca k wis tiie s bow Od oie |e eae ae Dole The Making of ‘the Great West... 20.54). -5.:- see ot poe Drake American Revolution . 505s. 05s os ens dap ee eee Eeeipee «ik meee Fiske :' Discovery of America............ tie awe oat ae ae ene nee Fiske Qritieal Period p2 camtictin se. ceens tied wea vi bole 2 eee ae Fiske War of Independence . 5 7a06s = Sak aves eles wak ek werent oon Fiske Conspiracy of PonWacs or. oh) a. .ce 5) alas ae Parkman LaSalle and the Discovery of the Great West................. Parkman Montcalm ‘and “Wolle..c.7 sires we es coe ais eee eh Parkman The Oregon jt vail esas hits ake kee Le iS eRe I ee Parkman Conadtiest of “Mexico 2 jquiia% » se eo Sa leh orcd toe ek eee Prescott Library books for home reading : History-of Julius Caesar :¢ 0.4 Grwiesine wore s Ghee acme nts eben Abbott Tittle Meta oS. wins e saan s Seb Sy we eh a oor am ee a ee ee Alcott Spain and the Spaniards........ Pe re eT FIR ce fg Ho Amicis Some Successful Women [6 00). Sas ot Oh eves cee ea ee eee Bolton Hab and “His a riends 7. iG sce ogo ent ak eee ee .... Brown Birds and Bees, Loc seeks oe ee aa phe cae oo Ue ee Burroughs Jyand ‘of She Vedas acre wh ats bce nical carte eee Si siepay eae aeem Butler Pathhnder 4/46 iy wee Spas we pels oe Wilkinson porte StOr VOL COLLIE. , sat ay a ee clcen Me Ges taal Smet eee ee eee oes Brown EATIVCLs OLR LEV STONE ea rMtantes tats One EN bed old ate Seeks he, habe ein Bissell Notes on the Frost—Farmer’s Bulletin No. 104...........+-.. Lhe Soils oe eea cee to. ots Lee Ros SOM RP ER TOE EG coe .King EG WIN CcHOR Valin ea a din ad ey oaths co dlar tons Mine gic $a Wo aaailn y giells Kingsley SlOMICS Ole CA PIATIC Pe afer tie ys Lt cars 5 Panic ew Rea Ae aceck o atadi en atte is Proctor ihe Stes 1s SONG AUNCeL CPCI 27 os ys cee dawns Gene nda Gr ewele o's 5 Porter Roree otuidiesiime blag Mile. goss we eee 22k ok et ad Ce as aes Atkinson Seen DADles tas. cee walt eM ai aluie a wiuvaie Wh unease hR eee aleen, baa S Morley Agriculture for Beginners. iy. oss ves ce ees es Burkett, Stevens and Hill 76 COURSES OF STUDY Practical Apriciituré.. cjigeue sb: keds ee ead ete ee ee ee James Hirst Princtples of Agriculture... unos tes seaes es Goff and Mayne Principles of “Agriculture 2. 257 2.2553. Gils. coe sees ele eo se dee stan Bailey Children’s Gardens iso Oe waa ance or eh as tebe ene ne eee Miller How to:make School .Gardensii.. 649.05 W049 + oak be net eee eae Hemenway Ahe: Vegetable Gard 6n.y. i6 duce, sheet Aste papas wees bakes eee Greathouse A Reader in sBotany 5 Uc 3 oe os acre lok ee ee Newell Pron Seed tO AjCAl | caaiscts seis cule a oie nee > ORE bakes! oe tn ee se eer Newell Vegetable Mould ‘and Patth worms: .9.0 44 0.02 bop Pesce oe eee Darwin The: Insect. World shinee). Aes Oe ch Neca cei. teeter ee Weed Injurious Insects of the Harm and, Gardens iy asc.c-s hee Treat insects Injurious ‘to; Vegetations.c7a1.cc y+ hates acme as oe cen Harris Insects of the Garden... ........ Sia d aha Wide Case Neo re Pee ee Pettit Tenants of an: Old Marmyy toca 6 0t2e pecnat ote eee ee tee eee McCook Spiders, Their Structure and Habits...............-.- Pere Ae Emerton FOURTH GRADE AGRICULTURAL PHASE—AGE OF CULTIVATED PLANTS CENTRAL FALL THOUGHT: STORAGE OFSFOOD Ey ANIMALS, PLANTS AND MAN. Live rabbits in schoolroom, or on grounds; structure, habits, food,,,enemies, adaptation. Failure to store food and consequent disadvantages. Beets, carrots, turnips, kohlrabi, cabbage, parsnips from children’s garden. Plant storage in roof, leaf and stem. Utilization of this food by rabbit, other animals and man. Meth- ods and reasons for cooking vegetables. Pet squirrel in school- room, or on grounds, if procurable. Comparison with the rabbit as to structure, habits, food, enemies. Find reasons for differences between rabbit and squirrel. Homes of squirrels, storage of food and advantages. Study of oak, hickory and walnut. Storage of food in nuts and utilization by squirrel and man. Varieties of squirrels and rabbits by pictures and stories. Other gnawers as: beavers, ground-hogs, muskrats, prairie- dogs, mice, rats, etc. Comparison of teeth of cat, dog, sheep, and man. Corn, wheat, oats, rye, barley and buckwheat from children’s gardens. Gathering and threshing of grains illustrated by the hands. Use of knife, sickle, scythe, reaper and binder by pictures. NATURE STUDY AND ELEMENTARY SCIENCE 77 Storage of the white powder (starch) in grains. Study physical properties of starch and test with dilute iodine solution,, Manu- facture starch from potatoes. Thanksgiving theme:—food. Have children collect and dis- tribute to needy. Before weather is too cold arrange some beds of bulbous plants for spring; tulip, daffodils, snowdrops, crocus, June lilies, etc. CENTRAL WINTER THOUGHT: USE OF STORED VEG- | ETABLE FOOD IN THE HOME. Why the growing of vegetables and grains required a settled life. Opportunities afforded for a better and larger home. Have the children unite in the construction of a log cabin. Mould from clay small bricks and allow to dry. From these bricks construct an adobe house. Stand some of these dry bricks in water and observe effect. Thoroughly dry some bricks and heat intensely in afurnace or anthracite stove. Stand these ‘‘burned brick’ in water and observe. The making, drying and burning of household pottery. In small vials, one for each child, dissolve in water some sugar or salt. Taste. Using a glass funnel and filter-paper filter a solu- tion of same and taste. Evaporate water, condense some of the vapor for tasting and recover substance dissolved. Try to dissolve starch in cold water, filter and test with iodine. Boil a little starch in water; filter and test for starch. Conclusions? Test a large variety of food substances for starch and prepare lists. Bring out necessity of cooking starchy foods. Primitive boiling and baking illustrated with hot stones. Picture the life of pioneer days and of frontier life today. Boil for a few minutes in similar vessels and the same amount of water several sound kernels of corn and the same number of cracked kernels. Filter the water from each and test for starch. Necessity for cracking or grinding starchy grains. Selection of suitable stones by children for this purpose. Let each child design and mould in clay a hand mill. Teach the evolution of milling by pictures and stories. Visit a flouring mill. Bread making in school, at home and at the bakery. The teeth as a mill; variety of shapes, uses and care. Hygiene of eating. The harm of stimulants and narcotics. 78 COURSES OF STUDY Typhoid, consumption and diphtheria in water, milk or other food. Condemn and abolish in the school-room the common drink- ing cup, pencils in common and the slate and sponge. Bring out clearly the especial need of sanitary precautions about a fixed home as compared with a temporary one. Sanitation of vegetable cellars. CENTRAL SPRING THOUGHT: USE OF THEIR STORED FOOD BY PLANTS. Germination of corn, wheat, barley, buckwheat, etc. in late February in moist sawdust or upon clean blotting paper. Have children discover the loss of starch in the seed. Pinch off the kernel of corn and chew the stem. Conclusion ? This sweet substance (sugar) could have come only from the starch. Develop the reason for this change, recalling previous expe- riments. When the season is sufficiently advanced tap some hard maple trees, collect sap and boil down to syrup and sugar. Split some maple twigs and test with iodine. Develop probable source of the sugar, the reason for the change and what the tree intends to do with sugar. From pictures and stories describe a ‘‘sugar bush.”’ Visit one if practicable. Soak a supply of barley and when starting to grow kill with dry heat which is not sufficient to burn. ‘This is malt. Have the children chew a few grains before and after germination. Get a supply of ground malt, soak in warm water, filter and evaporate. This is malt sugar, or ‘‘maltose.”’ Fill fruit jars even full of ‘“‘culture fluid,’’ cover with mosquito netting, on which place germinating corn or peas. Prepare others similarly but use rain water. Account for results and develop uses of root to feed plant and hold it in position. Study flowers of soft maple and later of the hard maple. Development of flowers into seeds. Love of bees for the soft maple, together with the gathering and distribution of pollen. Place in suitable vessels of water specimens of carrot, turnip, parsnip, beet and kohlrabi, preferably those raised by the children. Their use of stored food leading to growth, flower and seed. ‘The purpose of the first year’s growth and storage is now apparent. NATURE STUDY AND ELEMENTARY SCIENCE 79 Carefully take up early weeds as dandelion, mullein, thistle and burdock, noting food in root, and consider advantages: Sprouting of Irish potates which do not need to be placed in water. Place sweet potatoes (not killed by heat) in bottles and grow a vine. Collect acorns, walnuts and hickory nuts that have wintered out doors and continue their germination in moist sawdust. ‘Their use of stored food. Place these in window boxes, watch growth and later give a place in the garden. For Arbor Day set out maples and nut trees. In the garden set out turnips, kohlrabi, parsnips, carrots and beets in order to get the flowers and seeds. Examine bulbous plants that have been set out in the fall to illustrate use of stored food. Lessons in transplanting, cultivating and fertilizing soil. Have individual flower beds giving freedom of choice. Competitive flower rearing with dwarf nasturtium. Experiments and observations of same plant growing in various soils. Compare ripe and unripe fruits with reference to presence of starch and sugar. Danger from unripe fruits. Action of saliva on starch and necessity for thorough mastica- tion. Suspend a large moist sponge and sprinkle over it a liberal supply of flax seed. HELPFUL LITERATURE Flanduook of; Nature r Stud yircvet’. asses cre te hapatlaah aie wes Seige Lange Object Lessons in Hlementary: Scierice, os foe kd. nace ee ees Murche SCVEUICO: CANO Toate Oise)! oe wala yl raecstois nati aste aitat oid Ace tes greet Murche molurtels anw Gtaer, Pir) Bearers, oy... ss sean a eats casas ees Burroughs VW St OLA VVLOCKEEE OLE Cc S0 sb teins ls s'a's ta’ Sy Save ae eee data e eee eal s Long VIC CID ORS 12s | ectiinh Wake we oO Wats divi «ld anche temeealaie wishes Ingersoll CGuninys Cons Ws nee tn ks cee Aue A ee nth nied Malet EP ee Ingersoll HOMES OGLE AMIETICANS syle 'c. oa? Gaile ses ok Uneaten ie oe am eaae eee Wright WildtAniinais fb HaveskhOwiy: 05 a 56 +54 o2 ce dee eileen: Thompson-Seton POpUlar WaluralelistOLy ce suse ssl ant see ata a nun ee see Wood Perens; Wort KNOWI0S 6 ose fe wa ve he gD ccendieiee Manse ey stil ove eee 3 Ingersoll Wamniliam Trees and, their Leavesin tic vies sis hy Ge ae ee Roth Domestic Science in Grammar Grades .............e cece eeeeeee Wilson Woman’s Share in Priinitive-Caltute yf. 200). c0 eee eee pee Mason Story. OF Wheat s est 20s ae wise sare certs totes Se oe ee ree he Halifax Elements of the Theory and Practice of Cookery... Williams and Fisher Bread and Bread Making (o.0 0. vine deb ounces Farmer’s Bulletin No. 112 School Sanitation and Decoration.................... Burrage and Bailey Graded Lessons in Physiology and Hygiene...................... Krohn School HySiene., cts spc 4k a yew te cee add eiths bnols) Rina een Shaw Storyvof *Gernt Tile si oss ousels ca sa Ge ess ha Se Wn cee net ee Conn Our ‘Bodies and How Weive.s ioe oedset tacwecss eee peeeeee Blaisdell How ito; Make. Pottery: th), 05) foes os Sab ek hee seas ele ee White Real/Things tn Natures Gs ch beet os chi ee Gh pen = Caeeaane Holden Nature Study With Common: Things |<... 