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COURSE OF STUDY 
 
 OF THE 
 
 William M. Stewart 
 School 
 
 UNIVERSITY OF UTAH 
 
 “ 
 
 SALT LAKE CITY, UTAH 
 1918 
 
TRAINING SCHOOL FACULTY. 
 
 JOHN A] WIDTSOR, 
 
 President of the University. 
 MILTON BENNTON, 
 
 Dean of the School of Education. 
 EEBERT D. THOMAS; 
 Secretary-Registrar. 
 JOSEPH BE MckKNIGERL, 
 Professor of Elementary Education and Director of Training. 
 
 KINDERGARTEN. 
 
 ROSE JONES, 
 Director of Kindergarten Training. 
 RUTH McELHERAN, 
 First Kindergarten Assistant. 
 REVA;HOLDAW ANS 
 Second Kindergarten Assistant. 
 
 ELEMENTARY AND JUNIOR HIGH SCHOOL. 
 
 CHARLOTTE, BURGH, 
 Principal. 
 
 ANNA YOUNGBERG, 
 Supervisor of Geography and History. 
 ROSE M. VIMONT, 
 Primary Supervisor. 
 HOWARD ROSCOE DRIGGS, 
 Supervisor of Language and Literature. 
 
 iid Bi od obs Bat Sac : 
 Supervisor of Nature Study. 
 MARY E. MOOREHEAD, 
 Supervisor of Handwork.: 
 HARVEY E. GARDNER, 
 Supervisor of Manual Training. 
 *KH DNA EVANS JOHNSON, 
 Supervisor of Music. 
 PuMEDVIN PETERSEN: 
 Supervisor of Music (Substitute). 
 FLORENCE E. WARE, 
 Supervisor of Art. 
 
NANON CROXALL, 
 Supervisor: of Domestic Science. 
 : SADIE T. HOWARD, 
 . Special Téacher of Domestic Art. 
 PANSY: A-EVANS, 
 Assistant in Nature Study and Elementary Science 
 
 ELEMENTARY SCHOOL TEACHERS. 
 
 *AMY BOWMAN, 
 Critic and Grade Teacher. 
 ALICE SFE VENS: 
 Critic and Grade Teacher (Substitute). 
 NELLIE HERMAN, 
 Critic and Grade Teacher. 
 FLORENCE KNOX, 
 Critic and Grade Teacher. 
 EDITH M. CHAPMAN, 
 
 Critic and Grade Teacher. 
 RITA HAGERMAN, 
 Grade Teacher. 
 MAUD M. HARDMAN, 
 Grade Teacher. 
 ENID CAHOON, 
 Grade Teacher. 
 
 _JUNIOR HIGH SCHOOL TEACHERS. 
 
 CHARVOTIE, EuMONTROSE, 
 Critic Teacher of Mathematics and Science. 
 LO LSeM IEG ER, 
 Critic Teacher of English. 
 DORA SNOW, , 
 Critic Teacher of Geography, History, and Civics. 
 *LAWRENCE A. WALLACE, 
 Critic Teacher of Modern Languages. 
 FULVIA IVINS, 
 Critic Teacher of Modern Languages (Substitute). 
 AMY FARNSWORTH, 
 Teacher of English and Oral Expression. 
 
 *On leave of absence. 
 
INTRODUCTION 
 
 By Milton Bennion, Dean of School of Education. 
 
 The University Training School, as a complete elementary 
 school of eight grades, was established in 1895 under the di-— 
 rection of Prof. Wiliam. M.: Stewart, principal of the Stare 
 Normal School, and Prof. Joseph E. McKnight, principal of 
 the Training School. Its course of study and methods of 
 teaching were developed under the continuous leadership of 
 these men until the death of Professor Stewart in June, 1912. 
 
 The general philosophy of education formulated and ap- 
 plied during that time was clearly stated by Professor Stewart 
 in his Introduction to the Course of Study published in 1911. 
 Professor Stewart’s statement of the aims and methods of 
 education exemplified in the Training School is reprinted as 
 introductory to this course. These are the principles upon 
 which the work of the school is still conducted under the 
 leadership of Prof. J. E. McKnight, Principal Charlotte Burch, 
 and an able corps of supervisors and critic teachers each one of 
 whom has made valuable contributions to the work. 
 
 The Training School .was one -of the first elementary 
 schools in the West to introduce special classes in manual 
 training, art, and music, and to attempt to correlate closely the 
 work of the school with that of the home, and to motivate all 
 school activities as a means of promoting interest, industry, 
 and discipline. Although at the time of their introduction 
 these innovations were opposed by many conservative edu- 
 cators, the Training School staff went steadily forward with 
 the development of these educational reforms until they have 
 come to be accepted generally. 
 
 The Training School faculty has very successfully reduced . 
 to practice in the school, the combination of individual initia- 
 tive with co-operative action; freedom from artificial re- 
 straints with good school discipline; and the joy of free serv- 
 ice with the performance of social duties. 
 
 The course is not published with the recommendation that 
 it be followed literally, but with the hope that teachers may 
 absorb the underlying principles and spirit of the work. Ap- 
 plications in detail must vary with circumstances and condi- | 
 tions, if best results are to be attained. 
 
Ah 
 
 “The Utah State Normal School has a philosophy of education which 
 it is endeavoring to realize in practice and which it has for many years 
 been engaged in working out. This philosophy can be briefly formu- 
 lated in the following summary: The school is a concentrated educa- 
 tional environment, organically related with life activities. It is, in 
 fact, a life laboratory, so adjusted to the learner as to unfold his possi- 
 bilities in relation to the actual activities of community life. Its espe- 
 cial aim is that of socializing the activities so as to bring about the 
 highest individual efficiency and social service. This philosophy rec- 
 ognizes the psychological and biological laws of child development. 
 For by making the school environment a practical concentration of 
 life’s various activities, there is brought about an organic relation of 
 the school with other prominent educational factors in society. On 
 this plan, the home is recognized as one of the fundamental elements 
 in education; and, in pursuance of this object, the school aims to notify 
 and strengthen the educational tendencies of the home, rather than to 
 trespass upon any of its functions. Our modern social and economic 
 life tends to rob the home of several of its real functions. We believe 
 that the school should counteract this destructive tendency by giving 
 added influence and every strength possible to the activities and spirit 
 of the home itself. In working out this problem in the Normal School, 
 persistent efforts are made to connect the school activities with those 
 of the home. 
 
 “The opportunity for mutual service in the home has been notably 
 abridged by the substitution of tenement and apartment houses for 
 old-fashioned firesides. Today the dependence of any member of the 
 family upon each of the others is being reduced to a minimum. The 
 former co-operation in home labor with its resultant unity of aim, and 
 that sympathy which arises out of mutual helpfulness in working to- 
 ward some common end, are rapidly diminishing because of the indus- 
 trial revolution, which substitutes machine and specialized labor for 
 home work, and the new mode of life, which prefers the furnished 
 apartment to the labor and responsibility required in the old-time home. 
 The total result of this industrial and social evolution as affecting 
 education has a two-fold meaning: first, that the schools should supply 
 certain of the humanizing elements that are now vanishing from the 
 homes of the people; second, that school training should assist the 
 home in its attempts to accommodate itself to the evolution of home 
 life which is now in progress. For this evolution has rendered the 
 successful rearing of families more difficult and expensive than perhaps 
 ever before in history; so that for the poor and also for the prudent 
 the prospect of a large family may already seem a dark or at least a 
 threatening one. In this grave struggle, it is the duty of the school 
 to assist the home. It can do this by training the pupils to special 
 usefulness in home duties and to such general usefulness in society as 
 will help to sustain the home by adding to its resources or income. 
 
 “When this kind of training is sufficiently fostered by the schools, 
 
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 the purely cultural phase of education likewise receives its full share 
 of attention, as is plainly shown by the actual results. The efficiency 
 of ordinary school work, instead of being weakened by this practicar 
 side of educational training, is strengthened by it, for we find that 
 the common school subjects are better mastered through bringing 
 together the cultural and the practical phases as essentially harmoni- 
 ous. Our judgment is that the truly cultural is practical, and the truly 
 practical is of the highest cultural value, since it finally results in the 
 development of character as the aim and end of education. We recog- 
 nize in the present industrial movement in education a factor of great 
 value; it is only in the part assigned to it in our philosophy that we 
 differ from the common view. We agree that industrial education shall 
 be incorporated into the school, but hold also that the educator must 
 first select, with the view of its educational value, those parts which 
 are truly humanistic, social, and broadening as home duties, rather 
 than those which fit the child for any economic activity in certain 
 technical or industrial fields of labor. We believe that the economic 
 or industrial factor must receive the consideration of the school; but. 
 we feel that in the selection of that educational material which incor- 
 porates industrial results, the teacher must first estimate these results 
 in the light and worth of their tendencies to the cultural and character 
 growth of the child as part of the social system.’”—Wnm. M. Stewart. 
 
 COURSE OF STUDY 
 KINDERGARTEN. 
 
 “Play is the highest phase of child development—the pur- 
 est, most spiritual activity of man at this stage.”—Froebel. 
 
 “The kindergarten may be defined as a society of children, 
 engaged in play and its various forms of self-expression, 
 through which the child comes to learn something of the 
 values of social life, without as yet being burdened by its in- 
 tellectual technique. Here, as throughout the educational 
 process, the starting point is the experience, the attitudes, the 
 interests of the child.” 
 
 The subject matter must originate in the experiences of 
 the child and culminate in society. The child in its relationship 
 to the basic institution, the home, forms the main line of ac- 
 tivity running through the year. Nature aspects that affect 
 the home are used. There is sufficient variety in the activities, 
 furnishings and instrumentalities of the homes from which 
 the children come to give continual diversity. It touches the 
 
and sugge ive ec toraL Hiies to afford plenty of La for aoe 
 child on his moral side. | 
 
 Home With Its Varied Aspects. 
 
 ~OUR KINDERGARTEN HOME. 
 oe MEMBERS OF OUR FAMILY. - 
 maze OU TIES of each member.: Care of materials, ete: 2% 
 Standards of conduct to be developed from the chiles 
 
 as, _ dren as problems arise. 3 
 ot is Our school neighbors and our relationship to them. oh ea 
 Excursions to different parts of the campus. bea 
 ~ 4, Our school garden. : ae 
 
 ~ IL THE CHILDREN’S HOMES. 
 
 1, Location, members of the different families and theirs: 
 respective duties. 
 
 _ 2. Preparation in the home for winter; food, clothing, © 
 cau shelter, due to changes in nature. 
 i)... Gare of pets and plants. 
 4. Gratitude for the harvest. 
 5. The Thanksgiving Festival. 
 pee On Lhe Christmas Festival. 
 ‘Winter. ; 
 
 1. Nature aspects that affect the home. Heating and 
 lighting of our homes, kindergarten home included. 
 People who help. é eshte ken 
 
 ‘2. Winter sports. jects eee 
 
 3. Our homes in relation to other homes; our neighbors. Bg sp 
 
 4. Community life. f eas 
 
 5. Means of connecting homes: walks, street crossings, Mee 
 ‘telephones, mail carrier, street car; how these are. 
 provided and our responsibilities regarding them. 
 
 6. Protection of our homes by policeman and fireman. 
 
 a ‘Very little stress is put on Washington’s birthday. Pee ko 
 
 iy. St. Valentine’s day is a child’s day. au ee 
 
 rae Raheny 
 
 Pere Chaugeswin Nature, that.atect the shome: more Sum 525 an 
 shine, snow melting, awakening of plant life, return "sd ee 
 of animal friends. SRN Raa 
 
10 
 
 New activities in the home: housecleaning, gardening, 
 etc. : | 2 Beha: 
 Spring sports: marbles, kites. 
 
 Excursions to parks; care of parks. } 
 
 Fresh vegetables and fruits on the table. Source of 
 supply. 7 
 
 Care of these foods. People who help; the ice man, ete. 
 6. Sprinkling of lawns and streets. 
 
 7. Summer vacation. 
 8. The May Festival. 
 
 The impulses, instincts and interests which are develop- 
 ing at this period of the child’s growth and which make for 
 the highest good of society will be provided with educative 
 stimuli and food in the form of raw materials, tools, toys, 
 play apparatus, musical instruments, rhymes, stories, songs, 
 music for free interpretation and appreciation, contact with 
 his social and material environment through excursions and 
 conversation, pictures, books, and every other worthwhile 
 means that can be made available. 
 
 Self-activity is the keynote of the kindergarten; there- 
 fore development from within is the dominant method used. 
 
 RON 
 
 ELEMENTARY SCHOOL. 
 
 GEOGRAPHY AND HISTORY. 
 
 The following plan for the study of geography begins with 
 the interest of little children in the home, and suggests mak- 
 ing conditions for added power to think, to understand and to 
 do through experience; helping the children to solve the prob- 
 lems and answer the questions their experiences bring to 
 them; leading them out from these conditions in ever-widen- 
 ing circles, from the home to the community, then the nation, 
 finally the world—its people, their lives and industries, their 
 dependence upon each other through trade and transportation ; 
 and finally a consideration of climate and other physical con- 
 ditions and their influence as they determine life. 
 
 The plan for teaching history is based upon the conception 
 that the most important factors of American history are in- 
 dustrial rather than political, and that history considered as 
 the means of securing an appreciation of social life, rather 
 than as furnishing the mind with an accumulation of facts, is 
 vitally related to experience. 
 
11 
 
 In the elementary school the question of civics does not 
 suggest the understanding of the elements of society so much 
 as the qualification for good citizenship in the school com- 
 munity—that is, taking responsibility and co-operating with 
 others in work and play in a manner that) will result in the 
 greatest good to all. 
 
 There is only one key, however, that will open up to the 
 little child.the great heritage that civilization constantly 
 leaves behind, and that is the utilization of his never-ceasing 
 interest and activity which is the strongest factor and the 
 great motive power in his development, and, since all this 
 realm of knowledge must flow into the human mind from or 
 by means of experience only, the school must be an organiza- 
 tion for work. It must be a place where the activities of the 
 home and society may be carried on in such a way that the 
 children may ‘take part in them,—a place for the gaining of 
 social experiences. Fortunately the occupations which are a 
 necessity for our daily living are being recognized as a means 
 of education; but they become a means of education only as 
 ‘the child through his own activities becomes able to interpret 
 the social and industrial life, first of his own environment and 
 finally of the world. 
 
 First Grade. 
 Geography 
 
 The Home. Good pedagogy and common sense both de- 
 cide that a child should first be brought into contact with 
 that part of the world which is his own immediate environ- 
 ment and with those people whose work contributes directly 
 to his life. In considering with the child his own home, 
 the members of the family, the division of labor and re- 
 sponsibility, the work of the home, its conveniences and 
 arrangement, the teacher realizes that the child’s actual world 
 is a very small one and his home the very center of it. The 
 teacher’s insight into a child’s regard for his home, his father, 
 mother, etc. is the keynote to success in this work. The chil- 
 dren are still in the play period, and demand abundant means 
 of concrete expression, hence the building and furnishing of 
 playhouses, dramatization and games of occupations. The 
 teacher’s purpose throughout is to deepen the child’s con- 
 sciousness of the meaning of his own activities and relations, 
 rather than to give him a fund of information. The material 
 for thought work is closely related to present experience. 
 Gradually the children are led to appreciate their place in a 
 wider circle of relations. 
 
miste 
 
 The Farm. On account of the complexity of our modern 
 life, it is impossible to follow the home activities without be-_ 
 ing led out beyond the home, since the workers of the world © 
 contribute directly to our daily life. Children have but little 
 appreciation of the variety of workers engaged, the many 
 steps taken and the labor involved to give us our daily food. 
 Beyond tracing it to “the store,’ their experience does not 
 extend far. They may be taken to the large markets and see - 
 the variety as well as the abundance of every kind of food. 
 From there a trip to a truck farm or other small farm in the 
 vicinity of the city may help to realize our dependence upon 
 the farm as a source of milk, butter, fruits, vegetables, grains, 
 etc. The appearance of and the work on the farm at different 
 times of the year; the different animals, how they are housed 
 and cared for, the use made of them, how the farmer gets 
 food for them in the winter, the use of machinery and imple- 
 ments, and labor saved thereby; the orchard, its arrangement 
 and care; the relation of the farm to the city, distances, roads, 
 railroads, the packing and transporting of products; these are 
 the essential features that have most meaning to the child. 
 But upon further reflection he should see how the seasons 
 determine when the work shall be done, and that, by intense 
 work at one season and by forethought, the farmer provides 
 for the season when field and garden offer nothing. Thanks- 
 giving is the climax of this work. The crops are harvested, 
 winter is coming, the fields and trees are bare. Food is stored 
 away in abundance for every one; the sunshine, the rain, and 
 the farmer’s hard work gave the good harvest—hence Thanks- 
 
 giving. 
 Other Subjects. Visits to places whose activities con- 
 
 tribute. directly to the welfare and comfort of the home. 
 Stories told and dramatized. 
 
 History 
 
 While children in this grade are brought in contact with 
 the complex forms of modern life, they are able to appreci- 
 ate very little of what they see. The function of history is to 
 interpret. The complexity of our modern environment needs 
 interpretation at every step. It is impossible to depict in an 
 adequate way the measure of dependence of civilized man 
 upon the world. Since children have but little knowledge and ~ 
 no appreciation of this great problem, the greatest care must 
 be taken in approaching a subject so large and complicated. 
 
 Children of Other Lands. Is it possible to place in con- 
 trast with our life vivid pictures of an extremely simple life— 
 
of a people whose energies are spent mainly in obtaining the 
 necessities of life, directly from nature; who have no trade, 
 
 therefore no luxuries; who form self-sustaining communities ; 
 whose efforts are made to provide for a present immediate 
 need? And then may we come back to the conditions of our 
 own life with the hope that the children will have at least a 
 little realization of their dependence upon a large world? 
 
 The Eskimos. One type of simple primitive life is the Es- 
 kimo. There are many reasons for studying the life of this 
 people in the lower grades. They are living their simple life 
 now and our knowledge of them is authentic; the pictur- 
 esqueness and simplicity of their life appeals to the children; 
 the relation of their daily life to their environment is so obvi- 
 ous that a child can reason out and understand how the natural 
 conditions in which they live determine their mode of life, 
 their characteristics and the struggle they have to make for 
 existence. ? 
 
