Digitized by the Internet Archive in 2022 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/outlineofcourseo1915spri Return this book on or before the Latest Date stamped below. A charge is made on all overdue books. U. of I. Library ITY ne | me N LIM OTS BP AR) Springfield Public Schools District No. 186 OUTLINE OF COURSE OF STUDY - Springfield, Ilinois October 1915 Press Illinois Stat Springfi Journal Co., r ld Aj hey’) AZ C Sy S C MF pues ¢. ' x 8) CONTENTS. PAGE TEEN O RCO ye UN ene ig Beart a Ta ORs SI ole aa al nS ed A PI 4 General Organization ..... COR tear NOMSIA rH it lod CU AM MOL halal eg Pe 5 TimeyAtotmentwy ain wiae Win weiner OE SN STRONY YA, A DAK I i 6 FLGAGIN Sig sii ciate, ere ad dials) weather ere Se NT Una e ARIS a AULLO Ue cars iid Menenau e 7 BRODIE cia ie cain Cie ann tea ore eve tau tte aire Munn ney eC as a a te Leia 13 SDCLEEI Se ltalers eat cave Sit rO/ tater or atsl Malia he eile NATED aia MING Tas i GAP asaya 14 EC CUNTVVERT SLE Dy yes c Iii ear aka ty oueteaalion alle tan pralastes aaa wake ot Mn ate ar al at Re are au 14 TATROR AE UT pie hae wile Olea ASA cOSN dose Lal aw ied ciate Mists RU nL et fe a 15 PAneager yy re OM aU AO Mea aceon ata) ae Bao A PTE ALIN THN ao reat dead) sehak LU Ure tals ta Wen Gee aly ab dios SAE TUN SN an TG a AR St 18 PLIST OU Va eran. tac aha ito uta greta, UL OES a yeaiie aau gan acs Maan Mega 21 PEELE IM OCLC i stata vie catalan eras et Mana ie igllanee iia oi Nattura ey aicKa yl gu Aina aie IC ICME 32 Geography ....... PAN AR ae Ur al ae Mab at pM A YL a CART Mb cM A MLA 42 PNVSIOLOSL Vii ere al amatareln Graven oh gue rarer at aan Lamy MUNAH GC ARPA a waa LVR, Sea as Be 51 INPAE UP CO UIL Vu eee ceeds sale ena G On RSL GRUNT aa aN COMMUTE bes 1 Sa ae 52 ree? iy 6 Ba Une rt a URN a AM erp age A a RR Aa bE 69 PVEUESA GP Nite aircrew tel ote akal oho wl eTH omat TAME MRC ONS yille uve (a ECA GW, erin sui g Metta ranean 74 FTOHUSSH OL ALES Pe aie a gre aie. aid ite sig Ua tele: Wiehe. ar alla oe 0) saRU Raat Debt 78 ER USUr ia Li Arts uly ae sual wate cra ha alo Oy Maa LM ats alt sr 84 SOI ELIS Eh SCOOGIS ta ae eo ela eiateheds Uplate an alg A DPB ata eRge 92 EIST COOO! Walt. sce wie iy a oratl aan eaiereL cc MUS ian coal gvaMen at at ioleu/L: Lavan Aa NeH CO UAE, 96 Pex teBooks: COP Pian SCHOOR ei aie Wy Gitte hteass ae inte ee AM 02h) 110 Text Books for Elementary Grades .......... 0.00 cee eee e ae 113 PPIPERL OTST LOS 2 islets Wa iaraleme tata aha iene) asic FeRAM Gacy, HUNG DHEA JO InL A tian ey 115 INTRODUCTION. The following outline of work by subjects and grades has been prepared for the general guidance of the teachers in the Springfield schools. The outlines in the several subjects were originally pre- pared by committees of principals and teachers appointed for that purpose, and were afterwards submitted to all the prin- cipals for criticism and revision. The outlines in drawing, music, household arts and manual training, were prepared by the supervisors in charge of these respective subjects. The purpose of this suggested course of study is to unify the work in the several schools in so far as possible, without interfering with the initiative and individuality of the teacher. In its use, | would recommend that principals, supervisors and teachers follow the old motto: “In essentials, unity; in non- essentials, liberty; in all things, charity.”’ HUGH S. MAGILL, JR., Superintendent. _— oO = GENERAL ORGANIZATION. The Springfield schools are evolving from the 8-4 system of organi- zation into the 6-3-3 system. The change is being brought about cautiously, the welfare and convenience of pupils and patrons being given first consideration. Some schools have the first six or elementary grades only; some the elementary grades and the seventh, eighth and ninth, or junior high school grades; while others still have the first eight grades. The high school still has the ninth grade, as well as the tenth, eleventh and twelfth, the work in the ninth grade being the same as in the junior high schools. | Each year or grade is divided by semesters into classes, the lower being designated as the “B Class” and the upper the “A Class.” The school term opens the first Monday in September and continues for forty-two weeks, with two weeks out, one week for the Christmas vacation and one for the spring vacation. The daily sessions are as follows: Elementary Schools. ist and 2d Grades—9:00 a. m. to 11:40 and 1:30 p. m. to 3:40. 3d, 4th, 5th and 6th Grades—9:00 a. m. to 11:55 and 1:30 PD. m. to 3:55. 7th and 8th Grades—9:00 a. m. to 12:00 and 1:30 p. m. to 4:00. Junior High Schools. 7th, 8th and 9th Grades—8:30 a. m. to 12:00 and 1:15 p. m. to 3:30. High School, 9th, 10th, 11th and 12th Grades—8:45 a. m. to 11:45 and 1:15 p. m. to 4:00. ~ O20 F009 0095t = 0004 = 009, 1 = 0001 = 0S F 09rd eee = tT ¢eT Sel eb = Gel eet eet sted teetestesesedeseesss ggagayy 09 09 09 09 09 09 09 09 ee are, [eorskug 06 06 Gh ah Gh Gh 09 (ee oe ene 10 syIV ployesnoyy G) G) G) o) o) e) ge =e Bee Soe oIsnyy Ge), GC GC), CG), 06 06 06 06 ee eee ee Pr ee ee SUIMGICT 09 09 09 09 09 09 09 Se eee pue Apnyg einyen Oar 056 Get = 06 = 00S. 006 2 ONT = 0 Se RU. ose og 098 Ges 008 OO OF Og cir ttt tr thydersoeH pus Ar0jsTy (Se = 096 == 00 008 = 0S 091 = 00L = 00Le 2 Se IUUIeI puke edensuey CG), G), G), GL Cy, Ch Gh G), Pe SO eee diysuvuueg CCE == 00 00 er ek 00S 00a = Se Tcrts ss surpedg pues sormoyg pete ue = 09s - 096 0s 098 Ne. 0p "rete QnzeIo}TT PUB SUTPBOY OF OF 0g og OF OF oe ee -sosto1oxy [ex9Ua4 oper 9peQ «PEI «Ope «= apes «= OpuI « Ope —opwT ee wysrq yuessg = yIXIS Ynys pay, = puoseg: sat y ‘AGALG GNV NOILVIIOGY WOT WAAA, WAd SHLANI ATOGHHOS HWIL CHALSHONNS Mie i # \ \ = READING. Four phases of reading need to be kept in mind, namely, oral, silent, dramatic, and home reading. Oral and dramatic reading pre- suppose an audience. Silent reading reduces to a minimum the time and energy in reading by making a “short circuit” between eye and brain. Home reading may be stimulated by an enthusiasm on the part of the teacher for good literature; by the school library; by ownership of books and by free discussién in school of books read at home. The suggestions for all grades on the subject of reading found in the State Course of Study are very helpful and practical and should be most carefully studied and practiced by teachers of reading. FIRST GRADE. Perhaps no one method has ever been found for teaching be- ginners to read that meets all needs and conditions. Some teachers succeed better with one method than another. The reading should be tested by results. Can the children get, hold, and give the thought with a reasonable degree of speed? Is the reading mere word calling, or is it full of meaning and imagery? What can the child do when the teacher is not present? How independent is he? With the right aim in view, the teacher may use a method which combines the thought, phonetic, action, story or rhyme method, suiting these to the children and the text used. FIRST GRADE—B CLASS. Read the Free and Treadwell Primer. FIRST GRADE—A CLASS. Read the Free and Treadwell First Reader. Choose supplementary reading according to the ability of the class. The following list is merely suggestive, and should be revised fre- quently as new books are published: Progressive Road to Reading, Carroll and Brook’s First Reader Book I Outdoor Primer Riverside Primer Natural Method Primer The Wide Awake Primer The Story Hour Primer Baldwin and Bender Primer American School Primer Elson Primary, Book I The Horace Mann Primer Sunbonnet Babies’ Primer The Howe First Reader Child Classics Primer Nature and Life First Reader McCloskey Primer Mother Goose Primer 8 OUTLINE OF COURSE OF STUDY SECOND GRADE—B CLASS, Read the Free and Treadwell Second Reader to Page 97. SECOND GRADE—A CLASS. Read the Free and Treadwell Second Reader from Page 97 to end. Suggested Supplementary Reading: Progressive Road to Reading, Book II Riverside First and Second Reader Wide Awake First Reader Elson Primary Book II Aldine Second Reader Stevenson Dramatic Reader Book I The Horace Mann Second Reader The Howe Second Reader Wide Awake Second Reader Child Classics Second Reader Child Classics First Carroll and Brook’s Second Natural Method First The Story Hour, First The Story Hour, Second Baker and Carpenter, Second Polly and Dolly Boy Blue and His Friends The Tree Dwellers Fishing and Hunting Stevenson Dramatic Reader II Around the World I Bow Wow and Mew Mew In Toyland Polly Flinders THIRD GRADE—B AND A CLASSES. Read the Elson Primary School Reader, Book III. Follow the Elson Manual. Suggested Supplementary Reading: Progressive Road to Reading, Book III Stevenson’s Dramatic Reader, Book II Merry Animal Tales Old Mother West Wind Free and Treadwell Third Reader Story of a Donkey Seven Little Sisters Robinson Crusoe Legends of the Red Children Early Cave Men Later Cave Men Child Life Third Reader Myths of Old Greece The Tree Dwellers Around the World II Child Classics Third Reader Nida—The Story of Ab The Circus Book Docas Lolami ) SPRINGFIELD PUBLIC SCHOOLS. 9 FOURTH GRADE—B AND A CLASSES. Read the Hlson Primary School Reader Book IV. Follow the Elson Manual. Suggested Supplementary Reading: Free and Treadwell Fourth The Sea People Stevenson’s Dramatic Reader, Story of Ulysses Book III Trading and Exploring The Kipling Reader Myths of Old Greece Bud and Bamboo Viking Tales Mustafa Stories of Pioneer Life Pinocchio The Later Cave Men Around the World III Baker and Carpenter Third The Pig Brother Reader Eastman’s Indian Life — easy Ten Boys edition The manuals which accompany the Elson readers used in grades five, six, seven and eight are skillfully prepared and quite sufficient in the way of helps in working cut the selections contained in those books. The ‘‘Lesson Plan” consisting of five distinct steps, as sug- gested in the manual, is very important. A certain selection or number of selections are suggested to be worked out each month in the grades above the fourth as a minimum requirement leaving the teachers free to fill in with as many short selections as the ability of the class will permit, so that uniformity of work in the longer selections may be had and also that pupils trans- ferred may not be required to spend time on selections which may have been worked out elsewhere. It may be necessary to use a few selec- tions that are adapted to particular seasons or dates, such as Christmas or Thanksgiving stories, in both classes at the same time. One standard selection should be memorized each month as a minimum requirement. A suggested list is taken from the readers. This should be very largely supplemented in connection with language work according to the needs and ability of the class. FIFTH GRADE—B CLASS. First Month—“‘The Leak in the Dyke,” 46. Second Month—(October) ‘The Huskers,’ 277 and “The Corn Song,’ 281 or (March) “Sinbad, the Sailor,” 176. Third Month—“Aladdin and His Wonderful Lamp,” 143. Fourth Month—‘The Golden Touch,” 72. Fifth Month—‘“Ali Baba and the Open Sesame,” 159. 10 OUTLINE OF COURSE OF STUDY FIFTH GRADE—A CLASS. First Month—‘“Song of Hiawatha,” 294. Second Month—(March) “Sinbad, the Sailor,” 176 or (October) “The Huskers” and “The Corn Song,” 277; 281. . Third Month—‘‘Gulliver’s Travels,’—219. Fourth Month—‘‘The Paradise of Children,” 327. ¢. Fifth Month—‘‘Robin Hood,” 193. Tr FIFTH GRADE—B AND A CLASSES. Selections to be Memorized: “The Flag of Our Country.” “Spring,” 110. “September,” 117. “October’s Bright Blue Weather,” 119. “November,” 121. ‘Four Leaf Clovers,” 123. “Morning,” 130. i MLoday, Whee. “Woodman, Spare That Tree,” 30. “The Brown Thrush,” 104. “The Night Has a Thousand Eyes,” 135. “Corn Song,” 281. “The Arrow and the Song,” 290. SIXTH GRADE—B CLASS. First Month—‘‘Abou Ben Adhem,” 39; “Story of Benjamin Frank- lin,’ 277; “Arnold Winkelried,” 25. Second Month—‘‘The King of the Golden River,’ 60; “Kentucky Belle,” 54. Third Month—*‘The Legend of Bregenz’; ‘“‘Daffidowndilly,” 322; “The Death of the Flowers,” 295. Fourth Month—‘The Christmas Tree,” 126 or “The Bobolink,” 289; “The Old Clock on the Stairs,’ 303; “The Story of of Horatius,” 254. Fifth Month—“The Fir Tree,’ 119; “Birds of Killingworth,” 307; “The Psalm of Life,’ 103. SIXTH GRADE—A CLASS. ; First Month—‘“The Barefoot Boy,” 40; “The Story of Achilles,” 138. Second Month—‘The Story of Ulysses,’ 175; “The Voice of Spring” 195 or “The Bells of Shandon,” 112. Third Month—‘‘Planting the Apple Tree,” 296 or ‘‘An April Day,” 97; “Pied Piper of Hamelin,” 44. SPRINGFIELD PUBLIC SCHOOLS. Fae a Fourth Month—“The Village Blacksmith,’ 300; ‘Better Than Gold,” 107; “Immigration of the Pilgrim Fathers,” 23. Fifth Month—“Find a Way or Make It,” 105; “Great American Authors.” SIXTH GRADE—B AND A CLASSES. Suggested Memory Selections: “Abou Ben Adhem,” 39. “Our Country,” 19. : “The Spacious Firmament,” 90. “An April Day,” 97. “Dare to do Right,” 102. “A Psalm of Life,” 103. “Better Than Gold,’ 107. “Gradation,”’ 110. “One Country,” 36. “The Village Blacksmith,” 300. SEVENTH GRADE—B CLASS. First Month—‘What Constitutes a State,” 15; “Character of Washington,” 29; “Abraham Lincoln,” 22. Second Month—‘‘Legend of Sleepy Hollow,” 257. Third Month—‘‘Courtship of Miles Standish,” 297. Fourth Month—‘“The Pine Tree Shillings,” 365; ‘“‘A Rill From the Town Pump,” 358. Fifth Month—‘‘Skeleton: in Armor,’ 344; “North American Indians,” 25; “The Heritage,” 370. . SEVENTH GRADE—A CLASS. First Month—‘Tales of a Grandfather,”’; “Sir William Wallace,” 35; “Robert the Bruce,” 43. : Second Month—‘‘Battle of Bannockburn,” 55; “Exploits of Douglas and Randolph,” 61. Third Month—‘King Arthur Stories,” 145; “The Coming of Arthur”; “The Story of Gareth.” Fourth Month—‘“The Peerless Knight Lancelot,” 186; “The Passing of Arthur,” 211. | Fifth Month—‘“Maud Muller,” 378; “From Morn Till Night on a Florida River,” 393; “Arsenal at Springfield,” 351. 12 OUTLINE OF COURSE OF STUDY SEVENTH GRADE—B AND A CLASSES. Selections to be Memorized: “The Use of Flowers,” 95. “The Day is Done,” 355. “The Landing of the Pilgrim Fathers,” 27. “Snow Flakes,” 105. “The Builders,” 341. “Nolan’s Speech,” 34. “The Arsenal at Springfield,’ Stanzas 8-12, 351. “Forbearance,” 357. “The Daffodils,” 93. “The Flag Goes By,” 20. EIGHTH GRADE—B CLASSES. First Month—‘‘Lincoln’s Gettysburg Address,” 374; “‘Washington’s Farewell Address,’ 377; “Rip Van Winkle,” 113. Second Month—‘Paul Revere’s Ride,” 15; ‘“‘The Boys,” 298. Third Month—“Evangeline,”’ 197. Fourth Month—“‘The Great Stone Face,” 141; “Building of the Ship,” 251. Fifth Month—‘‘How They Brought the Good News.From Ghent to Aix,’’'84, EIGHTH GRADE—A CLASS. First Month—‘Snow Bound,” 265 or “A Descent Into the Mael- strom,” 172. Second Month—‘Chambered Nautilus,’ 291; ‘“‘Selections From Shakespeare,” 96-106. Third Month—‘“Vision of Sir Launfal,” 303. Fourth Month—‘Hervé Riel,” 38. Fifth Month—‘American Flag,’ 385; “Spartacus to the Gladiators,” 330; “Rienzi’s Address to the Romans,” 334. EIGHTH GRADE—B AND A CLASSES. Selections to be Memorized: “Old Ironsides,”’ 297. “Chambered Nautilus,” last stanza, 291. “The Bugle Song,” 48. “Charge of the Light Brigade,” 22. “Building of the Ship,” last stanza, 251. “Gettysburg Address,” 374. “Love of Country,” 355. ““Mercy’’— from the ‘“‘Merchant of Venice,” 98. “To a Waterfowl,” 60. “Vision of Sir Launfal,’—Lines 57—79. SPRINGFIELD PUBLIC SCHOOLS. ips PHONICS, The teaching of phonics in the primary grades should have for its object: (1) The correction of improper uses of the voice; (2) clear enunciation; (3) correct pronunciation; (4) ear training; (5) aid to quick recognition of the regularly formed words familiar to the child in speech. Phonic work should be included in word drills and at a separate time from reading. Suggestions for variety in drill are: (1) Introduce new sound; (2) review and build words; (3) connect with reader; (4) card drills; (5) use game or device. Suggestions for beginning work in Phonics: Ear training should precede the formal study of phonics for a few weeks. The ear soon becomes accustomed to the formation of words from their phonic elements. Example: John may r—un. Mary, wave the fl—ag. The slow pronunciation of names is good. Example: A child named Mary says: “My name is M—ary.” An effective way to teach the sounds of the individual letters is to use the initials of pupils’ first names. Call them name-sounds, never initials, as the name-sounds must be written with small letters, because the letters are to be combined into words. Call the children by their name-sounds instead of their names. Example: ‘Come to me, M—.” . Then, instead of calling them to her as at first, the teacher says, “When I give your name-sound, bow to me and give the sound your- self.” Next show the way the name-sound looks, writing it on the board, and finding it on the Beacon Phonetic Chart. For further suggestions, see manuals published with method readers. FIRST GRADE. The work is based on the Beacon Phonetic Method. Follow in- structions found at the head of each page of the Phonetic Chart and’ in the books. Take the Beacon Phonetic Chart. Teach the tables in the Beacon Primer, pp. 1-15, also sounds on pp. 48, 49, 66, 67, 68, 76, 77, 84, 85, 94, 95, 102, 103, 110 and 111. By the close of the first school year, the child should have mastered the letters of the alphabet in serial order. SECOND GRADE. Review Grade I. Have daily drill of the tables on pp. 131-160 of the Beacon First Reader. Then drill on the lists on pp. 167-192 of the Beacon Second Reader. Supplement these topics with drill from the corresponding work in the early pages of the Primer. 