5.0s%c.4 = ae dares ae Carter Natural History jessons >: so avae onsets aa eee Black and Carter ane Maple Sugar industry: jo oie yeas shuts see alg eee Fox and Hubbard Great American Industries. Vols. land II.... ........... .. Rocheleau Lifejon ithe: Farm oo7sike.. ease 5's abare wine Stalker Sheperd The Great World’s:Marmic.... \c.c¢). < ii be eae} Game eee ee Gaye Lessons WithiPlants jy. 2k: cei oc ne pede kaye been Je eet Bailey The Soihig bcc se Aes Fe exes oie aes circa Cenk se en re King How Crops Feeds ss 50 Waste Akh has Sole tiara ee ee Johnson Lessons in Botany—Flower and Fruit ........5......ceceucceces Newell Hirst Studies in Plant Lites. o. kg miele bie Vg vee Baldwin Classic Stories for Outline Lessons................. DEAS ant at Pratt ee ritpee RIO ECS LECCO Sy oF vials ce a ols = 10's Boctahs olvia.s) oon alee Ole ele 4 4 Cox CME PS EUES GS) 605 Seo IE Ne En te Hawthorne Re tee ee LOE Qs ot atieara ks (2 eto he esas see Obes posse ocak net hy os Kingsley DEVE SPOUM COCCI hh UEA cv bien ce a at AE ea Ae ec lalas te dunes Guerber FFOOS RIC RLECOEE hci, fo a 54's sins « See AMS Gos Dy eR Cah ot a Francillon A LULE ERE VISIEIIY LOLICS 6072 2 Sauyie pc ce ke eRe es te vu bs ke ee Cooke Pete anti eH AUP CICOL iin g Shoe si eh eta atiye as hog hangs Mea dace ears Andrews English Castle Home: Castle Life in the Middle Ages............ Scribner’s May V. 5, pp. 3-36 iree Mag ab ATINS 36 ce wales cecanen Sees Scribner’s May V. 3, pp. 3-19 Sweet William (Illustrative material)....... ............ ede us Bouvet WISSLOrICeROV Scns? Budi Mee ek iee pata Be cca ey Oe SVS cay isis Calpe Brooks INEGI OPS LY OTIS eid oe ak tat ere VV LAE Gen GhEE en gee aibe Brak aie Pyle Manners, Customs and Dress During the Middle Ages.......... LaCroix Military and Religious Life in the Middle Ages................ LaCroix Abbeys, Castles and Ancient Halls of England and Wales marae e Subd Wo vila a o's See Pe Leeds a titre at. crete inl Sete eS an de Gund Amore murlish FLeugserows.. 2s>) leas caacys cess iis aeden « Dele w bee Johnson Warwick Castle and Its Harl............... iemistatat aust OL anae as Warwick Gv alriOnUa YS nase feet Nar eas ne wees be thet Deeley ie ween wes « Brooks History of Chivalry or Knighthood and Its Times................. Mills Petre Oy ses esl 90, G GIDErt ie. sins tie wa ccriny Row Tem cciedd tin Pealmnne Andrews PSH SCOE Y LIT iy THIN AS ata gst oe te ot oh shale feral Soh chsiel adecac Fuse OP arte eee yo cee Harrison Companion to English History (Middle Ages)..... .......... Barnard Pie LiniperialeStand: tas Wea hited cet cbt ema styl wore n we Hunnewell ULV ALE yee or cetrie cla Pale wi aroale Maths ore TONGED a rot LM tL tunis bop a Cornish 110 COURSES OF STUDY SECOND GRADE In this grade we continue the study of the family group lead- up to a careful study of neighborhood life. Roman family as a type. The family—industrial forces especially active. Roman family—a typical historical family. Definite ideas of sharing, authority and activity. Hach day some important feature is brought out through pictures and a con- nected story. Home, exterior and interior. Individuals in the home. Authority of the father. Dress of each member of family: father, mother, boys, girls, slaves and clients. Food: how served. Education. Festivities. Games. Christ- mas in Rome (sharing). Above points are discussed only so far as they affect the family life. BIBLIOGRAPHY. Myths:of :Greece: and: Romewcd.c. oes sae eee See Guerber The Ancient: City. 14.0675 news cb ge boues vse eee eee Coulange © RGINE foo oo ak be hip eo ks be Med ie Re ha eee eon ee Leighton General Hisiors ee heey er ee eee ey Myers “Story of Roman Boy (2000 years ago) <2 . 5. + 2.506 en ae nee Church History of ROme 050s). yy Us wars are ae oll wer eens Ua aes rr Durey Historic Boys......... ce Vika Wig Share ™e © 4Ce ble ace ete ae ere es ee Brooks Oe SELIG 5. oF sch Sm oC oles cis Sohne Sal meade HEN EUS sere mang ere Johonnet Fifty Stories Retold...... So Gos 'y Sill win ph week C2 hata aks bose Rei Te ee Baldwin TON BOYS a xicb sciakee oa Cee te kek aes wee ae exes tae Mae eee ee _... Andrews History-of -Rome,-V ols, 1, 201 cate cetiho ee Lae eee Duruy Lays Of Ancient: (ROM¢.27 (26 22 .cSs s weet see. eh Seem ene Macauley Inife of the- Rotiatss oso sae te eee ht enbit 4 pokuestte Steetians Preston French castle and peasant life. Setting of the story similar to that followed in the Roman family life. Activities of castle life. Life within the castle. Intellectual life. Hducation. Morals. Religion. Social life: family, authority, significance of members, lord and lady, knights and ladies, squires, pages, servants, employ- ments, customs, amusements. Heonomic life: production, distribution. Activities of peasant life: relation of lord and peasant, reci- procity, interdependence, protection. HISTORY 111 BIBLIOGRAPHY. SVC HeraeTlISlOr ya at cio Mieke on tis oe Uk Wo ees Coie Se ew ak eee ew *,..Barnes Cure tesraniaCastlegs ceca ae tl lor heats ota otal stun A alsa dlabays cit) oe Larned Arts of Middle Ages. Musical instruments, p. 215.... ......... LaCroix PCAC ePrints N elite Wa ast tp eng 5 obras Ghee ecient eek open ote Scott The XVIII Century France—Peasant Life, A Farmyard, p.95.. LaCroix Military and Religious Life in the Middle Ages, Vol. I......... LaCroix WAV AIKEC AVE VELA Ure Re ees keene oe Caw e bes PAE ah ae: Brooks Pete OY Ge din Noreen ee Noe eee ahd Uae aeraiaa Solicits Ried? WEES Mea benet Andrews Littell’s Living Age, Vols. 188-199 Adams’ Child Life of Remarkable Women, pp. 245-250 Sereeremerehe LTO Gn era Aa A nee Cay Oe ne eh ON ts ena t Sale We nee Laue Pyle TARTCAM ELUTE toy td thay ede thee os Re ONE wat Cee e Leprol hae arate Pyle SALVA ADI HATHO7, SeOe Ri dhe Ua vd y Sade yond tens Fabio oe a ayaa Cornish Piistory at Chivalry.) VO) tli pp, FO8—229 0 ys. aloes Boake hive ay eh pee Mill Scribner’s Magazine, Jan. 1889, Vol. V, pp. 3-26. French in Canada. French in France: classes of people living in castles, emigration to the new world, classes of emigrants. Origi- nal inhabitants: seignior, habitants. Right tothe new land (feudal tenure), building new homes in the new land. Forest instead of castles, huts for peasants. Means of obtaining a living; trade with Indians, hunting, fishing, and agriculture. French in Michigan: establishment of forts and trading posts, means of travel, settle- ment of Detroit, pioneer life in Michigan. BIBLIOGRAPHY. AMETICAIYELISCOTY LOFTON, VOL. Lees. st hoki inis elogs etree gare . Pratt BEOTICS Ola COIGIIA MDA VS a mts otter et aided the Wak wa Samuatek wakes s Pratt DLOLOs Olen GW oH RAR CO. rte as treaty celal oap ae ee sities Ieargig vk bt we Machar LIK SLC IA SSETIVO ers GLU Rte gh vs skim Pc arniea esate wisi) slander Hat ainutle Parkman athe Pioneers-in New France® 25 2.4... Saar rete Sareea ee sae a oe Parkman Dia RIT Cale) COTeALAVV CStic hr. nee we oar eeh gh aere eas gaia) oe ae By Drake Peay Var Rik GLEN cote re diel ea yi Picea ah al elsaert Vinge ea ae eaers bam ona arate Catherwood OMI AnCeTOl DOT ddan, tial clades ne Sethe nn cals dy a hei Catherwood Prneady OreWOreioe: JON oss: fue ce dc ec uk ane eke sa wes cess Catherwood ELIstOry Oba WUC Sat: DotA A coins cesta cone y Suknd se mplwe Ce wee% Sheldon Fristoryrole MiGhIge tie ().. 3070 hsv halo kc aatien site er ied ake enact cy Farmer Northwest Under Two Flags, p. 106........ PE OLE RET ay toe eeee Moore Michigan Pioneers, Vol. 14, pp. 665-8, Vol. 8, p. 266 Stories of American Life and Adventure............+..c0000- Eggleston 112 COURSES OF STUDY THIRD GRADE The work here strives for the significance of community,— mutuality, opportunity, protection. The ‘‘wish of the many,’’ common interest, makes constant appeal to individual activity. The teacher looks partly for her material to the home life, the play and the school life of the child. The school community: work—sharing in construction and other manual activities. Games and exercise—need of concerted action and leadership. Early Greek community: classes of people and their relations, industries, medium of exchange, amusements, entertainments, ath- letic meetings, festivals, religion, education. Early Teutons: tribal organization, freemen, dependents— how a young man became a warrior; mode of life, dress, landhold- ing, pursuits, religion. Saxons in England: development of more classes than with Teutons; kings, earls or nobles, (the judges); Thanes or supporters of earls, churls or farmers, slaves; semi-annual tribal meetings, religion, ordeals, barter, pursuits. : Early life in Ypsilanti: founding of city, lives of founders, articles of trade in post, first homes, hotels, stores; location, princi- pal business interests, first religious bodies. Relate to settlement of Detroit. Governmental bonds. BIBLIOGRAPHY. Greek : Old Greele. Life “icsy na gees oaks ee aie i ke Tee ere Mahaffy History of Greece, Pit Chap) G20 25 se es. aa cee me eek cee Abbctt History of Greece; Vol Tk, Chap, JI, TV... .00 525% eens vin toon oa Grote History of (Greece, Pioneer scries, "Chap. 12.5. 8s cy ces oe oe ees Fyffe Gireeoe, Chap. Tle os hakGae cee es yan Sete aa tee he ee Cox History:of «Greece Chia pak LV mecca wis ka eee -. Holm Old reek Stories shu Ko diWiare sd secs coi eta ola ee a eee Baldwin Myths .of Greecest® .5 5.5 pa pak en eer eK ete are oe Guerber Teutons : Beginning of “Middle "A ges\327 0.71. so aha eee eae ne ee Church Young Folks’ History of Germany, (illustrated)................ Younge Middle Agess..,.chdacst aie ttn eee ak Bona a NER ice ae Duruy Pennsylvania, University of. Translations and reprints from original sources. Gat ried ss so rkiens unt OG: 1at ae cht ets Ge me piens TR DIRE cate Og ae Ree ea Baldwin Norse Stories 2.055 chy Aa ae ee As Se RS ee eee Mabie HISTORY 113 Saxons : Conquest of Britain by Saxons and Anglo-Saxon Chronicle....... Haigh Count off the maxon Shores os fin st ak oe ad's oe eee es he vulrs ..... Church Dik orGtetiie \MaIelish NALD et oes eeu oles cemelnn eehe apts Robertson USEtia > AAI OCe OLR ISE LAUT Cl eta Li ccateis wie Sip Gis due a otb-el nghel asks onelns dt aisle oie Abbott PIGSEOE OL CATE LO -OALOUS 20 sal cA sah iain Ko gle/eh niin qils ip culdae eae Turner Growth of English Industry and Commerce.... .......... Cunningham wry recAl) YL bribadll 1s (LI SELALeM Vises afccie/e «Sieg Qies 4. xe Shin woven Church PCelesinstical waiscory OLe MNO aNd. Views dase cn Cs cots ae deeneees Bede Beowulf PLCtar MOG Sea crcrg Sha Nad dicters'd av Wades Sele Stele ee Mas iets s eR Ca ea a gear ate Andrews Norse Eddas Ypsilanti : PORIOIOMICAL SUNY Din MSHA Ts peu ei cces iep cae unabichece mila weites Cady Michigan Pioneers. POUR TH. GRADE Viking tales: bands making raids for plunder, carrying on war for conquest of people, council meetings, voyages of discovery to Iceland and to Vineland. Community life in France and England: lord and vassal, protection afforded lord and vassal, duties of lord and vassal, gov- ernment of community. Historic communities in new lands: French in New France, landlord and peasant, French village life, French in Detroit, French in Mississippi valley; English in Virginia, English in New England. BIBLIOGRAPHY PEIORD LOLS OLE VU TILE stag tise, pe ee ee tile op nina ¢ cicrued aie nee ous Andrews Ehe-Discovery. or tie Old: North westio. onde oe es ae coterie ov as Balderson MILOPLes, Ola ELOMGOP Thi Oa hy ag te rt ha eate oc “ele wisins’ Ge ties ne, Wiesner nets Bass SS Meee WW LLLTEREIPO es Semen eR Lae RG LAI tie tae crn a wae aoe te wi eae Sobre iw: ere Bouvet DEOL Cle ONE VME LCu man Cosas weanted dereedin’ sian ie Feiss rete _,...Catherwood Mia citis vole Uredtie Westie cs ck eatcaes vauseets ww ite neice age end ge Drake EHOON Tato A OW ie cae stan e e.g oR Tae PS sues bie OT RPE Du Chaillu Eve tia tiGas VLR LE rane re ON tats tHe ba au suimaa tiea Pe yea! e ....