 In adapting the subject to the first grade, the teacher 
 would consider what experiences the children have to picture 
 a land where it is winter nearly all the time. By means of 
 pictures and stories the winter conditions would be vividly 
 presented,—the winter night, the absence of the sun; that in 
 solving the problems of shelter, food, clothing, and travel, man 
 is so limited by conditions, that these problems can be solved 
 in one way only. With the return of the sun and the long day 
 and with changes in the landscape, the same problems present 
 themselves in an entirely different aspect. 
 
 Stories of Indian Life. Excellent stories of the simple 
 life of the Indian child are found in The Indian Book by W. J. 
 Hopkins, An Indian Boyhood by Charles A. Eastman; these 
 with Legends of Red Children by Mara Pratt, will furnish the 
 teacher with a wealth of subject matter well adapted and sat- 
 isfying to little children. 
 
 The factors which make Indian life different from Eskimo 
 life are in one case a temperate climate, with extensive 
 prairies, in the other case, an Arctic climate, with absence of 
 soil and vegetation. In order to understand the peculiarities 
 and stage of development of each people, a study of these ex- 
 ternal conditions is necessary. 
 
 Other Stories. Adaptation, in the form of stories, of the 
 life of children in tropical countries, will also give the teacher 
 good material. In order, however, to serve the purpose of his- 
 tory, that of interpretation, the life depicted must be simple 
 enough to present a striking contrast to the child’s own com- 
 plex relations and interdependencies of life. 
 
14 
 
 Civics. In the above outline the central thought is the 
 home as a social and industrial center, with the duties and ob- 
 ligations of the members of the family from the standpoint of 
 service rendered. The simple outside occupations that con- 
 tribute to the home life with which the children come into 
 daily contact bring out further the idea of community of in- 
 terests and interdependence. 
 
 In the entertainment of and service rendered to other 
 members of the school and in the responsibilities of school- 
 room housekeeping the children find a direct opportunity for 
 social service. 
 
 Summary. The purpose of the geography work of the 
 first grade is to bring the children into contact with that part 
 -of the world which is their own immediate environment and 
 with those activities which contribute directly to their own 
 life, through the children’s own activities. The purpose of the 
 history work is to help them to get a little realization of their 
 complex environment and a little appreciation of their depend- 
 ence upon the labor of other people. 
 
 Second Grade. 
 Geography 
 
 The study of industrial and social centers, especially those 
 connected with the supply of food, clothing and shelter, is 
 continued, through the children’s activities in the school and 
 through visits in the neighborhood. ‘The constant endeavor of 
 the teacher is to bring about such conditions that the whole 
 school has a common interest and that each child may realize 
 himself as a responsible agent in the social life of the school. 
 
 In the study of industries the emphasis is placed, not upon 
 the technical details of the industry itself, which may be com- 
 plicated and not easily understood, even by the average adult, 
 but upon the people themselves, their work, their life, and 
 their attitude towards these. A story of negroes at work in 
 the cotton fields may give more insight into the actual life of 
 the cotton industry than any number of facts dealing with it. 
 We may take the children as far out into the world as their 
 interests and their ability to understand will carry them, their 
 own life and needs always being the point of departure and 
 the point to which we return. 
 
 _A Study of Bread. The children’s love of doing things 
 and the strong motive that this gives may suggest:to the 
 teacher some means by which the study of bread might be in- 
 
ue 15 
 
 troduced by the children actually making bread. If the bread 
 is made for some particular purpose,—to be used in the enter- 
 tainment of some other children, for instance, the teacher has 
 added to the work the value of.social service. In the enthusi- 
 asm of planning this, the children will make use of all the 
 knowledge and experience they have along this line and a 
 great many questions will come up that will make a demand 
 for knowledge, just as the work of the world does,—a knowl- 
 edge that has infinite value because it is to be put to immedi- 
 ate use. This knowledge will be acquired from books and pic- 
 tures, from actual experiments, and from visits to industrial 
 centers as a large bakery and mill. Here the children will be 
 helped to realize the social significance of their own work in 
 school, to see bread-making and milling as large social activi- 
 ties on which the daily life of people is dependent, and also to 
 recognize their own crude efforts in the parts of this larger 
 process. Through stories and pictures will be presented the 
 life of the great wheat regions of our own country and of 
 other countries upon which the world depends for bread. 
 
 Other Foods. Cereals, corn and rice; fruits; tropical 
 fruits; fish. These necessities and luxuries of home life offer 
 a natural approach to many topics widely distributed and lead 
 to a general knowledge of the world as a whole and consider- 
 able detailed knowledge of it. 
 
 Clothing. There is the closest relation between the hand- 
 work of the children done with textile materials and the 
 thought work. In the social life of the school the first requisite 
 is that it should afford opportunity for individual service; the 
 second requisite is that the service rendered should act upon 
 the individual for his best growth. Not only does the hand- 
 work offer the children opportunity for initiative, choice of 
 material, taste in color, originality in design, but further than 
 this, all textile materials and processes used must bring the 
 users into close contact with the geographic and industrial 
 sources from which they come,—must lead him to large in- 
 formation regarding the origins and meanings of the things he 
 is making and the materials he is using. A most important 
 part of the subject is the science, history, geography and lit- 
 erature which interprets it and makes it applicable to life. 
 The stories that deal with these subjects are extremely simple 
 and picturesque,—the sheep industry of the western deserts 
 and mountains, the life of the cotton plantations of the South, 
 the silk-raising industry of China and Japan, the stories of 
 fur-bearing animals of the northern forests and the adventur- 
 ous life ofthe trapper and hunter. 
 
16 
 
 Shelter. The story of lumbering, because of its pictur- 
 f - A x s 
 
 esque action and outdoor setting may be made very significant. 
 To introduce it, it is necessary to use a story that will give as 
 much as possible of the atmosphere and feeling of the forest. 
 Parts of the story, “The Heart of the Ancient Woods,” by C. 
 G. D. Roberts, is suggested for this purpose. Good stories 
 dealing with the life of the lumbermen may be found in recent 
 fiction. 
 
 History 
 
 As we take the children farther out into the world and 
 deal with larger industries and more complex relations in the 
 geography work in this grade, so in the history we may con- 
 sider a stage of development one step in advance of the primi- 
 tive hunting life of the Eskimo and Indian. This would be 
 man passing out of the hunting stage into the beginning of 
 agriculture as pictured in Longfellow’s “Hiawatha.” 
 
 The Story of Hiawatha. This story is symobolic of the 
 development of the Indian from the hunting stage into the 
 beginning of agriculture. In Hiawatha’s childhood is pictured 
 the Indian as a hunter,—where the high aim of the boy Hia- 
 watha is to go into the forest and kill. When Hiawatha has 
 _ grown out of childhood into manhood, he goes into the forest 
 and by prayer and fasting and struggle receives the gift of the 
 Great Spirit and makes known to man, Mondamin. 
 
 In the state of savagery, man depends altogether upon the 
 products of the chase, or upon the untilled resources of the 
 vegetation about him. As the population increases, the game 
 becomes less abundant, and the people are driven gradually to 
 till the soil. They become sedentary; they exercise the fore- 
 thought that agriculture requires, and so advance to the next 
 higher stage in development and depend partly upon the 
 resources which the soil yields to their efforts. . 
 
 Other Subjects. Children cannot imagine conditions very 
 different from those of their own experiences, or comprehend 
 the past as past. Their interest in.other times is trontae 
 standpoint of their own ways of doing and thinking. For the 
 sake of comparison, and for the purpose of appreciation of 
 the conditions of their own life, in connection with the study 
 of wheat we may use, the Bible story of Joseph (The Master 
 of the Land of the Nile, in Baldwin’s Old Stories of the East) ; 
 with the study of wool, the story of Abraham and Isaac (The 
 Great Chief—Baldwin), or stories of pioneer life in our own 
 community; in the study of furs, stories of hunters and trap- 
 
17 
 
 pers in the North. This material serves excellently the pur- 
 _ pose of history in this grade. 
 
 Civics. Emphasis is placed on our dependence on other 
 _ parts of the country and the world, and the great number of 
 workers that contribute to our daily needs. 
 
 Larger opportunities are given for entertainment and for 
 responsibilities in the school community. 
 
 Third Grade. 
 Geography 
 
 It is impossible to go very far in the consideration of chil- 
 dren’s daily life and its problems of food, shelter, and clothing 
 without a study of the great question of transportation and 
 the modern facilities which are the great factors that enable 
 us to depend upon the whole world. Another reason for mak- 
 ing transportation a geography subject in this grade is that, 
 while to the children in the first and second grades, stories of 
 the farmer, the shepherd, the blacksmith, etc., together with 
 stories embodying the fanciful element seem perfectly satis- 
 factory, in the third grade there is a demand for the story em- 
 bodying the elements of heroic action. Where shall we find 
 better stories of heroism and dramatic action than in the sub- 
 ject of transportation, whether it be the sailor at sea, the 
 lighthouse keeper in his lonely vigil, the engineer in the loco- 
 motive cab, the pony express rider, or the gold seeker in the 
 North with his dog team? In every case they embody ideals 
 that are worthy to be set up before the children—ideals of 
 heroism, devotion to duty in face of danger, responsibility, 
 service, self-sacrifice. 
 
 Transportation. The subject matter deals with stories of 
 modern means of transportation by land and sea, including 
 stories of lighthouses, life-saving stations, and so forth; also 
 modern methods of communication. For the sake of compari- 
 son and of appreciation of modern life, we use stories of pio- 
 neer methods of travel and communication, and stories of 
 transportation and travel in cold countries, in the desert, in 
 mountains. 
 
 History 
 
 To interpret the complex question of modern transporta- 
 tion, the children should consider the beginning of trade and 
 travel and the development of means of transportation by 
 
18 
 
 studying a type of society different from the simple, self- | 
 sustaining life of the Eskimo and Indian, where man is no 
 longer dependent upon nature through his own efforts, but 
 obtains the necessaries of life through interchange with other 
 people. Some phases of Norse and Greek history are chosen 
 as illustrations of people living in a mountainous country, with 
 a scarcity of soil, where the coast is cut by deep inlets and © 
 skirted by innumerable islands. Here the people were driven 
 to the sea by the limited subsistence offered by the land, and 
 lured to the sea by the deep harbors and outlying islands. The 
 relation of these geographical facts to the life of the people is 
 easily understood by the children. In Greek and Norse life the 
 material is easily accessible and embodied in great literary 
 masterpieces. In the sagas of the Norse and in Homer, we 
 find a literature which adequately describes the age and which 
 charms the children by the grandeur and simplicity of its 
 style. 
 
 Geographic conditions which encouraged early navigation 
 and commerce; islands, harbors, scarcity of soil, etc. Result- 
 ing industries and occupations. 
 
 Development of Trade. How trade was carried on; 
 means of transportation by land and water. The Vikings; 
 where living; their houses, weapons, etc. Discovery of Ice- 
 land, Greenland, and America (Vinland) by the Norse. For 
 comparison, story of Nansen, his equipment and aims as com- 
 pared with those of the ancient explorers. The Greeks; the 
 Olympian games, the valley of Olympia, the Temple of Zeus, 
 the contestants, democratic spirit shown in games, the visible 
 reward. Greek art and architecture. 
 
 Another Phase of Geography Work. Landscape. The 
 children in the previous grades have watched the seasonal 
 changes of the surrounding landscape, and have studied it in 
 its relation as a background to the various industries that have 
 been considered; they have also compared this landscape with 
 those of other countries, and have seen the determining effect 
 on forms of shelter, transportation, etc. 
 
 In this grade an analysis will be made of the physical feat- 
 ures of this environment, mountains, peaks, ranges, hills, val- 
 leys, canyons, rivers, lakes, islands, etc.; also of the agencies 
 that are shaping and modifying these landscape forms as the 
 lake, running water, wind, volcanic action. 
 
 Seasonal changes as to temperature and precipitation ; 
 forms of water, rain and snow; plant societies ; types of trees; 
 where forests, deserts, prairies, cultivated areas, are found; 
 effect of climate on people, plants, and animals. 
 
19 oe 
 
 Commercial value of mountains for irrigation, grazing, 
 and mining. 
 
 Study of people living in mountains; environment under 
 similar climatic conditions ; their mode of living, houses, occu-: 
 pations, social and industrial iste; the Greeks, Swiss; Norse- 
 men, Scotch; effect of such an environment on the people and 
 the qualities developed both here and by people mentioned. 
 
 Civics. The various occupations in which the people of 
 this city, and immediate vicinity are engaged will be consid- 
 ered from the standpoint of service rendered to our society, 
 for instance, the physician, druggist, teacher, merchant, police- 
 man, etc. The purpose here is to give social meaning to some 
 of the most important occupations and to look upon the vari- 
 ous workers as servants, in their work contributing something 
 of intrinsic value to our society. 
 
 Social activities, like entertainments, parties, dramatiza- 
 tions, and serving of luncheons will be continued in this grade, 
 with more consideration of their meaning in relation to the 
 community, both in the school and outside. 
 
 CIVICS. 
 First, Second and Third Grades. 
 
 The great changes wrought in the life of every individual 
 man, woman and child by present world conditions are mak- 
 ing great demands upon the schools to train children to meet 
 these new conditions as intelligently as possible. Lasting im- 
 pressions may easily be made on the susceptible minds of little 
 children, that will lead to habit formation. Nothing can be 
 accomplished by mere ‘talk; the following suggestions are 
 therefore made to be put into actual practice. 
 
 I. THRIFT. 
 What can we do to save? 
 
 1. Food: 
 
 School lunches. (1) Kind of food best adapted to little 
 boys and girls who are growing? 
 
 Work out simple problems to show how food can be con- 
 served in simple school lunches. 
 
 (2) Amount of food needed? Why overeating is in- 
 jurious? How may we have just enough so that nothing is 
 thrown away? 
 
 Simple problems: How much bread (or wheat) is wasted 
 if each one of forty children throws away one-quarter of a 
 slice of bread? etc. 
 
ev!) 
 ‘Use to which the food thas saved could be put. “Starving 
 
 children in Europe. Why they have no food. What our thrift 
 will do for them. | 
 
 2. Clothing: 
 
 The high cost of clothing and the necessity for making 
 our clothes last as long as possible. Being satisfied with sim- - 
 ple clothes. Why simplicity of dress in good taste is more be- 
 coming than showy dress; illustrations. 
 
 How to take care of our clothes by keeping them Alean 
 and neat; by protecting them; saving our best clothes by hav- 
 ing working clothes. 
 
 3. Health: 
 
 (1) Sleep. Enough sleep in clean rooms with open 
 windows. 
 
 (2) Cleanliness. How to keep our bodies and clothing 
 clean; how to keep clean the things we work with and the 
 place in which we work. 
 
 How to help to keep our schools clean. Avoiding disease- 
 spreading dust by cleaning mud from our shoes before enter- 
 ing any place,—homes, schools, public places; avoiding throw- 
 ing away papers or any litter. 
 
 (3) Strong, well boys and girls will do away with all the 
 work of being taken care of when ill; will be able to do things 
 for themselves and others; can help others to keep well; can 
 help to make a nation of strong men and women. 
 
 4. School Materials: 
 
 Furniture, books, paper, pencils, etc. 
 
 Problems involving the cost of materials used in one day; 
 when and where economy may be practiced ; what saved there- 
 by; what saving may accomplish. 
 
 5. Time: 
 
 Saving of time by making conditions for work to be done 
 with the greatest economy of time. 
 
 Making conditions for school work being completed in 
 school time. 
 
 Time outside of school hours devoted to work that the 
 times demand of us all. 
 
 Il. WORK. 
 1. In School: 
 
 Conscientious, effective work,—taking responsibility and 
 each one doing his share. (This must depend largely upon the 
 
Al. 
 
 teacher’s personal influence in setting up high standards and 
 making the best conditions.) 
 
 Zz. At Home: 
 
 What the little children can be taught to help to do at 
 home so that others may be free for larger responsibilities. 
 
 3. Community Work. 
 
 Helpfulness. Children not old enough to do much them- 
 selves, but in a great many ways can be helpful to those who 
 are doing the big and little things for the world. 
 
 Fourth Grade. 
 - Geography 
 
 In the preceding grades we have taken what was near 
 to the child’s own life as a starting point, and led him out into 
 the world as far as his interest and ability to comprehend al- 
 lowed. In the small world of his own environment he has seen 
 the features of the great world outside. What the child has 
 done, seen and felt must be the basis for an increase of knowl- 
 edge. In this grade, however, emphasis is placed upon the in- 
 dustrial life of the community, rather than the child’s own life 
 and its needs. 
 
 1. Geography. .of Utah. A survey of the home commu- 
 nity from the standpoint of its industries and products and the 
 physical conditions which determine them; use made of prod- 
 ucts; where surplus is sent; what the community contributes 
 to the rest of the state, the country, the world; what the com- 
 munity depends upon industries and people of other parts of 
 the world for,—all this is in turn fundamental and applicable to 
 society in any country and to understand these types of human 
 activity in their relation to surface and climate is one of the 
 main objects in the study of geography. 
 
 2. Inthe study of the geography of Utah we have an in- 
 exhaustible storehouse of material, with an endless variety of 
 typeforms. In order to see the physical features of our state, 
 first, as the background and determining factor in the indus- 
 tries and life of the people and, second, as material that will 
 help in the interpretation of other parts of the world, it is 
 necessary to see Utah as parts of two distinct and widely dif- 
 fering physical units, namely the Great Basin and the Colorado 
 Plateau. 
 