14 OUTLINE OF COURSE oF STUDY THIRD GRADE. Review Grade II. Teach diacritical markings. FOURTH GRADE. Leach use of the dictionary. FIFTH TO EIGHTH GRADES, INCLUSIVE. In all of these grades the use of the dictionary should be empha- sized for spelling, pronunciation and definitions. SPELLING. Text—New World Speller, Book I for Grades I and II, Book II for Grades III to V, Book III for Grades VI to VIII. In Grades I and II, the book is to be in the hands of the teacher . only. In addition to the work outlined in the spellers, careful attention should be given to correct spelling in all written exercises. Take care to review words commonly misspelled. First Grade, A Class—Make selections in Book I, Pages 1 to 48. Second Grade, B Class—Book I, Pages 51 to 68. . Second Grade, A Class—Book I, Pages 68 to 96. Third Grade, B Class— Book II, Pages 98 to 115. Third Grade, A Class—Book II, Pages 115 to 128. Fourth Grade, B Class—Book II, Pages 131 to 145. Fourth Grade, A Class—Book II, Pages 145 to 160. Fifth Grade, B Class—Book II, Pages 161 to 177. Fifth Grade, A Class—Book II, Pages 177 to 193. Sixth Grade, B Class—Book III, pages 193 to 209. Sixth Grade, A Class—Book III, Pages 209 to 225. Seventh Grade, B Class—Book III, Pages 225 to 241. Seventh Grade, A Class—Book III, Pages 241 to 257. Highth Grade, B Class—Book III, Pages 257 to 273. Highth Grade, A Class—Book III, Pages 273 to 288. PENMANSHIP. The Palmer System of Penmanship is adopted for all of the eight grades of the elementary schools. The Manual is to be used by all pupils above the second grade. The movement exercises are practiced in all grades, beginning with the first, and all written work in the schools is to be done in accordance with the instructions of the Manual. The scientific grading of writing, according to the Thorndike Writing Scale, is suggested, beginning with Grade III. The tests should be taken from all phases of the written work, as spelling, composition, ete. ® SPRINGFIELD PuBLICc SCHOOLS. 15 LITERATURE. Literature is outlined for the first four grades only, after which it is merged with reading. FIRST GRADE—B AND A CLASSES. References: Bryant—Stories to Tell McMurry—Classic Stories Bryant—How to Tell Stories Poulsson—The Child’s World Wiggin—The Story Hour Lindsay—Mother Stories Beckwith—When First We Go To School Cooke—Nature Myths Suggested “Stories: The Three Bears The Three Pigs The Old Woman and the Pig Little Red Riding Hood Little Black Sambo Peter Rabbit Benjamin Bunny The Giddy Go Round The Gingerbread Man The Four Musicians One Eye, Two Eyes, Three ‘Eyes © . The Wolf and the Seven Kids The Boy Who Hated Trees O’Grady—The Teacher’s Story Teller Book | Stevenson—Child’s Garden of Verses Wiggin and Smith—Posy Ring Wiggin and Smith—Pinafore Palace. McMurry—Songs of Tree Top and Meadow Lovejoy—Nature in Verse The Elves and the Shoemaker Cinderella The Little Fir Tree The Ugly Duckling The Little Red Hen Aesop’s Fables The Crane Express The Brave Tin Soldier Chicken Little Three Goats Gruff Little Half Chick Town Mouse and the Country Mouse Choose other stories in connection with the seasons and holidays. Poems: Mother Goose Rhymes Who Has Seen the Wind? Motion Poems Come Little Leaves What Does Little Birdie Say? Over in the Meadow MacDonald—The Baby Sherman—The Daisies The North Wind Doth Blow Choose Poems for Holidays R. L. Stevenson—The Shadow R. L. Stevenson—The Lamp- lighter R. L. Stevenson—The Swing R. L. Stevenson—Rain R. L. Stevenson—Bed in Sum- mer R. L. Stevenson—The Wind 16 OUTLINE OF COURSE OF STUDY SECOND GRADE—B AND A CLASSES. References: Same as Grade I Sherman—Little Folks’ Lyrics Eugene Field’s Poems Kipling—Just So Stories Louisa May Alcott Reader Suggested Stories: Androclus and the Lion The Story of Joseph . The Goat Named Billy Dick Whittington The Straw, the Coal and the Bean The Birds of Killingworth Why the Sea is Salt How the Camel Got His Hump Piccola Rumpelstiltskin The Pied Piper Scudder— Fables and Folk Stories Baldwin—Fifty Famous Stories Judd—Classic Myths William Tell Philemon and Baucis King Midas Snow White and Rose Red The Discontented Pine Trees Hansel and Gretel Tom Thumb Clytie How the Elephant Got His Trunk Epaminondas Choose other stories in connection with the seasons and holidays. Poems: October’s Party The Rock-a-bye Lady The Wonderful World Seven Times One Good Night and Good Morning Poems for the Holidays R. L. Stevenson—Winter Time R. L. Stevenson—Foreign Children R. L. Stevenson—My Bed is Like a Little Boat R. L. Stevenson—The Land of Counterpane R. L. Stevenson The Land of Story Books R. L. Stevenson—Where. go the Boats? Sherman—A Real Santa Claus THIRD GRADE—B AND A CLASSES. Suggested Stories: Kipling—The Jungle Book Kipling—The Second Jungle Book Williston — Japanese Fairy Tales Baldwin—Fifty Famous Stories Dassent— Tales From the Norse Maeterlinck—The Blue Bird for Children Thompson-Seton — Krag and Johnny Bear Mabie— Fairy Tales Every Child Should Know Gale—The Children’s Odyssey Mabie— Myths Every Child Should Know e SPRINGFIELD PUBLIC SCHOOLS. 17 Baldwin—Old Stories of the Mabie—Norse Stories East Brown—In the Days of the Sewell—Black Beauty Giants Poems: Longfellow—T he Village Kingsley—The Lost Doll Blacksmith Aldrich—Marjorie’s Almanac Allingham—Fairies Browning—The Year’s at the Hogg—A Boys’ Song Spring ~Sherman—Vacation Song Field—The Night Wind Larcom—March Lear—The Owl and the Pussy Field—Little Blue Pigeon Cat Brooks—O Little Town of Gould—Jack Frost Bethlehem Bonner—One, Two, Three Poems for the Holidays Miller—The Blue Bird FOURTH GRADE—B AND A CLASSES. Suggested Stories: Pyle—Robin Hood Wheelock—Wagner Opera Baldwin—The Story of Sieg- Stories for Children fried Poems: Boyle—Voice of the Grass Poems for the Holidays Wordsworth—Daffodils Riley—Knee Deep in June Bryant—Robert o’ Lincoln Whittier—Corn Song Bjornson—The Tree Thaxter—Wild Geese Thaxter—The Sandpiper Jackson—October’s Bright Emerson—The Mountain and Blue Weather the Squirrel Jackson—Down to Sleep Pledge of Allegiance to Flag Tennyson—The Brook Bryant—Gladness of Nature LANGUAGE. FIRST GRADE—B AND A CLASSES. Retelling of stories; dramatization; pantomime; short sentences on the blackboard. Use the sand table. Establish correct habits of speech through drill on correct forms, as the need arises, as, “I haven’t any pencil,” etc. Special drill through games, action work and the regular class room conversation, should be given on these forms: “Good morning,’ “Goodbye,” “Thank you,’ “If you please,” “Yes, Miss ,” “It is I, he, she,” ‘‘see, saw, have seen,” “do, did, have done,” “run, ran,,” “fly, flew,’ “bring, brought.’ Retell stories by building sentences with word cards and stories with sentence cards. 18 OUTLINE OF COURSE OF STUDY SECOND GRADE—B AND A CLASSES. Dramatization; retelling stories; games and drills for the correc- tion of errors of speech, as, ‘“‘I saw,’ “I have seen,” ete. Drill, as the need arises, on “go, went, gone;” “come, came;” “grow, grew;” “blow, blew;” “eat, ate, eaten.” In the Second Grade, A Class, the children may write simple sen- tences from their conversation lessons, stories, or nature work. Teach the use of capitals in proper names, beginning of sentences, and the pronoun “I.’”’ Teach the use of period and interrogation mark at the end of sentences. Teach pupils to write their own addresses, giving name, street, and number. THIRD, FOURTH, FIFTH AND SIXTH GRADES. The McFadden Language books are to be used as basal texts. In these is found abundant material for drill on Language facts, but this work should be supplemented with a study of good literary selections, both in prose and poetry. The suggestions given in the Illinois State Course of Study will prove helpful. In the McFadden texts the following outline will help to make the work uniform throughout the city: 3d B—McFadden Book I to page 62. 3d A—McFadden Book I to page 126. 4th B—McFadden Book I to page 190. 4th A—McFadden Book I completed. 5th B—McFadden Book II to page 65. 5th A—McFadden Book II to page 127. 6th B—McFadden Book II to page 191. 6th A—McFadden Book II completed. GRAMMAR. SEVENTH GRADE—B CLASS. Use Mother Tongue, Book II. First MoNTH—PAGES 1 To 23. I. The sentence and its essential elements. The subject and pre- dicate. Distinguish the copula or asserting element from the rest of the predicate. II. Words which compose these elements: Nouns and pronouns; verbs and verb phrases. III. Distinguish simple and complete subject; simple and complete predicate. IV. Sentences classified as to meaning: Use many short sentences for drill in the above work. II. Waly ET. SPRINGFIELD PUBLIC SCHOOLS. 19 SECOND MoNTH—PAGES 24 To 41. Teach the names of the eight parts of speech and make a brief Study of them. Learn a good definition for each one, and give sufficient drill to enable pupils to recognize it. THIRD MoNTH—PAGES 42 To 62. Drill in the use of the same word as different parts of speech to show that the part of speech depends upon the use of the word in the sentence. Compound subject and predicate. A brief study of phrases. Modifiers of the subject: HH a. The adjective and the adjective phrase. b. The possessive modifier. c. The appositive. Begin the analysis of simple sentences. FourTH MoNTH—PAGES 63 To 84. Modifiers of predicate: a. The adverb and the adverb phrase. b. Nouns and pronouns used adverbially—adverbial sub- stantive, indirect object. Complements: a. The object complement or direct object. Teach transitive and intransitive verbs and active and passive voice in this connection. b. The attribute complement: Of the subject; of the object. FirtH Montu—Paaes 85 To 100. ’ Comparison of object and attribute complements. Independent Elements. Review. ‘ SEVENTH GRADE—A CLASS. First Monru—Paces 101 To 118. Clauses: Adjective clause; adverbial clause. Compound and complex sentences. SEconpD MontH—PaAgeEs 119 To 128. Inflection: Classes of nouns. TuirD MontH—PaceEs 128 To 141. Number and gender of nouns and pronouns. FourTH MoNTH—PAGES 142 To 156. Case in nouns and pronouns. Parsing. OUTLINE OF COURSE OF STUDY FiIrtH MONTH. Review year’s work. Analysis of complex and compound sen- tences. EIGHTH GRADE—B CLASS. First MontH—PAGES 156 To 182. Classes of pronouns. SECOND MonTH—PAGES 183 To 196. Adjectives: Classes and comparison. THIRD MoNTH—PAGES 197 To 210. Classes and comparison of adverbs: Numerals. FourtH MontH—PacEs 211 To 227. Verbs: Classes; present and’ past tense. Person and number of verbs. Conjugation. ain FirTtH MoNTH—PAGES 228 To 237. Verbals: Infinitives and participles. Distinguish participle and gerund. Principal parts of verbs. EIGHTH GRADE—A CLASS. First MoNTH—PAGES 237 To 248. Tense of verb phrases: Future tense; the perfect tenses. Active and passive voice. Parsing of verbs. SECOND MONTH—PAGES 249 To 261. Kinds of verb phrases: Progressive. Emphatic. Passive. Future. Mode: Indicative and subjunctive. Imperative. (Omit potential verb phrases—Pages 262 to 266. THIRD MONTH—PAGES 267 To 288. Special study of verbals. Analyze. FourtTH MoNnTH—PAGES 292 To 306. Special study of clauses. FirtrH MontTuH—PaAGES 284 To 290. Prepositions, conjunctions and interjections. Review of year’s work. Analyze. Ss SPRINGFIELD PUBLIC SCHOOLS. 21 HISTORY. The social and industrial life of primitive people is studied for the purpose of interesting the child in a variety of social conditions, so that he may interpret his own life and surroundings. The emphasis is upon the growth of present complex conditions from simple beginnings, as shown in the development of common utensils and tools, in the selection of food and methods of cooking, in puild- ing shelters, and making clothing. Several types of people are con- sidered, with the conditions which determine their manner of life. The central thought is home and family life. FIRST GRADE. Make a study of Indian life, leading up to Hiawatha; then Hskimo life, followed by Tree Dweller life, leading up to the story of Ab. In the last two months of the year’s work, study Dutch life, making a Dutch sand table. ‘ FIRST GRADE—B CLASS. I. Outline of Indian Life. 1. Home life; wigwams—how made; interior of homes—how different from ours; care of babies; games of children. 2. Appearance of Indians; their dress; ornaments. 3. Food; where, and how obtained; the story of Indian corn. 4, Animals: The deer, squirrel, rabbit, birds, beaver, etc. 5. Activities: Making bows and arrows; building the canoe. Il. Outline of Eskimo Life. 1. Country; conditions of life; the people. 2. Homes: Material; how made; igloo; stove; fuel; summer homes. Dress. Food; how obtained. Occupations. Animals: Protection from cold; how trapped; uses. Transportation: Dogs; sledges; kayaks. TI oe 98 FIRST GRADE—A CLASS. I. Outline of Tree Dweller Life. 1. The Age of Fear. 2. Physical Appearance: Short, thick-set; why nut-brown color? Hair, black and matted; body covered with thick, short hair; sloping forehead; large, strong lower jaw; large, strong, sharp teeth; the thumb nearly as long as the fingers; sharp eyes for long distances; use a cluck- ing language. 22 Cave Men, ee ea OUTLINE OF COURSE OF STUDY Homes. Why in trees? On sunny, wooded hills? Near streams? Way of Living: Each lived for himself; the food. Mode of Travel. Wild Animals. (See Katherine Dopp’s “Tree Dwellers”). Tools and Weapons. Use of hands. Use of teeth. Sticks, claws, horns, stones, clubs. Development of the hammer. Outline of Dutch Life. (Optional). i bs The Country: Climate; condition of land; dykes; wind- mills; canals. 2. The People: Activities; dress; sports. 3. 4, Homes; cleanliness; foot-stoves; dishes; beds; flowers. Dutch names for children. The Stork: Very tame; walks in street; lives on high house-tops; is protected. Make a Dutch village on the sand table. SECOND GRADE. Study Dopp’s “The Harly Cave Men.” Follow with ‘‘The Later 9 and “Robinson Crusoe.” SECOND GRADE—B CLASS. Outline for the Early Cave Men. - L co 0 IH OT YH go bo Why people wanted to live in caves. The Fire Clan gets a cave. Fire-keeper watches the fire. Sabre Tooth is killed. The Feast and Dance. How the Fire Clan spent the winter. The great flood. Getting food from spruce trees. A Mammoth hunt. SECOND GRADE—A CLASS. Outline for Later Cave Men. di Homes: Caves, same as EHarly Cave Men, under over- hanging rock, or branches of trees held down by rocks; tents; near grazing grounds of animals. Way of Living: In Clans; boundaries of hunting grounds; testing of boys before joining the men; beginnings of family life; looking toward the future—drying meat for times of famine. Food: Uncultivated; mostly raw; first cooked food by ac- cident. Animals: reindeer, salmon, bison. ~ Mode of Travel: In groups; alone—because no longer afraid of animals. i 5. 6. SPRINGFIELD PUBLIC SCHOOLS. 23 Clothing: Necessity for; how made; what garments; ornaments. Occupations: Getting food; making clothing; making tools and weapons. ‘a If. Outline for Robinson Crusoe. 1. Homes: Parental love; disobedience; school; idleness; voyage; shipwreck; new homes; new perils. Robinson’s Industry: Bringing things from ship; building ‘ house, fence; making boats; making pottery; taming goats; planting and harvesting grains. Compare with former idleness. Why not idle now? In connection with making of pottery, tell story of Palissy, the Potter. In connection with making boat, tell story of Robert Fulton. Sickness: Need of companionship; feeling of dependence on a Higher Being. Friday found. Result. Return to England, THIRD GRADE—B CLASS. 1. Outline for Lolami. ae 2. 10. BMY Kind of people; characteristics; personal appearance. Where they lived: Describe regions in Arizona and New Mexico—rocks, sand, barrenness except along rivers. Homes: Kinds; lowland village; cave dwellings; cliff houses. Where and how each was built; materials used; furniture; tools used; difficulties to be overcome. Food: What food; how obtained; hunting; gardening; irrigation; stored for winter use. Water: Scarcity of supply; providing for dry season. Compare with other people: Tree Dwellers, Cave Men, Hiawatha. Clothing: What; how obtained; loom for weaving cloth. Occupations: Hunting; farming; making pottery; bas- ketry; weaving. Government: Clans; communistic life. Family names: What; how designated. Tribal Customs, Music and religion. Chelly Canyon, Navajo and what Lolami learned from him. 24 OUTLINE OF COURSE OF STUDY THIRD GRADE—A CLASS. References: Pratt—DeSoto, Marquette and Mather—Making of Illinois LaSalle. Pratt—Stories of Illinois Pratt—LaSalle and the Dis- Andrews—Ten Boys covery of the Great West. Bullfinch—Age of Fable McMurry—Special Method in Guerber—Story of the Greeks History. Tappan—Story of the Greek Smith—Students’ History of People Illinois I. Illinois History. Correlated with Geography. 1. The Indians. 2. Marquette and Joliet. 3. LaSalle. 4. George Rogers Clark. 5. Lincoln. Spend first two months of semester on this. Il. Early Greeks. Third, fourth, and fifth months. Story of Cleon in Ten Boys. Outline for Greek Life. 1. Environment: Description of country as to location, size surface, climate, and surroundings. Effect of these upon the life of the people. 2. Appearance: Dwell especially upon the Greek’s love of personal beauty and perfection of form; care of body and and why; fondness for physical exercises and sports. 