-Du Chaillu EXISLOS Sy OW LIAU CE Bie whan Pt tao naive suns ain Ghat wesc ara oat wale a Ys Guizot WARIS OD AlGh < oN tavern ee ree MaMa ARs ee rine het «ace as Hall Stores of Oldem Times si esr irts sev ccrcge he: ce cue yd be eels cone Johonnot LIOTCCIVOLOTIOSS co ene he ay aa ie cris sera un horn cet eee g ae are Ce wie McMurry Children’s Stories from American History...................008- Wright FIGS INOELUMENDTG Vat eat ta UNE Fa LET ae eee atiil sp Ma emaeemrs ts Wright 114 COURSES OF STUDY ied Bes 4 Ba es Benn Py nes Bs In the fifth grade, the central thought is the self-governing community, in which the following two phases of social life are shown: what the individuals do collectively as a state and what they do individually. The first is shown in the study of the city-state of Athens and the colonial and pioneer communities of the United States. The second is shown in the study of the lives of Clisthenes, Theimistocles, Pericles, John Smith, Daniel Boone, etc. ‘The condi- tion of institutional life as discovered is constantly compared with the present. Material: Community of Athens: life, how influenced by geography, de- scription of city, home life, education, festivals, religion, govern- ment, method of defense. ‘The Graeco-Persian war is studied in connection with this. Comparisons are made between a self-gov- erning state and a despotic one. What the great men did for the state. Lawgivers; Solon, Clis- thenes. Statesmen and soldiers; Miltiades, Aristides, Themistocles, Pericles, Cimon. Philosophers and sculptors; Phidias, Socrates, Plato. Typical colonial communities: Virginia, Massachusetts, Maryland, Pennsylvania, Kentucky. Reasons for settlement, gov- ernment, activities; home life, education, social life, religion, method of defense. BIBLIOGRAPHY Colonial History : Popular History, 5) acini ns vas eee vis ae ba cE Voie Ae aoe Oe Bryant Old Timesin the Colonies: 1,57 Ve aee kkne bce es be cen Coffin Honie jife in Colonial Days sia gicwaccduicu Gee) wee can eek eee Karle Child Life in Colonial [Days iis sce. es eats oO Re eee LER Earle History of the Colonies. .04a.u8 secsss ny tee Sete and ee eee Eggleston Old: Virginia:and HerNeighbora 275.) 0. css Gaba ene sek ee eee Fiske Historical *Readers052 3) o0 Sac be aie bree ae Bea en py aes ie Hart Historical Dressiin America c: ies: a4 cas nn tae ee ee McClellan Ameri¢an History, Volos iiis came pects bene Pe ee Pratt America’s Story for America’s Children, u5;- 504s ads oe ee ee Pratt Stories of Colonial Children 277 aes ce ta hs cae client ee eee Pratt Men and Manners in America One Hundred Years Ago......... Scudder Daniel Boone. 552.5 oh) ies ce ee eee Twaites HISTORY Mets Grecian History : Srstory on Greece, Vols Ei) Lis art dee Art Us cn toe we ay na AD DOEE Peas eral Persiatice, iy nn ntsa saris 51th ie acai cie fal ak ar SAD cid cls alte Cox Rives Of; Gheek ‘Ota tesiietign wince ve CUO du Scan der ou at a Cee Cox Net nAD Ope taTCOK s AINIO MILES hy Wen Caray agi a hake Sees eo ae tie Gardner Roe PCCe rite Bite MANNCTSs cw istew ses hace sic ak ee art tooo teen eet Falke Classic Myths iy. 6 cade RI ee ROM Ee ae tee aie ape Ss hs Gayley Ole Oty CiLee Cake 1 Masia Sa crawl Cus ae Nak paar et) yatta Guerber RivesOlrGs cers and: ROMANS co Wo. f* gee ia Sots eee be Guhl and Koner WetenOIat Vt seCele MAUCAIOI im aes ied ey eC i aidan a Wee ere eee O 3 Lane Pee rcs ONC LAOUV LC act ad alent ete cet arans Soca se gopced ate om ae Mahaffy i Oem MOUCALIOMN RM Ty paicg show ols . 2 fv... Sa ss oar eee eee eee Guizot Riso of: Universities. 2. ju) @ucccl) oils}. . een ee LaCroix Alcuin, Chapter TIl.%:. wi ve + easel «ss ogee Bo ete pee West Schools of ‘(Charles the Great. +. .00. 3.4.5. os beeen .Mullinger Science and Literatures 2000.2 ve. ng as hace oo Deane ee LaCroix Stories and Myths: Epics and;Romances of Middle Ages... ..0 554... ...05 42nu s,s enne Wagner Legends -of (Charlemagne !. ica. 2h... coerce as ewe ean eee eee Bulfinch Story Of Roland es re aise wirele cs nite weet ate ks ete Morris sstoriés ‘Of (Charlemagne: a! 570) 30. ste eth, fen beep er eae Hanson Reading in class : che Story of sGermnany. 20 Haha sein weeea cee eet een ee Baring-Gould Stories of the Olden Time............. cduties SE oe bee ee eet Johonnot Sieptrigd. A.W eae hee Paw hee ents ke CR oe eee Baldwin Story Of (Rolandss elie eee ee ena a oe Cae eas ee eee Baldwin Tales; Germany, Stories of SWaittokind =o. c.tis, tos eee s oe ee Morris Historic Poems, Roland at Roncesvalles.................cccceccees Ford References for the Nibelungen Lied. German 2Lateratitres a aire on. cota nc note ae ere anes Hosmer Studiestin German Literature 24461, 06a cee tn eee cn cee een Taylor Mediaeval German Epics i.) -igas ener eau oemae ao tog omee Dippold Hours With German ‘Classics |) Voc. docs teen eee ee. Gee ee Hedge Outhne of German: Literature:.< <2. cu)s.).seuntens bike eee hae Gostwick HISTORY ~ 121 Prohigeorr rome (str atid (52 nae ie ae eee. vide vscu Ulises Hots bles Forester DUE Oy OMPtCPA TVA ING WON 2.5 cs used guw uations ih cpadaas es Cox A Viele, QIN NP VLR IVER OLS: ic lth ae es van 7 lah beatae nee ta amin ear ee Fisk NOTEGE LI VENOHOM Yea Wate ray Pleas tee eee Mn wae Anderson Ia PECUDG bs TED ON A 9 Da A a ae ne Mo ROE Re CRO ESR pe OME Barham ropbinh sd Le M DULAC MTP 2 eer gt SP ih Rin ert neg dS aA coe AL RENE | Morris PALATES AGLOU Men eid Wa yale tide vows iabbale (4d 0 inte c fie shele tae (cis is steel sge Schiller Chips tron a (seruian WGOEKSNOD. ap aye bia he ck ae tees alt Muller The characters Siegfried, Kriemhild, Hagen and the glory of the whole poem, Margrave Rudiger, are heroes worth teaching. SS eV -EeNGE Ei G-RoA DE The seventh grade makes a study of social conditions and movements while the strong kings ruled. The material used for this work is varied, but the following outline is suggestive. 3 The state under Alfred the Great; his life and work. Strong men who tried to be kings: Rolf, the Ganger who took part of Karl’s kingdom ; William of Normandy, who took England from the Saxons ; Hilderbrand, who got the chair of the pope. The crusades and knighthood. ‘The causes of the crusades; the preparation for the crusades ; a study of the third crusade as a typical one and study of Richard the lion hearted ; the result of the crusades studied somewhat in detail. In connection with the crusades, the growth of Mohammedanism is traced and the charac- teristics of Mohammedan life and purposes made plain. The rise of the commons; in France under Saint Louis and Phillip the Fair, in England under John and Edward I. The new times—inventions, discoveries, etc. Marco Polo’s voyage; the telescope, gunpowder, linen paper, invention of print- ing, translation of the Bible; great preachers, Savonarola and Mar- tin Luther; great artists, Raphael and Michael Angelo. Material for teaching Alfred the Great : PALCIOL AMITedat ie GOLEAUs, clade wo deal ecidea uaeus oe deus Ue awiae Ta Asser ETstOEyole emer land VOLNY Ezy fe v's gic at tena uty wie or diac toa ako ofa ee as Green PVIIFEC: LHGHGTERE SA Waly cents e eae 6 viet alee oy tema ete « NEE Pa CUS, mace tle Se Hughes Historical rales susie i Sola Rye eh ct Hadly canes a hle E> Morris BeACOME A ls eha wwe et a tebe tie sop ore eat wee nus eluted ase bes Lord 122 COURSES OF STUDY Material for teaching the strong men who tried to be kings: Story'of (the Normans). o.Sy Siae eawes sda fe | a see ee ee Jewett History: Of ‘Hrané 0 Sole Mats AE ean Be Sees pei oe Cox Life oF Richard WF iss .5 Gs v5 vo oa ibe Ne UAE ec s e C Abbott jyanhoe A Richard dt) cl. cots seen ee eee os eetlat ewe. a Scott Talisman ( Richardal) 205 i fds o3\s dated cs piece Sse ee Scott Saraceus, Story of the Nations Series :+...¢..0n. she ee ee Gilman Ten ‘Great Bveniseic. ces rss soe oak eels oe eee eee ASRS A all hy :Johonnot Historical Tales, German, French, Raglish . Pals cece, ata ene an Oe Morris Meniof (Tromss2 OSUAn ac. oo ook on ak ee eae ee eee ROY gd s,s \ | Age of Ubtvalty Gil ear eR aed aos ee eee ees et oe Bulfinch Castle Tater s 4. R55 eta th Giisk ad Rebs tone eee ee eee Blashfield Cryilization During the Middle Aves. 2... ..Giteqet. ese een Adams Material for the rise of the commons: History of Mrance): A065 36 ac) 20 Ses bans tee 0 ee White History.of.. Hogland 850 .07..i~ us oso hl etek BOE ree Gardiner History of England, Vol. I., Chapter VIL. 5 Fh antele 6 les oe Guizot Rise Or Peoples cucc.' 1 e hders e's dows Mole prs eva bie Re ee a ee Rowley Material for the revival period : History of Bngland pos) 4 n'sc csi din Stew wisheies. hotels kg a loan te Green Guten nee. sears Sale bates ot eae s sees cin le wee et ouerntaner ater one men ane . Pearson Stories “-of-DIscovery si easen yeni bee ce abs se ana eee Hale Civilization During the Middle tA gee. 52cs week en ere . Adams History of the Middle-Apes.\; (cutie tone cys bis on fae en Munroe History ol the Middle Ages <2 owe ee ess lbp nn eee Duruy FROM OLA borne oe aie tema Pk siaini-~ did ssshow os phan ieee eae aa Eliot Mediaeval) Att iii% cant kr uicucroeis pix eens sai isd Ga age Non is ee Reber The last half of the work in this grade consists in a study of the discoveries, explorations and settlements of the new world as brought about by conditions in the old world. For example, the invention of printing, the use of the compass, the desire for travel aroused by reading of Marco Polo’s travels, etc., in the old world led to the discovery of the new world. HISTORY 23 A typical explorer of each nation interested in the new world is carefully studied. The others of that country are passed over hurriedly, but always with a view to their motives, immediate ac- complishments and final results. Colonization. The work here is a continuation of the study of Huropean life. The point of view is that of European peoples transplanted and developing into a new nation on this side of the Atlantic. The condition of England in the early part of the seventeenth century is touched on briefly to show the economic, political, indus- trial and religious ideas, customs, and institutions which the colon- ists brought to this country as a part of their life and inheritance. The settlement in Virginia is followed in detail to secure a clear idea of the modified life and institutions of the people and the growth of a strong colony displaying in the main the chief charac- teristics of what may be regarded as typical of southern life. ‘The other southern colonies are passed over rather hurriedly and only in sufficient detail to give comprehensions of their location, import- ance, and whatever is peculiar in their history and different from the life seen in Virginia. In a similar fashion colonial life is studied in New York and Massachusetts, as the type of Middle State and New England life, and constant comparison is made with Virginia. The struggle for control between the English and the French is prefaced by a brief study of French exploration and discovery. The relation of colony to parent state, the character of life and in- stitutions, and in particular the relation of French and Indians are studied and contrasted with the English colonies. References. CECCOTAT: LORE) Sas estes Tet sat ee pa Likes aE ea ae ale celle exh Montgomery PRTNETICA TN Ee DIOLEYA ct ats so anh Pole Mo cee Ou be Mink eH diel bk ahs | Higginson Discovery Of vA Meri cars. ad) ey nie oa Sea oN oe aoeR Oh ewes eee Irving Cilamiplain: and. His ASsOciates yo ki. Stace tore sa ar ok see ws ce ee Parkman PEI TOM LIULIIEL Fons eeneeae a on oe tx ulema tbo eh aa es ae eee Pe Sal ae wae Kostlin PCLOLINA MOI eae hat ea cas oe ait the ul st guitars wk soon monte aad Fisher VR AGT AST CLI 0 oo Spices Ais aah am AIR tice ilu et rn SMe eRe gen y OLS Nd Creighton SLORY O17 LADELEV his o otues Wig had a Uo daretva go atin tie secant emaee Breeaie Coffin Historyor the United: States? y78 woe aoc os okies oat date ow aere S . Fiske story. of the: thirteen: Colonies... fro rs ew nccpare eect ney lest Guerber 124 COURSES OF STUDY Story:of- the Bnglish s20° 0 A wiley ee one ead a eee Guerber Discovery. of America 5a) iad 5 dene yaa ance ae Fiske Begitinings of New Mngland 3)... .0 se ay sine oo col Fiske Old ‘Virginia'‘and Her Neighbors... oo )cni23 re. >< ees 2a eee Fiske BPG TH GRADE Review period of exploration and colonization. Constitutional history of England to revolution of 1688. Kings compelled to recognize the rights of the people. John and Edward I. 1215—the citizens gained the Great Charter. 