 The Great Basin extends from the Wasatch Mountains 
 to the Sierra Nevada Mountains and is characterized by its 
 
Le 
 
 aridity, which in turn is the reason for its being an inland 
 drainage area. A study of its striking features, the relation 
 of surface features to climate, the existence of different cli- 
 matic conditions in the past, the existence of two great pre- 
 historic lakes in the Great Basin, evidences of their former 
 existence and the ways in which the former existence of Lake 
 Bonneville affects present-day life, should lead to the inference 
 that we live in a region in which Nature has done her work in 
 a marvelous and unusual manner. East of the Wasatch Moun- 
 tains lies the Colorado Plateau region extending to the Rocky 
 Mountains. Its characteristic features are the gigantic arch- 
 itectural forms into which the elements have chiseled the face 
 of the land. Instead of gently sloping valleys or mountain 
 ridges and peaks, there are a succession of horizontal terraces 
 ending in cliffs. The walls of the cliffs are symmetrically 
 carved and sculptured, and gorgeous with the hues of many 
 
 colored stone. Everywhere the plateau is channelled with’ 
 
 many streams of rain and melting snow into deep promon- 
 tories and cut into buttes and towers of stone. In this region 
 are the towers and temples of the Virgin River, the scenery of 
 which is not excelled even by that of the Grand Canyon itself; 
 Water Pocket Canyon, one of the most stupendous and im- 
 pressive gorges in the whole plateau region; and the Natural 
 Bridges of southeastern Utah of which Professor Cummings 
 says, “In the far southeastern part of the state, nature has 
 molded the earth’s crust into forms so strange and fantastic 
 and dyed them in a coloring so rich and varied and spread over 
 all such bright sunshine and such clear wholesome atmosphere, 
 that few places in this western wonderland surpass it in mag- 
 nificence of scenery.’ Here also, the development of a people 
 now extinct, the cliff dwellers, is plainly traceable in the ruins 
 scattered over the southeastern part of Utah, where the dens- 
 est portion of its ancient population seemed to have lived. 
 
 When we realize that all this stupendous work of-Nature 
 is the result of aridity, and that, on account of little rainfall, 
 the rocks of the plateau are unprotected by vegetation; that 
 the little rainfall comes with violence adding swiftness to the 
 streams that furnish the power, while the eroded rock mate- 
 rial becomes the tools, we get a little insight into the relation 
 of surface features to climate. 
 
 Between these two regions are the Wasatch Mountains 
 and plateaus, the height of which is sufficient to wrest the 
 moisture from the air and store it to give life to the valleys 
 below, which with the work of man have become beautiful 
 oases in the desert that stretches east and west of them. 
 
 Simple Study of the United States. The relation of our 
 
vas A> soto 2S = BP Le "| Oe 
 & ae, pcre 3 he yee | 
 
 23 
 
 own state to the rest of the country in terms of our surplus 
 
 products and where they are sent, and what we depend upon 
 
 other parts of the country for, introduces fourth grade chil- 
 dren to a simple study of the United States, from the stand- 
 point of wheat, corn and cotton belts; grazing country and 
 cattle and sheep products ; manufacturing and mining regions ; 
 the large cities that are the distributing centers of these areas 
 
 -as Salt Lake City is the distributing center of the intermoun- 
 
 tain region. 
 
 Study of the World as a Whole. The stories of Columbus, 
 Vasco da Gama and Magellan will indirectly emphasize the 
 form, movement and size of the earth. 
 
 In the distribution of land and water, main divisions of 
 land and sea, continents and islands, and oceans; people on 
 the earth and their distribution, the method of procedure and 
 the purpose should be to reveal to the child “the world at 
 work” and he should begin to realize not only the work neces- 
 sary in meeting the needs of daily life, but also some of the 
 physical conditions determining this life. He should see his 
 
 ‘dependence upon others and the need of his doing his share in 
 
 the world’s work. 
 
 History 
 
 We have so far considered three steps in the develop- 
 ment of social life——the Eskimo, the simplest form of prim- 
 itive life, the hunting stage; the Indian, passing from the 
 hunting to the beginning of agricultural life; the early Greeks 
 and Norse, people no longer dependent directly upon nature, 
 through their own efforts, but obtaining the luxuries and nec- 
 essities of life through intercourse and interchange with other 
 people. The next step is to consider a people with generations. 
 of civilization back of them, going into an unsettled wilder- 
 ness to make new homes. 
 
 Pioneer Stories—Their Value. The pioneer stage, with its 
 background of primitive, social and industrial conditions,makes 
 a strong appeal to the child. In the pioneer stories we find even 
 better materials with which to satisfy the child’s craving for 
 the heroic and adventurous than we find in the stories of 
 chivalry, or of the Greek heroes. For, while to the men and 
 women who pushed into the West, adventure and heroic ex- 
 ploits were only means to accomplish a great purpose, these 
 to the race in the earlier times were often the aim and only 
 contents of life. The life of the pioneers reflects the sim- 
 plicity of the child’s own life. Whatever the pioneer did, 
 
24 
 
 whether fighting Indians, hunting big game, felling trees, or 
 clearing the ground for a log cabin, it all had an immediate and 
 direct purpose. The child’s own purpose is immediate and 
 direct, it concerns the present rather than the future. The 
 surroundings in which the pioneer lived his life, his depend- 
 ence upon his own physical and mental powers for his liveli- 
 hood; his picturesque costume—in fact all the elements of 
 pioneer life appeal very strongly to the little child. The pio- 
 neers found themselves, in conditions that children delight in 
 reconstructing for themselves, and the problems that con- 
 fronted the pioneers are those that children like to grapple 
 with. The pioneer stories of American history have all the 
 elements of heroic action, strong plot and picturesque setting, 
 which the child loves, and something more—authentic his- 
 toric material. From an historic standpoint, the work and 
 achievements of the pioneer can hardly be over-estimated. It 
 is well that children should see how much we owe to the men 
 with the ax and the gun; that they should see what it cost to 
 gain a continent. In their physical strength and endurance, in 
 their courage and moral purpose, in the willingness with which 
 they sacrificed their lives for home and country, the pioneers 
 give models worthy of imitation. pe 
 
 The pioneer period of American history has still another 
 feature which makes it extremely valuable; its industrial and 
 social life is very simple and easily understood by the children. 
 In the industrial life of pioneer days the child will see the be- 
 ginnings of the industries which at the present day are so 
 complicated and highly organized. 
 
 However complex our present industrial organization is, 
 it can be reduced to a few simple elements, and these elements 
 can be understood by a study of the pioneer history of our 
 country. 
 
 Pioneer History of Utah. This subject divides itself into 
 two parts: 
 
 1. The story of the Pioneer Journey. 
 
 2. Industrial Development of Utah. 
 The story of the Industrial Development of Utah. 
 
 (1) Irrigation. In Utah, almost alone of the far-Western 
 states, settlement began with home making, pure and simple. 
 When the pioneers entered this valley and determined to make 
 their homes here, they happened to locate at almost the exact 
 geographical center of the great arid region of North America. 
 At the very threshold of their life in this new country, they 
 were confronted by something utterly strange to them in the 
 
 = Pott Wret ah. Mr Ao." 4 
 4 as er SO nae 
 t ieee wep for 4 
 
 ne ke ere tae 
 
25 
 
 conditions of life. They soon learned that they had staked 
 their whole future upon a region which could not produce a 
 grain of wheat, an ear of corn, or a blade of tame grass with- 
 
 out skillful irrigation. It was this emergency which led to 
 
 the first work of irrigation by white men in the United States. 
 With no absolute conviction of sttccess, but with fear and 
 anxiety perhaps, the first crop was planted, and the result of 
 the experiment awaited. In spite of all difficulties, the results 
 demonstrated that a living could be wrested from the desert 
 when men should learn to adapt their industry to the condi- 
 tions. This was the beginning of irrigation on the continent 
 of America by the Anglo-Saxon race, the first encounter with 
 the problem:of aridity and the discovery that its successful so- 
 lution was the price of existence. The people had no money to 
 invest in large enterprises,—nothing but labor to furnish. In 
 an arid land it was impossible for a man to build his home and 
 make his living regardless of his neighbors. Without water 
 for irrigation, life was impossible. One man alone could ac- 
 complish nothing. ‘Thus it was found that association and 
 organization of men was the price of life and prosperity in 
 the arid West. 
 
 (An interesting question in connection with the beginning 
 of irrigation in Utah is what the government is doing at the 
 present time to reclaim the arid lands of the West and the na- 
 tional reclamation project that has been constructed in Utah.) 
 
 (2) How Utah was Settled. Of all the Western states, 
 Utah is the only one which was settled by a systematic pro- 
 cess and for a definite purpose. In 1845 General Fremont’s re- 
 port of his explorations in the Great Basin were published, 
 which led to the setting forth of a large body of pioneers, 
 which reached Salt Lake valley from July 21st to 24th, 1847. As 
 other pioneers arrived, they were sent to take up desert lands. 
 With the spirit of missionaries they went forth and made the 
 reclamation of these lands their task. By 1856 the settlements 
 extended from Cache valley in the north to St. George in the 
 south. They followed the Wasatch mountains in making their 
 settlements, only one settlement, that of Tooele valley, being 
 made to the west. Thus the Wasatch mountains and the fact 
 that they are high enough to wring the moisture from the 
 upper air and store it and send it to the valleys in streams 
 were the determining factors in the settlement of Utah, as 
 they are the determining factors in the life of the people today. 
 What would Utah be today if the Wasatch mountains were 
 no higher than the Oquirrh mountains? 
 
 (3) The Manufacturing Industry. In pioneer days the 
 home was a self-sustaining industrial center. The pioneer 
 
i 26 
 
 community consisted of a collection of families living in little 
 homes, who, in order to live were carrying on the hardest 
 kind of labor. There was division of labor and responsibility 
 and even the boys and girls were proficient workers. The 
 household was a manufactory, turning out a variety of crude 
 _ products to meet the various needs. Gradually specialization 
 
 began by members of the community devoting their energies 
 to certain lines of work in which they excelled. They were 
 called upon to render services upon which the community 
 came gradually to depend. On account of isolation, necessity 
 compelled the production of many articles, which otherwise 
 might have been imported, and drove the people into finding 
 means to manufacture them. It was thus discovered that from 
 the many resources about us a large proportion of the mate- 
 rials used at home could be made, and in early times the self- 
 supplying faculty of the people was developed under great dif- 
 ficulties, and they learned to do many things in a primitive 
 way that have been refined and expanded until at the present 
 time Utah has more manufactories and more varied manufac- 
 tures than any other intermountain state. (See Geography 
 outline.) 
 
 (4) The Mining Industry. The quiet life of an agricul- 
 tural community was best suited to building up the society 
 and homes of a religious people, and any incentive that tended 
 to draw other influences into the community was not encour- 
 aged. From time to time stories would go forth in the settle- 
 ments that discoveries of gold, silver, or lead had been made 
 in some canyon or mountain side, but the people were advised 
 to let mining alone and give all their attention to farming and 
 stock raising. There was probably farsighted wisdom in this, 
 for what would have become of the community so far re- 
 moved from centers of civilization if they had turned to a 
 search for sudden wealth? One of the first discoveries of min- 
 eral wealth was in the early fifties, when the pioneers of Salt 
 Lake valley began to cut down the timber that then grew so 
 abundantly in Bingham canyon. In 1863 Ft. Douglas was es- 
 tablished by General Connor, who encouraged the enlisted men 
 to prospect for gold and silver in the mountain ranges. Rich 
 silver-lead ore was discovered in Bingham Canyon, and it was 
 here that the first mining location was made in Utah. The 
 report of this discovery soon spread and within a short time 
 much attention was given to the new mines. 
 
 This brought into the community a new element, from 
 one point of view undesirable, but it gave the farmers markets 
 for their surplus products, and in turn lessened some of the 
 many activities of the home. (See Geography outline.) 
 
27 | : > 
 
 (5) Commercial Enterprise. Although each pioneer 
 household carried on its production in more or less independ- 
 ence, a tendency to co-operation and specialization appeared 
 early. Journeys to the nearest distributing centers would be 
 undertaken by those best equipped. Gradually the task of 
 transportation would be given over to those who could devote 
 themselves largely to this special activity. Again, the prod- 
 ucts of the several farms were not equal in quantity and the 
 standards of life varied with the different families. Hence 
 arose the device of exchange. These conditions would war- 
 rant the establishment of a general store, which would serve 
 as a clearing house for local exchanges, and a channel through 
 which to import manufactured goods. The establishment of 
 the store gradually affected the economic activity of the com- 
 munity. Since many things heretofore home-made were now 
 obtainable, they became less and less articles of domestic man- 
 ufacture. 
 
 For some years the means of transportation and of com- 
 munication with the outside world was the long train of em- 
 igrant wagons. As the population increased, particularly in 
 California, the first mail route west of the Missouri, a monthly 
 stage line from Independence to Salt Lake, 1,200 miles, was 
 established. The era of the Overland Stage from the river to 
 the coast was about eight years beginning in the fall of 1858. 
 It was an Iliad worthy of its Homer. In difficulties, dangers, 
 hardships and relative dispatch, no other large scheme of pas- 
 senger transportation in human history has matched it. 
 
 The Pony Express carried mail between the East and Cal- 
 ifornia ror about two. years. It ran. from Indepéendence-to 
 San rancisco,. 1-950 miles: Its: time was: ten days. -It ém- 
 ployed five hundred of the fastest horses that could be found, 
 two hundred station keepers, and eighty riders. It had one 
 hundred ninety stations, sixty-five to one hundred miles, or 
 even more, apart, according as water chanced. It was the 
 proud record of the Pony Express that in all its dangerous 
 achievement it lost but one mail. 
 
 The completion of the first transcontinental railroad 
 brought to an end this first era of western transportation and 
 ended the days of isolation. 
 
 Another Chapter in the History of Utah. Coronado’s ex- 
 pedition (1540) in search of the Seven Cities of Cibola, which 
 probably came within the southern boundary of the present 
 state of Utah, links the history of our state with the period of 
 discovery and exploration. The first effect of the voyages of 
 Columbus and his successors was to arouse the spirit of ro- 
 mantic curiosity to fever heat. Before the newly-found lands 
 
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 28 
 
 had been explored, there was no telling what they might not 
 contain. Upon one point, however, most of the early adven- 
 turers were thoroughly agreed. The newly-found coasts must 
 be near Cipango and Cathay, and it was taken for granted that 
 these countries beyond the Sea of Darkness abounded in rich 
 treasure which might be won without labor more prosaic than 
 fighting. The brilliant conquest of Mexico by Cortes and of 
 Peru by Pizarro made the Spaniards, in their greed for gold, 
 ready to believe any story, however exaggerated, of the splen- 
 dor of the distant lands. Reports of wonderful cities in the in- 
 terior, with doorways studded with precious stones and with 
 fabulous wealth of gold and silver aroused much excitement 
 among the Spaniards in Mexico. Coronado was sent out to 
 find these cities. Subordinate explorations were undertaken 
 by detached parties, one of which, commanded by Cardenas 
 discovered the Colorado river. They were the first white men 
 to view its wonders, and in trying to get beyond it they came 
 so far north as to be within the boundaries of what is now the 
 state of Utah. The expedition was a complete failure; no gold 
 was found and the wonderful cities about which so much had 
 been said were merely Indian pueblos of sunburned clay. 
 
 Coronado’s expedition is of no importance in itself, as it 
 led to no results. For our purpose it is important because it is 
 the first coming of white men to this part of America of 
 which we have a record and because it connects the history of 
 our home country with early American history. It is also im- 
 portant as being typical of the early explorers, their purposes 
 and mode of living. 
 
 More than two hundred years elapsed before this state of 
 ours was again visited by men of whom we have any reliable 
 record. Inthe meantime, through the self-sacrificing labors of 
 the Franciscian priest, missions were being established in Cal- 
 ifornia from San Diego to San Francisco. The necessity for 
 communication between the newly-established missions and 
 Santa Fe led to the search for an overland route that should be 
 shorter and more practicable than by way of the Pacific. This 
 expedition was undertaken by the priests Dominguez and Es- 
 calante in 1776. They had heard of a large interior lake that 
 was connected with the Pacific by a large stream. The maps 
 which they followed are very curious and show how limited 
 and erroneous was the knowledge of the geography of the 
 country. They followed the Green river, named by them the 
 San Buenaventura, to its sources in the Uintahs, crossed the 
 Wasatch mountains by way of the Provo valley and canyon 
 and reached Utah lake. Winter was approaching; lots were 
 cast whether to continue the journey or to return to Santa Fe.. 
 
yA) 
 
 It was decided to return, ick Hey did, by way of western 
 and southern Utah. 
 
 While Coronado’s excursion into the interior is typical of 
 one set of explorers, the gold-seekers and adventurers, the ex- 
 cursion undertaken by Dominguez and Escalante illustrates 
 the missionary zeal which made men start on perilous expedi- 
 tions into an unknown country. 
 
 Up to the nineteenth century, while men did not estab- 
 lish any permanent settlements in the intermountain region, it 
 continued to be what it had been before the advent of white 
 men, the hunting ground of the Indian. During the early part 
 of the ninteenth century, the region became a field for the fur 
 hunter, trapper, and Indian trader. Fur hunters had undoubt- 
 edly long before this come down from the North. French voy- 
 agers and trappers from the Hudson Bay company may have 
 had a fairly good knowledge of the country, but they left no 
 records except vague traditions which were handed down to 
 the fur traders and pioneers of the nineteenth century. From 
 these latter we have reliable accounts concerning their jour- 
 neys. The fur trader is an interesting figure in our history 
 and one with which the children should become familiar. The 
 fur trader’s life is exceedingly attractive to the children in the 
 fourth and fifth grades; it is adventurous and is spent in the 
 open field, in canoes and in narrow trails. The fur traders es- 
 tablished stations, and names of rivers and places are still sug- 
 gestive of this chapter of our local history. 
 
 However, the fur traders only occupied the country; they 
 did not settle it. So until the middle of the nineteenth century 
 we find no permanent settlements in Utah and the surrounding 
 district. Gold-seekers and fur hunters are the actors in the 
 early half-mythical part of our history; it was for the pioneer 
 farmer and the miner to claim the wilderness and by their 
 labors open it to civilization. 
 
 Civics. Our City Organization. How we protect our- 
 selves and our homes: fire, police and health departments ; dis- 
 posal of garbage and sewerage. 
 
 How we provide ourselves with conveniences and neces- 
 sities: water supply, reservoirs and distribution of mains; 
 streets, sidewalks, bridges; illumination of the city; street 
 cars, telephone, telegraph, mail service. 
 
 How we educate ourselves: schools, libraries. 
 