3. Homes: Structure, solidity and beauty; provisions for cleanliness, eating, resting, reading and writing; number and arrangement of rooms. Furnishings: Statues, couches, beds, dining tables, chairs, lamps, vases, port- able stoves. The Sacred Hearth. Food: Kinds used; how procured; how prepared and served. Clothing: Armor, sandals, ornaments, studied with reference to ma- terials used, manner and purpose of wearing. Compare with clothing of Indians, Eskimo, Cliff Dwellers, now. Family Life: Customs and manners; relation of par- ents and children; duties of each; slaves; customs in eating, sleeping, bathing, hospitality. 4. The School: Time, place, purpose, studies, tablet, stylus, pedagogue, gymnasium. 5. Social Life: Children’s games; Olympian games; enter- tainments in amphitheater. Greek ideal of friendship as embodied in stories of Damon and Pythias, and Hya- cinthus. SPRINGFIELD PUBLIC SCHOOLS. 25 6. The State. Greek ideals as embodied in stories of Leon- idas, Pericles, Socrates, and Demosthenes. 7. Industrial Life: Agriculture, sheepraising, spinning and weaving, painting, making of pottery, sculpture. 8. Religion: Ceremonies in temples; worship of nature; gods—Zeus, Apollo, Hermes, Athena, Diana. FOURTH GRADE—B CLASS. Take Roman life using The Story of Horatius from Andrews’ Ten Boys. References: 4 Guerber—The Story of the Pratt—Stories of Old Rome Romans Harding—The City of Seven Church—Stories from Virgil Hills Hale—Boy Heroes Francillon—Gods and Heroes Guerber—Myths of Greece and Rome Outline for Roman Life. 1. General location of Italy. Seven hills, plains, Tiber River. 2. Earliest inhabitants. Story of Romulus and Remus . 3. Homes: Plan of a Roman house; furniture; utensils. Teacher read Lytton’s Last Days of Pompeii for her own information. , 4. Physical and mental education of Roman youth. Origin of Roman notation, months of year and days of week. 6. Amusements and Festivals. Teacher read, Chariot Race from Wallace’s Ben Hur. 7. Horatius, the Roman Boy, from Andrews’ Ten Boys. “oe FOURTH GRADE—A CLASS. Take the Northmen as the basis of this work. References: Hall—Viking Stories Mable—Norse Stories Harding—Deeds of the Northmen Judd—Norse Gods and Heroes Baker—Stories from Northern Myths. Outline. 1. The Vikings and their constant raids upon the coast of England and France. Rollo and his settlement of the Northmen in France. Alfred and his struggle with the Danes. Canute and his kingdom. His good government. Lief Ericsson and the Discovery of America. ee iat Sa oe 26 OUTLINE OF COURSE OF STUDY FIFTH GRADE—B AND A CLASSES. For Fifth Grade, B and A Classes, make the Age of Chivalry the basis of the work. Use a general outline and follow with the story of King Arthur and His Knights. Outline. I. Characteristics of this age. Meaning of true chivalry of the knights; their loyalty, bravery, purity and courtesy. 1. Charlemagne and his twelve peers. 2. Roland. 3. Cid. 4. Robin Hood. 5. Crusades and Richard the Lion Hearted. II. Castle Life. Knights. Tournaments. III. Read lyrics and ballads of heroism and chivalry. References: Sidney Lanier—King Arthur. Ten Boys—Story of Gilbert. Tappan—Old World History. Radford—King Arthur and His Knights. Lacroix—Manners and Customs of the Middle Ages. Bullfinch—Age of Chivalry. SIXTH GRADE—A CLASS. First MoNTH—PAGE 1 To 25. TEXT—MACE—ScHOOL HISTORY OF THE UNITED STATES. THE PERIOD OF DISCOVERY AND EXPLORATION. Spanish Explorers—Columbus, Balboa, Magellan, DeSoto. English Explorers—Cabot, Raleigh. French Explorer—Champlain. Dutch Explorer—Hudson. THE AMERICAN INDIANS. THE MOUND BUILDERS. Dates: 1000, 1492, 1541, 1565, 1608. What was the intellectual and geographical condition of Europe in the fifteenth century? What influences determined Columbus’ actions? Why did not England follow up the voyages of the Cabots? Why did the Spanish fail in making settlements? Which explorers have had the most lasting effect upon American history? What were the claims of each nation at the beginning of the seventeenth century? Other excellent questions may be found in the appendix of the text. ( ~~ SPRINGFIELD PUBLIC SCHOOLS. 27 SECOND MONTH—PAGE 25 To 52. THE PERIOD OF COLONIZATION. Virginia—London and Plymouth Companies, Jamestown, John | Smith, Tobacco Culture, The First Representative Assembly, Introduction of Slavery, Founding of Homes, Bacon’s Rebellion. Maryland—Lord Baltimore. Carolinas. Georgia—Oglethorpe. DATES: 1607, 1619, 1733. SUGGESTIVE QUESTIONS. In what respect did Georgia differ from the other colonies? What was the purpose in founding the Carolinas? Georgia? See Appendix. THIRD MONTH—PAGE 52 To 8b. THE PERIOD OF COLONIZATION. Massachusetts—The Pilgrims, Plymouth, Miles Standish, Town Meeting, Roger Williams, Harvard College, Printing Press, N. E. Confederation, Quakers, Andros. Maine and New Hampshire. Connecticut—Thomas Hooker, The Charter Oak. Rhode Island—Roger Williams. New York—Dutch Fur Traders, Patroons, Stuyvesant, English. Dates: 1613, 1620. SUGGESTIVE QUESTIONS. Have the Dutch influenced our national progress? Compare the southern colonies with New England colonies as to religious, social, and intellectual condition. What important principles were asserted by Roger William? See Appendix. FourtH MontH—PacE 85 vo 117. THE PERIOD OF COLONIZATION. Delaware—Swedes. New Jersey—Dutch Fur Traders. Pennsylvania—Quakers, William Penn. Penn’s Great Law. CoLoNIAL LIFE. DATES: 1683. SUGGESTIVH QUESTIONS. Describe the forms of colonial government. Which colonies were founded for religious causes? For commercial? Compare the colonies as to their treatment of the Indians. Where was the most political freedom? Religious? What colonies stood for liberty of conscience? What colonies had slavery? Why? What effect had slavery upon the social and industrial life? Trace the progress of self government in the colonies. In which colony would you have preferred to live? Why? See Appendix. uy 28 OUTLINE OF CoURS£ OF STUDY PP BREAD SP PAU A le na NP RUA St APSA ey Rs EAB TL SERCO fa I BPE DR) AR a Sd 8 eS a Ee SE ea a eS FIFTH Montu—Paqeel17 To 136. THE STRUGGLE FoR NoRTH AMERICA. Battle of Lake Champlain, Marquétte, Joliet, LaSalle, King Wil- liam’s, Queen Anne’s and King George’s Wars. French and In- - dian War. ; Ohio Company, Washington, Braddock, Pitt, Quebec, Wolfe and Montcalm. Result. mh DaTEs: 1763. SUGGESTIVE QUESTIONS. , What part was played by the Indians in this war? Political, geographical, social, industrial, and religious results of the war. How did the war help bring on the revolution? See Appendix. \ SEVENTH GRADE—A CLASS. First MoNTH—PAGE 136 To 162. THE CAUSES OF THE REVOLUTION. Fundamental Cause. Navigation Acts. Restrictions of commerce and manufacturing. Stamp Act. Boston Massacre. Boston Tea Party. FIRST CONTINENTAL CONGRESS. LEXINGTON, CONCORD, BUNKER HILL. SECOND CONTINENTAL CONGRESS. Dates: 1770, April 19, 1775. SUGGESTIVE QUESTIONS. According to the Declaration of Independence, who caused the war? Did the colonists think of one nation or thirteen? Which of the signers of the Declaration of Independence became prominent in later history? What principles of government stated in the Declaration of Independence had England violated? Other ex- cellent questions may be found in the appendix of the text. Sreconp MontH—PAGE 162 To 198. THE STRUGGLE FOR THE RIGHTS OF MAN. Declaration of Independence. Long Island and Washington’s Retreat across New Jersey. Trenton. Burgoyne’s Invasion. Valley Forge. Franklin, French Alliance, Evacuation of Philadelphia. Paul Jones, George Rogers Clark. Arnold’s Treason. SPRINGFIELD PUBLIC SCHOOLS. 29 Greene’s Campaign in the Carolinas. Surrender of Cornwallis. Result of the War. Dates: July 4, 1776, 1777, Oct. 19, 1781, 1788. SUGGESTIVE QUESTIONS. Why did Burgoyne’s Invasion fail? Why was the Battle of Sara- toga decisive? Was French aid really valuable? Why did they aid us? Why did the South not resist more strongly? Compare Greene and Gates as to generalship. See Appendix. THIRD MoNTH—PAGE 198 To 235. THE STRUGGLE FOR A PERMANENT UNION. ; Defects in the Articles of Confederation. The Constitutional convention. The Constitution. Amendments. THE RULE OF THE FEDERAL PARTY.. Washington’s election and inauguration. Hamilton’s measures. Our foreign policy. Jay’s Treaty. John Adams. X. Y. Z. Affair. Alien and Sedition Laws. Dates: 1787, April 30, 1789. SUGGESTIVE QUESTIONS. How was the country governed during the war? From 1781 to 1789? i Why is this called ‘“‘The Critical Period?” See appendix. FourtTH MontH—PAGE 235 To 268. THE RULE OF THE REPUBLICAN PARTY. Thomas Jefferson—The purchase of Louisiana, Fulton’s steam- boat, the struggle for commercial freedom. THE SECOND WAR FOR INDEPENDENCE. Causes. Detroit. Lundy’s Lane. Naval Victories. Perry’s Victory. Washington and Baltimore. New Orleans. Result. Missouri Compromise. Monroe Doctrine. Florida. Dates: 1803, 1812, 1818, 1820. SUGGESTIVE QUESTIONS. Why go to war with England instead of with France? Who opposed the war? Why? Do you sympathize with the Federalists or the Republicans? What were the reasons for American success? Why was the war fought largely in Canada and on the Lakes? See Appendix. 30 OUTLINE OF COURSE OF STUDY FirtH MontH—PAGE 268 To 295. A New Era. Monroe, J. Q. Adams, Jackson, Van Buren, Harrison, Tyler. Era of Good Feeling, Spoils System, Wildcat Banks, Mormons. Industrial Development. ay Whig and Democratic Parties. ( SUGGESTIVE QUESTIONS. Why is Monroe’s administration called “The Era of Good Feeling?” What led to the purchase of Florida? What is meant by Jack- sonian democracy? Is nullification better or worse than seces- sion? See Appendix. EIGHTH GRADE—A CLASS. First MontH—PAGE 295 To 387. THE GROWTH OF SECTIONAL FEELING. Webster, Clay, Calhoun. The tariff. Cause. War with Mexico. Taylor’s campaign. Fremont’s campaign. Scott’s campaign. Result. California—The discovery of gold. Compromise of 1850. Kansas-Nebraska Bill. Dred Scott Decision. John Brown. Election of Lincoln. Secession. DatEs: 1846, 1850, 1854. SUGGESTIVE QUESTIONS. Why did the South oppose the tariff? Why was Clay called the “Great Compromiser?” What was Jackson’s attitude toward nullification? What was the effect of the discovery of gold in California? What led to the formation of the republican party? How many and which states seceded? Other excellent questions may be found in the appendix of the text. SECOND MontTH—PAGE 3387 To 386. THE WAR FOR THE UNION. Ft. Sumter, Bull Run, Merrimac and Monitor. ini Ft. Henry, Ft. Donelson, Pittsburg Landing. ¢ Ne Peninsular Campaign. Jackson’s Raid. Seven Days Battle. Invasion of the North. Emancipation Proclamation. Vicksburg, Gettysburg. Grant’s Campaign Against Richmond. SPRINGFIELD PUBLIC SCHOOLS. 31 Sherman’s March to the Sea. Assassination of Lincoln. DaTES: 1861, 1863, 1865. SUGGESTIVE QUESTIONS. Compare the North and the South as to wealth and population. What advantages had the South? Why was the war fought mainly on southern soil? Did the North have any foreign friend? The South? Can you justify Sherman’s destruction of property? Why was Gettysburg a decisive battle? Would Lin- coln’s fame have been greater had he lived longer? See Appendix Tuirp MontH—PAGE 386 TO 415. RECONSTRUCTION OF THE SECEDED STATES. ! Lincoln’s and Johnson’s ideas of reconstruction. The thirteenth and fourteenth amendments. Impeachment of Johnson.. Grant elected. The fifteenth amendment. NEW POLITICAL PROBLEMS. Purchase of Alaska. Hayes-Tilden Campaign. Garfield—assassination. Civil Service Reform. Inter-State Commerce Bill. Cleveland, Blaine, Harrison. McKinley Bill. DATES: 1876. SUGGESTIVE QUESTIONS. Compare Lincoln’s and Johnson’s reconstruction policies. Would Lincoln probably have been more successful than Johnson? What was done with Jefferson Davis? See Appendix. FourtH MontH—PaAGE 415 To 446. A New INDUSTRIAL ERA. Party Issues—Tariff, Finance. The New Northwest. Homestead Law. New States. Irrigation. The New South. Educational progress. SUGGESTIVE. QUESTIONS. What were some of the effects of the Pacific railway? Of the Homestead Law? Why has Manufacturing increased so rapidly in the South? 32 OUTLINE OF COURSE OF STUDY FirtH MontH—PaGeE 446 To THE END oF Book. THE BEGINNINGS OF EXPANSION. The War with Spain—The Maine, Manila, Dewey, Santiago. McKinley-Roosevelt. Wilson. Panama Canal. DaTEs: 1898. SUGGESTIVE QUESTIONS. : ‘ How will the Panama Canal benefit the U. S.? What Colonial pos- ( sessions have we? What is the policy of the U. S. toward her colonial possessions? ARITHMETIC. GENERAL, References: Brown and Coffman—How to Teach Arithmetic. McMurry—Special Method in Arithmetic. John C. Stone—Pamphlet on the Modernization of soe ie pub- lished by B. H. Sanborn & Co., Chicago, Ill. Connersville, Ind.—Course of Study in Mathematics. Smith—Teaching of Elementary Mathematics. GRADES |! AND II. References: Stone-Millis Primary Arithmetic. Hoyt and Peet—First Year in Number. Umbholtz—A Primer of Arithmetic. Harris-Waldo—First Journeys in Number Land. Hall—The Arithmetic Primer. Braden—Number Reader. FIRST GRADE. There need be no time allotment on the program. Much incidental number may be taught in games, passing out material, in seat work and in other phases of the work. A minimum time allotment of ten minutes a day, makes the work more definite. Read, write, count to 100. Teach the use of the ruler. Measure pupils, objects in the room, etc. Teach to find pages by number. From the large weather calendar, teach the number of cloudy and sunny ‘ days or half days. Use toy money for making simple change prob- ra lems. Using 1 inch squares, lay squares and oblongs of various dimen- ‘ . sions as, a 2 inch square, a 3 inch square, an oblong 3” by 4”, etc. The object of this work should be (1) to make the teacher familiar with the knowledge of number which each child possesses; (2) to ® SPRINGFIELD PuBLIC SCHOOLS. 33 arouse the child’s interest in the subject of number; (3) to prepare the way for the formal study of number. The use of number games where a score is kept is valuable. SECOND GRADE—B CLASS. Reading and writing numbers to 500. Number facts through 12. 1 Teach — — — of whole numbers. oon 4 Teach signs +, —, word ‘‘times.”’ Count by 2’s and 3’s to 24; by 5’s to 25; 10’s to 100 beginning with any number as 1, 11, 21, 31, or 2, 12, 22, ete. Teach the addition and _ subtraction tables to 12 as, 11 rl Pees Led 1 — —to— then BR 12 aud 10 10 yy 2 10 — —to— Follow this up to — 4 5 12. 20 Teach inch, foot, yard, money problems, dozen, days in a week. 3 2 5 5 2 3 —38 —2 In teaching one fact, as, —, have the pupil see — —- —_ ie 5 5 2 3 5 co | wom —3 Teach pupils to prove all work as aD 5. 2 SECOND GRADE—A CLASS. Reading and writing numbers to 1000. Number facts, through 24. 1 Teach — — — of whole numbers. Teach signs +, —, X, +. Count by 2’s, 3’s, 4’s to 24. . As a child learns 2-+-3—5, he must also learn 12+3—15, 22+3—25, etc. In teaching 7-+5—12, also teach 5+7—12, 12—5=—7, 12—7=—5. Review 2 B denominate numbers; teach pt. qt., money problems, days in a week, months in a year, how to tell time, using Romans to XII. Teach addition columns of one figure as 3 2 1 4 34 OUTLINE OF COURSE OF STUDY aoe tables a 2’s and 3’s to 24. Teach pupils to prove all work as, 15 — 8 a Dis or — or — 7 ons Wentworth-Smith New Elementary Arithmetic to Page 49 THIRD GRADE—B CLASS. Text—Wentworth- Smith New Elementary Arithmetic. First MontH—Page 49 To 59. Reading and writing numbers. Roman numerals, sec. 1 and 2, page 51. Addition. SEcoND MontH—PaGeE 59 To 66. Subtraction. Roman numerals, sec. 3, 4, 5 and 6, page 52. THIRD MoNTH—PAGE 66 To 76. Measuring. Roman numerals, sec. 7, 8, 9 and 10, page 52. FourtH MonTH—PAGE 76 To 84. Multiplication and division. Review exercises. Firth MontH—PaceEe 84 To 93. Review exercises. THIRD GRADE—A CLASS. First MontTH—PAGE 93 To 100. Reading and writing numbers. Roman numerals. Addition. Sreconp MontH—Pace 100 to 110. : Subtraction. Multiplication. Division. Tuirp MonTH—PAGE 110 To 123. Multiplication. Division. FouRrTH MontH—Pacr 123 To 133. Fractions. Measures. SPRINGFIELD PUBLIC SCHOOLS. 35 FirtH MontH—PacGe 1383 To 141. Review exercises. FOURTH GRADE—B CLASS. First MontH—PaceE 141 To 154. Notation and numeration. Addition, subtraction and multiplication. SECOND MontTH—PAGE 154 To 161. Long division. THIRD MontH—PacE 161 TO 170. Common fractions. FourtH MontTH—PAaAGE 170 To 176. Measures. FirtH Montu—Pace 176 to 181. Review exercises. FOURTH GRADE—A CLASS. First MontH—PaGE 181 To 190. Notation and numeration. Addition and subtraction of denominate numbers. Seconp MontH—Pace 190 To 204. Multiplication and division. Measures. Tuirp MontuH—Pace 204 To 218. Reduction of fractions. Addition and subtraction of fractions. FourtH MontH—PacGeE 213 To 225. Multiplication of fractions. Addition and subtraction of decimal fractions. If the teacher thinks best, miscellaneous problems in the funda- mentals may be substituted for decimal fractions. FirtH MontTH—PaAGE 225 To 240. Multiplication and division of decimal fractions. Review exercises. As in the preceding month, the teacher may substitute miscel- laneous problems in the fundamentals for decimal fractions. FIFTH GRADE—B CLASS. The aim of the work of this semester is to give a thorough re- view of the fundamental operations. Accuracy and rapidity should 36 OUTLINE OF COURSE OF STUDY be so constantly kept in mind that when the child begins the subject of fractions in the next semester, he will not. be hampered by an imperfect knowledge of the addition and multiplication tables. Addi- tional exercises may be found on pages 462 and 463. The Wentworth- Smith Oral Arithmetic, chapter I, should be used to supplement the text—Wentworth-Smith Complete Arithmetic. First MontH—PaceE 1 To 23. Writing and reading numbers. Addition of integers. Give special attention to “Checking” and “Grouping” as on pages 14 and 15. Children should be thoroughly drilled in such work as is indi- cated on these two pages. If this is well done they will have little trouble in adding numbers of two or more figures. SeconD MontH—PacGe 23 To 35. Subtraction of integers. Continue to work for accuracy and rapidity. Some attention should be given to making and balancing cash accounts. This work to be of value must be done neatly and accurately; otherwise, it should not be done. Continue to give special. attention to ‘‘Checking.’’ Define minuend, subtrahend, and difference. Omit article 33, page 26. THIRD MoONTH—PAGE 35 To 47. Multiplication of integers. Define multiplier, multiplicand and product. Thoroughly review the multiplication tables. So much de- pends upon the multiplication and addition tables that unless they are thoroughly learned the child will be unable to do successfully the work of the next grade. FourtH MontH—PAGE 47 To 64. Division of integers. Give special attention to “Checking.” De- fine dividend, divisor and quotient. Teach the children to divide by 10 and its powers but omit article 59, page 51. It is important that the child should be able to distinguish between partition and division. FirtH MoNTH—PAGE 64 To 73. Review problems and questions. Give little time, if any, to article 66, page 70. Before beginning the work of this month the teacher should read carefully pages 191 and 192, giving particular attention to article 197. ' FIFTH GRADE—A CLASS, The work of this semester consists of a more complete develop- ment of common fractions than has already been given. The teacher should not make the mistake of using too many large fractions. The child should first be led to understand the process clearly by the use of small fractions which he should continue to use until the subject is SPRINGFIELD PUBLIC SCHOOLS. ot thoroughly understood. Additional drill exercises may be found on page 465. The Wentworth-Smith Oral Arithmetic, pages 55 to 94 should be used. First MontH—PacGE 73 To 85. Define factor, prime factor, G. C. M., L. C. M. Find G. C. M. by method shown on page 78. Find L. C. M. by method shown on page 80. Before finding G. C. M. and L. C. M., the child should be led to feel the need of them by the use of simple fractions. He can readily see that fractions to be added must be similar fractions—that they must have the same denominator. Cancellation. SEconpD MontH—PaGeE 85 To 96. Define fraction, common fraction, proper fraction, and improper fraction. Reduction of fractions. Addition of fractions. THIRD MonTH—PacGE 96 To 109. If multiplication of fractions is taught as presented in all arith- metics, the child becomes confused by the multiplicity of methods and fails to remember any of them clearly. For this reason it is thought best to recommend the following rule which should be used in all cases except in finding the product of such whole and mixed numbers as 324 multiplied by 4614: “Reduce all whole and mixed numbers to improper fractions, find the product of their numerators for the required numerator, and the product of their denominators for the required denominator.” Multiplication of fractions. FourtH MonrH—Pace 109 to 117. Division of fractions. The following rule should be used in divi- sion of fractions except where the fractions are very simple: Reduce all whole and mixed numbers to improper fractions, invert the divisor and multiply as in multiplication of fractions. FirrH MontH—PacGeE 117 To 127. Review problems and questions. The teacher should read care- fully pages 191 and 192, giving particular attention to article 197. SIXTH GRADE—B CLASS. Decimals and denominate numbers are the subjects taught during this semester. The child has already had some experience with deci- mals in handling numbers written as dollars and cents. Do not deal with very large decimals until the processes are well understood. The tables of denominate numbers are here given once more. Those that are used a great deal in every day life should be thoroughly learned, but Troy, Apothecaries’ and Surveyors’ measures should receive very little attention. The Wentworth-Smith Oral Arithmetic, pages 94 to 109 should be used. 38 OUTLINE OF COURSE OF STUDY First MoNTH—PaGE 127 To 1386. Reading and writing decimals. Reducing common fractions to decimals. Reducing decimals to common fractions. SECOND MoNTH—PAGE 136 To 145. Addition, subtraction and multiplication of decimals. THIRD MoNTH—PAGE 145 To 153. Division of decimals. Review problems and questions. In division of decimals the method of pointing off explained on page 146 should be strictly adhered to, as the child is less likely to make errors in pointing when using this method. FourtH MoNTH—PaAGE 165 To 182. Reduction of denominate numbers. The study of Troy weight, Apothecaries’ weight, and Surveyors’ measure is optional. Chapter IX is omitted because it is believed that the teaching of short methods at this time is confusing to the child and interferes with clear think- ing. Later on these methods can be quickly learned when needed. FIFTH MONTH—PAGE 182 To 191. Addition, subtraction, multiplication and division of denominate numbers. Review problems and questions. SIXTH GRADE—A CLASS. First MoNnTH—PAGE 191 To 207. The teacher has already been referred to pages 191 and 192. No pupil is apt to do good work in arithmetic who does not express him- self as indicated in article 196. The habit of estimating answers is of the utmost importance. The Wentworth-Smith Oral Arithmetic, pages 109 to 138 should be used. i SECOND MoNTH—PAGE 207 To 215. Longitude and Time and Standard Time. Problems without numbers. Make these subjects as real as possible. This may be done by comparing the time when events mentioned in the newspapers took place, in different parts of the world, with our time. Since a thorough treatment of Longitude and Time is deferred until the fifth month of the seventh grade, A Class, only enough of the subject should be given at this time to prepare for a full treatment of Standard Time. See pages 135, 136, 137 of the oral arithmetic. (( re SPRINGFIELD PUBLIC SCHOOLS. ' 39 THIRD MONTH—PAGE 215 To 226. Define triangle, parallelogram, rectangle, square, perimeter. Measurements of triangle, parallelogram, rectangle, square. Public lands. Omit articles 230 and 281. FouRTH MONTH—PAGE 226 To 242. Carpeting, plastering, paving, rectangular solids and wood measure. Papering, flooring, lathing, and shingling are optional. Omit all problems in “matching,” in carpeting and papering. st FIrtH MoNTH—PAGE 242 To 250. Board measure. Capacity of bins. Problems without numbers. Review. Omit pages 245, 246, 247. SEVENTH GRADE—B CLASS. The Wentworth-Smith Oral Arithmetic, pages 138 to 163 should be used. First MoNTH—PAGE 251 To 259, Drill in changing fractions to per cent and per cent to fractions. Teach the subject of percentage as a case in fractions. Case I. To find some per cent of a number. From problems like, ‘What is 3/8 of 400?” pass to probiems like, ‘“What is 3/100 of 400?” or, ‘What is 3% of 400?” SECOND MoNTH—PAGE 259 To 267. Case II. To find a number when a certain per cent of it is given. From problems like, “12 is 3/5 of what number?” pass to problems like “12 is 3/100 of what number?” or, “12 is 3% of what number?” Case III. To find what per cent one number is of another. From problems like “80 is how many tenths of 400?” pass to problems like “80 is how many hundredths of 400?” or, 80 is how many per cent of 400?” Discount. THIRD MONTH—PAGE 268 To 278. Gain and loss. Commission and brokerage. Insurance. . Define the terms used. In teaching fire insurance show a policy and explain the difference in rates for insuring different buildings, the need of insurance, and the amount of insurance. In teaching life insurance, show a policy and explain fraternal and old line companies and two kinds of policies—ordinary life and en- dowment. 40 OUTLINE OF COURSE OF STUDY FourtH MoNnTH—PaGE 278 To 287. Taxes. Review problems. Make clear the distinction between direct and indirect taxes. This subject should be made as real as possible. Tax receipts should be shown and the duties of the assessor, col- lector county clerk and treasurer explained. Omit making out tax tables as on page 280. FIFTH MONTH—PAGE 287 To 300. Simple interest. Teach but one method. The Aliquot Part Method is suggested. Difference between dates. Use method shown on page 291. Little attention should be given to articles 297 to 301 inclusive. Compound interest. SEVENTH GRADE—A CLASS. First MoNntTH—PaAGE 300 To 311. The Wentworth-Smith Oral Arithmetic, pages 163 to 176 should be used during this semester. Promissory notes. Partial payments. Review problems and prob- lems without numbers. Not more than one week should be given to partial payments, and if the class is “slow” the subject should be omitted entirely. Use the United States rule, only. SECOND MonTH—PAGE 311 To 327. Ratio and proportion. Page 320 is optional. TuHirD MonNTH—PAGE 327 To 338. Square root of whole numbers, decimal and common fractions. Omit article 343. FourTH MONTH—PAGE 338 To 347. Cube root, using the factor method only, except with bright classes. Omit all except pages 338 and 346. Supply review problems in square and cube root. FirtH MoNTH—PAGE 347 To 359. Metric system—two or three lessons only. Review tables of denominate numbers, chapter X. Review longitude and time, standard time, and percentage. EIGHTH GRADE—B CLASS. The Wentworth-Smith Oral Arithmetic, pages 176 to 185 should be used. First MoNTH—PAGE 359 To 369. ® Stocks and bonds. Study the organization of some stock company - Ty age | ( SPRINGFIELD PUBLIC SCHOOLS. 41 with which the children are familiar in order to get an adequate idea of the terms; capital, stock-certificate, assessment, dividend, common stock, preferred stock, bond, par value, market value, premium, dis- count. Explain quotations as given in the daily newspapers. SECOND MONTH—PAGE 369 To 385. Savings banks. Commercial banks. Borrowing from banks. Bank discount. Omit pages 378 to 383 inclusive. Write and discuss checks and promissory notes. Study the most important short methods in chapter IX, page 153. yt TuirD MoNTH—PAGE 385 To 395. Exchange—only two or three lessons on foreign exchange. Review chapter XII. FourTtH MoNnTH—PaGE 395 To 403. Volume of prism. Pyramid. Measurements of the circle, pages 223, 224. Cylinder, page 245. Cone. Sphere. Review problems and problems without numbers. FirtH MonTtTH—PaceE 403 To 415. Select such of the vocational problems as are suitable and review. EIGHTH GRADE—A CLASS. The work of this semester consists entirely of review problems. Before requiring the child to solve these, the teacher should have him turn to the page on which the subject was first developed and briefly review the essentials. The Wentworth-Smith Oral Arithmetic, pages 194 to 216 should be used. First MoNTH—PAGE 415 To 422. SECOND MoNTH—PaAGp 422 To 430. THIRD MONTH—PAGE 431 To 436. FourTH MONTH. Review public lands, page 221. Board measure, page 244. Capacity of bins, page 242. FirtH MONTH. Review capacity of cisterns. Miscellaneous problems. 42 OUTLINE OF COURSE OF STUDY GEOGRAPHY. THIRD GRADE—B CLASS. References: Tarr and McMurry—Home Geography. Dodge—HElementary Geography. Andrews—Seven Little Sisters. Fairbanks—Home Geography. Kirby—Aunt Martha’s Corner Cupboard. Gaye—The Great Round World. I. Homes. What is a home? Homes of birds, animals, man. Kinds of homes—Seven Little Sisters. Homes of Tree dwellers, Cave Men, Indians, Lolami. Il. Productive Industries. 1. Agriculture. (a). Home Gardens—when made; how made; care of gar- den; harvesting—when and how; list things raised; distribution—consumed at home, exchanged with neighbors, sold in market. (b). Truck raising or market gardening—location, why? (taxes); size, compare with home garden; method of cultivation; products; distribution; visit garden if possible. (c). Farming—location—why? Size compare with truck garden; crops raised, listed and discussed, time and method of planting; harvesting and disposing of crops. Stock-raising—what meats. Orcharding and lumbering. 2. Manufacturing. Study some home manufacturing. Manufacture things where raw materials are found. Why? Material is transformed into something more useful or beautiful. Visit any plant. There may be physical or geographical reasons for location of factory. How are raw materials’ brought to factory and distributed from it? Use pictures, 3. Mining. What is a mine? Make list of things mined. Type study of coal. Where mined; how mined; distribution; have pictures; why factories are near coal. Location of cities connected with coal. Use pictures, a SPRINGFIELD PUBLIC SCHOOLS. 43 lil. Commercial Occupations. 1. Transportation. (a). Roads; to connect farms and villages. (b). Railroads. Things raised or made at home are sent away to people who live in distant places in ex- change, people send to us by the same means; means: freight, express, trolley. Why are rail- roads built near location of raw materials and cities? (c). Aids; mail, telegraph, teléphone. (d). Rivers and eanals, tell stories of ancient modes of travel and of pioneer life.. 2. Trade; develop the idea through swapping of children’s valuables by children. (a). Stores as markets for exchange and trade. How did people use to trade? Railroads as a means of dis- posing of surplus. Visit stores in neighborhood. List goods; where do they come from? Interdepend- ence between grocer and community. Importance of cleanliness and honesty. Stories of coffee, tea, sugar, fruits. Dry goods stores; list products as silk, cotton, wool, etc. Other stores—hardware, furniture, meat market, drug store, book store, shoe store. IV. City—Springfield a Type. 1. Review homes; different races. Groups of homes; reasons for grouping are: better protection, and economy. Geographic conditions make cities, as rich soil, mines, ete. Small groups make country village. Large groups make city. 2. Size of Springfield; idea in terms of blocks—48x60 blocks or 4x5 miles. Have a map of city, compare with district. How show number of people? Crowded cars, many build- ings. Growth; talk of early city limits; tell stories. (Lin- coln Library, State Historical Library.) 3. Needs of People. (a). How do animals get about? Paths of Indians, etc. (b). Streets, roads, walks, for traffic, people, piping, sewers, water, etc.; arrangement of streets. Why? (c). How would you go to the Library, Post Office, City Hall, State House, Court House, Lincoln Monument, Parks, Governor’s Mansion, Lincoln Home? Locate each on city map. 44 OUTLINE OF COURSE OF STUDY (d). Care of streets. Paving; kinds of paving. Cleaning; by whom? How can we help? 4. Manufacturers. Kinds of factories; list them. Study the way things are made. Sources of raw material. 5. Commerce. Y (a). Railroads: OG (Acs BB, & (Our LoCo Py est. ae ( Cc. H. & D.; Wabash; Interurban. Give route of roads coming into the city. (b). Exports; soft coal, corn, cattle, hogs, watches, etc. (c). Imports; food; talk of breakfast; where does every- thing come from? Clothing. Where do we get silk, linen, etc.? Building materials; wood, stone, etc. Where from? V. Map Interpretation. — Teach points of compass. What are maps? Uses of maps; show wall maps; boundaries; teach to draw to a scale. Pupils make maps of desk, room, and school grounds, to a scale. THIRD GRADE—A CLASS. Geography. References: Frye—Complete Geography—tlUllincis Supplement. McMurry—Type Studies in U. S. Geography. MecMurry—Special Method in Geography. Frye—Brooks and Brook Basins. Tarr & McMurry—Geography. Dodge—Geography. Shaler—Story of Our Continent. Il. Sangamon County. 1. What makes a county? Teach surrounding counties. 2. Mould surface; slopes toward northwest. 3. Drainage; Sangamon River. 4. Occupations. (a). Farming; products are corn, cattle, hogs, oats, hay, apples. (b). Mining; soft coal. (c). Manufacturing; watches, shoes, etc. 5. Cities or towns in county; direction and distance from Spring- field of Auburn, Chatham, Riverton, Pawnee, Illiopolis, C Buffalo, Mechanicsburg, Rochester. . 6. Transportation; railroad and trolley. Review railroads of city. 7. Locate; County Seat. Jail, Poor Farm. SPRINGFIELD PUBLIC SCHOOLS. 45 Il. Surface in General—Visit a park, if possible. 1. Take section of a park and mould it to show rolling land in parks. 2. Teach hills, valleys, slopes—gradual and abrupt; prairies, and other regions, as mountain regions. Use sand tables and pictures. 3. Water on surface of land. Running water after rain, and snow melting; gutters; get ideas of slopes; small streams, where two slopes meet; water on the earth and in the air; uses of water; drinking, helping to carry soil, wearing down slopes; large streams; detritus in water makes a delta. Work of a river; working and lazy rivers; change slope of land; ponds and lakes. 