1265— the parliament to grant supplies. ‘The charter did not confer lib- erty but was a written agreement to respect the inalienable rights. Freedom was not secured because kings did not keep their word. The people resist the government—a revolt against taxation with- out consent. ‘The people led by Cromwell stood for self taxation and an independent church. ‘The royalists led by Charles I, stood for royal prerogative and the English state church. Great battles fought for freedom in 1649. Charles executed. People secure bill of rights in 1688 which made a new house of kings. European conditions from 1688 to 1763 and their influence upon American history. Intercolonial war. Quarrel between England and France; King William’s war. War of the Spanish succession; Queen Anne’s war. War of the Austrian succession; King George’s war. Seven years’ war; French and Indian war. The English colonies—American revolution. Self-governing communities of English citizens; each with an established order of doing and exercising the right of self-taxation. Commerce regulated by parliament. Manufacturer’s act. Navigation act. The king violated the great charter and the bill of rights in three parliamentary tax acts. ‘Tax acts. Some special points to be made: the new taxes, how different from the old; the results of parliamentary taxes; the things which united the colonies in common cause against England ;_ the sympathy and heip given Boston; the Boston tea party; Boston _ town meeting. The colonies resisted. Called congress in 1774—its authority as standing for the state ; sent a bill of rights to England; sent a petition to the king ; organized societies. HISTORY i Parliament passed the ‘‘Intolerable Acts.’’? Parliament passed the ‘‘Quartering Act.’’ Dissolved the assemblies. : The colonies made their ‘‘Declaration’’ and by it a state inde- pendent of England. | It must be made clear that the rights of the colonists were the rights of every other citizen in the English state. It must be made clear at every step that the authority extended to every part of the state which included English America. Just how the inalienable rights were violated all the incidents show. It is a con- flict for inalienable rights. Can it be shown that the revolution was just this—the English people of America constituted them- selves a state separate from the people in England and created a means of government vested with due authority, the Continental Congress, and followed that by the Declaration of Independence? Select such events as lie in the direct causal relation. There is no better place in all history to show the intelligent action of a people to wrest rights from the tyranny of strong-handed absolutism. Brief outline of the war: political parties, doctrines, strength of each, leaders; armies, commanders, discipline, hardships, par- ties represented; alliances and other aid, treaty with France; position at the outset, plans, objects, strongholds ; campaigns, in Eastern States and Canada; secure Boston but not Canada. In Middle States, defeat. Two things help Americans; Burgoyne’s invasion and the expedition of George Rogers Clark. In Southern States, partisan warfare. Cornwallis surrender at Yorktown. Important names in this period of history : James Otis, Samuel Adams, Patrick Henry, Gadsden, Robert Morris, John Adams, Jefferson, Franklin, Washington, Madison, etc. Government under Articles of Confederation: government vested in Continental Congress ; perforined all the duties in a free state; made good the Declaration of Independence ; made a plan for a permanent government; entered into foreign relations. The inalienable rights of the individual henceforth were secure in America. The French revolution. Condition of the peasantry under the tyranny of kings. Louis IV, ‘‘I am the state.’’ Taxation without consent by the king, the landlords, the church. 1789—The States- General called when the commons declared themselves a national 126 COURSES OF STUDY assembly. Madea constitution. A government by king and leg- islative assembly failed. Commune of Paris in power, riot in Paris. The commons in convention declared France a republic under the legislative assembly. The king executed. The reign of terror, Queen, Robispiere executed. The people a wild mob. Quelled by Napoleon, a generalin the army. ‘The directory, enlisted the peo_ ple in war under Napoleon. Napoleon seizes the government, restores order, unites the people. The empire a strong govern- ment. Code of Napoleon and the people prospered. The spirit of liberty was not crushed under the empire. The self-governing political states. Characteristics: the peo- ple know themselves to be the state, have a common understanding regarding inalienable rights, and take an active part in self-govern- ment. The laws, based upon natural right, afford the individual protection in the exercise of the ‘‘truest liberty.’’ Historical ideas in the political state. Reciprocity, the state the ‘‘larger self.’’ Authority, unlimited sovereignty of the state vested in a governing body. Law, common, determined by usage. Statute, enacted by law making bodies. Justice, rendered in the people’s courts under state law. Ownerships, common, all public property. Right of eminent domain. Conflict. First step: give the concept of a constitution, both written and unwritten, as the established way of doing things. Show that the previous experience of the people and the necessity and condi- tion under which the written constitution is executed determines its form, while the unwritten constitution is merely long established usage. Specific aim: to show that the constitution is the expressed will of the people of the state. Second step: give with distinctness the main features in the organization and operation of the government under the the consti- tution. Keep the distinction between state and government sharp- ly defined. Specific aim: to teach the consciousness of national life working out into national institutions. General method. Select the lines of events showing the de- velopment and growth of national resources and power, as indus- tries, commerce, alliances. When movements have arisen affecting HISTORY §27 the nation, set the leader and his party at the head so that his work shall be distinctive, as Bryan and ‘“‘free silver.’’ Let it be seen how inventors have opened up national resources, extended national do- main, increased national power; how the spread of intelligence through public schools, through literature, and scientific research has modified national life. | The intelligent and rather rapid reading of the entire period is recommended, after which take up the same period following close- ly lines of events so that the course of the developing idea may be distinctly marked. Follow the historical ideas through the lines of events in which they are realized after which build up the whole again, Self-governing state, occupying a definite territory. The United States of America 1778-1780. The territory, extent, boundary, ac- quisition, reservations, control, etc. The people, rights, political parties, making known their wish, the governing body accountable to the people. The government, the confederation, the present ‘government, how constituted, fundamental law, departinents, pow- ers, the history of the organization. The government in the con- duct of affairs. Provisions for revenue, banks, mints, currency, etc. Provisions for defense, forts, arsenals, navy yards, gun boats, fleets, standing army, etc. Relations established with other nations, war, peace, treaties, ambassadors, etc. Regulation of in- ternal matters, as making improvements, opening up the country, granting land for public and private uses, public communications, postal system, etc., patenting, libraries, schools, museums, scientific institutions. The great national questions. The nature of government. Nul- lification and secession. The civil war. Reconstruction. The social condition of the negroes. Political doctrine regarding slavery. The ’20 compromise, extension of slave territory, war with Mexico. Kansas border war. Emancipation, constitutional amendments. The ‘‘American System.’’ Economic conditions of the country calling for protection. High tariff, the opposition. Compromise. Important tariff law. The national banking sys- tem. ‘The early chartered banks. Public opposition with effects. Present banking system. The inventions affecting national devel- opment through population, rapid and easy communication. 128 COURSES OF STUDY In such a brief tabulation as the above only the marked lines of development can be noted. The detail must give life and action to what otherwise is a flat and uninteresting enumeration of facts. Material for teaching the rise of the commons in England. History of England, Chapter X11, John.) .0.0.0, ) le. wane .....Gardiner History of England, Chapter XV, Edward... ..... 7... .s2en. see Green History of England, Vol. I, Chapter VIII, John and Magna Charta; Chapter IX, Simon of Montfort; Chapter X, Edward I. and Wallace, eh atstac a evince sah wb v'e bib igs eke ls Ss CGE Retr he ee Guizot Nojosiaona Charta.. iii ckouis wee aes «eek ib sens tae Old South Leaflets Historical Tales, English, Wallace, Robert Bruce, and Edward II Morris Young People's History of England. .2.0.\.\....-e. 74. pee ee eee Towle Rise of People. Epochs of English History.................... Rowley Material for teaching the revolution. Lite of Cromwellih.ccis ic eee elena toe pi ae twee ee ee Morris Material for teaching the self-governing state. General references. Division and, ReuniOn.. 2. Uel oes ead ae ee Oe ween oe Wilson The Making of a Nation... coca ts coy sos team pen sieles one ae Walker Cyclopedia of Political Science... oat. se. ee 1h. Se Lalor History-of ‘the United States... si. ce.4 eka seein ete eee Andrews History, of Our: Conniryss .osw.s ys aan. ee ce ie oo eerelern Richardson On Territory : Public Domain, Public Land Commission Report, Historical Geography... 7 oo) ss.) 0 3s octet eee eee eer” McConn Historical: Charts .ijcc 9 fo6 0 0ccnie 4. 0's 2s 5 ote gn pee ee McConn Government : Government of the United States. ...... ....00 7s ses «= ammeter & Shimmett Civil Government cic oss eae ss 1g. eae ee Siete Th an pee ..... Fiske American Citizens 52.5 ¢0 hs» ons o40 88750 =e oe Dole Civics for Young Americans... .a22.4.+ +>) ee ee eee Griffin How We Are Govorneds. i ci a eee oh Bishop Anierican Politics ius diss «als pie J abies Ses each eee Johnston Secession and war : Biographies, American Statesmen Series. Charlee Sum mer .s55s es 90s. ae i eee cs eo ore Pierce Great-American Conflicts. 2:..\sdcaan eee cy cores ae eee ee Greeley Bird’s-eye View of the Civil Wari... 0. o5-nu er tone eee Dodge Memoirs of Grant, Sherman, Sheridan, McClellan. War Between the United Statesive. 7.2.42. suet ap ee Stephens Liifeof Lincoln, sicher antes us tee Goo eee ee eres Nicolay and Hay Famous American Statesiten .cinsiswebsis, oo oes ia cise eer ae ee Bolton Youug Folks History of the Wats joe eee eee Champlin Twenty Years in Congress. Reconstruction Extension........... Blaine Stories of Inventions sic. a6 esc, cies seater ae ran Hale Making of the Great West | 220086 aes oe eee Drake Story of: Our Continents G0. 2679'Ga oo tee ee teenie ae Shaler Three Decades........... 