 How we look after the unfortunate and poor: hospitals, 
 infirmaries. 
 
 Many of the activities carried on in the lower grades will 
 be continued if convenient. All these activities are closely re- 
 
30 
 lated to, and receive their social significance through, the study 
 of the above topics. 
 
 Fifth Grade. 
 Geography 
 
 In a study of the leading industrial areas and centers of 
 the United States and their relations through commerce, the 
 main point is to prove that a certain area is safe in producing 
 that for which, by certain physiographic and climatic condi- 
 tions, it is best adapted, exchanging its products with and de- 
 pending upon other areas for other necessities. 
 
 The obvious and most interesting phases of geography 
 are related to the industrial and social conditions in any com- 
 munity. This means that the physical features should be sub- 
 ordinated to the life conditions, not only in the degree of em- 
 phasis given each, but in the approach as well, the causes being 
 developed through the study of the related life consequences. 
 On the other hand, the life side of geography is insignificant 
 unless seen as great consequences of physical causes, and a 
 need for knowledge of these causes should be developed in 
 the pwpil’s minds. Therefore, we may introduce the subject 
 through the geographical reader and use the text book at 
 first to answer and explain the questions that arise. Later we 
 may use the text book for its concise organization and ar- 
 rangement of subject matter. 
 
 Time may be saved and greater definiteness of ideas at- 
 tained by associating industrial areas with the grouping of 
 states in sections. Thus the industries of each section are seen 
 in their proper perspective, the most important standing out 
 most prominently, but those of lesser importance also being 
 seen as a true part of the whole. 
 
 When the life conditions of the whole country have been 
 studied and the physical causes have been sought as interpre- 
 tation, it is well to spend some time on seeing the United 
 States or North America as a physical whole made up of 
 parts each of which is a physical unit. 
 
 The climatic conditions, after being studied as a factor in 
 each industrial area may be considered from the standpoint 
 of the country as a whole. (1) The Pacific Coast, where the 
 annual temperature is higher than in the central and eastern 
 parts due to the prevailing Westerly winds and the modifying 
 influence of the sea. As a result there is heavy precipitation 
 and the mountains are densely timbered. There are two sea- 
 sons, the dry and the rainy season, determined by the direction 
 of the prevailing winds. (2) The Plateau Region, where 
 the mountains are barriers to the Westerly winds and the pre- 
 
Gt 
 
 cipitation east of the mountains is slight. The results are the 
 desert-like conditions of the Great Basin and the Plateaus. 
 (3) The Great Central Valley; the openness of the valley 
 north and south and the distance of the interior from the mod- 
 erating influence of the sea result.in great range of temper- 
 ature. Cyclonic storms caused by areas of low pressure, mov- 
 ing eastward from the northwest are important factors in the 
 rainfall and changing temperature of the interior. The dimin- 
 ishing rainfall of the Central valley from east to west is seen 
 in terms of vegetation in the forests of the Appalachians and 
 the Gulf Coast; the prairies, the semi-arid plains; and the arid 
 plains west of the one hundredth meridian. (4) The Atlantic 
 Coast. The reasons for the differences in temperature, rain- 
 fall and vegetation as compared with the Pacific Coast are 
 found in the direction of the prevailing winds. 
 
 Dependencies of the United States. How acquired; 
 value ; sources of responsibility. 
 
 Other Countries of North America. These may be studied 
 in a general way in comparison with the United States. 
 
 Physical Structure of North America. The physical divi- 
 sions of North America may be seen as: 1. The Primary 
 Highlands, the Cordilleras. 2. The Secondary Highlands, the 
 Appalachian and the Laurentian mountains. 3. The Great 
 Central Valley, divisions in three large river basins. 4. The 
 etiantic.and. (ult Coast Plain. -5..: The. Great. Plateau-re- 
 Sones 0. 1 ne Pacing, Coast, 
 
 History 
 
 The Pioneer History of the American people from the At- 
 lantic to the Pacific. 
 
 The Pioneer phase of our history with its background of 
 primitive social and industrial conditions, makes a strong ap- 
 peal to the children of this age, in particular to all children liv- 
 ing in this locahty; what still give color and individuality to 
 this western community, are the stirring events which took 
 place within the memory of people still living, events that are 
 only a repetition of pioneer conditions on the Atlantic sea- 
 board two or three centuries ago. The pioneer period of our 
 history is the inexhaustible storehouse of American folklore, 
 and should give of its wealth to our boys and girls. Few pe- 
 riods in the history of the human race are so full of action, of 
 romance, and of human interests as is this great drama; its 
 actors are men and women who willed and conquered and sub- 
 dued the wilderness for our use. In furnishing nourishing ma- 
 
OL 
 
 terials for a period, when the child wants adventure, heroic 
 action and romance, it is perhaps superior to the wandering of 
 the early Greeks as depicted in the Iliad or the legends of the 
 Middle Ages. To the pioneer, adventure and heroic exploits 
 were only the means to accomplish a great purpose, while 
 they, to the earlier races, too often were the aim of life. 
 
 Another advantage that this period has is that it is so near — 
 
 to us both in time and its effect upon our daily lives; what we 
 are today, we owe to those stalwart men and women who 
 pushed westward across the Alleghanies, and whose descend- 
 ants a century later crossed the Rocky Mountains. 
 
 “The study of pioneer life in concrete forms throws into 
 relief the difficulties in a primitive society of overcoming the 
 obstacles in nature. Pioneer life reveals with great distinct- 
 ness the intense difficulties which beset men in the earliest 
 stages of growth, when the most necessary things as food, 
 ammunition and tools were hard to obtain. We desire also to 
 obtain an appreciative insight into the’ social, economic and 
 political society in which we now live. One of the greatest 
 lessons in history is to discover how, out of simple early con- 
 ditions, step by step, our present society and government have 
 grown. There is no place where the simple foundations upon 
 which the Americans have built their institutions are seen with 
 such clearness as in pioneer life. 
 
 “As a means of moral education, the history of pioneer 
 life is offered with great confidence. Moral impulses and dis- 
 positions are cultivated by giving the ripening mind of the 
 child a chance to admire and approve right actions in others. 
 In studying the lives of men, we pass judgments and pass them 
 with fervor. The feelings and incentives aroused pass over 
 into moral convictions which influence actions.’—MeMutrry. 
 
 Civics. Ventilation and sanitation will receive spe- 
 cial attention; principles worked out and applied to the school 
 room; engine room visited and the connections with our 
 school studied. Committees of the more mature and respon- 
 sible children may be appointed to give particular attention to 
 the ventilation of the school rooms of the building. Applica- 
 tion of the principles of sanitation to the city; their social sig- 
 nificance; topics of paving, street cleaning, sewerage, water- 
 works, etc. 
 
 Sixth Grade. 
 Geography 
 
 I. Mathematical Geography. 
 Relation of the earth to the sun in terms of heat, winds, 
 
 ie 
 Seok 
 
Os 
 
 - rainfall, vegetation, and industries based on conditions in 
 South America. 
 
 ~The subject of mathematical geography will be found to 
 have but little significance and interest and to be difficult to 
 understand unless its relation to life and conditions of life can 
 be seen. The climatic conditions and their relation to vege- 
 tation and industries in South America are illustrated on such 
 a broad and simple scale as to be easily understood and when 
 once comprehended can be applied later to the study of other 
 continents where these relations are more complex. 
 
 Illustration. 
 
 1. The tropical forests of the Amazon Valley. The Equi- 
 nox—March 21, vertical rays of the sun at the equator ;—pre- 
 vailing winds, the trade winds, cause of, direction of; equa- 
 torial rain belt; result of excessive heat and moisture, vast 
 tropical forests, the Selvas of the Amazon; animal life, people. 
 Similar conditions prevail at the autumnal equinox—Septem- 
 ber 21. | 
 
 2. The grassy plains of the Orinoco Valley. Shifting of 
 vertical rays of the sun to the north;—shifting of belts of 
 trade winds and equatorial rains; rainy season, luxuriant veg- 
 etation, extensive grassy plains. Southward movement of the 
 sun; shifting of belts of trade winds and equatorial rain belts 
 to the south; prevailing winds, westerly winds, dry season; 
 result of wet and dry season; desert like conditions prevail 
 during part of the year, luxuriant vegetation in rainy season; 
 the Llanos; animal life; people. 
 
 3. The grassy plains of the La Plata Valley. Conditions 
 of dry and-rainy seasons, similar to those of the Orinoco Basin 
 exist here and for the same reasons, the seasons occurring, 
 however, at opposite times of the year, hence the grassy plains 
 called Pampas. 
 
 4. Westerly winds from latitude 30 degrees south, re- 
 sults, rainfall on western slopes of the Andes, temperate for- 
 ests; desert on opposite side of mountains. 
 
 5. Apply these general principles to the study of the 
 other continents; how modified, reasons for, results. 
 
 Reasons for continental climate of North America and 
 Asia, results in terms of vegetation and life. Reasons for 
 warmer climate of Europe and results; reasons for monsoon 
 conditions in India, results. 
 
 6. Latitude, longitude and time as well as the study of 
 ocean currents may be made concrete and interesting if illus- 
 trated by stories of voyages of discovery. 
 
 7. Study of the revolution of the earth and changing 
 seasons needs a background of actual observation. This can 
 
34 
 
 best be obtained in the nature study and the daily observa- 
 tions in the preceding grades. 
 
 II. South America. 
 
 Our growing trade relations with South America and the 
 effect of the opening of the Panama Canal on these relations 
 form a motive for teaching South America. 
 
 Study based upon products which South America con- 
 tributes to the rest of the world and articles imported to sup- 
 ply the needs of the people. 
 
 1. Tropical Products—Coffee, Rubber, Etc. Methods of 
 cultivation and exportation. Regions of tropical forests; rain 
 and wind belts; luxuriant vegetation; Amazon river system; 
 typical animals; natives; means of transportation; exporting 
 centers. 
 
 Z. Temperate Products. Wheat, animal products, etc. 
 Methods of production. Llanos, pampas, river systems; rain 
 and wind belts; transportation; exporting centers. 
 
 3. Mineral Products. Gold, silver, copper, etc. Methods 
 of production ; value of mineral products. Character of Andes 
 mountains, transportation; exporting centers. 
 
 4. Trade Condition, exports of raw material, imports of 
 manufactured articles. Trade relations with Europe; with 
 the United States. 
 
 5. People. Religion, language, government. 
 
 6. Study of Surface Features. Notice resemblance of 
 structure to that of North America. 
 
 Differences in life and occupation of North America and 
 South Almerica due largely to differences in climatic condi- 
 tions and race and character of people. 
 
 7. The Panama Canal. 
 III. Europe. 
 
 1. Study based upon products exported to Europe from 
 the United States and imports to the United States from 
 Europe. 
 
 2. Physiographic features as controls of products, indus- 
 tries and lite. 
 
35 
 
 History 
 
 I. European Background of American History. The 
 features of European history to be studied are those that will 
 help to place American history in its proper setting and should 
 consist of (1). Those phases that interpret the America of 
 today, its civilization, its institutions and its traditions, and 
 (2) how the movement for discovery and colonization origi- 
 nated. There are certain periods of history which are so inter- 
 woven with modern life, which form such a background for 
 all our actions and thinking that to be ignorant of them is a 
 serious drawback in life. As an illustration we may recall 
 that several centuries before the Christian Era, Greek influ- 
 ences were paramount along the Mediterranean shores of 
 Europe and Asia, and Greece was practically a country with- 
 out ‘borders, and the Greek merchant a dominant force. In 
 studying causes like these that have exercised a vast influence 
 upon the world, we must learn man’s social and political insti- 
 tutions, ‘his literature, religion and philosophy, for in them 
 only do we find organization and unity. The ideal life of the 
 Greeks presents a high standard that is a heritage for all time, 
 and the heroic age of the Greeks is a treasure house of the 
 best examples. 
 
 Some centuries later, a wave of reform spread along the 
 Mediterranean and resulted in the expulsion of the tyrants 
 from, Greece and the kings from, Italy, and with that the real 
 history of Rome begins,—the republic whose growth and de- 
 velopment was the marvel of all time. When Rome reached 
 a period in her history when expansion to the northward be- 
 came a necessity, she encountered the Germanic peoples who 
 held the northwestern part of Europe, the fiercest and most 
 warlike of all the peoples of Europe, who although defeated 
 were never conquered. Four hundred years of Roman occu- 
 pation produced a result, for the invaded people were apt 
 scholars and learned not only the science of war, but also the 
 arts of peace from the invaders. They even surpassed their 
 eachers, leaving the latter far behind. The Christianization 
 of Europe became the fit supplement to round out the educa- 
 tion derived from the Greeks and the Romans. After the fall 
 of the Western Roman Emipire, it took a thousand years for 
 Western Europe to adjust itself to its new environment. 
 
 II. Discovery. 
 
 During all these centuries the outlook of Europe had 
 been toward the east—here were hostile people to be feared 
 and here were rich products that were desired, and through 
 
36 
 
 the interest, more and more absorbing that Europe had in 
 Asia the discovery of America was finally effected. The not- 
 able landmiarks in the topic of discovery that organize the sub- 
 ject matter into a unit are (1) the relations of Europe and 
 Asia, which since prehistoric time had consisted of trade ana 
 war; the danger that threatened Europe from the Turks in 
 the tenth century; the response to that threatening danger, 
 
 the Crusades, which augmented the trade and the knowledge 
 
 of Asia to enormous extent; the fall of Constantinople and 
 the necessity for finding a new route to the Indies. (2) The 
 search for the Indies; first, Portugal trying to find the new 
 route by sailing around Africa, out of which sprang the ques- 
 tion of a “shorter” route which Columbus conceived as lying 
 westward and which he believed himself to have found in 
 1492. 
 
 The teacher’s work is to make that great fifteenth century 
 real, to show why the first attempts to navigate the ocean 
 were so slow and painful, what heroism that marvelous voy- 
 age of Columbus on an unknown ocean cost, how little geo- 
 graphical knowledge the people of that time possessed, and 
 how slowly that knowledge had been gained. 
 
 (3) The Work of Two Centuries, which was the work 
 of discovering the extent of the continental mass of North 
 America and determining its relations to Asia. This was the 
 work of Spain, France and England. The main point in this 
 last topic should be to show why the Spaniards were conquer- 
 ors; how the work of France and England in discovery and 
 exploration grew out of the use to which Spain put her Amer- 
 ican treasure; and that England's destruction of Spain’s Ar- 
 mada called the Invincible was the opening event in the his- 
 tory of the United States,—the event that made all that fol- 
 lowed possible. 
 
 Civics. An organized effort to beautify first with clean- 
 liness and order, then with decoration, the sixth grade school- 
 room, the halls, the immediate surroundings of the building. 
 
 Civic improvement of our city; how to make our city 
 
 beautiful. Comparison of our city with other cities in ou§ 
 country and in foreign countries from the standpoint of a 
 beautiful city. The beauty of the natural environment of our 
 city. 
 
 Seventh Grade. 
 Geography 
 
 . As industrial geography is adapted particularly to the in- 
 termediate grades, phases of commercial geography deserve 
 
a ed Seek. y "> enn. ry’ SS 
 Spiga i es eis me 
 +; nt ee ab ae ; : 
 ar a See A 
 : mA, Vide has : 
 
 ; + 
 
 37 
 
 emphasis in the upper grades. Its importance as a part of the 
 necessary training for modern life has led to its recognition as 
 the necessary climax to elementary school geography. The 
 study of physical conditions and life conditions culminates 
 here in a consideration of interdependence through commercial 
 relationships seen as consequences of physical influences and 
 controls. | 
 
 The physical has no place in school geography except as 
 the determining cause of existing life conditions and should 
 be taught with that idea constantly in mind. This result may 
 best be obtained by placing before the pupils a problem worth 
 solving, which may be disposed of only through the study of 
 physical features. If some problem is presented that can be 
 solved only by knowing such facts as position, surface, drain- 
 age and climate, in themselves uninteresting, the pupils may 
 not only take up the problem, with interest, but will have a 
 central thought which will bind the subject together and make 
 of it a unit. In this way facts may be so related that they will 
 become a permanent possession rather than a collection of un- 
 related items. It must be distinctly understood, however, that 
 the problem must come of itself out of the subject discussed, 
 otherwise it will lack motive and nothing has aroused interest 
 in the problem. The problem must originate in something vital, 
 for instance, a study of the people of Europe will lead to the 
 problem, Why is Europe, the smallest of the continents, most 
 important in the progress of the world? The answer to which 
 will largely be found in its'advantages of location, coast line 
 surface, climate and drainage. 
 
 I. Eurasia. 
 
 1. Comparative study of the world empires. 
 
 In the study of Asia special emphasis placed on the pos: 
 sessions of the British and Russian empires and of Greater 
 France and Germany, and upon such countries as China and 
 Japan, main purpose to show the position of those countries 
 among the leading nations of the world. 
 
 As far as possible the subject should be approached from 
 the standpoint of a definite interest that these countries and 
 people have for America. 
 
 2. Physical features and climatic conditions must be seen 
 as a unit—the continent of Eurasia as a whole. Study physical 
 features and climatic conditions as determining factors in the 
 life, industries and characteristics of the people. 
 
 II. Africa. 
 
 When the foreign possession of the nations of Europe 
 
38 
 
 have been studied it will be found that there are only two in- 
 dependent nations in Africa—Liberia and Abyssinia. ) 
 The problem then becomes to interpret Africa as the re- 
 gion of greatest colonial exploitation in the world. The in- 
 ferpretation is found in the retarded development of the native 
 population which in turn is seen as the result of natural dis- 
 advantages—location, surface, drainage, climate. 
 
 III. Australia. 
 
 Chapters in English history to show the success of Eng- 
 land as a colonization nation. History of Australia. Import- 
 ant civic experiments. Study plateau structure, prevailing 
 winds, rainfall, desert conditions and inland areas, in their ef- 
 fects upon the development of the continent. 
 
 IV. North America. 
 
 Study the United States in large units dealing with im- 
 portant industrial sections, their distribution of products and 
 resources and the physiographic and climatic conditions as 
 determining factors. 
 