4. Soil. What is soil? From weathering rocks and decayed matter; kinds of soil, clay, loam, sand. How did we get rich soil here? This was once a drowned valley. Tell story of glaciers. 5. Atmosphere. Necessity of; how do we know that there is air? Wind; its uses. What does wind do for us? The weather; temperature, moisture. i1.—Illinois. ‘ 1. Position. In North America; in United States. Relative posi- tion, east of middle of United States; use globe. 2. Form. General shape is oblong; boundaries. On outline map indicate boundaries. Size 210 mi, by 378 mi. 3. Surface. Teacher should make relief map on board using colored crayons. Prairie—type study. Locate slopes; valleys. Soil; kinds; formation, ice age; limestone; drowned valley. 4. Drainage. River systems: [llinois, formed by the Des- Plaines and Kankakee; Sangamon and Fox as tributaries; Kaskaskia. Talk about Ohio and Mississippi Rivers. Type study of the Illinois River, Lake Michigan, Peoria Lake. 5. Climate. Depends on two things—heat and moisture. Health- fulness of our temperate climate. 6. Population. Density compared with other states. See popula- tion map; large geography. Locate largest cities and towns as Chicago, Springfield, Peoria, Decatur, Blooming- ton, Jacksonville, Joliet, Quincy and Elgin. See causes for location and growth of cities. Take imaginary trips to cities; describe as you go along. Show pictures and post 46 OUTLINE OF COURSE OF STUDY cards. Give at least one thing which characterizes each city. 7. Occupations. (a). Agriculture: farming; oats, corn, wheat, stock-rais- ing; cattle, hogs, sheep, horses; orcharding; apples, peaches. (b). Mining: soft coal, lead, zinc, limestone, clay. (c). Manufacturing: list only important things. (d). Lumbering: oak, walnut. (e). Commerce: exports and imports—list only important things. Use outline map and show products. 8. Transportation. (a). Lands; railroad, trolley. (b). Water; Lake Michigan, Ohio River, Mississippi River, Illinois ‘River, Drainage Canal. (c). Aids to carry on business; Post Office, telegraph, tele- phone. On outline map of Illinois locate cities and railroads. 9. Government. Located at Springfield, the capital. IV. World as a Whole. What the world is: Great globe or ball made of rock, water and air. “Seven Little Sisters” live in different parts of world. Take imaginary trip around the world, starting from home. Continents and oceans—position and relation to each other. Locate United States and Illinois; hemispheres; eastern, west- ern, northern, southern. Teach equator. HEarth rotates on its axis—day and night. Warmed and lighted by the sun. Some parts warmer than others. Talk about brown baby, Eskimo, ete. Talk of season; heat belts; plant and animal life of dif- ferent belts; races of different people. FOURTH GRADE—B CLASS. Text—Frye’s Elements of Geography. as Pages 1-19. In the early work in geography, if possible, take the children out of doors that they may see the brooks, the valleys, the islands, ete. Connect the great out of doors with the geography lesson. II. Use the globe freely in teaching the shape, the rotation, the axis and the various circles of the earth. The proportion of land and water can = SPRINGFIELD PUBLIC SCHOOLS. 47 also be seen. In teaching the surface of the earth use the globe and the map to help the children get a clear concept of the world ridge and the slopes from this ridge. The month’s work includes pages 20-29. II. On pages 30-34, heat and its effects are considered. In talking of the change of seasons avoid all technicalities. Show that the surface of the earth is considered as lying in different heat belts. On pages 54-55, study the surface of North America and on page 56, the countries and people. Vs " Follow the work of the preceding month with a study of the United States giving especial attention to the surface. In this study use the relief maps. This work includes pages 58-67. Ve On page 70, take up the subject of heat and rainfall. In this con- nection fix the belt of the trade winds and the belt of the westerlies. From pages 68-69, study the people of the United States. As time may allow, review. FOURTH GRADE—A CLASS. Ts ‘ From pages 80-85, study the surface, people and countries of South America. Dwell particularly upon the Andes Highland. In relation to this, study the Eastern Highland, the Llanos, the Selvas and the Pampas. II. In what heat belt is South America? What winds are prevalent? What can you teach about the rainfall? From pages 86-88, study the surface of Asia as indicated. III. Complete the study of the surface, people and countries of Asia through page 91. Study carefully the Central Highland and its slopes to the north, to the east and to the south. Note the plateaus in the southwest. On page 45 read “The Malay or Brown People.” IV and V. Read from pages 46-49, the ‘“‘Land of the Arabs,” and “Japan and its People,” pages 38-40. BHurope—pages 92-97. Study carefully the surface, people, and out- line of Europe. Note the many indentations of the coast line. Lead the children to see the value of such irregularity. Study the Swiss High- land with its slopes as shown by the rivers flowing, to the east, to the south and to the north. Note the five peninsulas of Europe. Make a 48 OUTLINE OF COURSE OF STUDY short study of the British Isles. In what heat belts and wind belts is Europe? What about the rain fall? Make reading lessons from “A Lapland Home,” page 41, and “Children of the Highlands,” page 50. FIFTH GRADE—B CLASS. I. From pages 99-103, study the surface, the people and countries of Africa. The author considers Africa under four natural divisions— make a study of them. The Suez Canal is very important. Begin the study of some of the countries of Africa and their products (Pages 160- 163). Do not try to study all the separate countries but rather con- sider the countries in one part as a natural division and make a study of that. What can you teach regarding the heat belts, the wind belts and the rain belts? Make a supplementary reading lesson of “The Congo Boy,” page 35. Note the plants and animals of the Congo Basin. II. The assignment for the first month is long. If in need of more time to complete Africa do so the first of this month. From pages 104-108, study Australia and the Islands of the Pacific. The supplement has some interesting material. ITI. Beginning on page 144, complete the study of Europe. Study the countries giving little attention to their boundaries but much attention to the part of Europe in which each is situated. Take important cities. Note carefully what Europe receives from us and what she sends us. IV. Finish your consideration of Europe by a study of the winds, the heat and rainfall. Lead pupils to see that the thickly inhabited parts of Europe are far north of the thickly settled parts of the United States —Try to lead them to see why this is so. From pages 155-160, study the countries of Asia with their rivers, products, people and cities. Review the physical features of Asia and compare the surface of Asia with that of Europe. Show that each is a continuation of the other. The eastern part of Asia is the most import- ant part of the continent to the United States. Vv. Complete study of Asia and study the rivers, countries and cities of South America. (Pages 152-155). As this grand division is con- stantly growing in importance to us we need to make an especial study -of it. The Panama Canal is one great factor in our relations with South America. From outside sources give the pupils a clear concept of what the Canal is, where it is and the reason for its importance. SPRINGFIELD PuBLIC SCHOOLS. 49 FIFTH GRADE—A CLASS, I. From pages 115 to 122, make a detailed study of the various Sections of the United States. Note that the difference of surface, soil and clim- ate of one part of the country from another makes for different products, and occupations of the people. Study the States in their comparative relation to other States, the cities and the resources of the various sec- tions. II. i From pages 122 to 132 study the Southern States, both Eastern and Western Sections, and the Central States, Eastern Section. Il. Beginning with the Central States, Western Section, complete the study of the various Sections of the United States. It is well to make type studies of several products of our country. Cotton, corn and coal are recommended for study. Much material may be found on page 70 and the pages following. LVi Complete the study of the United States, page 140, and the island possessions of the United States as given in the Supplement. V. Study Canada and the other British possessions, Mexico, Central America and the West Indies. Do not forget to apply your knowledge of the wind and rain belts and their influence on the several parts of North America, SIXTH GRADE—B CLASS. Text—Frye’s Grammar School Geography. I. Study the earth-forms of land and water, and of the continents and oceans pertaining to North America as given on pages 1-17. II. This month’s work will include pages 23-32 and 17-18. Take latitude and longitude, zones and change of seasons. Use the globe very freely. Continue by studying climate, the air and its work, winds and rainfall. Conclude with the study of the surface of North America from pages 17 and 18. III. The month’s work will include pages 61 to 75. Consider the people 50 OUTLINE OF COURSE OF STUDY and surface of North America. Then study the surface and climate of the United States. Be sure that the locations of the various mountains are firmly fixed as the basis of what has already been learned of winds and rainfall. IV. On page 88 begin the study of the United States by sections taking the New England States and the Middle Atlantic States. Do not try to learn the location of too many cities. Have a certain definite reason for the study of each city. V. Continue the study of the Sections of the United States through the Southern States, both Eastern and Western Sections. SEVENTH GRADE—B CLASS. I, Continue the study of the sections of the United States, pages 108- 115, inclusive. Except in Illinois do not try to locate all the cities noted. Have some particular reason for giving each city selected. at: From pages 116-120, conclude the study of the sections of the United States. Study the climate, winds and rainfall of the United States. Make a special study of the subject of irrigation. Having completed the review of the United States study the products from pages 76 to 87. Make a special study of cotton, cattle and dairy products, and coal. ITT. Now study the detached parts of the United States. In Alaska note the surface, the irregular coastline, the climate and rainfall, and the vegetable products. What two minerals are abundant? Study the other detached parts of the United States as to their location and their im- portance to the United States. Use pages 129 to 135 to study the other countries of North America. IV. Take up the study of the surface features of South America (pages 18-19), and continue by studying winds and rainfall of South America from pages 30-32. From pages 137-144 study the highlands, the low- lands, the rivers, plant and animal life, products, people, countries and cities of South America. Consider South America in its commercial relations to the United States. , Vv. Study the physical features of Africa, Australia and New Zealand as given on pages 22 and 23. From pages 176-189, take up the surface, products, people, countries, cities of these divisions. SPRINGFIELD PuBLIC SCHOOLS. 51 EIGHTH GRADE—B CLASS. ae From pages 19 and 20, study the surface of Europe. Continue the surface study from pages 145-151. ide Study the wind and rain belts and the temperature of Europe from pages 30-31, and from page 152. What is the source of the greater part of the rainfall of Europe? The productions of Europe are given on page 152. Europe in detail is treated on pages 153-159. As much as you are able, get the pupil to see the inter-relation of Europe and the United _ States. IIT. Review Europe for one week. Then study the general surface of Asia, from pages 20-1, and from pages i60-175. Study the particular natural parts of Asia. Review. EVis Continue the study of the natural divisions of Asia from pages 165- 175. Pay especial attention to the heat and rain belts of Asia. Read sections 113 and 114. Vi Learn some definite facts regarding the history of Illinois. Make a study of the State as to its location, boundaries, surface, soil, winds and rainfall. What are the natural resources of the state? Learn of its live-stock and grain. Locate and study the important cities of Illinois. If time permits, make a general review of the United States. PHYSIOLOGY AND HYGIENE. In the first, second and third grades no text book is used. The exercises must be oral, and concerning matters of hygiene applicable to young children. It should include cleanliness, the care and pro- tection of the parts of the body; simple hygiene as related to food, exercise, posture, sleep and habits. It is not best to teach many tech- nical terms in the primary grades. Fourth Year’s Work—‘“‘Good Health,” of the Gulick Hygiene Series, to page 91, with four lessons a week, of fifteen minutes each, for ten weeks, Fifth Year’s Work—‘“Good Health,” of the Gulick Hygiene Series, from page 91 to end of the book, with four lessons a week, of fifteen min- utes each, for ten weeks. 52 OUTLINE OF COURSE OF STUDY Sixth Year’s Work—Review “Good Health” studied in fourth and fifth grades, with four lessons a week for ten weeks. Supplement this work from “Emergencies,” of the Gulick Hygiene Series. Seventh Year’s Work—‘“The Body and Its Defenses,” of the Gulick Hy- giene Series, to page 144, with four lessons a week for ten weeks. Eighth Year’s Work—‘‘The Body and Its Defenses,” of the Gulick Hy- giene Series, from page 144 to the end of book, with four lessons a week for ten weeks. Review entire book. NATURE STUDY. The general object of Nature Study should be to give the pupil an intelligent interest in the everyday world about him, to call his attention to the various phases of plant and animal life, to the sky above and the rocks and soil beneath his feet, to lead him to see something of the interrelation and interdependence of all, and that there are broad gen- eral principles underlying the various changes that he sees about him. The whole of Nature Study ought to be a step in the process of showing man’s place in the realm of nature, appealing to all sides of the pupil, the aesthetic and poetic no less than the practical. FIRST GRADE. Fall. Io: Birds: (a) Identify bluejay, red head, flicker, English sparrow, pigeon and robin. II, Insects: (a) Identify grasshopper, caterpillar and cricket. (b) Watch the spinning of cocoons. (c) Make collection of cocoons and chrysalids. III. Trees and Plants: (a) Identify maple, elm and poplar trees from their leaves, oak from the seed. (b) Identify wild flowers, golden rod, dandelion. (c) Identify garden flowers: Aster, nasturtium, geranium and sunflower. IV. Activities of Garden: (a) Gathering of the vegetables; list them. V. Seed Dispersal: (a) Collection of seeds, as dandelions, acorns, milkweed, thistle. VI. Preparation for Winter: (a) Man, as clothing, food, shelter. II. III. IV. 4 II. III. IV. SPRINGFIELD PUBLIC SCHOOLS. 53 (b) Animals: Squirrel, frog, etc. (c) Birds: Migration, food, shelter. (d) Trees. Falling of leaves, coloration, protection of baby buds. (Horse chestnut.) Winter. Birds: (a) What ones stay all winter—bluejay and English sparrow, quail and crow; (b) Where do they get their food? Animals: ; (a) Hibernation of black bear, frog. | (b) Study of animals in connection with Hiawatha, Eskimo and Ab (use pictures). (c) Note color as protection. (d) Study cat, dog; covering, food, use to man. (See “Child’s World.’’) Trees: (a) Winter condition. (b) Birch and evergreen. (c) Study fruit and seeds of evergreen. Snow Crystals: (a) Collect on black cloth or slate. Lessons in Hygiene: Care of body, teeth, nails, hair, etc. Lessons in Hygiene: Care of body, teeth, nails, hair, etc. Spring. Signs of awakening of Spring. Birds: (a) Watch for return of birds; keep record on board. (b) Collect old nests for study. (c) Identify robin and flicker; habits; why should we protect them, and how? Insects: (a) Time of appearance of ants, bees, flies, and butterflies. (b) Watch opening of cocoons and chrysalids. (c) Collect frog eggs; watch development, Trees and Plants: (a) Note order of leafing of trees. (b) Collect soft maple seeds and elm; study means of dissemi- nating. (c) Identify lilac, elm, poplar and maple leaves. (d) Germination of corn and bean in rooms; make _ booklet showing growth. 