5g ai Sar Nal ope td a gee pechaae, he bid ec Cox GEOGRAPHY The work in nature study during the first two years forms a natural basis for geography in the succeeding grades. In the third grade, the child’s immediate surroundings become the basis of all the work. This gradually leads out into broader fields until the sixth grade is reacked where a comparative study of all the conti- nents is taken up as a basis for the descriptive and commercial geog- raphy of the seventh and eighth grades. The subject is related so far as possible to nature study, history, and literature and has con- necting points frequently with art and manual training. eben Go REACT) FE The aim of geography in the third grade is to familiarize the child with the phases of industrial life around him, to show man’s wide interdependence, and by stories of foreign children to give him the world idea and prepare him for the formal study of this subject. Talks about home gardens and their products lead the pupils to see that we must rely on market gardens and on farmers for many of our food supplies. Each of these is discussed as to the method of cultivation and the distribution of products. The diversity of products on farms is brought out. By a natural sequence the in- dustries of the city that convert home products into manufactured articles are next studied : Creamery Flouring mill Canning factory Tannery. Then those industries that ship in raw or partly transformed material to be converted into manufactured articles are taken up: Woolen mill Ladder factory Paper mill Tag, label and box factory Hay press factory. 132 COURSES OF STUDY After being visited by the teacher and after preparation is made in class some of these factories are visited by the children and their observations are later made the subject of conversation lessons. Further study of the city ensues as a model of it is made on the sand table. Reasons for the location of stores, factories, and various institutions are discovered ; e. g., why schools are located in different wards. At this time the study of the history of Ypsi- lanti proves interesting and much worth while. The growth of the number of conveniences is shown. Besides the sidewalks and oil lights of former days we now have paved streets, electric lights, gas; telephone, sewer system, waterworks, fire department, electric road, police force, and postal delivery. But in listing articles of food and clothing that we use, and in visiting stores, the children find that many things we use are of distinct domestic or of foreign production. By means of stories about these imports connection is easily made with other parts of our country and with foreign countries. The story of the tea plant, for instance, leads to reading about the life of the Chinese and cre- ates a desire to know where China is. The globe is now brought into use, the symbols for land and water are explained and China is located. Other typical studies are: OTT Oe Sis haw Gatley © 6 blots SaTutl uy canner al. eens era ae Arabia and Brazil SRICES ss aly SONA hats ES Sidhe ale Sa Oe Ae ila Gli ot ree India ‘Tropicaltruttsnc. wow ieee sere ae Florida, California, West Indies RuDberig2) Ve lace eects ts Sf os le Aes. ahaa bhi eas Cenacle: sueta ca Al Weer Brazil Gold ce oe e eee Nae ea ee «diets Che eta he tional seen Alaska COCOA Sui uinw yh aerarale Bie ela ha a ere Vette 2 ee peau Ge a oa fee es Venezuela TOYS5 2s Goede «Salto Aa Halets does. Goole RAR AS ere ane eee . Germany In a short time many countries, all of the continents and the oceans are known and can be located correctly. Books read by the children are: Sévert Little Sisters cose yes scien chee eee Andrews Hach and Allain ceysue ton CWP Rien eak pattbeas OY cents Dati aa ares Andrews Stories of Industry. SA oes eee eee Chase and Clow New Century Reader, Book II. ; Big People and Little People of Other Lands..................... Shaw Around the World sic) 2254 Caan cke aes Cee shoe: corer ce een a Carroll Other preparatory work is begun that is of very great import- ance for the formal work to_ follow. This work might properly be GEOGRAPHY 133 called nature study. It falls into two groups: weather observa- tions all the year, and observations out of doors spring and. fall. The pupils are led to observe and talk about the particular things happening in the weather from day to day. ‘They are not expected to explain or state natural laws. Some of the items here noted may have received attention in earlier grades. Observe that the noonday sun is higher in summer than in winter, A simple method is to stand on a spot that may be recognized again after some months, and look south over some building that the sun barely surmounts at noon in winter. Note in summer how much higher it appears from the same view. This is important. The words “‘inclination of the sun’s rays’’ should not be used. Inclined and vertical rays falling on a spherical earth are conceptions that belong to solid geometry. ‘The phrase that does accurately repre- sent what happens at places between the tropics is ‘‘the sun is at times right over head there.’’ In the same connection it is of in- terest to measure the shadow length at noon. Another observation that children make with interest is the placing of the sun at rising or setting among trees or houses by sketching its position then from month to month. Daily temperature changes on clear days vary from cool mornings and evenings to a greatest heat in early afternoon, usually at two or three, Readings are made from a thermometer exposed on a north wall. It does not touch the wall. The sun never shines upon it. The effect of clouds ts to prevent the nightly cooling and daily warming. Dense clouds coming on in the forenoon check the daily warining, or in the afternoon check the cooling usual at that time. Without reference to a thermometer the class ts to make out that our weather from October to March ts a succession of cold spells and warm spells, each two or three days long, In warm spells the sky is apt to be cloudy and the wind southerly or easterly, while clear skies and wind from the north and west characterize the cold spells. The difference in temperature between the cold spell and the suc- ceeding warm one Is often greater than that between night and day in the same season. Heavy rains with us fall mostly with wind between east and south- west, Note occurrence of such rains, the direction of the wind, 134 COURSES OF STUDY the time of beginning and ending. Compare them with recent falls. Sleet is to be recognized as wet snow, clear pellets as differ- ent from the hail of summer, mist as droplets almost too fine to dis- tinguish, and fog as a cloud at the ground instead of above us. Forms of clouds so easily distinguished as cumulus, cirrus and nimbus should be learned. Whenever their constitution is brought up they should be spoken of as made of little drops of water, not of water vapor. If thunderstorms ever come up in school time there are five items to look for; the cumulus cloud, the outrushing squall just as the storm comes on, the violent rain at heavy electric discharges, the interval between flash and thunder, and the occur- rence of hail. Lhe direction of the wind with rain and with clear sky, the asso- ciation of strong winds or calm with clouds or clear sky are worth noting. ‘The wind direction must be taken as the direction from which it comes. Reference Books : Special Method in Geography, 32.0 <0 723).. eee McMurry New. Basis of Geography..c4.0 s.ccees cd a, eee Redway Child arid Nature chit ci. ad acne | > a urohe ne otapieia an ee Frye Home Geography. s.. 5. s+ sia asics eos bch os 3 sie te Frye How. We are:Clothed 25 pac 0 ie odie aes a ee Chamberlain Tow: We Are Redeic5 on yh. ce ee ere ee Chamberlain How We Are Sheltered «..0..< Gas eat nee eae ee Chamberlain Geography Readers, «sucess «. 55-24-00 eee ee ee Carpenter Man and TUS |\Wotk. oo vile cain so eae aeaeeatcn ae eee Hubertson Sociological Stady of Ypsilanti;../249 0.0. F. Vesa. pee ee Cady Meteorology, 63s, wha hates pune te Ses ys - Se ee Davis be OR ee eee _ With the use of the globe study the continents: comparative size, location by meridians and parallels, position in relation to bordering oceans, position in relation to other continents. The oceans: comparative size. The islands: East Indies, West Indies, Japan, British Isles, Greenland, Newfoundland, New Zeeland. Surface of the earth: mountain ranges; Rocky, Andes, Alps, Himalaya. Plains: North America; South America, selvas ; Asia, tundras; Africa, desert. Rivers: Amazon, Mississippi, Nile, Congo, Danube, Rhine. GEOGRAPHY 135 Climate. Zones: tropical region; Tropic of Cancer, Tropic of Capricorn, Equator, Temperate zone, Polar zone. Winds and rains: trade winds,stormless winds; westerly. Distribution of people. Balk? Per nGorR AcD E The rational side of geography should be emphasized in the fifth grade. The children should realize ‘‘that nothing in geogra- phy stands alone, that everything has a relation or setting.’’ North America: location, shape, size (comparative). Physi- ography: old and new lands, ice age; mountains, names, kinds, relation to man; plateaus, names, relation'to man; plains, forma- tion, relation to man; coasts, kinds, relation to man. Drainage, rivers, names, work of, effect of glacier on, relation to man ; lakes, names, kinds, effect of glacier on, relation to man. Climate, meaning of, things affecting, effect on population; plants, adaptation to environment; animals, adaptation; people, distri- bution, life (showing adaptation). United States, same general outline as North America. Sections; location, physiography, climate, type of occupations, (re- sult of foregoing primarily); cities, (associated with occupations). Dependencies of United States, British America, Mexico, Central America, and West Indies are studied in the same way. There is a close relation between the nature study of the win- ter term and the geography of this grade. ‘The history and geog- raphy are also closely related. References : Physical Geography...... De Pace eee ae pL aN had Ba eh eats kes Le Davis SSrOINAT OCHOOMCSCOSTA DIY, 4 shia si. delegate spersis givel- Gide @aiaiehe bide sys Frye Current Magazines. POPLIN INCL Catia arg edie ote cia, Weta tek ae Ire ho bg a Seo ls ee WH sieth aia'ot Carpenter FLOW WPA Tee MCU en eeaN a te ane ey ee ek o, UReT AK Ge toes eae Carpenter Texts: Hiementary Geoprapuy so: tap aus sh Pee no teks eee ie es ohn ana & ashlee Dodge BOOKIE Seas ttee as packs eh omen ee ane Cala Sas Tarr and McMurry 136 COURSES OF STUDY SPX HY GRADE The aim of geography teaching in the sixth grade is, through a physical survey of the foreign continents, to give the child a larger and more intelligent view of the earth as the home of man, not merely by teaching geographical facts, but by so presenting them as to show the basal law of cause and effect and man’s de- pendence as well as the dependence of all life on physical environ- ment. With this object in view the earth is held as a unit before the mind and all subjects are related to that unit. ‘The natural features of each continent are studied as determin- ing life, and greatest emphasis is laid on those features which have broadest application to man, his industries, domestic and trade re- lations. The main ideas which the child has gleaned from his home en- vironment and his somewhat detailed study of his own continent become the key to the interpretation of these foreign lands, which after all but illustrate the same geograpical notions under slightly different conditions. Each continent as it is studied becomes the key to the next, thus through this study of ‘“‘type forms’’ the unity of nature is recognized and much needless repetition avoided. ' The study of ‘“‘type forms’’ is further carried on through the use of stereoscopic views illustrating the typical physiographic features which most intimately influence man. Great emphasis is laid on map reading and map making. It is not necessary that a child know endless geographical facts, but very essential