 Teacher’s main purpose—to bring within the pupils’ com- 
 prehension the recent advance made by the United States as 
 one of the leading nations in the world; the opportunities of- 
 fered to immigrants in the development of our resources; the 
 rapid increase in our population; the growth of cities and the 
 expansion of our trade relations. 
 
 V. South America. 
 
 Resemblance to North America in structure—differences 
 in climatic conditions, hence differences in industrial and so- 
 cial relations. Emphasis placed on physiographic features of 
 importance as controls of products and commerce. Causes of 
 trade conditions—exports of raw materials, imports of manu- 
 factured goods. Why trade of South America is largely with 
 EKurope—opportunities of the United States. Religion, lang- 
 uage and government of the people. Future of the people of 
 South America. 
 
 Eighth Grade. 
 History 
 
 I. Expansion. 
 
 The expansion of the English speaking race on the con- 
 tinent of America began with England’s successful planting 
 of permanent colonies on our Atlantic coast. The first consid- 
 eration is how and why a relatively democratic type of society 
 
39 
 
 grew up in New England and a relatively aristocratic type in 
 Virginia. This was due not to differences in the social quality 
 of settlers, but in some degree to differences in church politics 
 and in a far greater degree to the different economic circum- 
 stances in Virginia and New England. Out of these condi- 
 tions grew different industrial and social conditions and differ- 
 ent ideas of local self-government which more than anything 
 else determines the character of a community as aristocratic 
 or democratic. The people of the southern and middle colonies 
 lived under conditions which made expansion necessary, but 
 when they reached the mountains they found the French dis- 
 puting their sea-to-sea claims. 
 
 Our second consideration is the supremacy of the English 
 which was the result of (1) the geographical conditions on the 
 coast plain which gave them protection, isolation and cohesion 
 and enabled them to carry out their purpose of founding 
 homes. As regards real colonies planted in the wilderness, it 
 is obvious that success cannot be achieved unless large num- 
 bers oo (there to stay.. Creating a. state-involves creating 
 homes. (2) The inherent characteristics of the English peo- 
 ple,—England’s insular position has resulted in a hardy race 
 of sea-faring people, who, secure in their boundaries have been 
 free to develop and push independent enterprises ;—genera- 
 tions of training for self-government, the kind of political 
 training that combines civil liberty with respect for law, which 
 enables every city and town to govern itself, but at the same 
 time makes national unity possible. The policy of giving free 
 play to individualism and allowing all types of character, all 
 shades of belief and all varieties of temperament to flourish 
 has evolved.a race of people in the highest degree original 
 and enterprising. We may also see the underlying causes of - 
 England’s success by contrasting English and French methods 
 of colonizing. This will help us to-appreciate the loss of 
 Hrance-of her vast empire on the continent of America ; see 
 England, even in 1763, as the greatest colonizing power in the 
 world; and the triumph of Wolfe over Montcalm as a turn- 
 ing point in modern history. (3) Our third question is the 
 consequences of the French and Indian wars which culminated 
 in the Revolution. Among these one of the most important 
 . was the heavy debts with which the long struggle had bur- 
 dened both England and the colonies. The former tried to 
 lighten her load by putting more burdens on the trade of the 
 latter. The colonies replied by refusing to have commercial 
 intercourse with England, and began to develop their own 
 resources, which led to the way to industrial as well as pol- 
 itical independence. Geographic factors may be seen as causes 
 of the Revolution in differences of geographical conditions, 
 
40 
 
 7 
 
 climate, soil, economic methods and therefore of social and 
 political ideas, which rapidly differentiated the colonies from 
 the mother country. | 
 
 The Appalachian barrier was significant in that it limited 
 the colonists to a strip of coast where they were most easily 
 retained under British domination. Held under the thumb of 
 British rule, disaffection rapidly ran its course. from protest to 
 rebellion and from rebellion to independence. When the con- 
 flict came the colonies were all of one mind. The spirit of 
 union which animated them can be attributed in no small de- 
 gree to their close contiguity, while the contracted area en- 
 abled them to operate in a solid mass against the enemy. The 
 Revolutionary war, its campaigns and battles may be seen as 
 (1) three movements on land by the British against the col- 
 onies. (2) Conflicts on the sea frontier, which was open to — 
 attacks by the British fleet. (3) The Conquest of the North- 
 west, where every step of the advance of the sturdy pioneers 
 was contested by the savage Indians, whose attacks were in- 
 stigated by the British soldiers who held the forts of the 
 Northwest. With passionate loyalty in his heart and realizing 
 that peace and safety could be obtained only by driving the 
 British out of the country, George Rogers Clark had led the 
 hardy settlers in the defense of their homes against British 
 allies of the Indians. The forts were captured and the right of 
 conquest added to the claims for territory when overtures 
 for peace should be made. 
 
 Much criticism has been made and especially at the pres- 
 ent time, that the Revolutionary war has been taught as a 
 struggle between the English people and the American people, 
 when in reality it was a struggle between two hostile prin- 
 ciples, each of which was represented in both countries. In 
 winning this good fight, our ancestors won a victory for Eng- 
 land as wellas for America. George III was striving to fasten 
 his despotism upon America in order that he might later fasten 
 it upon England. Fiske says, “If the memory of Georgé III 
 deserves to be execrated it is especially because he succeeded 
 in giving to his own selfish struggle for power the appearance 
 of a struggle between the people of England and the people of 
 America; and in so doing he sowed seeds of enmity and dis- 
 trust between two glorious nations that, for their own sakes. 
 and for the welfare of mankind, ought never for one moment 
 to be allowed to forget their brotherhood.” (4) The fourth 
 question is the acquisition of Louisiana and the work of the 
 teacher is to lead pupils to reason out that the acquisition of 
 this territory by the American people was inevitable. The ex- 
 pansion of the Westerner and the oneness of the great River 
 Valley were working together for one purpose. Race power 
 
41 
 
 and geographical conditions were operating to the same end. 
 (5) After the acquisition of Louisiana the westward expan- 
 sion of the American people is closely associated with the 
 question of slavery. Westward expansion in the south meant 
 a westward expansion of the southern social and industrial or- 
 ganization. The Ohio River became a continuation of the Ma- 
 son and Dixon line and separated the two distinct types of so- 
 ciety of the North and the South. As time went on the ac- 
 quisition of territory became not only a question of more land, 
 but of gaining control in Congress. The additional influence 
 of the South gained by the settlement of new states favorable 
 for the extension of slavery meant a renewed guarantee of the 
 preservation of southern institutions. The line laid down by 
 the Missour1 Compromise was for the purpose of maintaining 
 a balance of power between the North and the South; how- 
 ever the Louisiana Purchase gave more land to the North than 
 to the South. This resulted in events that culminated in the 
 annexation of Texas, the Mexican War and the Mexican Ces- 
 sion, which carried the American possessions to the shores of 
 the Pacific. | 
 
 A compromise with England over the Oregon territory 
 settled our northern boundary at parallel 49 degrees, and the 
 annexation of Oregon came as a reply from the North to the 
 annexation of Texas. 
 
 The great crisis of the Civil war had the effect of checking 
 expansion and generating an anti-expansionist feeling which 
 nearly prevented the purchase of Alaska in 1867. 
 
 For over a quarter of a century there was no increase of 
 United States territory. The opening of the Pacific Coast led 
 to a great development of trade with the Far East as a result 
 of which the Stars and Stripes were hoisted on several smaller 
 Pacific islands. One result of the Spanish-American war was 
 the conquest of Porto Rico and the Philippines and incident- 
 ally the annexation of the Hawazian Islands, this, with our 
 later Canal Zone and the Danish West Indies closes the history 
 of America as a purely continental power. 
 
 II. Development of American political institutions. 
 
 1. To see American history as an organic whole requires 
 that the student shall find one idea, the growth of institutional 
 thought and feeling manifesting itself in all the details of that 
 history. 
 
 The problem of civilization has been to develop centrali- 
 zation and retain liberty. In the older civilization of the world 
 we see that in getting centralization they destroyed freedom, 
 while Greece understanding local self-government did not un- 
 derstand union, The study of our colonial history prepares 
 
42 
 
 the way for an understanding of the great work that ledsto 
 the formation of our nation. This is the period when the 
 forms and functions of local self-government had full and 
 free development, when the government of American town 
 and township, county and state had their genesis. In the con- 
 flict between the French and English for the possession of 
 North America we see two forces, centralization and local 
 self-government, arrayed against each other. After the Rev- 
 olutionary War, one great danger was that the principle of lo- 
 cal self-government so well understood by the colonies would 
 prevail to such an extent as to make national unity impossible. 
 The study of the Constitution will show that it was the binding 
 together of these states, leaving them their local freedom, 
 that gives us our “Union and Liberty.” 
 
 In the events from 1760 to 1789 the teacher must decide 
 which will give the pupils the greatest insight into the move- 
 ment toward unity of thought and action, their proper co-ordi- 
 nation and subordination. The period will then be no longer 
 a chaos but each event will stand in its place of historical sig- 
 nificance. 
 
 Parliamentary legislation was driving the colonies farther 
 from England, closer to one another. This expresses itself in 
 two contrasting phases, from 1760 to 1783 Union against Eng- 
 land on the basis of the rights of Englishmen, from 1775 to 
 1789 union against England on the basis of the rights of man, 
 of which the Declaration of Independence gives the best for- 
 mal expression, embodying the ideas on which the struggle 
 was to be waged and on which it was to be justified to the 
 American people and the rest of mankind. We see the move- 
 ment toward nationality well under way by 1785 and the 
 struggle for its attainment going on with increasing force 
 though the convention of 1787 and the ratifying conventions 
 of the states which constitute the last series in the great 
 movement toward sovereignty as a basis of union. With 
 their consummation the form of the nation comes into being. 
 In the following years known as the Period of Weakness we 
 trace party divisions arising from interpretations of the Con- 
 stitution. It was a period of dangers from foreign dominations 
 and domestic troubles almost equally threatening. In the 
 attitude of Washington toward the French Revolution and 
 European difficulties in general, the Monroe Doctrine was 
 foreshadowed. 
 
 2. The aggressive policy of England and France shown 
 in various ways proved that independence had not been fully 
 secured. The failure of coercive means on the part of the 
 young republic forced upon the country the conviction that 
 
43 
 
 war was a necessity. Political feeling about the war was in- 
 tensely bitter. The Federalists, strong in New England and 
 the northern states and controlling much of the wealth of the 
 country, denounced the war as vigorously as the South and 
 West favored it. The necessary growth of manufacturing in 
 this country during the period when intercourse with England 
 was stopped by the embargo and the war led to the establish- 
 ment of manufacturing in the United States. The war thus 
 made the United States independent of England in the matter 
 of manufacturing and enabled this country to throw aside for- 
 ‘ever the degrading restraint which England had forcibly im- 
 posed upon American seamen and American commerce. A 
 protective tariff was introduced soon after this war to foster 
 the infant industries in America. 
 
 3.. the Slavery ‘Question. .. [he first, controversy : over 
 slavery and the first compromise was made in the Constitu- 
 tional Convention and thus we see our country passing into 
 the shadow of the Civil War as it is merging out of that of 
 the Revolution. In the War of Secession the love of union 
 had become so strong that thousands of men gave up their 
 lives for it. In 1785, the love of union as a sentiment for which 
 men would fight, had scarcely come into existence. We should 
 see that slavery was introduced into the colonies to meet the 
 demand for labor which the cultivation of tobacco made. The 
 first English settlements consisted in the main of vigorous, en- 
 terprising and intelligent people, but laboring people were 
 relatively wanting among them. The result was that the col- 
 onies lacked that stratum of population upon which the de- 
 velopment of a state depends. The Colonies had more than a 
 fair proportion of intellectual capacity but less than their 
 share of rude human strength. To supply this need slaves 
 were imported. The effect arising from the introduction of 
 negro slaves into the Atlantic coast colonies was for a time ad- 
 vantageous. As the commercial success of the English col- 
 onies in the first two centuries of their history depended upon 
 the introduction of tobacco and cotton into the commerce of 
 the world, this served to promote the growth of our race on 
 this continent in a very important way, for an extended trade 
 with the Old World meant a degree of wealth to the new. Al- 
 though the American people in the end paid dearly for the 
 good which they won through the institution of slavery its 
 immediate effect was to have in this new and rude land a cul- 
 tivated class. It led to the rapid accumulation of wealth and 
 brought the people sooner into a condition in which they could 
 control their own destiny. 
 
 It had been expected that slavery would die out, but the 
 improved means of transportation, the rapid movement of the 
 
44 
 
 people westward, the invention of the cotton gin and steaim- 
 driven machinery for spinning and weaving made a great de- 
 mand for cotton, and slavery took on a new and vigorous life, 
 and made the southerners anxious to defend slavery against 
 possible attacks from the North. We have seen how, with the 
 purchase of Louisiana, the acquisition of territory and slavery 
 are closely allied. 
 
 Each acquisition demanded a new compromise until at 
 last no compromise could stay the irrepressible conflict. 
 
 In the study of the Civil War the main points to bring out 
 are that (h) Slavery; State Rights and Secession «were athe 
 causes. (2) The plan of operation made by the North was 
 threefold: to capture Richmond, to open the Mississippi, to 
 blockade Southern ports. A fourth feature was added in 
 Sherman’s campaign in Georgia. 
 
 (3) Two opposing sets of political, social, and industrial 
 ideas surged in the hearts of the armies of the two sections 
 and should be heard in the roar of opposing cannon and seen 
 in the flash of the sword or gleam of deadly bayonet. 
 
 4, The Civil war is followed by a study of the conditions 
 of the two sections at the close of the war and the work of 
 reconstruction. 
 
 5. The events of the last years of the nineteenth and 
 the early years of the twentieth century were such as to cause 
 the United States to assume the authority and the responsibil- 
 ities of a world power. The United States came rather sud- 
 denly into that position for though the annexation of Hawaii 
 had been forseen, no one was prepared for that of Porto Rico 
 and the Philippines and the unexpressed protectorate over 
 Cuba and Panama. At the end of the Spanish American War 
 the situation of the United States in the eyes of the world was 
 radically changed. Americans themselves felt that the day 
 had come when they were called upon to play a part in the 
 broader affairs of the world even at the cost of sacrificing 
 some of their cherished ideals. 
 
 PRIMARY READING AND LITERATURE. 
 METHOD. 
 
 Children who come to us in the first grade are not always 
 ready for even the simplest lessons in formal reading. There 
 is, therefore, much preparatory work to be done by the 
 teacher, such as giving manual training, including weaving 
 and sewing, going on excursions and following these by con- 
 
45 
 
 versational lessons. There should also be memorizing of 
 good poems, reproduction and dramatization of good stories, 
 the singing of beautiful songs and the playing of games. 
 
 Through all such work children are gaining experience, 
 and these experiences lay the ena eD for the reading which 
 comes later. 
 
 PRINCIPLES. 
 
 “Associate the written or printed symbol directly with the 
 things symbolized or with images of real things.” 
 
 “Repeated acts of association are necessary to function 
 words. Ihe greater the interest, the greater readiness to 
 function and the fewer the acts of association necessary.” 
 
 “The fewer the number of acts required to function 
 words, the greater the economy.” 
 
 “Whatever assists in acts of association may be used in 
 teaching reading, but the less artificial the device the better.” 
 —Francis W. Parker. 
 
 poNaecaiaeransan aneeae 
 
 First Grade. 
 
 The first lessons given the children are not, properly 
 speaking, reading, but the association of the spoken with the 
 written or printed form. To illustrate, let us take the lesson 
 “Food” from the series of lessons on the Eskimo, adapted 
 from Schwatka’s Children of the Cold by Anna Youngberg: 
 
 Early the next morning, long before the little Agoonack 
 is awake, her father goes and looks for his dogs. He knows 
 where they are, but you and I could never see them. Ask, 
 “Where do you think the dogs make a warm, cosy place for 
 themselves when they have to sleep outdoors in the cold?” 
 As the child says “under the snow” the teacher writes the 
 phrase upon the board. What do they do when Agoonack’s 
 father whistles to them? 
 
 The answer “runs to him” will be written. And so on 
 through the story, the teacher questioning and writing the 
 children’s answers. 
 
 Then ‘he brings out his sled (picture) ; does it look much 
 like yours? What does he do with the sled and the dogs? 
 Where do you think he puts the biggest and strongest and 
 wisest dog? How many has he to pull his sled? When 
 we drive a horse we hold the reins in our hands; what do we 
 tell the horses with the reins? Does Agoonack’s father 
 
46 
 
 have reins to drive his dogs with )picture)? Then how 
 must he tell them what to do? I wonder why he puts his 
 wisest dog at the head of his team? If the dog at the head 
 minds what he says what will all the other dogs have to do? 
 
 Agoonack’s father takes his seat on the sled and ‘braces 
 his feet firmly. ‘With the long lash of the whip trailing on 
 the ground he cries “Ka, ka” to the dogs, and brings the long | 
 lash over the heads of the dogs with a loud crash,—over their 
 ‘heads,—he does not touch them with the whip—I wonder 
 why. He steers the dogs straight toward the bright star in 
 the north and faster and faster the dogs run. They come 
 to a big pile of snow and ice called hummocks (pictures) ; 
 why can they not go very fast here? At last they come to a 
 place like this (picture), and here Agoonack’s father leaves 
 the dogs. What does the tell the leader to do? I wonder why 
 the dogs drop down and breathe so fast with their mouths open 
 just as soon as they stop. There they will lie, glad to get a 
 rest, until their master comes back to them. 
 
 In the meantime Agoonack’s father goes off some dis- 
 tance. Everywhere is the smooth ice and underneath the ice 
 is the deep, deep water of the sea. What lives in the sea? 
 Besides all the fishes in the sea there are seals (picture) ; do 
 they look like fish? What do they swim with? But they are 
 not fish even if they can live in the sea and swim. And do 
 you know what they are covered with? They have the nicest, 
 softest fur that makes such warm\, pretty coats and caps and 
 muffs for people. But there is something else about the seal 
 that is very strange. You know a fish can stay in the water 
 all the time and it can breathe in the water. What would 
 happen to you if you got down into the water and could not 
 get up out of it? What would happen to a fish if you took 
 it out of water? The seal is not like a fish, it cannot stay in 
 the water all the time. Every little while it has to come up 
 to the surface of the water and take a long breath like this. 
 But how can it do that if the thick ice covers the water? Well, 
 if you could look down under the ice, this is what you would 
 see (illustration, see page 155 in Schwatka’s Children of the 
 Cold). Here is the thick ice; here is the water under the ice; 
 here is the snow on top of the ice;.and here comes the seal 
 swimming in the water, and here is an opening it has made in 
 the ice—what is it coming right up to the top of the water for? 
 