54 OUTLINE OF COURSE OF STUDY (e) Opening of buds. (f) Collect and label twigs, place in water and watch develop- ment; pussy willow, peach, horse chestnut, cherry. (h) Identify garden flowers: Lilac, tulip, peony. V. Activities of Garden: (a) Making and breaking up of soil, fertilizing, dividing into beds, sowing seeds, watering and transplanting. (b) Care of garden; water, weeds. (c) List seeds planted or sown. SECOND GRADE. Fall. Review Grade I. I. Birds: (a) Birds go south in winter and gather in flocks in September; note when last robin is seen. II. Insects: (a) Study: grasshoppers and crickets, as to where found, means of protection, color, noises made. (b) Make terrarium for school room and study from this; watch caterpillars and tomato worms spinning cocoons; para- sites. Ill. Trees and Plants: (a) Collect and mount leaves from familiar trees. (b) Identify oak leaves,—burr, scarlet, chestnut, white, black and pin oak. (c) Collect seeds of oak trees and identify; note growth of trees. (d) Study pumpkin on vine, if possible, or squash, gourd, melon or apple in Thanksgiving time. (e) Identify wild flowers, purple aster, clover. (f) Identify garden flowers, salvia, morning glory. IV. Activities of Garden and Farm: (a) Gathering of crops, grain and fruit; list of fall fruits and nuts. V. Seed Dispersal: (a) Cat tails. (b) Weeds: Burdock, Spanish needle, cockle burr. VI. Preparation for Winter: (a) ‘Man: Clothing, food, shelter. (b) Birds: Migration, food, shelter. (c) Animals: Clothing, food, shelter. (d) Falling of leaves; coloration. (e) Protection of baby buds. -_, II. III. IV. III. IV. SPRINGFIELD PUBLIC SCHOOLS. 55 Winter. See Outline for Grade I. Birds: (a) Habits of winter birds; where do they stay; where-do they get food. (b) Feeding of birds. Animals: (a) Study animals in connection with Tree Dwellers and Cave Fen. (b) Study horse, hog, cow, duck and pigeon; give character- istics, as covering, habits, food, adaptations, use to man. (c) Hibernation of squirrels (gray chipmunk), snakes, turtles. Trees and Plants: (a) Winter buds: Color, protection. (b) Recognition of trees by general shape: Fir, poplar, maple. Crystals:. (a) Frost. (b) Use of snow to plants and man; cover for winter wheat, etc. Lessons in Hygiene (Gulick’s Series, Book I). Spring. Review Outline for Grade I. Signs of Spring. Birds: Insects: (a) Study earthworm after shower. (b) Identify cabbage and monarch butterflies. (a) Identify red head, flicker and English sparrow. (b) Study habits. (c) Why protect them? Trees and Plants: (a) Collect box-elder seeds and plant. (b) Note growth of evergreens. (c) Observe different ways in which seedlings come out of the ground; compare corn and bean. (d); Collect and label twigs and place in water to watch open- ing: Pussy willow, peach, cherry, horse chestnut. (e) Identify apple, cherry and peach blossoms. (f) Make seed booklets, drawing plants in different stages of growth. (g) Observe buds of lilac and peach. (h) Identify wild flowers: Dog-tooth violet, buttercup. (i) Identify some weeds, as plantain and dandelion. (j) Learn names of parts of plants and uSe of root, stem, leaves. V. Activities of the Farm. 56 I. Birds: (a) (b) (c) (d) (e) (f) OUTLINE OF COURSE OF STUDY THIRD GRADE. Fall. Review Grade II. Departure of birds. What have they done during the summer. Note difference in colors of birds in spring and fall. The flocking of birds. ‘Return of birds from the north. When last robin and meadow lark were seen. II. Insects: (a) (b) (c) (d) Study the life history of the caterpillar and cricket; making of cocoons and chrysalids. The monarch butterfly migrates. Study cicada; Comstock’s “Ways of the Six-footed.” Study ants’ nests, plant lice or aphids. Ill. Trees and Plants: (a) (b) (c) (d) (e) (f) Slowness of growth now. Why? Sap goes to middle of trunk, branches and roots. Formation of next year’s buds; protection for winter; fall- ing of leaves; make chart of leaves. Recognition of burr, scarlet and chestnut oaks from leaves and nuts. Identify fall flowers. Study of corn plant; germination; study of plant as a whole; note how it is fitted for life on the prairie (roots and leaves);distinguish between earth roots and brace roots; position of leaf and structure; why adapted to heavy winds; position of ear; significance of groove on stalk; what is the tassel? How many different kinds of blossoms on the corn plant? Compare plant with seed from which it grew and estimate increase (See Sargeant’s “Corn Plant’). Sowing of winter wheat. IV. Seed Dispersal: By the wind, water, animals, man, self-distributing; hooks, wings, shooting; use illustrations. V. Preparation for Winter in All Nature: Bare fields and trees; where are the animals? birds? insects? VI. Garden and Farm Activities: Storing of grains in elevators. SPRINGFIELD PUBLIC SCHOOLS. 57 Winter. Review Grade II. I. Birds: How can we protect the birds? Why should we protect >. them? ¢] II, Animals: Special study of hen and duck; adaptation of anatomy to her life—shape of body, feathers, bill, food, how she drinks and eats, shape of feet, how she hears, sees, smells and sleeps; language of the cock, hen and chick; types of animals—horse, pig, sheep, wolf and fox in comparison with the dog; tiger and lion in comparison with cat; kindness to animals; adaptation of parts; animals in con- nection with literature of the Greeks and Cliff Dwellers; what animals used to be found here? Why not now? III. Trees: (a) Recognize by general outline: Maple, elm, poplar, fir, haw- thorn. (b) Compare growth of trees. (c) Study bud protection of fruit trees, maple, horse chestnut. (d) When do the oak leaves fall? (e) Find oak galls and cocoons. IV. Forms of Water: (a) Snow, frost, ice. (b) Quartz, crystals. (c) Life history of the rain drop (See “Story of the Brook,” Frye). (d) “Life History of a Pebble,” Charles. V. Lessons in Hygiene. (See Gulick’s “Emergencies.’’) Spring. Review Grade II. I. Spring Awakening: (a) How do streams and brooks work? (b) Study usefulness of earth worm. (c) Frost coming out of the ground—when? usefulness of frost; muddy roads. II. Birds: (a) Make chart of return of birds; resident and migratory; re 9 cognition and name of same. (b) Continue study of plumage, color, habits, size, motions, feet, bill, nest building, brooding, care of young. (c) Song or call of birds most common in vicinity. (d) Departure and return of birds. 58 (e) (f) (g) (h) OUTLINE OF COURSE OF STUDY Bird protection: Audubon Society, Agricultural Depart- ment. Usefulness of birds. Identify meadow lark, blue bird, brown thrasher, downy woodpecker. Habitat of birds: Meadow, low bushes, near water, high trees. Ill. Animals and Insects: (a) (b) (c) (d) (e) (f) (g) (h) (i) (i) (k) Watch for return of ants, snakes, turtles, frogs and toads. Recognize and name striking characteristics, as covering, food, uses, movements, homes, habits, adaptation to en- vironment. Collect frogs’ eggs and watch development of tadpoles. Bee stings; use ammonia or soda. Butterflies: Monarch and cabbage. The opening of cocoons, chrysalids. Mosquitoes and flies: Breeding places; life history of mos- quito; plant lice. Color of insects as protection. Make list of beneficial insects: Bee, lady bug, ichneumon fly. Make list of harmful insects and worms: Tomato worm, plant lice, cabbage worm, potato beetles, cut worms. How get rid of harmful ones: Birds, sprays, toads. IV. Trees and Plants: (a) (b) (c) (d) (e) (f) (g) (h) (i) (i) (k) (1) (m) (n) (0) Distinguish between flower and twig buds. Notice size, position and time of development. Note growth of evergreen trees and formation of cones. Blossoming of trees and plants. Recognize trees by seeds and leaves: Willow, elm, maple, etc. How seeds of trees are dispersed. When will these germinate? Observe little trees growing now. Study of germination of seeds and make booklets of bean, corn, acorn. Appearance of winter wheat. Learn names of parts of flowers and use of each: Calyx, corolla; stamen and pistil as necessary parts. Why? What aids in fertilization of flowers: Insects, wind. Food for insects; how insects are attracted. Identify wild flowers; where do we find them? Identify haw, wild crab, red buds. Identify cultivated flowers that can be obtained. (p) (q) (r) (] T) birds: (a) (b) (c) (d) (e) SPRINGFIELD PUBLIC SCHOOLS. 59 Identify weeds: Burdock, curly dock, shepherd’s purse. Compare root of dandelion and plantain. Poison ivy (three leaflets): What to do for ivy poison; wash with strong soap and hot water. FOURTH GRADE. Fall. Review Grade ITI. Note change of color in all birds. Study bob-white. Note when birds come from north and when they leave. What is their route south? When do they travel? Why? II. Animals: (a) (b) (c) (d) (e) (f) Study horse; origin, domestication, traits, uses, care. III. Insects: Four stages: Egg, larva, pupa, adult. Nests of wasps, ants, bees. Study potato beetle (Wilson). Collect cocoons and chrysalids. Monarch butterfly; migrates; lives on milk-weed. Viceroy, which is called wolf in sheep’s clothing, lives on willow or poplar; compare with Monarch. IV. Trees and Plants: (a) (b) (c) (d) (e) (f) (zg) (h) (i) (i) Study walnut and red haw; recognize from leaf, fruit. Dissemination of seeds, List trees that have seeds of fruit in fall. Make leaf charts. Recognize composite flower family and give characteristics of sunflower, daisy, thistle, marigold, aster, dandelion, goldenrod.. Study kinds of roots. Leaf venation; parallel, netted. Corn plants and their relatives; grasses, grains (have whole plants for comparison). Recognize rag-weed, smart-weed, poisonous fingered) and jimson. What to do for a person who is poisoned; bathe parts in hot ivy (three mal soap suds. 9 V. Preparation for winter. (See Grade III.) I. Birds. Winter. Review Grade III. (See Grade III.) 60 II. II. OUTLINE OF COURSE oF STUDY Animals: (a) Study animals in connection with Romans. (b) Domestication of animals means progress in civilization. (c) What animals were first domesticated? (d) Name several that different peoples have domesticated. (e) How used? (f) Laws regarding the cruelty to animals; Society for ‘“Pre- vention of Cruelty to Animals.” (g) Animals useful to man as companions, beasts of burden, sources of supply, food, clothing, ornaments, destroyers of injurious insects. (h) Animals harmful to man—rats, mice, fox, rabbits, weasel, skunks. Insects: The four stages: Egg, larva, pupa, adult. IV. Trees and Plants: VI. Il. III. (a) (b) (c) (d) (e) (f) (gs) (h) Identify trees by shape. Study buds and bark of maple, oak, willow. Why is bark seamed and cracked? Why is bark on old trees different from bark on young trees? Meaning of rings in wood and cause of knots? Study growth. Compare length of twigs. Domestication of plants; wild oats, apple from wild crab. This was the first step in civilization. It changed the nomadic life of the people to the agricultural life. Hygiene. (See Books II-III, Gulick Series.) Crystals: All crystals form how in nature? Snow, frost; sugar, salt; minerals. Spring. Review Grade III. Spring Signs. Birds: (a) (b) (c) (d) (e) Birds as carpenters, basket-makers, masons. Keep calendar of return of birds and leaving for north. Characteristics of nut-hatch, brown creeper and fly catcher. Study woodpecker family; red head, flicker, downy, hairy, sap sucker; common characteristics of group and eco- nomical value. Identify cat bird, wren. Insects: (PS SPRINGFIELD PUBLIC SCHOOLS. 61 (a) Harmful insects; borers, tent caterpillars, codling moths, clothes moth, cock roach, mosquitoes, flies; how destroy pests? (b) Metamorphosis of insects. (c) Study tadpole. 9 IV. Trees and Plants: (a) Keep chart of blossoming and leaving of trees. (b) List those that blossom before the leaves come out and those whose leaves appear before blossom. (c) Distinguish between buckeye and horse chestnut. (d) Identify box-elder, catalpa. (e) Observe seed dispersal of trees. (f) Note two kinds of flowers on same tree and different trees; pistillate, staminate; how fertilized (g) When plant trees? (h) From what do they grow? (i) When trim trees and how? (j) Products of plants useful to man: roots, stem, leaves, fruits, sap, bark. (k) Germination: relation of heat, water, air, light, soil, to ger- mination and growth. (1) Weeds: how exterminate; what is a weed? Dandelion, bur- dock, docks, plantain, ragweed. FIFTH GRADE. Fall. Plants: Make a collection of weeds to become familiar with the fall aspect of the weeds studied the previous spring. Plant bulbs (e. g. Chinese lily) in water for Christmas blooming. Study the bulbs and their development. References: Farmers’ Bulletin—Weeds and How to Kill Them. Hodge—Nature Study and Life. Comstock—Handbook of Nature Study. insects: Make simple aquaria of glass jars and collect water plants and water insects, such as water boatmen and back-swimmers, for — the aquaria. Study the water insects collected. Make sketches to 9 show parts. : Grow silk moth through life cycle. Study silk industry. References: Comstock—Handbook of Nature Study. 62 OUTLINE OF COURSE OF STUDY Comstock—Insect Life. Weed—Life Histories of American Insects. Spiders: Use the orb weavers as a type. Collect mature specimens and keep them in boxes in school room for observation. How does a spider spin its web? Of what use is the web? Food of spider? Enemies of spider and means of protection? Find and examine egg cocoons. What is the food of very young spiders? Observe parts of spider and make sketches. Why is the spider not an in- sect. Study house spider, grass spider, ballooning spider. Read about trap door spider. References: Comstock—Handbook of Nature Study. Emerton—Common Spiders. Patterson—The Spinner’s Family. Fabre—The Life of the Spider, Winter. Stones: Learn to identify sandstone, limestone, chert, granite, shale, quartz, conglomerate. Discuss use of stone in building. References: Richards—First Lessons on Minerals, Coal: How formed? When? Kinds of coal: peat, lignite, bituminous, anthracite. What kind of coal is mined in Central Illinois? Im- portance of coal mining industry in this part of state. Where are the other great coal fields? Compare quality of Illinois coal with that of other fields. In connection with coal study source, refine- ment and uses of petroleum. References: Dana—Geological Story Briefly Told. Fish: Study gold fish or minnows in aquaria as.a type. Name parts. What fish are used as food? Where are they found? Read “The Story of a Salmon,” Jordan, References: Jordan—Science Sketches. Baskett—The Story of the Fishes. Comstock—Handbook of Nature Study. Evaporation: Simple experiments in evaporation and condensation. Evaporation hastened by heat and wind. In connection with cook- ing, determine amount of water in various fruits by evaporation. Fermentation: Simple experiments. How caused? How prevented? Reference: Conn—Bacteria, Yeasts and Molds. 8 SPRINGFIELD PUBLIC SCHOOLS. 63 Starch: Make starch from corn and from potatoes. Iodine test for starch. Find it stored in other plants. Spring. Insects: Collect dragon fly nymphs for aquaria. Study. Reference: Comstock—Handbook of Nature Study, Flowers: Keep fiower calendar. Study any not already familiar. Why can some flowers, such as Jack-in-the-pulpit and mandrake, come up so early? Develop desire -to protect ‘flowers, Trees: Observe rates at which buds on different trees open. Study sycamore and any other accessible trees not previously studied. Make list of familiar trees that have two kinds of flowers. Birds: Bird excursions. Identify any new birds. Special study of Baltimore oriole, cardinal, rose breasted grosbeak, bronze grackle. Ways of attracting birds: food, water, bird boxes, nesting material, kindness. . Lawns: Why is blue grass a good lawn former? How make and eare for a lawn? Test grass seed offered for sale. In competi- tion of grass and the dandelion, what advantages has each? Other lawn weeds such as plantain. Study mole as an enemy of the lawn. Emphasize adaptation to environment. Reference: Coulter, Patterson—Practical Nature Study. SIXTH GRADE. Fall. Plants: Study cuttings, runners and leaves as means of propogation. Use geranium, coleus, strawberry, Bryophyllum. Make blue prints of leaves of familiar trees to serve as a review. References: Hodge—Nature Study and Life. Coulter—Practical Nature Study, Birds: Our birds of prey. Use red shouldered hawk and screech owl as types. Study food and nesting habits. Reference: Yearbook, Dep’t of Agriculture (1894). Soils: Different kinds of soil: gravel, sand, clay, loam. Origin of soil from rocks; sourees of humus; soil makers. Simple experi- “ments to show water holding and water lifting power of different soils. Experiments to show that tilling soil conserves moisture. or a OUTLINE OF COURSE OF STUDY Analyze soil of school garden or neighboring garden to determine dry weight, amount of humus, silt, sand, gravel. Show effect of fertile and barren soils on plant growth. Study earthworms in their relation to soil. References: Coulter—Practical Nature Study. Hodge—Nature Study and Life. Rowell—Elementary Gen, Science Book I. Comstock—Handbook of Nature Study, Darwin—The Earthworm. Winter. Plants: Trees in winter condition. Collect, identify and mount twigs of different trees. Study ferns as a type of flowerless plant. Study coffee, rubber and cocoa in connection with study of tropical countries in Geography. References: Comstock—Handbook of Nature Study. Huntingdon—Study of Trees in Winter, Sargent—Manual of Trees of N. A. Animals: In connection with study of desert regions in Geography, study camel, emphasizing adaptation to environment. Sky Study: What is the sun? How does the moon differ from the sun? How does the moon affect the earth? How do Stars and planets differ? What are shooting stars? Learn to find North Star, Great Dipper, Little Dipper, Pleiades, Cassiopeia, Orion, Sirius, etc. References: Comstock—Handbook of Nature Study. Milton—The Children’s Book of Stars. Spring. Insects: House fly as a disease carrier. Life history. Importance of destroying first flies that appear. Reference: Howard—The House Fly. Flowers: Keep flower calendar. Identify and study any new flowers found. References: Dana—How to Know the Wild Flowers, Blanchan—Nature’s Garden. Gray—New Manual of Botany. SPRINGFIELD PUBLIC SCHOOLS. 