that he know how to know, i. e., how readily to interpret a map. To emphasize casual relation, unify and impress facts through visualization—colored maps are made of temperature, rainfall, vege- tation, animals, industries, products, distribution of people. Pict- ure charts are made of typical homes and dress of man in cold regions, forests, mountains, plains, great tropical rain belts, deserts. Industries in same regions; beasts of burden, routes of travel and obstructions. Orderly sequence of topics not only makes the work more sim- ple, interesting and intelligible but of greater educational value, for GEOGRAPHY F347 through the logical grouping and comparison of facts the child reaches general geographical notions. In arranging the material for this grade—a survey of Europe, South America, Africa, Asia— HKurope naturally comes first as the continent most easy of interpret- ation ; its climate, plant, animal, industrial phenomena are very similar to those of the home continent, while its people are of the same race, and its institutions the mother of our own. South America and Africa follow, being similar to each other and present- ing decidedly new and foreign ideas in climate, plant life, etc., as well as different race conditions. Asia with its vast area, its great latitudinal range, its many foreign peoples, exhibits all the condi- tions of the other continents combined, making it a much more complex problem, and one to which it is wise to bring the knowl- edge obtained through the solution of simpler conditions elsewhere. The following outline is offered as suggestive for the study of these continents. Position, size, shape of this continent as compared to our own. People who live there are dependent on: surface—highlands, lowlands, rivers, river valleys, lakes, lake basins. Climate—temperature, winds, rainfall ; dependent on latitude, altitude, nearness to water, arrangement of mountains. Zones of plant life—dependent on climate, location, adaptation of plants to region, relation to man, special study of new and useful plants, attendant industries, plant products resulting from their industries. Zones of animal life—dependent on plants, location, adaptation of animals to environment, special study of important animals, man’s use of them, industries—products resulting. Man’s relation to other men—further development of indus- tries, manufacturing, trading ; growth of cities, as trading posts, commercial, manufacturing centers; capitals, centers of govern- ment, fashion, etc.; means of communication, transportation. Names, locations and various other facts are brought out about individual countries in the general study, and a special study of the important ones is made at the close. Texts : LV RUICER APCD TA DIT Un veg a ec a cpr sinen vale aleee buds ain itgane BPE SUEd ae & Dodge COMDICLEMRTCOGTH ON Wo so acts solace ocx obey Fo cateas Ce MOM CE Sine bd Cmaleele Tarr Sattar Peo Geoe rap yn. oe Gates Sale Nd We cigtis Aint ale mee aes Se Frye Grammar School Geography (pictures only)................... Werner 138 COURSES OF STUDY Read by children in connection with geography : Wurope: 2.0 hbo. OR es a ee etry Siena c eee een Carpenter South America 7 aie cis tee ad oe SR lee are Carpenter PASTS Ss ates Sree ed aie ete oii cai oiled a as a ell ore ee a eA Carpenter Modern FLOTOPE Ss ile nts Ss WR ae kG eg ne = eg aleld ae walle ee iahane es ee Coe Stories of China G:RyAgDae Simple voice exercises and study songs used as such are given, with pitch same as in first grade. -Monotones and inaccurate singers receive further attention in an effort to help the child to wholly overcome the defect. Individual singing is emphasized. Special aims and methods employed in the first grade are also given attention here. Songs. Same as in first grade. Rhythm, Review and continue the work of the first grade. Development of two-pulse rhythm, the one-pulse tone, the two- pulse tone and rest in 2-4 time; three-pulse rhythm, introducing the three-pulse tone in 3-4 time, and four-pulse rhythm with the four-pulse tone in 4-4 time. Melody. Continue analysis of study songs, singing tones of the triads, simple intervals, and scale progressions in melodic phrases. The staff is visualized by reproducing phrases of known songs using heads of notes to represent melody. ‘Tone lengths are observed in the singing, but are not yet shown to the eye. Aim to learn the relative position of notes on the staff. Later, the tone- lengths are indicated by the correct form of notes. MUSIC : 147 The staff is used in different key positions for eye training. Associate signature with the position of the key note. Har training is the same as in first grade. Sight Reading, New melodies are used, together with the singing of simple melodies from blackboard or book, introducing in various keys the rhythmic problems. THIRD GRADE Voice exercises are continued. Song singing also forms an important part in the work of this grade, although sight reading leading to greater independence is emphasized. Individual effort is stimulated. Songs, Songs adapted to the grade are freely used for their cultural value. ‘The study song is given as a voice exercise to encourage individual singing, and asa further means of deducing from it some simple element of music. Rhythm, Continue study of two, three, and four-pulse rhythm with various tone-lengths. Introduce two sounds to the pulse, represented by eighth notes. Melody. Simple intervals, using rhythmical groups of tones, are sung and tone relationship is established and applied to the staff in various keys. Introduce the pitch names and the names of keys associated with the signature and position of the key note. Har training within limit of work is given. Sight Reading. Combine the above problems in new melodies from books. POU iver GRA LE, Continue use of voice exercises. Simple chording, leading to two-part singing, is introduced in this grade. Rhythm, Review the work of previous year. Continue study of two sounds to the pulse. 148 COURSES OF STUDY Introduce six-pulse rhythm, eighth note representing the pulse, and the pulse-and-a-half tone shown by the dotted quarter and an eighth note. Melody. Begin the singing of more difficult intervals, in short rhyth- mical phrases, in all keys from the staff. The tonal group is suggested from the material used. Introduce a few chromatics, such as sharp four, sharp two, sharp five and flat seven. Part Singing. Begin the use of the canon and the round, together with two part drills, using thirds and sixths of major scale, resolving chords on leading tone. Make frequent change of parts with the use of simple harmo- nies. Avoid low tones and aim for light quality of voice in singing second part. Sight Reading. The ability to read music is further developed by singing many songs, exercises, and suitable two part melodies involving the above difficulties. PLE TB GRAD Voice exercises gradually increasing in difficulty are freely used for a few moments at the opening of lessons to secure an active, vital condition. Rhythm, The pulse-and-a-half tone with the dotted quarter and eighth note is continued. The simple forms of six-eight measure with two slow pulses to the measure are sung here. If advisable the triplet in two-four measure may be introduced and compared with this time problem. Introduce the unequally divided pulse, represented by the dotted eighth and the sixteenth note. Melody. Staff drills in various keys keep the rhythmical phrase idea, including the difficult intervals involved in the reader exercises. All sharp chromatics and flat seven are introduced. MUSIC 149 Introduction of the minor is here made. Ear training is continued. Part Singing. This is the same as fourth grade, but gradually use more difficult harmonies as greater independence is gained. Sight Reading. The problems of rhythm and melody are applied to reader songs, exercises, and two-part melodies. See ee GREASE Voice exercises are the same as in the fifth grade. Attention is given to any changing voices and to the proper classifying of voices for part singing. The folk-song literature and national songs of ail countries are especially interesting in this grade, also in the seventh and eighth grades. Rhythm. Continue the study of the unequally divided pulse, dotted eighth and sixteenth note. Introduce the triplet in two-four measure, three sounds to the pulse. Continue six-eight time, with two slow pulses to measure, and compare with the triplet. Melody, Further promote the eye training by staff representation of all keys, singing difficult intervals in rhythmical phrases. Study sharp and flat chromatics. Introduce different forms of the minor scale. Continue ear training within limit of the work. Part Singing. Teach two or three part singing and classify voices. Much care is needed in selecting voices for the parts. Have two-part drills, increasing difficulty of the harmonies. Spell and pronounce the major triads in whole and divided scales. Sight Reading. Sing two-part melodies with exercises and songs from reader in various keys. | 150 COURSES OF STUDY SE VON TH G RAIDIE Special pitches adapted to the range of changing voices are given for the voice exercises. During the period of adolescence the boys are given special work in music. Rhythm, Review and continue the rhythmic problems of the previous year. The twice divided pulse (four sounds) shown by four sixteenth notes, with other pulse divisions, may be introduced in this grade if the rhythmic problems preceding this have been mastered. Melody. The ability to sing all intervals and recognize their staff repre- sentation in all keys is here emphasized. Sharp chromatics are reviewed and flat chromatics are con- tinued. Different forms of the minor scale are studied. Continue ear training within limit of the work. Part Singing. Voices are classified for three-part singing. Spell and pro- nounce the major and minor triads, resolving the triad on the leading tone. Sight Reading. Melodies and exercises and songs in two and three parts from books are here studied. A boys’ class for changing voices is formed. During this time of limited singing, and in some cases of enforced rest, a large part of time is given to ear training, the writing of music, musical history and the development of musical appreciation. Character- istic phrases of well known songs are analyzed and reproduced, interest having been aroused in the theme of the song, its composer, and its history. EIGHTH GRADE The voice exercises are the same as in the seventh grade. Special attention is given to the boys’ voices during adolescence and to the development of the changed voice. The singing of songs is emphasized. MUSIC 151 Rhythm. Review rhythmic problems. All forms of six-eight measure are sung with two pulses to the measure. Introduce twice divided pulse (four sounds) and+other pulse divisions. Introduce syncopation. Melody, The technical work previously studied should be reviewed and amplified. Relative minor keys are introduced. The use of sharp and flat chromatics receive special attention. Study the harmonic and melodic minor scales and learn to recognize these forms in the minor modes. Introduce the ‘‘F’”’ clef. Continue ear training within limits of the work. Part Singing, This is the same as in the seventh grade. Increase the diffi- culties and the use of closer harmonies. Sight Reading, Sing melodies, exercises and songs, in three and four parts, and in major and minor keys, from the reader. The boys’ class for changing voices continues if the condition demands it. The kind of work is the same as in the seventh grade with more time given to singing, the voices now being more settled. As the voice develops and becomes adjusted to its new register, the boys may resume the regular class work. Re oie id gon ON The technical training in music having been completed in the grades, the greater portion of the time should now be devoted to chorus and individual singing, further developing an appreciation for the best in song. The singing of standard songs and choruses, the study of com- posers’ lives, introductory history and musical literature should be leading features in high school music. Part songs, glees and concerted numbers are studied, giving careful attention to interpret- ation, phrasing, tone quality, and expressive singing. 