 Sometimes the mother seal finds a breathing hole where 
 the snow is very deep; then she hollows out a little house 
 under the snow like this (see page 158 in Children of the Cold), 
 and here on the ice under the snow she leaves her little baby 
 seal, while she swims off into the sea in search for her break- 
 
~ 
 
 47 
 
 fast. Do you know what she will find for breakfast? When 
 she comles back where will she find her baby? Why is that a 
 
 good place to leave her baby? Why could not the mother 
 
 seal take the baby seal with her when she swims away off in 
 search of food? 
 
 Now let us see what Agoonack’s father has been doing 
 all this\ time. You remember that he told his dogs to lie down. 
 Then he walked away, and all the time he was down on the 
 eround as if he were searching for something. At last he 
 finds it, and what do you think it is—a seal’s breathing hole! 
 He sits down on the ice and is just as quiet as can be. What 
 do you think he is waiting for? Why must he be so quiet? 
 He sits as still as he can and after he has waited such a long 
 time, he hears a faint little sound under the snow, what is it? 
 Then quick as a flash he takes his spear and runs it down into 
 the hole, then he pulls it up, and what has he caught? He 
 fastens a rope to the seal and drags it over to the sled. How 
 will he get the seal home? What must he do so the seal 
 won't drop off the sled when the dogs run so fast? That 
 night they have a fine supper in the little snow house. How 
 does the mother cook it? What do the children like the best 
 of all? 
 
 In the study of the ten or twelve lessons on this sub- 
 ject, the children should have functioned such words as these: 
 snow, ice, cold, bear, north, Eskimo, birds, lamp, stars, meat, 
 dogs, sled, hunt, fur, bones, skins, coat, hood, games. 
 
 The interest in the subject and the constant repetition 
 will insure the learning of the above words and many phrases 
 such as “under the snow” “‘in the water,” “down the hill,” “on 
 the rocks.” 
 
 If, when Mother Goose rhyimes, such as: 
 
 I’ had a little pony, 
 
 His name was Dapple-gray, 
 
 I lent him: to a lady, 
 
 To ride a mile away; 
 
 She whipped him, she lashed him, 
 she rode him through the mire; 
 I would not lend my pony now 
 For all the lady’s hire. 
 
 are being recited by the children, they are either written upon 
 the board or printed upon a chart, the children can follow the 
 words as the ryhme is repeated. 
 
 The samie plan should be used in teaching a new poem or 
 a new song. Have the song or poem on the board or chart. 
 
48 
 
 As the song or poem is being taught have the children follow 
 with the eye as they sing or recite, the teacher pointing. 
 
 A Good Play. 
 
 We built a ship upon the stairs 
 All made of back-bedroom chairs, 
 And filled it full of sofa pillows 
 To go a-sailing on the billows. 
 
 We took a saw and several nails, 
 And water in the nursery pails; 
 ‘And Tom said, “Let us also take 
 
 An apple and a slice of cake ;’— 
 Which was enough for Tom) and me 
 To go a-sailing on till tea. 
 
 We sailed along for days and days, 
 And had the very best of plays; 
 But Tom. fell out and hurt his knee; 
 So there was no One left but me. 
 —Robert Louis Stevenson, 
 
 A Child’s Garden’ of Verses—Charles Scribner’s Sons. 
 Sweeping and Dusting. 
 
 Don your cap and apron, 
 Take your willing broom, 
 Open all the windows 
 
 In the dusty room; 
 
 Move the chairs and tables 
 Cover all the books, 
 Sweep in all the corners, 
 Dust in all the nooks. 
 
 Now the sweeping’s over, 
 
 We will dust the room, 
 Wipe off evry dust speck. 
 Brought forth by the broom; 
 Put the chairs and tables, 
 
 Each in proper place; 
 Till the room is smiling, 
 With its wonted grace. 
 
 Songs of the Child World—Riley and Gaynor. 
 
 In all that has been mentioned the teacher has from the 
 first had in mind that the mechanics of reading should be 
 
* 
 
 49 
 
 taught, but that the child’s attention should be upon the con- 
 tent rather than the form. 
 
 The interest in the song or story for the sake of the song 
 or story makes the functioning of words more than possible, 
 makes it inevitable. 
 
 Think of the economy of time and effort, if, while learning 
 these particular songs and poems, the children also learn the 
 words, caps, aprons, broom, room, chairs, tables, books, dust, 
 stairs, nails, water, pails, cake, play, days, pony, lady, mile, 
 away and others. ; 
 
 No teacher should think however, that these words will be 
 retained if they are not put before the children very soon and 
 often. : 
 
 The teacher should keep a notebook in which all words 
 thought to have been functioned are put. These words should 
 later be printed upon a chart and a lesson given as follows: 
 
 Who can find the words telling what we don before begin- 
 ning our sweeping? Caps and aprons are found by the chil- 
 dren. What did Robert Louis Stevenson build his ship of 
 when he was a little boy? “Chairs,” is found. Question for 
 other words in like manner. 
 
 “You may close the door, John;” 
 
 “Vouwmay al stands” 
 
 “You may bring me the books;” etc. Directions such as 
 the above may be given by writing them upon the board. The 
 requests should be complied with, without any spoken word. 
 
 Directions for games may be given in the same manner or 
 by having them printed upon a chart. Example: 
 
 Show me how you get teady for a game. 
 
 It will be “Changing Seats.” 
 
 Can you play it quietly? 
 
 Ready), Changewvlett! 
 
 Change forward! 
 
 Change right! 
 
 Change backward. 
 
 You should now be in your own seat. Are you? 
 
 Games for the Playground, Home and School—Bancroft. 
 
 To familiarize the children with words this game may 
 be played. The teacher can print names of animals or of ob- 
 jects on cardboard, mount pictures to correspond, and place on 
 ledge around the room. The children can match word and 
 picture. The one getting the most has won the game. 
 
 Soon after the opening of school in September the teacher 
 should print the children’s names on cardboard and place them 
 on the ledge around the room. If the children are told that 
 these are the names of those in the room it will not be long 
 
50 
 
 before they will know their own, and the names of their class- 
 mates. ) 
 
 Children gain much power through the study of phonics. 
 This, however, does not often show greatly in the independent 
 word-getting, until the second or third grade is reached. 
 
 Such words, as: has, is, his, as, on, it, these, etc., should 
 be taught during the phonic period. 
 
 A printed vocabulary of about two hundred words should 
 be the child’s before book work is begun. 
 
 FIRST USE OF BOOKS. 
 
 If the teacher has been successful in these preliminary 
 exercises the book work will be an easy matter. When first 
 taking the books it is well to begin in some such way as this: 
 Write the difficult words upon the board, or have them printed 
 upon a chart. 
 
 Tell the story, and as you talk, point to the words. These 
 words form the skeleton of the story. If there is any doubt 
 in the mind of the teacher as to the children knowing the 
 words, she may have them compare those on the chart with 
 those of the book. This makes the reading an easier task, and 
 the hard words have been taught in their proper connection. 
 
 Still another way of giving a book lesson is to take a story 
 of great interest and ask the children if they can tell from 
 the pictures what the lesson is about. If they say “The little 
 red hen,” let them show you where. it says, “The little red 
 hen,’ then ask what she found; then, where it says seed; so 
 on through the lesson finding the words plant, cut, thrash, 
 mill, grind, flour, bread, eat, etc., as different questions are 
 asked. 
 
 Long stories such as the one mentioned are desirable 
 because of the continuity of thought demanding continuity of 
 expression. Avoid the choppy sentences found in the first part 
 of most of the first readers. 
 
 READERS. 
 
 Natural Method Primer. 
 
 Natural Method First Reader. 
 Story Hour Primer. 
 
 story Hour First Reader: 
 Reading Literature Primer. 
 Reading Literature First Reader. 
 Boy Blue and His Friends. 
 
51 
 
 Second, Third, and Fourth Grades. 
 
 1. Class have books open to a new lesson, and one of 
 great interest. Teacher questions for answers to be found in 
 the first paragraph. Answers to be given either in words of 
 book or the child’s own as the teacher desires. The entire 
 lesson conducted in the same manner. Do not let questions 
 contain too many of the words found in the text. 
 
 This sort of lesson demands close attention. The concen- 
 tration is upon the thought rather than upon the form. It 
 leads to independent thinking, for each child has something to 
 find out for himself and by himself. 
 
 It helps the child to get the main point or points of the 
 lesson. It is an excellent language lesson. 
 
 2. One book, easy reading. Children take turns in read- 
 ing to the class. 
 
 This lesson is a test of each individual as to articulation, 
 enunciation, pronunciation, etc. It develops self confidence in 
 the reader. 
 
 ' It gives an audience to the one reading, thus stimulating 
 the child to do his best. 
 
 3. Each child has a short story or fable and is given a 
 certain time in which to read it. The story reproduced. 
 
 Mach chiles reads same story..* Books deft at seats.. The 
 children and teacher talk over what is read. 
 
 In both lessons silent reading is developed. If the child 
 knows he has a certain time in which to read a story or fable, 
 he will concentrate his energies upon the reading. In the re- 
 production, the teacher is able to tell if the thought is grasped. 
 
 The talking over of the lesson read will add interest to 
 the subject. 
 
 4. ‘Teacher and children read a story, the teacher reading 
 the harder parts. 
 
 When teacher and children read stories together a mutual 
 sympathy and friendly understanding springs up between 
 them. 
 
 The teacher reading the harder parts not only gives a 
 standard but often makes possible the reading of many pieces 
 of literature it would otherwise be impossible to read. 
 
 The teacher should prepare carefully for this reading. 
 
 5. Much reading for an audience; to other schools; to 
 other classes in the same room; to parents, for morning exer- 
 cises; for Friday. afternoons. 
 
 6. Reading for dramatization. The children exhaust the 
 selection of its images and render it beautifully if they are 
 getting ready to present it as a play to a real audience. 
 
 Motivation is great in both of these methods. 
 
52 
 
 7. Picturing lessons:that-are not pictured is very inter- 
 esting to both children and teacher. 
 
 Take a lesson such as “The Mice in Council,” if it is not 
 pictured in the reader. Let the children read it silently and 
 then draw two or three of the most important scenes. 
 
 Many of the stories that have been sold in previous grades 
 the child will delight to read again, and the impressions and 
 images he already has will be recalled and strengthened. 
 
 It is in the lower grades that a taste for good literature 
 should be cultivated. If the child wants information upon a 
 certain subject, take him. to the author who has this informa- 
 tion written in the best English. He needs the myth and 
 fairy story, the historical story, the poem; and the function of 
 the teacher at this point is to know and to give the best that is 
 to be had. 
 
 “As long as we accept any method literally and carry it 
 out in all its details as it is set forth by an authority, the 
 method remains our master. Our control over the method 
 dates from the time when we learn to modify it, and to adjust 
 it to each present situation.” 
 
 Second Grade. 
 
 Reading Literature Second. 
 Story Hour Reader, Second. 
 Natural Method Reader. 
 Fairy Reader. 
 
 Second Fairy Reader. 
 Fairy Stories and Fables. 
 Another Fairy Reader. 
 Mother Goose Village. 
 Robinson Crusoe. 
 
 Third Grade. 
 
 Reading Literature, Third. 
 
 Story Hour, Third. 
 
 Natural Method, Third. 
 
 Robert Louis Stevenson Readers. 
 Young and Field Literary Readers. 
 Wagner Opera Stories. 
 
 Four Old Greeks. 
 
 Viking Tales. 
 
 A Child’s Garden of Verses. 
 
 Old Greek Stories. 
 
 Fourth Grade. 
 
 Old Stories of the East. 
 Stories from Arabian Knights. 
 
oul 
 
 Fanciful Tales—Stockton. 
 King Arthur and His Knights. 
 Docas. 
 
 Pinnochio. 
 
 LITERATURE. 
 Fifth Grade. 
 
 In this grade the emphasis should be placed upon the real 
 hero. Stories that have a historical setting or background, 
 realistic tales of adventure, appeal to children of this age. 
 Tales of fancy still find a welcome. 
 
 Let the child be given studies of greater continuity from 
 the masters now. To this end use Hiawatha (abridged). 
 Read Introduction: The Peace Pipe; The Four Winds; Hia- 
 watha’s Childhood; Hiawatha and Mujekeewis; Hiawatha’s 
 Fasting; Hiawatha’s Sailing; Hiawatha’s Wooing; The Wed- 
 ding Feast; Hiawatha’s Friends; Hunting of Paupaukeewis; 
 The Famine; The White Man’s Foot; Hiawatha’s Departure. 
 Select only choicest parts for oral work. Let pupils read some 
 portions of poem silently and report, keeping unity of poem 
 intact. While studying the Indian the pupil may also read Lit- 
 tle Moccasin’s Ride—from Indian Stories Retold from St. 
 Nicholas; and other suitable Indian stories. 
 
 Page Story Book—Thomas Nelson Page; Miraculous 
 Pitcher, Three Golden Apples, Golden Touch and other tales 
 from Wonder Book and Tanglewood Tales—Hawthorne; King 
 of the Golden River—Ruskin ; Colonial Stories Retold from St. 
 Nicholas; Fifty Famous People—Baldwin; Indian Stories Re- 
 told from St. Nicholas; Western Frontier Stories Retold from 
 St. Nicholas; Civil War Stories Retold from St. Nicholas ; Tom 
 Sawyer—Mark Twain; Life of Lincoln—Ida Tarbell; Life of 
 Daniel Boone. 
 
 Poems to Be Studied. Birds of Killingworth, Paul Re- 
 vere’s Ride—Longfellow; Pied Piper of Hamlin—Browning ; 
 Shepherd. of King Admetus—Lowell; Gradatim—Holland ; 
 Landing of the Pilgrims—Hemans. Excelsior, Old Clock on 
 the Stairs—Longfellow; Order for a Picture—Cary; Sheri- 
 dan’s Ride—Read; Barbara Frietchie—Whittier; Nauhaught, 
 the Deacon—Whittier ; Lucy Gray—Wordsworth; Knee Deep 
 in June—Riley. 
 
 For Thanksgiving. When the Frost is on the Pumpkin— 
 Riley ; Columbia’s Emblem—Proctor; The Corn Song—Whit- 
 tier; The Thanksgiving Turkey—Vawter; Thanksgiving Din- 
 ner that Flew Away—Butterworth; and others. 
 
54 
 
 Sixth Grade. 
 
 Much of the work in this grade may blend with the dis- 
 covery and exploration period of American history. To get 
 the spirit of these times read: 
 
 Sagas of the Northland. Thorwald’s Lay—Lowell; Chal- 
 lenge of Thor, Olaf’s Return, Iron Beard, Building of Long ~ 
 Serpent, King Svend, Olaf’s War Horns, Olaf’s Death Drink 
 and Nun of Nidaros (from Saga of King Olaf, Longfellow) ; 
 Skeleton in Armor—Long fellow. 
 
 For sight work the pupils may read again Northland He- 
 roes and Viking Tales. Cruise of Lief the Lucky may be read 
 by teacher or at home. 
 
 Songs of the Sea. Columbus—Joaquin Miller; The Re- 
 venge—Tennyson; Ye Mariners of England—Campbell; A 
 Wet Sheet and a Flowing Sea, The Sea, the Open Sea—Corn- 
 wall; The Shipbuilders, The Fisherman—Whittier ; Inch Cape 
 Rock—Southey; Sir Humphrey Gilbert—Longfellow; Casa- 
 bianca—Hemans; The Ocean—Byron; and others. 
 
 Discovery of America, Reception of Columbus, and The 
 Voyages—lIrving, may also be read. Treasure Island—Steven- 
 son, and Westward Ho!—Kingsley (to be read by teacher to 
 class, or given for home reading). 
 
 Other Literature. Kipling’s Jungle Books. For class 
 work, read Mowegli’s Brothers, Kaa’s Hunting, Tiger Tiger, 
 Red Dog, Rikki-Tikki-Tavi. Other stories may be read by pu- 
 pils at home, if desired. 
 
 Guides of Genoa—Twain; Wonderful One Hoss Shay— 
 Holmes; Darius Green and His Flyin’ Machine—Saxe; Day of 
 Judgment—Phelps; Circus Day Parade—Riley; and others. 
 
 Lobo, Rag, and other animal stories from Ernest Thomp- 
 son Seton. 
 
 For Christmas. Birds’ Christmas Carol—Wiggin; Sym- 
 bol and Saint—Field; Who Santa Clauz Wuz—Riley; Night 
 After Christmas—Anon; and other Christmas sketches. See 
 Book of Christmas—Mabie, for carols, stories, etc. 
 
 LANGUAGE. 
 
 The chief aim of the language lesson is to cultivate in the 
 child habits that make for effective speech and writing. 
 
 To develop these habits certain main points must be kept 
 in view :— 
 
 1. Language work has a double aspect—thought and 
 
a) 
 
 form. The speaker or writer, to be effective, must have both 
 
 _ something to say and skill to say it well. 
 
 2. The child is gathering his “something to say” con- 
 stantly from observation, experiences, books, etc. 
 
 3. “Skill to say it well” is gained only as he expresses 
 himself under conditions that bring out his best effort, and 
 here is where he needs the helpful, tactful guidance of the 
 teacher. 
 
 4. It is not enough to know rules of speech and writing. 
 The child’s fingers and tongue must be trained into proper 
 language habits—to respond quickly and accurately to the 
 command of the mind for expression. 
 
 5. No person can talk or write interestingly on any sub- 
 ject unless he is interested in the subject. The child there- 
 fore must be given material to talk or write about that comes 
 within his experiences, or can be readily brought within the 
 circle of his liveliest interests. : 
 
 6. Oral language should receive first attention in all the 
 grades. Itis of far more consequence that the pupil be trained 
 to speak effectively than that he write well. The ordinary 
 man speaks at least 1,000 times more than he writes. More- 
 over, speech is the basis for writing; the proper beginning for 
 every composition exercise is therefore oral discussion. 
 