65 Birds: Economic importance. Birds as weed and insect destroyers. As an introduction to this, study nesting habits and determine what birds feed their young. Get much as possible from children’s - observations. Make charts to show food of different kinds of birds. Some birds useful as scavengers. References: Bulletins of Illinois Biological Survey, Forbush—Useful Birds and Their Protection. Weed and Dearborn—Birds in Their Relation to Man. Hodge—Nature Study and Life. Yearbooks of Dep’t of Agriculture (1900, 1907). SEVENTH GRADE. Fall. Plants: Perform simple experiments in plant physiology to show starch formation, conduction, absorption, transpiration. Tell from this and previous study function of following parts of a tree: roots ,and root hairs, sap wood, heart wood, bark, cambium, branches, leaves, flowers, fruit and seed. Discuss familiar trees in regard to their value for shade, lumber, ornament. Plant seeds of com- mon trees and study development. Forestry: Service of forests: Furnish lumber; act as natural reser- voirs at head of streams, thereby regulating stream flow; harbor wild animals. Enemies of forests; show how each interferes with work of tree by referring to previous experiments. (1) Fire. Study of causes and means of prevention. (2) Storms. (3) Animals: mice, rabbits, cattle, sheep. (4) Fungi: What are they? How do they injure trees? Im- portant fungous diseases. (5) Insects: Gypsy, brown-tailed and Tussock moths, scales, aphids, tent caterpillar, elm leaf beetle. Life history of those not already familiar. (6) Man: Show effects of bad lumbering. Study forest legis- lation, forest reservations, inducements offered to increase forest area, foresters and their work. Birds as friends of the forest: This topic need be discussed only briefly here since it was treated in previous grade. References: Pinchot—Primer of Forestry. Roth—A First Book of Forestry. Fernow—Care of Trees. 66 OUTLINE OF COURSE OF STUDY Comstock—Handbook of Nature Study. Bulletins of Bureau of Entomology. Bulletins of Mass. State Board of Agriculture. Winter. ( ’ Physical Experiments: Simple experiments to show that air has weight, expansion and movements of air when heated, evaporation, condensation. (These experiments are related to work in Geography on winds and rainfall). Study solids, liquids, gases. Experiments to show expansion of all when heated. Applications of this principle: Ventilating systems, hot air furnace, engines. Parts of a steam engine. What makes it go? How does a gasoline engine differ? Experiments to show boiling, distillation, filtration. Discuss city water supply. Make a siphon. Study gases in air. Generate oxygen and carbon dioxide. Oxygen necessary for combustion and breathing. Make coal gas. Make and use a pin hole camera. Discuss photography. Sound: cause of. How are musical sounds produced? References: Higgins—Elementary Science. Clark—General Science. Rowell—Elementary General Science. Smith—Easy Experiments in Physics. Spring. Birds: Further study of birds. Particular attention to warblefrs. Insects: Army worm, chinch bug, potato beetle. Life histories and economic importance. Bees: Community life; structure of queen, worker, drone; gathering of honey and pollen; relation to pollenization of flowers. References: Hodge—Nature Study and Life. Comstock—Insect Life. Bulletins of Dep’t of Entomology, i Sanderson and Jackson—Elementary Entomology. G Morley—The Bee People. Plants: Identify flowers. Get some idea of plant relationships. Find flowers that belong to rose, buttercup, legume, composite, mustard and lily families. SPRINGFIELD PuBLICc SCHOOLS. 67 (A LT a MALE GI? TNE Aas DT BO BAEC OT TOP AES gh URIDINE PRO NG EDR, SARA RL TD EIGHTH. GRADE, Fall. Birds: Study quail and other native game birds; Illinois game laws. What have we been doing to restock state with game birds? Plants: Take as a problem the planting of trees, shrubs and flowers about the home. What should be Planted and where in order to give the best effect? Find examples of good and bad planting in the vicinity. What trees are best for city streets? References: Bailey—Manual of Gardening, Circular 170, Dep’t of Horticulture, U. of I. Parsons—How to Plan the Home Grounds. Orchards: Kinds of fruit grown in Central Illinois; economic value. Temperature, moisture and soil as factors determining best loca- tions for orchards. Study grafting and budding of trees. Insect enemies of trees: Codling moth, apple maggot, borers, aphids, scales, cankerworm, plum _ curculio. Study those not already familiar. Look for ravages of insect pests on fruit and fruit trees of the vicinity. Try in each case to determine what insect has caused the damage. Fungous diseases of trees: Black knot, brown rot, peach leaf cure, apple scab, pear blight. Spraying as a means of prevention—when and how? References: Hodge—Nature Study and Life, Farmers’ Bulletins of U. S. Dep’t of Agriculture. Bulletins of [Illinois Biological Survey. Winter. Magnetism and Electricity: Experiments with horse shoe and bar magnets; magnetic field. Magnets made by electricity. Electro magnets used in electric bell, telephone, telegraph, motor, Experiments to show frictional electricity; conductors and non- conductors. Make a simple wet cell. How do electric currents light lamps? Kinds of lamps? How is heat produced by electricity? Measures of electricity: amperes, volts, watts. Study electro plating, induc- tion coils, trolley car, wireless telegraph. Inventors in this field: Marconi, Edison, etc. Lightning and Northern lights as electrical phenomena. Make as much simple electrical apparatus as possible at school and 68 OUTLINE OF COURSE OF STUDY encourage children to bring and demonstrate any electrical devices they may have constructed at home. References: W oodhull—Electricity and Its Every Day Uses. Tudor Jenks—Electricity for Young People, Rowell—Elementary Gen. Science. Iles—Inventors at Work. Spring. Conservation: Study the need of conservation, the work now being done and the steps that should be taken in regard to the following resources: (1) Forests: This topic has been treated to some extent in previous grade. Compare original with present forest area. Causes of reduction: use as lumber, clearing for agriculture. Discuss whether or not this is legitimate. Does conservation of forests mean non-use? What does it mean? (2) Coal: What can we use when coal supply is exhausted? Are we near that point? (3) Petroleum. (4) Fish. (5) Soil. Need of protection from loss of fertility and from erosion by floods. Study once fertile regions now barren. Find amount of soil annually washed to Gulf by Missis- sippi River. Study relation of floods to forest Conserva- tion. (6) Phosphates: Of what use? Where found? How long will our supply last? (7) Our vanishing wild life. Need of protection for game and for wild fiowers. References: Van Hise—Conservation of Natural Resources, Farmers’ Bulletin No. 327, U. S. Dep’t of Agriculture, SPRINGFIELD PUBLIC SCHOOLS. 69 DRAWING. General Directions. Marking: The pupil should place his name, school and grade in the middle of back of paper. This method is to preserve the name in trimming paper. Selection: Teachers should place the best papers on top of the set taken up, and retain the complete set for the Supervisor. Papers rolled or pinned usually have to be thrown away as they are unfit for exhibit purposes. Use and Care of Materials. 1. Pencils for drawing should never be used for other work and should not be used after they become shorter than the child’s hand. The pencils for drawing should be collected after every lesson. 2. Color Boxes should always be put away clean, 8. Brushes should dry in a straight point and not be crowded into a short box. They should always be put away clean. School sets should be Kept in a large open mcuthed jar. 4. Color Crayons should be kept in the original boxes until badly broken and the set of colors incomplete, when they should be overlooked and sorted as to color, putting each color into sep- arate boxes. Paper: Water color work in flowers and landscape should not be done on the gray practice paper. Paper cutting, illustrations and de- sign can be on either the cream or the gray manila. Final con- struction work in Grades I and ITI should be with bogus paper. Supplies sent from office such as prints, outlined landscapes, etc., should be placed in the office or in some one place where teachers can find them promptly. Collections of Still-life should be looked after with the utmost care to avoid breakage. If possible teacher should go with the pupils when these pieces are secured for a lesson. Materials and Arrangement for Lessons. Plant studies should be large, with plenty of foliage. They should never be arranged in a flat position but should be placed in sand cans so that the leaves fall in a natural position. ) et 2) tf o MMAR ae BROOD AGO WUBI ESIC PNT SHIR DOMME TAL SATA ITIR GN «THERA. oA) IMs) Ved nie ita BMP NV RICH iss), «ule daeleaniene Renee tener ee ee eee teen ete neewenes Lae % 3. -Buropean -ELIStor yy eld Sey OR RROD ae ol AE I a a ra 6 Led i 4; Latinor German or reneh ore oe epee Shi oh saan es hae LOR j LAG TREMIStE ya ora ela nc rea Ne USA TNE St Ao eh ee ie 2. WA renral ey aC uae eg i gible ieeaie Grail ilar aha ta Ghdathd ties” WAL ee a ea UO ee Mee = 4 § 38 and 4. Poo 99 BO be be! mek SPRINGFIELD PuBLIC SCHOOLS. groups A to BH, inclusive. IV. COLLEGE PREPARATORY CURRICULUM. Offering Four Years Mathematics Necessary for Engineering. First Year. English Algebra General Science English Geometry Latin or German or French English Algebra Solid Geometry Latin or German or French Physics Trigonometry College Algebra Chemistry European History Elect one additional unit from group A, C, D, E. V. COLLEGE PREPARATORY CURRICULUM. Offering Four Years of History. First Year. BONUS oie sna t ce yi at alin Costs bal Sets va foveal) SAAT ome bar Ooh SCHED 2s en TUT TARCLENE. EAISCOL Vere es Rose ae Woiarce tate Maheoiay mena hea esoe We ee nae RV Uti a, ATED VET Sin aie el thal ty slacevetaletaretare aie coat alana ia seth ea iauetavune token ec Minad aay Latin or German or Brenen eos os oer oes neuer scene eee Second Year. OS Chg BT) se RM RR UTR A Babee LPS AL App URE LMM RGD co SUN NUR 10 NOS afH1N MCG ANG MOGs VISTO YE VAs Ia iia ae eiercns erie Stale arses te OR ia Valent CSC OTIOEIY, FalBee al a een clera akon sud chats aue tera we alee jenen Weaker ad ieecaet Manure he NNRGR Man ne Latin orsGermans Or Wrenn ee are ale wae: wisnes ote 4) ge lale aan a ae eee er eee eee eee eee eee tor ee esos eee eee esse eer eer eee eeeen ee eoecw ee ee eee eee eee eee eee eee eee eee eee ee eevee ee eee eee ee ore eee eee ese eee see eee eee eee es ee ees eee ee eer eee Ce ee eoceser see eee eee eee see eeessoses eee s eee eee e eee eee eee eevee se ees ere eee ee eee see ee eee ees eee eee esse eee ee eee s eee eee ee ey ore ee eee eee eerer eee ee eee eee acer eee eee eee eee eee eee eee eer seers esses eee ese eeeeeesee Ce ee e } eecereeceeer ee ee eee ee eee eee sees eee eee sess eave ees ose ee ere re ee reese es eeee sree eee oes eoeee reser eer e eee eee er eoeeee eee Fee eee ereeseerereseseeves soe es eoeerer ee eee ese eee eevee ees se eee ees eses eee ease een eee eee seer eee seer eee ose eee eee eee ee ees eereereeeeeeee ese ee eee ee ees eee eeeer ee eereoeeseee eee ees eee ree ees eeene eeer ree aes eee eee eee eee ee eee ese e ese eseeeos ses 103 , An Elect 21%4 additional units, 1% of which must be chosen from a uy , 4 ” La Le ” La ” 104 OUTLINE OF COURSE OF STUDY bo mo Ne eee a oe Third Year. ROTEL TN ho (aie) sata eee tow Paketavalepre tatiay Blau erlacshal ns SuSE IL) SU IMAne KI 2) TOS es A Tit, English EIStory. se lV aaa Ue eke a ls etc Un RI eae 1%, PPAR VISES ices tld eine ete © pal atta Ve tar aot Cite) Suc LU Ban eee He We ee amen a 11% or ZOOLOR GV 4: He's BROLAIN Vy (5G ie tet ee ichehane ib yates te denis alee ee earn nes Rae ec nanty aE 10’, BWW 4 oy 8 oc Mu ABA SMS PCA PI NEDA UA SU NCAP RM A A Conta oi OCT Pe AL tig ic SANA NA 11’ FUCOTIODIICR Fein Mala momar sda lk ete Tea al Bua tate Mab eea tae ORAM ae arian AOMN. at RTL He ee 12’ POD LES sn seule ctuese ver eile abe Rous jebetacattete Me elegahsiie dete Meya oe: eV emetaneynien aya Uateistiele iat tst ake Age TTS So WET ES EOI) V6 wis ae aod ele taiieewtae a atcoh Woe lepatar st dane te ny putea ea ee Re 12° CV UCRS Ha ES TO Sree UAR ae EVR ae stint AEN Ua alte Gell wea egy aie yc 127 wr and 4. Elect two additional units from any group in the Program of Studies. VI. COLLEGE PREPARATORY CURRICULUM. Offering Normal Training Studies. First Year. yi eh Ochs RP RR nah al ed ORAM er WIA MAYOR ENA SUM A UMN Du aamage Sue talc, 9’, PW Patel 4) of: BaP RL Mn a EU URINAL AAT CCU RRC NEMA OPN ME MAND Sit end 3 iE Rt 9’, GeENSTAT SCIENCE) oi lee ele ee era cae tts teen gah Pn eae ae Li Mreehand Tawi es ae wet culated ku otaeeultacdiaReeae We eee a tn MAU area 9’, Second Year 1h a hab Ros RHA OA, a RO EM ML Ray ELON N ICL ER URE WOOL BE Drag utaut shi 10’, ROM GED Y 8 ee aie ee aie bigs ale vabavony NMA SRURUn DING failed Cn GR aM eat gE 10’, VOLO RY, Nahe Fe Seay el ET eg an ic CNC ARM Da Gh OL AAR a 10’ aD Tosa chs higate VAMC DMR mia ie Leen WM rel VEC OLE NMG ase otaleay eC Sep. 10’ LON bs OL CE OV US SMO ARE MO EE OMT CER ATeR ) CA te a ha ee Third Year. RU Shy il ye vig taraaee Pe Raabe le eR Riteua ee Cpu MATEO e) tilinar glist a RLM ese ne Gea A a ta ks TLR a es alge Dede icstte at a awilae peice ILM Faller AN a hg agree) Sure Aa eR 10’, Buropeah PIStory ioe Ue ee ele Ma eset ie S/n lu la UNC Cr rr ae ate a sa hee PPV BLS ee eee IN UNS aE Oe tae are NICAL, DM at Leer ear Wc Ma bly Fourth Year FREVIOWS (ANG PEGA OSV ie bic Me elie Cie deed ta call ba Gil ataluce ep ona marta ae 1.27; TS EISEG EY IG ae dares Med kal a Oidatee bmg AU ne Ge Ve MN ad Paha 12) Os big Ver: ah: ¥ Se SNR eb We ERM Mle pp Cnn, AME a AL Cn MP dra dT 12/ PTSD PAYS ale Nie ponte RCE Ue is eS HEN Mi RRL Re RO a a 117, Domestic. Sclence 27 eee eis bak eho eM ee UEC celle tie ci eene ae ene 9’, Elect 1% additional unit from groups A to HB, inclusive. A a y ” lia “ a SPRINGFIELD PUBLIC SCHOOLS. 105 Vil. GENERAL CURRICULUM. No. 1. Convertible into a college preparatory curriculum if a foreign lan- guage is taken during the last two years. First Year. PME PULU SR ALOR Nia: 04. 6! ahayrel| Sa are ghee a ae a op aie) aaoauny atg Wats eR ana gam hee AE ai Of ne CATA EO IER Wnty) Bai Ae Tym TN ts iar DUCED MU REMARe TOR Nye Cirtentss AUN, feta EER Nan an Ott SM TOIOPA LN SCLOTICE SC BU EN mA Meme Ton Gh ig th VACHE W/L SA tt ACH ae ee Mel SPL COHWATIC | OPA WANE ial Ue cena ag: a: eal Hoke ara aN angi grein ck che nat at aha Sau ie cen ignd Qe Lea he WEEP ESOS PPSTI oe eich eps hace Giana goa wh Gti HM ee a eal ania nc A WG Sel ae LO i.) TET a ra 4 4 gig ee OBC SRM ON Dep UO th MD BAR eR ON Se eo a a DUP dy Aa Al eee hf 10s See CATOLOSLY fees Mc iad ug aa Salle alle etic urea Mea eH EDU MBN TMG Bal HU Raa rai Ei 10’ SUSUR LOY Cte Oe Fra Vee OSE Ur Sra a Mts AN een Nal Ca ar VOU Ee ate rah at 10’ AOU ODOT \.ETISTONY hes Cees sie MMU yin aer cae SUE R Ui ines area a CEG ia ds fae hs Third Year. DMEPROTASULS EY whey oe Sak Sake Soy nen MONCeS eNO Git ii uth Tu Kiedy 2 OU Cestotine Se RV 1 we Eleva MME LEST cis wali hore x Llama se Sy te GA ee anol ae ate ve: Na Md, ULM AL UAC ROR R ates pis Yee MEG Peay EL URL Vise ae so eo ial at (a RRR CAM an UME Fol griae Uc har ai elres CEN VRC eaten RIERA, Hot BALAN AUC Re Di TD de Ma gt SOL CD Ng a hs Legh pa SG 12° 4. Elect one additional unit from any group. Fourth Year, MSR ETT LEST Thee ek eek eee SN ey ska AP EOL Ap ae yl COMO tm IE Le en Uhm CU OH GAR) ka Raa oh) 5 Ipaee SPR EAC AT CAEXM ECS Ue, alle peer atena’ Niall means Give azel eau amensMenlars NEccuR ROI Ye ie. aes/oy a CARER Ge UR iy Daa 38 and 4. Hlect two additional units from any one group. Vill. GENERAL CURRICCLUM. No. 2. Convertible into a college preparatory curriculum if mathematics and foreign language are carried in the last two years. First Year, MMU EN TUEULSLU oye 5 alas oh ds ie alee ak olin belo Sha) ah Ural ahah at phil Seatah oh ach al dah ala) A ANGEOA Lia (ut, Hae Omit PM OGENETAD, MAtheEMaticd ? sae Noelle Bie slate Sa Holds DD Ns RAE Sh heey an Orne GMEECETIOLal CLOT CO We. cles Miah sie Mie Rete hig STL ha fan Shget Od a AGI EOE, Otis SOG MCIET i ELIStOLY Wiel c 1o. Chie el ae aac Roa ate eles anton ela ima ORSON E Lah Fo UEUae GE Raat ea | Second Year. PAS i Ds oY ap OC) 9 We Une Ne I de AE ahi CRG WN DE HTL EMM ec ML ARB apy TNL DD ar yy LOZG TEE eC LOSSY pss SHR Ne te co ae we Fata ahah got oye Simi Re SiaHa er ac eile: wate mtg ag aera gee anu Ornay S 10’ ES OCA TAN a eC hs ce ONE er MDI, aaa ly eee EK Diane) Cate LIST ane Bheeunan bau 10’ SO NT ACEP ATL OG yy EALB COE YE Talc fata ed ol Wala) aroha) cia) ahobat eee aMeley a latel a esatm meni. LOY or te SY ELISE ORY iy cx ee recn Ga wean achat iad aeaneiatenet es oi gta al eM sucien a. (ma Ket ene EL MORO HPC IN ATIC CMTE WV LET StU ys etre he hl euseet iar rar alibtaual bray iat y Lang ge J Due OF um 106 ee me oo ho bt oo be be go Po 3 ranere seas FP SH ees ae a Cae Peete es aT A eT tC oe ST re ote a AP OO Se AI NRT UC be be PRYBICS. OUR he are SES NCE mC hAMmOR RCA GRE TO NEN. tea lth ATs TPS FHAStory. ics eR ae Wath US ae eee SS aa 12 EVA re EN OA US LA USE LP AN ea REA Dp a Oa 137 Elect one additional unit from any group. Fourth Year, Ur ot =g bE) eRe RR LONE WALA Rial ICR iia RED Ly gM UME ON MUTL dba Umerr tele he: Auld 12% FIGCOTOIMICS | 75) is eleaes eile. Hig eee SEUNG hee Renee Ne eae Oa ace de POL pba and 4. Elect two additional units from any one group. IX. SPECIAL FOUR YEAR CURRICULUM. ' Offering Manual Art Subjects for Boys. First Year. FON SSR ers cei woes SR phe We wh Rk OUR eG Mae Re Ron ot ge RNS ea ea a ea ae DUE -<2) 8) ys LER MIM MIME IAL eM MMR Um RRC BLED oineliad ry a MID Chee i ean 9’, FE reChands Drawings. seis cies yo sible ala oc arate Rectal ae) Utne nye aeRO 9’, Méchanical Drawing ‘and: Benchwork.. vy ee ee ee 9’, Second Year. BD ated CL} c Apa it ULM NSA IA AEM ante IMR le LOR RE dM ema ys Ba ole Dic, fk 10’, LOOSE is eS IT OT UP UR MUAE M TER TL TIN ORO AUREL Qn et 10’, Woodturning and Mechanical Drawing ..............0...0008- 10’, HUTrOpean VEIStOry (5 ey Pe ee a Sees AH ey rs MaltLaeal cited | ee hoe ee 14°, Third Year. BDF oF -# bY) 0 GEAR eat ON, Cae MUS Oi MEO MARRY NYL Maia yy Se MYR EM el / ui tic VDA als cot) fee J ph Ud PRY SIC ee eee ae ee Uh Ar Oral COLE a a aera ce Agta aa 11’, Forge and )Mechanical: Drawing io ii-:. i s)c.e cae ous oe ee ed sik eee vee nh hh Elect one additional unit from groups B to HB, inclusive. Fourth Year. FGM UBT es eee! Mathie absent’ me Bieta ale Mat LORI nE) Sa Ae eS ae ne Bie Machine: and Mechanical, Drawing | os 6 oocbiele katie sisle datos 12, OUTLINE OF COURSE OF STUDY Third Year. and 4. Elect two additional units from groups B to HK, inclusive. Note.