152 COURSES OF STUDY The following books are suggested as offering good song material for the lower grades: Songs of the Child-World I andat; 7... casas tone tulee eee Gaynor Lilts and sDy rics. (Oke. wes essh haces aa cee emcees ee eee Gaynor Marth, Sky and Air dn-Sone. 77.2 i ne was sae ee eee Neidlinger SONG “SLOTS. . Sis es nace ay wad dk Eislp's. soulae Weea ale User tah aaa ae a Hill Holiday: Songer sy vy. soy sk oe cleat ed bs Oe Poulson WNature-Songs for Chithdren. 0. 31s acu eae ee Knowlton Songs in Season. vis pictgs cao k #acalle tok eect aan ei Nae Aa George Modern Primer 2 eee inn sears aie vieia Sore ley pena arene ae ee Smith Modern First Header ers icoe be oo asares ogee ere eee ere oid ae ee Smith Songs for the upper grades may be selected from the various books in school use, supplemented by the music of the Beacon Series and Coda : ihe Modern Music Readers... 2s. eee tae i ane d eee era Smith The New Educational Readers,.... 60. 2. sens 0c ee eee ee McLaughlin The Harmonic Readers e 6... ..escse ence: + sees ee ee Ripley The Melodic, Readers (42.2.5 ¢4:sdanvic aye senie hag eee Ripley Supplementary material may also be found in the following books : } Choral Instruction. co The Laurel Song Book :o.. 3 .ciys 5 ae¥ 2 ase dels 2 eee eee Tomlins QhorabSong Bookie Girw once tie cee ees eee Pease and Lawrence DRAWING The course, as outlined in the following pages, covers a period of nine months. The time that each grade gives to drawing averages about one and one-half hours a week. The lesson periods in the primary grades are twenty minutes long, and in the interme- diate and grammar grades one-half hour long. In the eighth grace, however, two lessons are given each week, three-fourths of an hour in extent. The purpose of these lessons is to lead the child to see and appreciate the beauty in nature and in art, and to desire some expression of this beauty in his home environment. The course is also planned to show him what practical application can be made of his drawing lessons in connection with other subjects of the school curriculum. Pictures and historic ornament are not studied as subjects in themselves, but are used in connection with other work as a means of teaching the principles governing good composition and design. The biographical and historical facts suggested by these examples are introduced incidentally. The color study becomes more formal in the intermediate and grammar grades. Much of this color work is given in the spring and fall as a preparation for the work from nature. In the freehand model and object drawing the forms are fre- quently reviewed and are studied in a variety of positions, in order to lead to a mastery of the principles of foreshortening and conver- gence, The work in mechanical drawing is given in connection with the construction of Christmas gifts and other objects for use or decoration at school or in the home. PeUieS boiG RA DE FALL Grasses, fruits and flowers are studied together with their direc- tion, character of growth, and color. Attention is given to size and position of the sheet of paper used. 154 COURSES OF STUDY The spectrum is introduced: six colors. Teach the use of water colors. Illustrative drawing comes in for its fair amount of time. The terms of Aosttion and relation are mastered; right, left, opposite. Freehand drawing is emphasized in straight and curved lines ; letters, squares, oblongs, and circles. Make some simple object for Christmas gifts, involving paper cutting and painting. WINTER Cylindrical and spherical objects, singly and in groups, are drawn with especial reference to relative size and position of parts. Valentines are made during the week preceding St. Valentine’s day, with emphasis upon construction and color. Illustrative drawing is continued. Drawing from figures (animals) is given with especial reference to painting, drawing, and paper cutting. SPRING Review the spectrum. Study spring growths in buds, leaves, and flowers. Paint simple landscapes and give attention to perspective and color. Study spring flowers: direction and character of growth and color. Give attention to size and shape of sheet. Design is studied in repetition and alternation in borders of units derived from flower and animal forms. SE COND. GRADE FALL Study fall flowers and fruits with especial reference to direc- tion, character of branching and color. Give care to the position on sheet and shape of space. Study hues incidentally in connection with above. DRAWING 155 Attention is here given to the drawing of different cylindrical objects, and care is exercised as to proportions and foreshortenings. Study these objects in different positions and in different levels. Teach the terms vertical, horizontal and oblique. In free hand drawing pay especial attention to lines, squares, oblongs, triangles, and ellipses. Illustrative drawing is here continued with especial attention to the different winter sports. Make Christmas gifts, bringing in useful material in construc- tion and color. | WINTER Continue object drawing in cylindrical forms, animals and figures, giving attention to proportions, foreshortening, action, and color. 7 In the illustrative drawing of this quarter make use of animals and children, giving attention to perspective, action, and grouping. Study good reproductions for method in telling the story. SPRING Study spring growths: flowers, buds, leaves. Pay attention to the direction, character of branching, and color. Care should be given to the position of the drawing on the sheet, and size and shape of the same. Study hues. Study elementary design in repetition and alternation : borders and surface coverings of units are derived from flower and leaf forms. THIRD GRADE FALL Study fall flowers, roots, and leaves with reference to relative position, size of parts, and color. Give attention to the size and shape of space. Study the twelve color scale: primary, secondary, and inter- mediate tones. Continue the study of the cylinder and cylindrical objects. Study forms in different levels and in different positions, with reference to foreshortening and proportions. 156 COURSES OF STUDY Study freehand drawing in straight and curved lines, employ- ing the oblong, circle, and ellipse. Do illustrative drawing with Thanksgiving as the main theme. Make Christmas gifts, studying especially composition and color. WINTER Do model and object drawing, making use of cylindrical forms in Christmas toys. Give attention to proportions, foreshortening and colors. : Make valentines, giving attention to design and color. Do illustrative work with figures and animals, giving attention to perspective, action and grouping. Study good reproductions from Landseer and Millet. Take up design with especial reference to color. Study balance of lines and shapes. Review the twelve colors previously studied and teach the terms tint and shade. Make some useful object. SPRING Study spring growths, giving attention to color, relative posi- tion, size of parts, and arrangement in space. Study design, deriving the units from flower and leaf forms. Balance around a center. Apply to some useful object and finish in different tones of one color. FOURTH: GRADE FALL Review colors, hues, and values. Draw fall flowers, fruits and leaves, giving attention to pro- portions, foreshortening, color, and position on the sheet. Study size, color, and placing of margins and initials. Draw the triangular forms and hemispheres in different posi- tions. Give attention to foreshortening and proportion of parts. Have freehand line drill in straight and curved lines. Make Christmas gifts, paying attention to construction and color. Use conventionalized holly forms. WINTER Draw from pose children and animals in silhoutte and color, bringing in action and expressive attitudes. 4 DRAWING 157 Do illustrative work appropriate to the season. Study pictures which will suggest good composition. Do design work in Indian ornaments. Pay attention to bal- ance and rhythm in shape, measure, color, and value. Review the color scale and teach dominant harmony. SPRING Do illustrative work appropriate for the season in good repro- ductives for grouping, perspective, color, and value. Study spring growths with especial reference to proportions, foreshortening of parts and color. Give attention to the size and space for margins and initials. Do composition work in programs and book covers. Do design work with repetition of flowers and leaf units, in bor- ders and around center. Apply the same to useful objects. Finish in dominant harmony. Babes bet) GRA DE FALL Study fall flowers and fruits with attention given to propor- tions, foreshortening of parts, values, and hues, Pay attention to the shape of the sheet and give care to margins and initials of appropriate size and tone. Study the cylinder and hemisphere in various positions with reference to proportions, light and shade. Give freehand line drill. Review terms ellipse, vertical, etc. Do Christmas work in design and color with the conventional- ized holly leaf and berry. WINTER Teach cylindrical and hemispherical objects singly and in groups. Give attention to blocking in, proportions, and foreshort- ening of parts. Review color scale and scale of five values, also tints and shades of one color. Make valentines illustrating rhythm, balance, and dominant harmony. 158 COURSES OF STUDY Do illustrative work in figures. Study pictures for good com- position. SPRING Draw spring growths with attention to values, hues, arrange- ment in space, margins, and initials. ) Study design in flower and animal units. Give attention to rhythm, balance, and dominant harmony. Apply design to some useful object. SU MoT CR AE FALL Draw spray of flowers and fruits, giving attention to propor- tions, foreshortening of parts, values, hues, and background. Give care as to the size and shape of sheet, margins and initials. Review the color scale. Teach complementary colors. Teach the scale of five values. Review balance, rhythm of measure, color and value. Study lettering. Do Christmas work, paying attention to design and lettering. Use the conventionalized holly forms. WINTER Study the cone and cube in different positions. Pay attention to proportions, foreshortening of parts, light, and shade. Draw groups of two and three objects. Pay attention to block- ing in and the relative position and proportion of parts. Have freehand drill in straight and curved lines. Make valen- tines in this connection. Study paper cutting and color. Do illustrative work in landscapes, paying attention to compo- sition, perspective, and color values. Study good reproductions. SPRING Study spring growths with reference to outline and color. Study individual characteristics and give attention to arrangement in space. In the design work give attention to the conventionalized flower forms. Study complimentary and dominant harmony. Apply the design to some useful object. DRAWING 159 Dire VebeN dbl e Cun ADE FALL Draw spray of flowers and fruits, giving attention to propor- tions, foreshortening of parts, texture, values, and subordination of parts. Do illustrative drawing in landscapes appropriate to the season. Review complementary colors and teach analogous colors. Review balance and ryhthm. Study lettering. In the Christmas work make books for views, post cards, etc., applying knowledge gained to composition, design and lettering. WINTER Study perspective drawings with reference to cylindrical towers and rectangular surfaces. Study historical ornaments, rhythm, measurements and lines. Design abstract shapes, stenciling the design on some useful object. SPRING Study spring flowers with reference to color, details of struct- ure, and beauty of line. | Study conventionalization of flower forms, applying designs to book marks, blotter covers, and candle shades. Bout plete Gre A: TE FALL Study fall flowers and fruits with especial reference to beauty of growth, grace of line, color, analysis of hues, and values. Give attention to arrangement in space of margins and initials. Study complementary and analogous harmonies. Make designs in stenciling and leather work. Work out the units on square paper, paying attention to interrelation and harm- ony of parts. Use conventionalized plant forms. WINTER Do considerable picture study, paying attention particularly to American illustrators. Study perspective with reference to interior and exterior perspective and angular perspective. & 160 COURSES OF STUDY Continue the study of lettering, applying the same to mottoes, book covers and decorative initials. | Do construction work in applied design: lamp and candle shades, lanterns, etc. SPRING Draw spring flowers, giving especial attention to details of structure, balance, rhythm of parts, color, and texture. Review color harmonies. Study design in the conventionalization of plant forms. Apply to some useful object. 