 7. Oral and written work should be taught together— 
 one reinforcing the other. To speak well, certain things are 
 essential; to write with skill these same qualities are just as 
 necessary. The mechanics of speech and writing, however, 
 are different ; and yet there is a close relationship. 
 
 Due attention, we feel, can be paid to matters of enunci- 
 ation, modulation, punctuation, diction, etc., without loss of 
 time, or neglect of spelling and grammar. To train the child 
 to pronounce correctly or enunciate distinctly is to help him 
 in spelling; for about half the mistakes in spelling are due to 
 faulty articulation of the words. The same close relation ex- 
 ists between modulation, etc., and punctuation. Train the child 
 when he speaks, to emphasize properly, and you have gone far 
 to help him punctuate and arrange the thoughts in written 
 form. 
 
 All this drill on the technique of expression is valuable 
 only as it is given in connection with the thought to be ex- 
 pressed. 
 
 “The motive underlying the language work of the school 
 is not merely to teach expression but to guide the expression, 
 to direct it into correct and elegant forms always under the 
 impulse of thought, of ideas demanding expression. The first 
 requirement of the school in all work of expression is to cause 
 the child to feel at home in the school world; to express his 
 
56 
 
 thought as freely and frankly here as he does elsewhere; to 
 be as spontaneous in his expression in school as he is out of it. 
 This is accomplished by centering the attention on ideas of 
 interest and worth to the child, not in fixing the attention 
 primarily on the mechanics of form.” 
 
 Text Books. No text books can take the place of the live 
 teacher. Language is not a subject that can be taught within ’ 
 the limits of any text. Yet the text book as a puidesa man- 
 ual of practical exercises and suggestions may be miade very 
 helpful, if the teachers will study it carefully, get its spirit, 
 and enrich it with added exercises suited to the particular 
 needs of her children. 
 
 Language in Every Lesson. Langtage teaching is not to 
 be confined to the language lesson alone. Every lesson is to 
 a certain degree a language lesson. The teacher should be 
 alert always and ready to help the child to better forms of 
 speech and writing when ever occasion demands it. It is ot 
 very little avail to lay stress on rules of language during the 
 regular lesson, and then for all the rest of the day permit 
 children to be careless in their talk and written work. 
 
 Corrective Drills. The child must have corrective drills 
 constantly to help him displace his crude and incorrect forms 
 with more effective language habits. ‘These drills, to be most 
 valuable, must be given with a vim and be persisted in day 
 by day till the right habits have become “second nature’—till 
 the language servants—fingers and tongue—have been trained 
 to respond quickly and accurately with the right result. Nor 
 need this corrective work be made a grind. It may be a live- 
 ly language game, a brisk exercise for a few moments daily. 
 Children like such tongue and finger drills if they are given 
 at the right time for a few moments with happy spirit. 
 
 Take up'a few errors at/a time and. conquer thenn:: et 
 each grade do its part of the work well—center on certain 
 mistakes that seem to be most common, and master these. 
 The grades following may review, and add other forms that 
 need atention. 
 
 Constructive Work. Let it not be thought. however, that 
 language lessons are to be mere drills for corrective work: 
 The larger lessons should be made largely a building up pro- 
 cess—a positive exercise that aims to help the child to origi- 
 nate, to create an adequate structure of words and sentences 
 for his developing thoughts. 
 
 We must stimulate the child to try to express himself 
 
57 
 
 and guide him in his efforts to the choicest materials to give 
 form to his ideas. 
 
 Begin this work by helping him build up a “live vocabu- 
 lary.” When he tries to tell of his plays, help him to the 
 words that belong to playtime, as, bounding, skipping, romp- 
 
 _ ing, etc., etc. If he would talk of the birds, let him strive to 
 
 master the bird vocabulary, tell how they sing, warble, trill, 
 whistle, ripple out their rich tones, and so on. Develop in him 
 the special terms his daily needs demand. 
 
 Later on, attention may be given to the organization of 
 this language material into effective groups—clear, expressive 
 sentences, well unified paragraphs and the like. This is con- 
 structive work. If it be done well, we shall have less need 
 for corrective drills, for the child will have cultivated in him 
 the proper pride that makes him! strive constantly for better, 
 richer expression. 
 
 First Grade. 
 
 No set language lessons are usually necessary, unless spe- 
 cial conditions call for them. But every desson should be a 
 language lesson. See that the child’s expression is not neg- 
 lected, 
 
 The work in this grade should be entirely oral. 
 
 The chief aim is freedom and spontaneity. Make the 
 child feel at home. Let him talk freely, no matter how poorly. 
 Keep him, if possible, as spontaneous in school as he is at 
 home or at play. If this:be achieved, a good beginning has 
 been made. 
 
 The exercises that seem best to develop language power 
 in beginning children are :— 
 
 1. Nature Study, Geography and History. The teaching 
 method consists in presenting interesting subject matter in a 
 way that appeals to the children’s experiences and power of 
 imagination, affording opportunities for vivid thought and 
 therefore free and adequate expression; for thought and ex- 
 pression are fundamentally bound together. 
 
 2. Stories. Always an effective means of getting free 
 expression. Teacher should tell artistically or read expres- 
 sively many good stories. 
 
 Use: Tell Me Another Story—Carolyn Bailey; For the 
 Children’s Hour—Carolyn Bailey; First Book of Stories for 
 the Story Teller—Fanny E. Coe; Reproduce many of these. 
 
 3. Dramatization. For development of ease of speech 
 and action-and general poise, no exercise is better. Let it be 
 used often. No costuming is usually necessary except on spe- 
 
58 
 
 cial occasions. Use the stories suggested, especially those, full 
 of action and interesting characters. 
 
 Dramatize also. various occupations, as the blacksmith, 
 the farmer, etc., and let children play the home activities, as 
 keeping house, etc. 
 
 4. Poems. To recite artistic verse gives the child a cer- 
 tain power to enunciate clearly, tunes his ear to the music of: 
 poetry as well as fills his mind with beautiful thoughts happily 
 expressed. Let him memorize poems suited to his apprecia- 
 tion. If these poems are well taught, if the child be led to 
 recite them again and again for love of them, he will readily 
 commit them without the grinding effort that creates a dis- 
 like. But to get this result the teacher herself must love the 
 verse and recite it well. (See course in Literature.) 
 
 5. Pictures. Let the teacher use artistic pictures sug- 
 gestive of action, to stimulate expression. Guide the child by 
 careful questions to interpret the meaning of the picture, and 
 also to create stories about it. 
 
 6. Corrective Work. Help the child by tactful sugges- 
 tion and correction to overcome his errors. Do not embarrass 
 him; but lead him into the habits of care and self correction 
 by having him repeat the right forms. . 
 
 Second Grade. 
 
 Study carefully all the preceding discussion on language 
 work as well as the outline for the first grade. 
 
 Apply suggestions in your work. 
 
 The work in this grade is still oral. 
 
 No regular lessons in language need yet be given, but sys- 
 tematic drills for corrective purposes should be planned. 
 
 The growth in language power should be more distinctly 
 marked in this grade. The children should be held to greater 
 care In expression. 
 
 Use all the exercises suggested for the previous grade, 
 reviewing the poems—so long as they prove interesting. 
 
 1. Nature Study. Geography and History. The subject 
 matter leads the children farther out into the world and 
 therefore makes greater demand upon the knowledge already 
 acquired and their power of thought; this in turn STS 
 more adequate means of expression. 
 
 Z. Stories. Use: East O’ the Sun and West O’ the Moon 
 —Gudrun Thorne Thompson; Fairy Tales from Baldwin’s 
 Fairy Readers; Why the Chimes Rang—Raymond MacDonald 
 Alden; Some Merry Adventures of Robin Hood—Pyle. 
 
59 
 
 3. Dramatization. Use the best stories suggested. Dram- 
 atize occupations; as merchant, baker; and other people, as, 
 Indian, Eskimo, etc. 
 
 4. Poems. Use those suggested in course in literature. 
 
 5. Language games and drills to fix habits may be used, 
 but the work should not be formalized. Children should be 
 helped to overcome common errors; as the use of “was” for 
 “were, 15" 10r. are,.~ain t,’ for “are not,” and other trouble- 
 some forms. Their language will reveal their needs here. 
 
 Third Grade. 
 
 Text: Live Language Lessons, First Book, Part One. 
 Read all the language outline for the preceding grades, and 
 study well the general discussion on language. 
 
 In the third grade a regular period for language should 
 be provided cach) day 1) possible. If not, then. as oftenvas 
 practicable. 
 
 The third grade should make marked progress in lan- 
 guage power. 
 
 The oral discussion should be more systematic and should 
 have definite language purposes back of it. 
 
 Freedom and spontaneity are not to be lost sight of; but 
 clearness and accuracy, with more expressive forms, should be 
 sought for constantly. 
 
 More constructive and creative work should be provided 
 for. 
 
 Simple letter writing can be now introduced. 
 
 The Geography and History deal more with those phases 
 of every day life that embody heroic action and dramatic ele- 
 ments, to meet the demands of children of this age. The ex- 
 pression of thought comes easily and naturally and clear and 
 forceful use of language is developed. 
 
 Poems. Use those suggested in course in Literature. 
 Original verse making. 
 
 Stores. Use: Just So Stories—Kipling; Wonder Book— 
 Hawthorne; Krag and Johnny Bear—Seton; Heroes of Every- 
 day Life—Fanny E. Coe. 
 
 Corrective Work: Begin a systematic plan of helpful 
 drills to help the child overcome common errors. 
 
 Review all the means suggested for previous grades, 
 Stories, Dramatic Work, Poems, etc., any of the exercises, 
 stories, etc., already given. 
 
60 
 
 Fourth Grade. 
 Text—Live Language Lessons. First Book, Part two. 
 
 Emphasize still the oral expression; but guide it more 
 carefully. Children should be helped to tell their stories more 
 clearly. 
 
 The work here will blend closely with that of nature, ge- 
 ography and other subjects. 
 
 Creative Work. Christmas time offers many lively sub- 
 jects also. Winter sports are always full of interest. Let the 
 child write and talk about these. Dramatization of the 
 Thanksgiving and Christmas festivities are also used for lan- 
 guage work. 
 
 Creative Verse Work. Pupils of this grade may readily 
 be led to express their feelings in verse. Begin with com- 
 posite work—where the class under lead of teacher creates a 
 verse or more; then have the children try individual work. 
 For this work, ‘Christmas, the birds, the flowers, the spring- 
 time, and other subjects near and interesting to the child will 
 bring good returns. | 
 
 Letterwriting. Work up a strong motive for this form 
 of composition. If possible, let the demand for the proper 
 form and arrangement of the letter come from the pupils 
 themselves. Then work out the reasons for these things. 
 Have the pupils write and address real letters, to which they 
 expect replies from fourth grade pupils in some other city. 
 The subject matter may be made of a description of the Train- 
 ing School, of Salt Lake City, or of Utah scenery and other 
 places of interest, or of something else the pupils prefer to 
 write about. Give the children plenty of practice in this work 
 and make it as real as possible by having grade correspond- 
 ence—one grade write to another—pupils of same grade write 
 to another—write to teacher, parents, friends. During Val- 
 entine time have children create the right kind of valentines— 
 using beautiful sentiments and otherwise leading them away 
 from the coarseness and jingling nonsense that they fall into 
 during the holiday. 
 
 Drills to overcome common type errors in grammar 
 should receive emphasis here. 
 
 Vocabulary work also should be given definite attention. 
 
 Beginning in punctuation. Rules for use of the period, 
 question mark, quotation marks, and the simpler uses of the 
 comma should be taught well here. 
 
61 
 Fifth Grade. 
 
 Letter writing reviewed and enlarged upon. The boys 
 and girls here should be able to write letters covering several 
 points or paragraphs. Correspondence should be made real by 
 having children occasionally write to pupils in other cities. 
 Let each child take some special thing in his home town to 
 talk about, or some bit of natural scenery, some trip, etc., and 
 describe it well, instead of scattering over too much. Write 
 also to other grades in same school or district. 
 
 For Other Composition Work, take Pioneer stories. Let 
 them interview their parents and others for early history and 
 bring results to class. Have class work out original bits of 
 dramatization, etc., from this: Develop little booklets of Pio- 
 neer times, choosing such titles as “Grandmother’s Tales,” etc. 
 
 Diary Work may also be fruitful. Make diaries more than 
 mere dates and commonplace records. Train the child to ob- 
 serve and record things worth while. 
 
 Corrective Work. The child during this grade is given 
 drill on proper use of pronouns. “It is I,” etc., and the proper 
 use of he, him, etc. See that these forms are made his own. 
 Study all simple pronouns here. 
 
 Keep up the fight against slang by cultivating a pride for 
 choice expression. Let the child learn the expression that will 
 help him in his lively game. Enrich his vocabulary by striving 
 to give him the words he needs for his play, his work, ete. 
 
 Use Verse making here as a means of stimulating the 
 child’s powers, and of increasing the vocabulary. Subjects 
 such as Mountain Brooks, Songs of the Seasons, Bird Songs, 
 etc., may be used. 
 
 Other Composition. Give the children a chance at such 
 subjects as— 
 
 1. The Indian. Draw from each child his experiences 
 with Indians and let him talk and write on these things, choos- 
 ing titles such as, The Wigwam, the Indian Blanket, Pap- 
 pooses, the War Dance, Story of the Blue Pine Nut, etc. 
 
 2. Scenes from Sunset Land: Draw word pictures of 
 our mountain country. 
 
 3. Picturesque Characters of the West: Trapper, Pros- 
 pector, Sheepherder, Miner, Hunter, Rancher, Cowboy, Pio- 
 neer, and others. 
 
 4. Canyon experiences. 
 
 5, «the, Mines. 
 
62 
 
 6. Freighting over the Desert. 
 7. Irrigation. 
 Of MATIC Parinine,etc.. etc: 
 
 Sixth Grade. 
 
 The work in this grade should show more system, more 
 maturity and growth. 
 
 Creative Composition. Suggest subjects that bring out 
 the pupil’s liveliest experiences; as, The Fire 1 Saw, Excursion 
 Troubles, Seeing the Circus, Canyon Outing, Getting Lost, 
 Hunting and Fishing, Fun at the Show, At the Resort, At the 
 Fair, The Flying Machine, Fireworks. 
 
 Make larger use of dramatization as a phase of original 
 composition. 
 
 Language Problems. For enriching the vocabulary, set 
 the child at work on such language problems as— 
 
 Tell in a sentence how the fire department. came up the 
 street. Give ten words suggesting a fire; a circus parade; an 
 exciting moment; a clown; monkeys; elephant, camel, etc. 
 Make a paragraph picture of a storm; a verse suggesting a 
 mountain brook; a: lake;a pine srovesia Ttugced clit am om 
 cited man; an excited crowd of people. 
 
 Some formal study of the sentence as a unit of correct 
 - expression, and of the paragraph within which sentences are 
 arranged in orderly sequence. Use of capitalization and punc- 
 tuation in helping to bring out the meaning of sentence and 
 paragraph. 
 
 Oral Composition. Train the children to give simple 
 talks, not only on nature study, history topics, etc., but on 
 other subjects close to their lives. Let them discuss some- 
 thing they have had experience in. Each child will have some 
 subject of worth to talk about. 
 
 Every opportunity possible should be afforded the’ child 
 to stand before his classmates and others and talk to some 
 definite and interesting subject. 
 
 Corrective Work. The class will constantly reveal its 
 language needs. Watch the speech of the children closely, 
 correct the common errors and drill on the better forms. 
 
 The slang habit may be taken up and fought systematic- 
 ally in this grade by noting the commonest phrases. Have 
 children suggest them and then work out choice, expressive 
 equivalents to displace the vulgarisms. 
 
 For example, what would you suggest to correct the ex- 
 pression, a “swell” peach; a “swell” hat; a “hot” game of ball; 
 
63 
 
 an “awful blunder,” etc., etc. Lead the children to meet these 
 things fairly and master them. 
 
 For Enunciation and Pronunciation. Study your pupils’ 
 needs and shape your work to fill them. Drill to help them 
 “carve clearly” such words as: 
 
 Overall, somebody, everybody, always, believe, probably, 
 finally, naked, suppose, surprise, partner, children, brethren, 
 etGwureview othe forms, suggested tor-other sorades,) Your 
 reading class should help greatly in clearing up the child’s 
 enunciation. 
 
 SPELLING. 
 
 While spelling is a form study, pure and simple, it can be 
 invested with much interest when it is thought of, by both 
 teacher and pupils as a necessary means to more precise ex- 
 pression of thought and feeling. 
 
 Method. (1) Devices for making use of the great law 
 of association. A word is the expression of an idea. The word 
 and the idea can be most easily learned, both in its meaning 
 and in its spelling when the interest in the thing which it sym- 
 bolizes is greatest. Words should never be studied as mere 
 words. (2) Drill on difficult words. There is no escape from 
 intelligent, persistent drill work, but it should always be on 
 words in their proper thought relations. (3) Individual work 
 with pupils. This should be done in such a way as to make a 
 child his own best critic. It is better to prevent mistakes than 
 to correct them; it is better to teach a child to find and correct 
 his own mistakes than to doit for him. (4) But perhaps the 
 most effective thing is for the teacher to create a strong senti- 
 ment in favor of good spelling. Public opinion in the school 
 room in support of a thing will succeed, when excellent 
 methods fail. 
 
 Preparation of Spelling Lesson. It should be borne in 
 mind that some people grasp the essentials of form more 
 easily through the ear; others more easily through the eye. 
 In school there should be both oral and written preparation, 
 both oral and written recitation in spelling; but, as there is 
 greater need for the written form in spelling, there should, of 
 course, be more written work. Spelling is one of the subjects 
 that children can study to advantage at home. 
 