—This curriculum is easily convertible into a college prepara- tory curriculum by carrying a foreign language in the last two years. English Algebra Freehand Drawing Sewing X. SPECIAL FOUR YEAR CURRICULUM. Offering Household Art Subjects for Girls. First Year. eee ecw eee eee eee eee eee eee eee eee eee ree ee eee eee eee eeszeeeee ee eoreecee ese ees er eee eee eee eee eee eee eee eee ewe ee eee eowr rere e ee ee) eoeeeee eee eee ere et* sete eeee Feo eeeeereeereereseeeereee%t ee eeses * La ue “ “ wr é aad ) ie A} SPRINGFIELD PUBLIC SCHOOLS. 107 Second Year. WENT ANA SE ERIS ED Cy actly MTA o nN aac aT NGF STUD BURL ARPANGA Ucia 48 tk eA UC a WR i a Na ae 107)" ee GOLIVELE Mle OU ig aye Ritossa RMR a eu s enNC RR LEAR HY Cay mina Sel LOC 4 MTU LODOAT 1 ELISLOR Mia aie hd SPAN aA PNM coho Wide “hal amt) (NUR MEMO RNa aY tank Miieul tut TET aa 2a a Be 8 af UREN ERS RATES I UN eA ARs NSAP LR) TS RP RECA RAI ws Third Year. Pi PGAUSARS EL CAA tural de UL uate te nial ayaa atoh dL letai Nis aie ai¥i.4: 4: ese)) ob Adan no atean al pata Bm GRU BC OTD ISTE Wee wlth clei pene te eh cia CTEM CT UHOO MSN! MERE Ran" USA OS UIA LMA nig AG uN dd FOUR ATR hi i ac ate oe ahha lie Cane Nelle b tame t ey LNT E Lk acu tran anct 4. RIN al Rr A mast pais pie eh 4, Elect one additional unit from groups G to E, inclusive. Fourth Year, Whig SS doy aa Tg EPG UAC aly MEAD SE IE Ce Ri AD CU YEE a OSA EG ea MR A ABR Oc LAY ent PEA OO ATS i oleh ead eke Gap G LN SON al ol hak SPL atta eae Malla SERGE le Sita ener Aree STG 12 3 and 4. Elect two additional units from groups B to B, inclusive. Note.—This curriculum is easily convertible into a college prepara- tory curriculum by carrying a foreign language in the last two years. XI. SPECIAL FOUR YEAR CURRICULUM. Offering Business Subjects. First Year. Ma RORYSPLEPIEN Hes ooo Oe AtUS cta La ORL it brah Mental aaa ote hena lo wea oR a a eM IMS ale Ihe het aac vind EET OU ELATIS ES G50 5 cos hia ieee) Cie miaty Gusta ns. gus OUI VAIN Nua NW GS cM nu UR LOO gs PEER ULSTER CER 5 ais) Sie ieee leh a Bie etl tea fies igheh Seles chia! Sha aha ca RUA aN Meta Ne tia Meneke todas a BHAT ONOTA CLO GO. ys Wigs es aide eel os ld bifaltela le, BR OM HSU SIMIC EE MTU bea Dar aren ake ah AG Second Year. Bucy UE DERE? oy NUUBY(CUPLV TRC DETAR pile AWN RM LR OKA RR ANAT EPRI MERIAL DEL ME Ed! NS Ena Bi 10°50" veel ELEY aS det so) 6 hd V ala Mt ERE T UDR ARC eas SUH gaat Pema MaMa Ue SV Paes BV ACI RR Lh LO TWOP CURLER aie ola uice Wate OPO Ui lah ateah ah deel alana a) alah Sv Meak scar cuah shay Co auemin TO 4. General Mathematics ................ weave LIOR Son AML UNG) oie DE as Third Year. INET g Seat b USP ge pee hn RELA RATE CTs ate ABR SCN RUE Agee RNP SD BAY ER an MU a BL TU RL LA ESI Es Wa ALCL a uA eA DEL EVO TERT tel Merry tira ten iar abe 1 Sh a Ans Ra ary Tse PMO AH ths hands ESL TION TOA IILW A Ce ahill iy a, Sate Slalols a yhy tel gat nite Cealpaaa yn EL MN ral og GPaltSae re UPL E Rg ENE 1% Pe SES OOK COTES: Yui hu Sie le later ola teies velar ataeor a ana RPMI AnaieUaRR cH giie ua Gr'a emt Rig a Bp Givigs Fr NULODEA I ELISCORY Serle ate Sw eG SL ade eae Ca eaea merc Ao Cae AUC ae dbnrEd Fourth Year, Bea STE irs ah has one beat bie eras cla tains ates ROU ei EAD) ean Unio A CER cca Deny Bea AL OCTRORT ELEN ILY 8 fecal th Pha, Geers eI AR CR ok allel Boe ee aaa Tea Ea ta SM CMU MSE SiR) 5 ae hae 108 OUTLINE OF COURSE OF STUDY Beil; MICOMOMICS, ike 6 olan, sudealgine nednee MUI ee il ace MEO NE aa e MSMe TRU SOUR Nee UU Uae Ll tig Une ea 127 COV LCS eGR NS OU RI! TROUT UAT a OC ANA ee On a NL RCN ea 12% 4... Commercial Geography ).. 0.0. Jail sss ABN H EE SSG ALO ALON Ni 0 EMR Sa 12% Conimercial “Tia ws ey cee SU SIO CT nn AGE TREN NL MR A Cn 12. Note.—A pupil beginning with this curriculum may convert it into a college preparatory curriculum in the third and fourth years by carry- ing mathematics and foreign language. Xll. SPECIAL TWO YEAR CURRICULUM. Offering Stenographic Subjects. First Year. HRSA Sa bg bE 3 Wane teal ea ST ag RAT UM Rio DORI MMMTIAU AL tls Oran ey GS oF Revd am ik aa iFM E gis pe 2. MP OAIMANSDLD iy tee ee ala ya Lucan ema: Calc eon mL CAST aT ne nL ae Bae Wa Be General (Mathematics Fon a iuieeienlgecd Wiese ate nay pa iat tat de econ GMs SinaH on ai eae Ohi rR Wala e Len Sp ae 1 oid a= RVG ae RAL Ue IOUS Toa ULC OA RUERRLAT I GMA by Dunc Aunt ip sd art LO0%G, SOUR) 2) 612) 24 a2 0) oh gr ene A ng Mambo ICM Meraas rs Me Wat age yA IRN ved Saul A a Sk ag 2 Reig 4 Second Year. 12S Fr Ti thy ap ee iy Nn IG ASAE a aD 105 OS EY DEWALT ee Gea ale ere ands aT aut Kael GoiCL a RM a Gr Me RR a Lie 32) SEENOSTAD HI abe se OR e prey eahaueieare el en neu emsticiie A oa terre GU LSI Ann tnee aha 135 A?) CON ESraAlSclen.ce ee ee MN ee ee NAN SH Rae IAN) St OMB ee net ae ea pA 5. BRO pean ELIStOry OLA Wale UMe wie Milbue sale talc btahe Meat NAc HUAN eS i aaa EoD ne den Note.—A pupil may carry this special curriculum for two years and complete it with a college preparatory curriculum in two years more without loss of time. XIll. SPECIAL TWO YEAR CURRICULUM. Offering Clerical Subjects, First Year. i RUM EO oe b ecd 9 BHMNNRRMTODa A PRU MUNN as AE a nl lDrbel (Pattee oLAiren MMA Pages ai LIAS BGT Le aah 2 EP ONIMMAN SHED uy NINE gel Ue Mee DOM Ts eC Te TUR Ra) Rc eet Be GATICRMELIO NE EOE Meta eS lh ar CN ey erie tic ett ve ALC UU ae ON MB OOKKeS PIN RY id ee Se Wee NOAM Ural an ie (gy cal i Ase Re A Le LOe ih 6.) General Sciemees cle ieee AN Ci er a ALO a CL ihe Second Year. 1D 02-0 b Eh s Ben a TN Dail UN IPO CAT INRA NT Wen aS MURAI ei 2 Hin MARS CUS cc OP aad BOOK KOS PINS icc b 4 Thea ele ee a Nano a Bub nepene Heaven ie ele lhe RAG e ote neNEAEA atk Cc ouieat one mea Tne Be Been General \Mathematicg git olds aie Sa Si at wna CIN at aut a Oat OUTOPEaT "HIStory. igi siya aah idle ma mele dele le Whe Sel ett bs cane diel al gue scons DBs Woes Ty DO WITS (ik sis eel ON ere a CUB Ne Maceo eariti a Tee EL IN LN UAL a 40%. Ne Ar esS a Note.—A pupil may carry this special curriculum for two years and complete it with a college preparatory curriculum in two years more without loss of time. Ae ar ao Aa aes. SPRINGFIELD PusLIc SCHOOLS. 109 XIV. SPECIAL TWO YEAR CURRICULUM. Offering Manual Art Subjects. First Year. EL LEY oC ict ay She at) Nene abeapataee Seow abiagih aia cr evghal Git hau nbrting ad ay Tet a Ba 9’, General) Mainema tics wii Cay awa were Cia satan eiien daca Gurl Male rab wig 9’, EPGCH Ai HLTA WET | ile craliate ata ade ay Sadie V tal anal et Moc ate tNute or'at tae ar areal CO awa 9’, MCCMENICEL | LFA ITE eat siuyahcicgtin vain ch aka valnle S laataheldta net el ae, a petal etaiaaie 9’, and IV CCE WOLTER IT) Bie ud tare Ugnenirnie gneN TUT GH NRO WT VON AS Cast leat Ua TaN AE Tea i 9’, or Al Sh af 9 on tO IIR ecg Vee Hi Alou am Gh Tso: A AM AVIV SEH REL AEA GPa HOY Un 8 11’, Elect one unit from any group. Second Year. a Ta Eye Ail MINES Ta ae NRTA I Cao UU ec 10% PL ORETAL SCION GEM iciereis bial alave es diehar aclu atiel alc idrera acid Mirai ah alata bi nesti ty why 10’, Mechanical Drawing and Woodturning .................c0c000. 10’, or TUE NORTEG MMO) OUR CUA ateah BSI SMA rae ARS Ceca UR ren ck JP AF aN Ui Ute eo ve SA 09 a ea 12%, AP ORICAT WELISUOT Ys lish ata diel Wai alu toke tent yr aye lalalaielotaieiy ty NORA A aN AAe Die Mah 19 aN Elect one unit from any group. Note.—-A pupil may carry this special curriculum for two years and complete it with a college preparatory curriculum in two years more without loss of time. XV. SPECIAL TWO YEAR CURRICULUM. Offering Household Subjects. First Year. PATER TE SST aie uyer ss erie era er eararel ie ciate scmalar are Auta Uk UMA: Ren ate eae gil amMRN GLY 9’, GENerA ll ScClenCe ratte dene wee ma locate wor eisai ACHE Shane a I he 9’, Pet yA BEL ana LOM na DL od ALAM Yon PAS Anan mG ein OUup RI SE BCE SDN SOL 9’, Cooking sib dacweuhas "ae te date EIA LAI AG EERE al Se HN AN 10’, Elect one unit from any group. Second Year. NH e tsa bf) 6 WCRI TE Da Pa MBM GY IOI UA By cams BI ah n0 0 Mick WOR Ant ASU Racks are OM EE 10’, CFONeral MaAtHe matics i wh Uitianscalal saci end tuys d duaeneh bh ao spetalald Miao Mabuhay 9’, BSED ei ete uUng eat ValrCh aU Cale WISan case NN Sem 2 UN al ST A alae en EG 5 Ht: CCA TE a areas ea Mak ech cha sia aaron es tetal gg tanattal en ptttaaat aly PEN NE ARE 12’, Wire Kean) HIStory oa he windeietiaaaersha lees ONY PAA LR UT eae rig ” " a” 4 w” " Mw” ” ld Note.—A pupil may carry this special curriculum for two years and complete it with a college preparatory curriculum in two years more without loss of time. 110 OUTLINE OF COURSE OF STUDY TEXT BOOKS FOR HIGH SCHOOL. September, 1915. 3 ENGLISH. abe English Composition, Hanson .................. PEP NAME NAD AV HS: ANG $0.80 Webster’s Elementary English Grammar ................-ccseeeceee 50 SCOLL SIVAN NOS sane Oa nes para naa Sanc Tara Ga a cL a able ea Nes aL 45 ~Whittier’s Snowbound and other poems ............ cece cece es veees 15 mBRIAN AD PeGs SLOVONSOD pairs his Gb bie wale ale Uisicradaie alle mks sak ele meee See taluka .25 “Shakespeare’s:: Julius ;Caesar 2 eek Palade Clb uc raele whonwas tele Oh Ree ee meng 8 35 ‘pnakespeare’s As You ike ult ey ea ee ee i a ane Oo va .25 “Ancient Mariner and Sir Launtad 2k (aoe aii siete as siete ane telels tare ala .25 Poe's Poems) and Tales ea iis Baie aN Daily le ota) cliente esol pial al eilare tals .30 MLB VO FINS Lie ke yO NR, NY re ee alle me re REL an rc EMA a .35 Addison's 'De? Coverly! Papers iio cc aosilig we Wline saree inie ein eines da etal crete alte .30 Carlyle's MSsay On Burns iia ise Ml lelb iste 'e bya Gis newline ae Bin hn um lale ap atap ecneaaie Te caie .30 ‘Selections from TOVNY SOD. eis io/0d'n win's ainieis ss eles big elaine © rag Fo meted .30 Halleck’s (New. Dnglish \Literature sys oo) eee cues cil plete sulateeieca eben 1.30 VAMLOTChant Or ‘Venice ie yor ie ate gl Cte Wea halcc na latia by @ oa iia core. atte cea al 25 PNB CDOTR aie SG LU wie wie bree 4 ole abn lonase wisetvins Ole BAe NULe lee ahaataleet aha ake Lg elie nam Lene .25 “Macaulay's Addison and) JOHNSON 2 ik ee eee weeds e keeles einen ies .30 Macaulay’s Life of Samuel Johnson ...... 0.06. c eee de cen e cee ee ewe 25 PSSM AS IMATION ia )s ee ela ale ec eles. ial trian lhe! Grete mio reica eon ratierle be asta tel essere arte lama ne .35D Milton's \Minor | PoOemiB I's. gti clelel bi dlncn op simicln allots Yale’ lala eralalanel e tenyle meee 15 ES RROTE SSLODLGS 351055 iuitol'n ee le gii'e tin Wi siga Toylal laa) e’ eta avers Aiea atheomiia ha ei al a gin ts ua ated 35 “"Washington’s Webster and Lincoln .............. ccc cece ec ewe ccoes 25 LATIN. DOoge's ‘Latin for Beginners! se sey bee ical cea Wie ele's oh state ee ante 1.00 Walker's (Caesar ic uciiss cc. ae wae een eee Wala hlig ler steal eb mean Ro be pe Nee D’Ooge’s Latin Composition Complete ............ cece eee cece wees 1.00 EOoge’s | ClCATO ey eee ee eee ee te eam phe 1 au ead ae 1.25. Mairclough & Brown; Virsa vow cok val cia a ene wre eb ie lee Se eharel 1.40 Bennett’s Latin Grammar ......... pees Ne ee oR CRE RMR yng en CWA i CAD A C4 .80 GERMAN. Bilder aus der Deutschen Literature ...............-ceceeeeeces 120 Pope's German Composition (iii). 0 ei cig os g's clog ewe bic b's > sal baatel ale ok . 90 SPRINGFIELD PusBLic SCHOOLS. 111 List Price Bacon’s Elements of German Grammar ........0050ccccccccccccenee 1.00 Boe Orem Ld WV ALOTIATACL Hie 5.) cet Re Oe ete ee LN EMOTE hike 1.25 APeM per OL OCHEN Gy KOEI No eC gr h ek owe he Sa DD A SANK 1a TOP MRM MG A 25 REESE SONS Ya cee c cae ey card NU ot mt MCN URINE? Tuer ses MOL A SUN Ng UP er dah EN 33) Pnomasy) Practical ‘German Graminar yoil iin a) iat ae oo unan 1.25 RrOEMatemeclence Header Gore. 24. ses Gin ii me LUN Whe aia 215 Walters: Krause Hirst: German: Reader i p63 ee SiGe .90 RUC UTMer Sa Wiltiel sr DOt lic at soi MAM MR Boke TE aint LEC Nn nm aetutke 163 FRENCH. Praneote beginners) Wremeniy'). ears. wend he Gye ls Al ya Pre aca ah aan UR 65 Wiininey'’s’ Introductory French “Readers Joe ee Ua 75 BIPECEICS'S COMIND ahs Vii si oe Stree la aed Waa te a aa ir oa er AED 42 PTI SV ELOUNA IY) 60) cis ais! A ar Siac Maoh Mao 7 Melting 50 Fraser & Squairs French Grammar, Complete ..................... 1.15 HISTORY. RCE ES VATICLON CVU ODIO oc 2) cud liatele: o. seveum wlarw, aida mh ippataiiea letot coe Ol Weds GP sb aeM 1.50 (Ex. price, 90c.) IO DIMSOR St WV ESLOTT (IOULODEN Woi5 i Vidic eile 6 6b 'cluicvakalie, ies Suan leks aha abahalar alates 1.60 serman s Advanced American | History cos hile so dceece Uw ole were a 1.50 Robinson and Breasted’s European History—Part I ............... 1.50 (Ex. price, 90c.) @heyney’s: Short ‘History of Bnsland 2.0. /. 4. seek cc iecek dled 1.40 Laughlin’s Elements of Political Economy ...............ceeeeeees 1.20 James and Sanford’s Government in State and Nation ............ 1.00 MATHEMATICS. Wentworth's lementary Algebra ci. 66 csi’ sce ces cnc meta cdc auleaia gle 1.15 Wentworth-Smith Plane Geometry .........-...ccceccecccccsceees 80 Moore & Miner’s Practical Business Arithmetic ................... 1,00 Wreentworth-Smith | Solid Geometry 6c. 0 i. ss woe reve eee el ca@enoeee 15 SCIENCES. Blements, of: General Sciencee sie Me os eel aera! Shue ging og 1.00 MOO Ab SUGINSCON S , PAV SIOIORY |g efcins sch delle wie eal ale Cine eo ata kaye S 1.10 Tarr s INGEW ENYSiCAal GOORTA DD hi eiele wide cleats a ee bot dat ar lelotabe e wrulales 1.00 Linville & Kelly’s General Zoology .......ccecccscrccscccsrtsccone 1.50 Bergen & Caldwell’s Introduction to Botany ..............eeeeeees 1.15 Millikan & Gale’s First Course in Physics, Revised ............... 1.25 Smith's Jolementary CHEmistry oi. 'cis esis ov alelaelela sieve ce «vba yall oleae whe 1,25 Kinne & Cooley Foods and Household Management ............... 1.10 »112 OUTLINE OF COURSE OF STUDY COMMERCIAL. ood Modern Illustrative Bookkeeping, Complete Text ................. 1.50 Bookkeeping Blanks, Introductory Outfit .................. by he 3d Commission ‘Business (Outht! goceces cn ila cee Pee ce OS 10 Grocery Business Outfit .............% a aa eee inter ate hate c Wyte GRER gc fe OnE .40 Dry \Goods (Business (Owe ees eG ee ae eae ay iM hae a He taNONe lates eal 80 Manufacturing Business wouthit ify siecle es eeu aes i aph. 90 Modern: Tlustrative® Banking——Text oon) soci. sete a cis ciataniein Sele nr 55. Blanks ‘for, Banking -—OuUrne yoicie i ievesats copie etodnvntel we eiete te cia ciate a ene ae ema aime .80 Gano’'s \Commencial Waa we oe oye ee ile areal bis gleretl coker ee Aart amu nL aoe wie 1.00 Adams’:;'Commercial: Geography cer Ce iis be lek Ope A kee eee re aera 1.30 Pitman-Howard Phonographic Amanuensis ..........-.0++++200> ot 06 Rational DY pew rit ney iii eee ely peel crates edeneia us ndulgen ve elabalal ete ters een ai nyots 1.00 Business | Forms-—Teller& (Brown (sib sis)iigis s eeige e bw uielelens binicie weretels Rae Palmer's Method :Businéss “Writing 606k ese a nie ieee -20. MISCELLANEOUS, Webster’s Secondary School Dictionary ..............-..- eee ee eee 1.50 Historical Note Book ...........- Bs ge te sel inte Saitb-h nite tats to Ohta! Wits te NCC ate Ro I 4h aS te Regulation Tablet ......... me iblig ia ole te actin Wie lalla ie have ie MUR ONE wets Cone Iain en D cer amg aap aN Baldwin & Newton Standard Song Classics ..................2205 .60 ?) SPRINGFIELD PuBLIc SCHOOLS. TEXT BOOKS FOR ELEMENTARY GRADES. September, 1915. BrCOnee e LTEA AW Ell) PTIM ER) 2 2 oo ielalareus Abie sue ate shah dreial'd. dral fa od Maia ate nua ea ts Bree; a, Dreadwell| First YREaden ysis ois oy) cals aoa ee Gale wey cee ealaa bree coy ltreadwell. Second: Reader! Oyo. wee sided ik Galgiel el ue Wigles aie Hison’s Primary School. Reader, Book Three 03. ire. o8 yews eee Elson’s Primary School Reader, Book Four ..............+..2.008 Pieon's, Grammar School Reader, Book Tii