2 — f ts DOMESTIC SCIENCE KITCHEN DOMESTIC ART ROOM DOMESTIC SCIENCE Sey EP GivcA DE The work of this grade aims to teach the girls the use and care of utensils and equipment, including dish cloths, dish towels, stove, and ice box. The proper dress and care of the person while prepar- ing food is also emphasized and especial attention is given to order, cleanliness and hygiene. The source, cultivation and transportation of food stuffs are studied, closely relating the work to the study of commercial geography. Proper measurements and abbreviations are learned, the recipe discussed and divided into individual portions, reviewing work in simple fractions and equivalents. Preparation of simple foods is undertaken, illustrating the effect of heat upon starch, albumen and other type foods. The experi- ments are related as closely as may be to the science taught in the grade. One two hour period each week is devoted to this work. EIGHTH GRADE In this grade the food principles, protein, carbo-hydrates, fats and the value of each in the body are considered. Foods suitable for different individuals in various occupations are discussed. The cost and nutritive value and the effect of different methods of cook- ing upon the digestibility of foods are studied. Yeast and bacteria are observed with the microscope, and their relation to the house- hold considered. The discussions and experiments emphasize the phase of physiology taught in this grade. The cooking aims to teach the girls skill in handling materials, judgment in combining different foods in the menu, and to stimu- late an interest in the important subject of diet in relation to healthy and economical living. The time element is the same as in the seventh grade. DOMESTIC ART POMP RUE RAD ie The aim in this grade is to develop freedom of hand movement which may be applied later in sewing for the girls and in manual training for the boys. All work is done in the large. The articles are selected from the following: knotted twine bag, hemp hat brush, raffia hat, rafha mat, reed mat, marble bag of canvas, etc. No stitches are taken except the base ball stitch and blanket stitch. Forty-five minutes each week are given to this work, and the boys and girls cover the same ground. Fol dA GR Ae The girls are taught the use of the needle, thimble, scissors, and tape measure ; care and neatness in handling material, and the cutting out of simple articles from different materials. The growth of different fiber materials is studied and discussed, and the cloth made from different fibers of wool, flax and cotton is examined and the value of each in the making of different articles is studied. The simpler stitches—running stitch, back stitch, and hemming stitch are taught, and darning of stockings is invariably given. Other work in sewing includes the making of articles from the following: needle book, pin book, duster bag, duster, work bag, crocheted slippers or other articles. Every article made is of real use to the child or in the home. Sixty minutes each week are given to this work. 5 Xe EGR Arb In this grade the stiches learned in the fifth grade are applied. Simple, useful garments are made; suchas flannel petticoat, sewing apron, overhand and hemmed patch, and a uniform to be used in the cooking department of the seventh grade. Two sixty minute periods each week are given to this work. MANUAL TRAINING ROOM “GRAMMAR GRADE BENCH WORK MANUAL TRAINING Some form of manual training is given in all grades from the first to the tenth. The required work aims for a progressive growth from grade to grade so that added skill will be acquired for the purpose of mastering increasing details as they are presented by the different materials. The course of work is divided into large units and these units are elaborated and developed in detail to meet the interests of indi- viduals and the changing conditions of environment. Whenever desirable the handwork is closely related to the work of the regular grade subjects. However, the strongest guiding principle which shapes the whole course is the broad feeling of the child’s home interests. The materials used in developing these units and the general scope of the work are outlined under the various grades. Peso Galo 1) b Clay modeling and paper cutting are taken up with reference to animal and vegetable life as developed in nature study. Illustra- tive work in history and English also forms an important part of this course. The weaving of mats, holders, rugs, etc., is taken up with special reference to the play instincts of the child. Nothing but coarse material, such as paper, rags and roving, are used. Cord work in the form of horse reins, mitten cords, curtain cords and circular mats is given. ‘The material used here is mostly macrame cord and wool. In addition to the kind of work outlined above a good deal of attention is given to appropriate work for holidays and historic celebrations. Two periods of thirty minutes each are given to this work during the week. SECOND GRADE Clay modeling and paper cutting are again taken up in this grade. It is very similar in character to that done in the first grade, but of a more advanced nature. 164 COURSES OF STUDY Straight weaving of teapot holders, mats, etc., takes a portion of the time. The work is done on cardboard looms with wool material. Circular weaving of broom holders, fans, doll tams, etc., with coarse and fine material enlarges the child’s scope of work. The materials used are split reed, rattan, rafha, and wool. Two periods of thirty minutes each are given to this work during the week. THIRD GRADE In the third grade manual training becomes a little more formal and is confined quite largely to cardboad construction based upon the simplest principles of mechanical drawing. Most of the work is done with rule, compass and triangle. Application of principles covered is brought out with the sand table and in the making of articles for the home. The time element in this grade is the same as in the two pre- ceding grades. FOUR TH ‘GRA DE The outline for fourth grade work will be found in the outline for domestic art and is under the control of that department. Pol PTS CR ACD The boys of the fifth grade continue the work in manual training while the girls begin their work in simple sewing. Basketry is introduced here in the form of rattan mats and plain baskets. Venetian iron is also introduced and useful articles for the home are made. The work takes the form of angles, curves and scrolls, and the designs are both original and prescribed. The study and reading of mechanical drawings to determine dimensions are here begun. One sixty minute period each week is devoted to this line of work, SIXTH GRADE At this point bench work for the boys has its beginning. All fundamental principles in wood construction are worked out in useful articles. The boys are required in every case to make work- MANUAL TRAINING 165 ing drawings before the model is constructed. The special prin- ciples to which attention is given in this grade are the squaring of a piece of lumber, broad surface planing, the fitting and nailing of square joints and gouging. Two sixty minute periods each week are employed in this work. She Pe INER be ar A LE Here an application is made of the principles worked out in the sixth grade with more advanced work in mechanical drawing. Special attention is given to the selection of woods and models which require the making of half lapping joints, mortise and tenon joint, lapped butt joint, planing of cylinder, modeling with the gouge, working out curved surfaces, chip carving, etc. One two hour period each week is taken for this work. EIGHTH GRADE The work of this grade is largely a continuation of that already begun in the sixth and seventh grades. However, more difficult things are undertaken here. More hard wood is used and the pre- ceding principles are frequently applied in the making of simple pieces of furniture. The boys also study the staining and finishing of woods and take up much more difficult work in joinery. The time element in this grade is the same as in the seventh. PHYSICAL TRAINING The course of study in physical training is designed to afford a means whereby the tendencies in school life toward incorrect pos- ture and physical deterioration may be overcome. To that end the exercises are of two general types, corrective and recreative. In the three lower grades, where postural defects are not so liable to occur, the work is almost entirely rhythmical and recreative, and in nearly all grades folk dances are used. This form of gym- nastic work is greatly advocated at present as the best form of spontaneous physical expression. Games are another recreative feature for corrective work. Swedish gymnastics and also light apparatus work are used. Ar- ranged by grades the work is briefly outlined as follows: FIRST GRADE Marching and running, song plays, rhythmic exercises taken in spirit of play, and games. SE CO NOD Gah As Ets Marching and running, simple fancy steps, simple arm work and corrective posture work. THIRD GRADE Marching and running, fancy steps, simple arm work and corrective posture work. FeO UR Te eG RA ak Fall—Swedish movements and games. Winter—Musical dumbbells and games. Spring—Bouncing balls and games. Bebe THY GRADS Fall—Swedish movements and games. Winter—Grace hoops and games. Spring—Short wands and games. PHYSICAL TRAINING 167 SUX TH GRADE Fall—Swedish movements and games. Winter—Dumbbells and games, Spring—Wands and games. SEVENTH GRADE Fall—Boys—Football. Girls—Fancy steps and newcomb. Winter—Indian clubs. Spring—Boys—Baseball. Girls—Gymnastic dances and newcomb. Een Pel biG REA DE Fall—Boys—Football. Girls—Gymnastic dances and newcomb. Winter—Boys—Military drill and basketball. Girls—Gymnastic dances and newcomb, Spring—Boys—Baseball. Girls—Gymnastic dances and newcomb. FA 5 ‘ . Le 1 j ¥ ' =] y 4 = a . ~_ ~ > 1 . = ‘ ’ F, r “ . 2) " os 4 3 . e ry ¥ \ ty ie Fi " \ : ‘ +} ") Dee ere ee : 7 P= * Fe i : “At” > : 4 5 lathe DEPARTMENTAL Kindergarten English : ; Nature Study ‘ ‘ Arithmetic and Sense Training History 3 , ‘Geography Music Drawing Domestic Science Domestic Art Manual Training Physical Training INDEX _* =o as =) ah a = Sig tne: = g ‘i Soa Cae 2 eae pn ae : sear She . “ ? r K ¥ ad " - = 6. : 4 as, Ss : eae dike se hao ac Horn Bg a eae ee ¥ ow (ut ee 3 0112 061416548