 Written Spelling. (1) All exercises in preparing and re- 
 citing written spelling lessons should at the same time be ex- 
 ercises in good penmanship. It is better for the child to see his 
 own work done well once than to see it done slovenly many 
 
64 
 
 times. (2) Words should be written as wholes and stand 
 unmarked except when syllabication or diacritical marking is 
 the prominent feature of the exercise. (3) All written work 
 should be carefully inspected by the teacher, until she can de- 
 vise some means by which she can get her pupils to do this 
 conscientiously for themselves. (4) Written spelling matches 
 occasionally are suggested; also other spelling games. 
 
 Oral Spelling. (1) Exercises for improving both enun-_ 
 
 ciation and pronunciation. (2) In all oral spelling, separate 
 
 words into syllables, not necessarily pronouncing each syllable. - 
 
 (3) Occasionally an oral spelling match or other spelling 
 game. 
 
 What Words Should be Studied? (1) Those in every- 
 day use in the home, at play, at school. (2) Special attention 
 should be given to groups of words spelled differently but pro- 
 nounced alike. 
 
 First Grade. 
 
 Correlated Spelling. (1) Sight-spelling of words on 
 blackboard. (2) Recognition of words as wholes—no_an- 
 alysis. Toward the end of the year the alphabet will be 
 learned incidentally. (3) First, no formal spelling; later, a 
 little memory spelling (written). 
 
 Second Grade. 
 
 Correlated Spelling. (1) Sight-spelling as before. Rec- 
 ognition of words as wholes. (3) Analysis of words into 
 letters. (4) Memory spelling, both oral and written. (5) 
 Dictionary making. 
 
 Third Grade. 
 
 Correlated Spelling. (1) Sight-spelling (especially when | 
 
 pupils ask to have words spelled for them in their composition 
 work). (2) Memory spelling. (3) Word-building. (4) 
 Dictionary making. 
 
 Fourth Grade. 
 
 Correlated Spelling. (4) Sight-spelling, memory spell- 
 ing, word-building and dictionary making. In word-building, 
 use simple prefixes, and suffixes. (1) Simple word analysis. 
 (3) Exercises in choice of words leading to a simple study of 
 synonyms. (4) Use of glossary in a school reader. 
 
 ve) gta i fs) uy Wy teas 5 5 aa ae Moa ays Rist amie bea Ve atid mie paaN thy ef gets 
 0, : r Re i ae On St ONT aise to 
 : ‘ Nhe pia eA.) ’ 
 
 ry 
 
 a 
 
yn 
 
 ‘ak. 
 
 nas 
 
 ee 
 
 *~ 
 
 make oe ak a Salle ae 
 ame : y Ss 
 ~~ Ca tae , * 
 
 3 
 
 65 
 
 Fifth Grade. 
 
 Correlated Spelling. (1) Same as for fourth grade. Use 
 of dictionary (Webster’s High School) for definition and spell- 
 ing of words used in other subjects of study. 
 
 Sixth Grade. 
 
 (1); Same as for fifth grade. (2) Occasional use © of 
 speller. | 
 Seventh Grade. 
 
 (1) Same as for fourth and fifth grades. (2) Use of 
 
 speller as a basis of classification and thorough review. 
 
 Eighth Grade. 
 
 The needs of pupils who are soon to take up high school 
 work should determine the character and amount of word 
 study in this grade. Much of the spelling work can be focused 
 in a larger use of the dictionary. It should become more and 
 more an indispensable aid in the preparation of other lessons, 
 an infallible arbiter in all differences of opinion as to spelling, 
 pronunciation, and meaning of words, a storehouse of rules, 
 etc; 
 
 PHONICS. 
 
 The sounds of the English language are a part of the 
 linguistic birthright of every American child. They contribute 
 to the flexibility, richness and power of the mother tongue. If 
 they are to be learned at all, they must be learned at a time 
 when the vocal organs are supple and adjustable and the child 
 himself is still largely dominated by the great law of limita- 
 tion. With the phonic elements of his own language once mas- 
 tered, as they should be in the lower grades, he is ready for 
 those of any other language. For instance, there are only a 
 few sounds in French, German and Spanish not found in Eng- 
 lish, and these are more easily learned during the elementary 
 school period than at any other time in life; in fact, it is 
 
 usually the only time when they can be perfectly learned. 
 
 Until the school can provide for some foreign language work 
 in the elementary grades, it must be content with a few simple 
 exercises that will assist pupils in learning to pronounce the 
 words of a language that, within itself, embraces the phonic 
 elements of nearly all the other great historic languages. 
 
 First Grade. 
 
 (1) Through games the training of the ear to hear and 
 the vocal organs to give correctly the sounds. (2) Slow pro- 
 
66 
 
 nunciation on part of teacher, pupils giving the word. (1) 
 Classify words previously learned according to a vowel sound; 
 as mate, late, fate, date, etc. Classify according to an ending; 
 as blowing, snowing, throwing, etc. (4) Slow pronuncia- 
 tion on part of pupils. (5) No use of diacritical marks. 
 
 Second Grade. 
 
 (1) Same as for first grade. (2) Analysis of words 
 into sounds. (3) Incidental use of diacritical marks for long 
 and short sounds is allowed, if the teacher feels that her pu- 
 pils need such artificial help. (4) Word building. 
 
 All normal pupils of this grade should be able to enunci- 
 ate clearly and distinctly the forty-three sounds of the lan- 
 guage, not as isolated sounds, but combined in the words of 
 their daily use. 
 
 Third Grade. 
 
 (1) Same as for second grade. (2) Table of equival- 
 ents. (3) Mark for sight pronunciation proper names found 
 in reading and other lessons. 
 
 Fourth Grade. 
 
 (1) ‘Same as for third and lower eradés; ={(2) spear 
 exercises in enunciation and pronunciation. (3) Work in 
 finding words in a glossary and in the use of the diacritical 
 marks preliminary to the larger use of the dictionary. 
 
 Fifth Grade. 
 
 (1). Same as-for fourth grade) » (2). Fable:ot diacuieiea: 
 marks thoroughly learned for effective use of the dictionary. 
 (3) In connection with history, simple exercises in phonics 
 of Spanish in order that pupils may learn to pronounce easily 
 at sight Spanish names of persons and places. 
 
 Sixth Grade. 
 
 (1) Phonics of the English language thoroughly re- 
 viewed. (2) In connection with history work, more exer- 
 cises to help pupils in pronouncing Spanish names of persons 
 and places (in, for instance, Puerto Rico, the Philippines, etc). 
 
 PENMANSHIP. 
 
 As essentials of good writing, we include: (1) legibility, 
 (2) speed, and its accompaniment ease; (3) beauty. This last 
 requisite is not important 1n the orades. 
 
 As to the character of the results obtained, the writing is 
 
67 
 
 fairly legible, but speed is lacking and there is no marked im- 
 provement through the grades. 
 
 There are several reasons for the lack of speed and for 
 other unsatisfactory results in writing throughout the grades, 
 among which are these: 
 
 1. There has been too much attention given to form and 
 too little to speed. 
 
 2. Too much writing in the lower grades. 
 
 3. Lack of supervision by the teacher. © 
 
 4. Not enough writing by the teacher, showing how the 
 movement is executed—an imiportant part of the visual image 
 of the learner. 
 
 5. Lack of any common standard or of any common 
 method. 
 
 6. Uncertainty on the part of the teacher concerning the 
 value and purpose of this work. 
 
 Tack -of. explicit. directions as to ease, speed and 
 movement. 
 
 8. Desks too small. 
 
 9. Too much copying from the blackboard, which has 
 materially interfered with good writing. 
 
 Specific recommendations are: 
 
 1. There should be no writing in the first grade. 
 
 2. The writing in the second grade should consist of 
 work on the blackboard with directions for holding the chalk; 
 also of writing on paper with pencil. The writing should 
 consist of words rather than sentences. 
 
 3. The third grade should write with the pencil of Orde 
 nary size, held as the pen is held. 
 
 4. Pen and ink writing should begin with the broad or 
 ball-pointed pen in the fourth grade. 
 
 5. In the fifth grade, a determined effort should be 
 made to establish the muscular movement. 
 
 6. The sixth, seventh and eighth grades should continue 
 the practice of the muscular movement, and should employ 
 this movement in all their writing, whether with pen or 
 pencil. 
 
 More general recommendations: 
 
 1. There should be as little writing as possible in the 
 second, third and fourth grades. 
 
 2. The writing in the second, third and fourth grades 
 should never be without supervision; that is, there should be 
 no writing by a class while the teacher is engaged in recita- 
 tion with another class. 
 
68 
 
 3. We should aim in all the grades to secure a reason- 
 able degree of speed and ease in writing. | 
 
 4. ‘There should be set writing exercises, in which the 
 emphasis is placed on good penmanship. Beginning with the: 
 erade in which the pen is first used, there should be special 
 - muscular movement exercises, consisting mainly of letters in 
 series; as, eeee, 0000, nnnn, ffff, etc. : 
 
 5. Directions should be given for placing the paper weil 
 back on the desk, in order to give space for the free move- 
 ment of the forearm. 
 
 6. Blackboard work should be given throughout the 
 erades with directions for holding the chalk. 
 
 7. Teachers should be trained in muscular movement 
 penmanship and in blackboard writing. 
 
 8. There should be a uniform, standard. The only stand- 
 ard of slant should be uniformity. 
 
 It has been decided, upon the recommendation of Mr. 
 Zaner, a well-known authority and teacher, that this move- 
 ment should begin with the first writing undertaken with pen 
 or pencil, which according to our plan, would be not later 
 than the third grade. Beginning, therefore, with grade three, 
 the real or peniman’s movement, should be encouraged in 
 every way, and insisted on as the only proper movement by 
 the time the pupil reaches the fifth grade. 
 
 NATURE STUDY. 
 
 Nature study has never received the attention in the pro- 
 gram of the elementary school that it should. There has 
 been a great deal of enthusiasm manifested for it, but when 
 the daily program*’of the school curriculum is examined it is 
 found that it merely is a chance study that may or may not 
 receive the school’s attention. 
 
 Nature study in the first years of school is more import- 
 ant than any of the three R’s and should receive the consider- 
 ation these subjects do. There is no subject that will arouse 
 more interest than nature study when properly taught. Not 
 only is it interesting) but it can be and should ‘be made a 
 means of arousing interest in the more formal work in school. . 
 
 One reason why nature study has not given the results 
 that its friends have: hoped for it is because the work is made 
 a book subject. Books should only be used as_ reference. 
 Nature study is not a mere learning of facts as it is so often 
 made, but a getting into touch with nature first hand. This 
 means that it is almost useless to attempt to teach nature to 
 children without having nature material about them. Nature 
 study excursions when well planned furnish ideal conditions 
 
69 
 
 of nature work. A few such trips are worth more than a 
 whole year of mere text book information, “about” nature. 
 No primary room should be without plant and animal life at 
 any time during the year. No teacher should be held down 
 by a course of study. If a child brings in a ‘toad, turtle or 
 any natural material, this is the teacher’s opportunity for the 
 best kind of work. 
 
 First Grade. 
 
 Fall. Observe: flowers, such as sunflowers, asters, gold- 
 enrod; butterflies, moths, and larva. Plant bulbs either in 
 pots or out of doors. Note migration of birds, especially 
 robins. Choose one tree as children’s tree and _ observe it 
 throughout year. | 
 
 Winter. Learn ways of robin, house sparrow, cat, dog, 
 _ chicken, horse, cow. 
 
 Spring. Start flowers such as asters, verbenas and petu- 
 nias for school or house planting; also plant a few grains and 
 vegetables noting their germination and method of coming 
 out of the ground. Most of the spring time should be spent 
 in the school garden. Each child should have an individual 
 plot of about fifty square feet. Study the robin, blue bird, and 
 meadow lark. 
 
 Second Grade. 
 
 Fall. Continue observation of tree chosen in first grade 
 and add one or more of the following: maple, elm, poplars, 
 ash, boxelder, cottonwood and fruit trees. Plant bulbs, sow 
 pansies. 
 
 Winter. Learn habits of bear, coyote, rabbit, squirrel, 
 chipmunk, mouse and bat in connection with geography. 
 
 Spring. Plant seeds such as tomatoes, cabbage, cauli- 
 flower, peppers, for house garden. Collect hillside flowers. 
 Note house finch, black bird, gulls. Plant radishes and 
 ‘ onions in school garden. 
 
 Third Grade. 
 
 Fall. Learn the names of common weeds; collect seeds, 
 and tell how to eradicate them. 
 
 Winter. Evergreen trees; animals coverings and move- 
 ments; deer, wolf, elk, in connection with geography. 
 
 Spring. Study the development of buds of shade and fruit 
 trees. Learn to recognize all trees on the campus. Testing 
 
es |. a Pare xp pl a bP ¥.} pO Pe, epee eee . 
 Ue ete 3 cog PY Ae ae alee Ee OR 
 
 t 4 
 
 70 
 
 of all seeds for school garden. Note differences in gvermina- 
 tion. School garden plot should consist of at least 150 square 
 feet for each child. 
 
 Fourth Grade. 
 
 Fall. Study all birds that come under the observation of 
 the children; also insect life, especially spiders and aphids. | 
 
 Winter. Hawks, owls, chickadees, cardinal quail, moun- 
 tain lion, mountain goat. 
 
 Spring. Study all birds and insects that come under the 
 observation of the children. Make a study of reptiles and in- 
 sects useful to man. School garden work. 
 
 Fifth Grade. 
 
 Fall. Study fall weeds and flowers not taken up in pre- 
 ceding grades, poisonous weeds. 
 
 Winter. Minerals and rocks. 
 
 Spring. Soil studies, also plant propogation. Grain pro- 
 duction in school garden. 
 
 Sixth Grade. 
 
 Fall. Study of trees and shrubbery on campus and in 
 parks and cemeteries of Salt Lake City. Some principles of 
 landscape gardening. 
 
 % 
 St 
 
 Winter. Weather studies. Weather map. Thermometer. 
 Barometer. 
 
 Spring. Continuation of tree and shrub study begun in 
 the fall. Forage plants. 
 
 ART. 
 
 The highest value of art training in a scheme of educa- 
 tion lies in the fact that it gives large opportunity for the de-_ 
 velopment of creative power. The aim and end is not techni-: 
 cal skill; and yet, through true art-exipression, the highest de- 
 gree of technical facility may be reached. The main purpose 
 of an art training is to develop the individual, the movement 
 being from within outward, developing the capacity to origi- 
 nate and work out his own ideas. 
 
 Art makes its first appeal to the child from the social 
 standpoint. His strongest motives arise in his desire to make 
 things for social uses. He appreciates form, proportion and 
 symmetry, where those qualities aid in the adaptation of 
 
71 
 
 means to end. He appreciates color and design when, by 
 means of decoration, some form is made more pleasing and ac- 
 ceptable to those for whom his work is a labor of joy and 
 love. Because of the value of this strong interest, emphasis 
 is placed upon the industrial phase of art throughout this 
 course. This training of the judgment in the adaptation of 
 material and design to the construction and function of the 
 object is the basis for the training of the artistic sense and 1s 
 the approach that may lead on to the fine arts. 
 
 No work is done for the sake of technique alone. The 
 studies from nature, pose drawing, object drawing, studies in 
 mass and line, etc., are all for the purpose of perfecting some 
 original design previously planned. 
 
 The true meaning of design is developed; that is, the 
 function determines the material and form; decoration fol- 
 lows and emphasizes both form and function, and is always 
 subordinated to the thing decorated. 
 
 In the first years, or the primary grades, the child’s right 
 to crudity is recognized. He is:given large, free work. The 
 work is often clumsy, highly conventional and symbolic; yet 
 if it only expresses the purpose intended, it 1s given all pos- 
 sible encouragement. The vital consideration is that the pu- 
 
 pil shall. work free froim self-consciousness; in other words, 
 
 with the true art spirit. This attitude towards his work be- 
 comes a habit of mind: ‘Then as.the child advances in art 
 growth he will see more and more the necessity of a study 
 of natural forms of proportion, of space relations, and of all 
 that makes for good art, in order to secure adequate expres- 
 sion of his individual thought and more nearly to satisfy his 
 crowing aesthetic ideals. 
 
 Additional art work will be arranged for those who wish 
 to specialize in this work. Party decorations and scenery and 
 costume designs for junior high school dramatics will be con- 
 sidered an important part of the children’s art training. 
 Classes in simple mural decorations, pottery, etching and 
 landscape gardening on the school grounds will be arranged 
 if the pupils desire this sort of work. In all grades the artistic 
 arrangement of flowers, pictures, furniture, wall decoration, 
 etc., in the school room will be considered part of the art 
 work. 
 
 First Grade. 
 Materials: Clay, Manila and colored construction paper. 
 scissors, wax and chalk crayons, paste. 
 
 Outline: 
 I. Art work to be correlated with: 
 
72 
 
 1. Farm study. 
 
 (a) 
 
 (b) 
 
 Clay modeling in the round of farm anituele 
 farm activities, to be used as playthings in 
 the sand table or out of doors. 
 
 Large free hand cuttings of fall fruits or 
 harvest activities, to be colored and artistic- 
 ally mounted and used as a temporary 
 Thanksgiving decoration. 
 
 2. The Home. 
 
 (a) 
 
 (b) 
 
 Illustrations of home activities, either sil- 
 houettes or cuttings colored with wax cray- 
 ons and mounted. (To be used as a room 
 border or gift books.) 
 
 Decoration of playhouse: 
 
 1. Designing of wall paper (wax crayons 
 on tinted paper—children’s original mo- 
 tive—may be cut out and traced for rep- 
 etition). 
 
 2. Collecting and mounting suitable pic- 
 
 tures from magazines, etc., for the doll’s 
 
 house. 
 
 Designing of simple rugs and curtains. 
 
 Make play dishes out of clay. 
 
 Design original dresses for paper dolls. 
 
 Make trips to beautiful homes and fur- 
 
 niture stores. 
 
 gees 
 
 Se Christmas. 
 
 (a) 
 
 (b) 
 
 (c) 
 
 Christmas cards (simple folder decorated 
 with children’s original ugha. of Christ- 
 mas subjects). 
 
 Decoration of Christmas tree for another 
 grade: (make chains, fairies, stars; “Santa 
 Claus, etc. Tree may be any evergreen 
 plant). 
 
 Modeling of Santa, etc. 
 
 4. Eskimo Study. 
 
 (a) 
 
 Clay modeling in the round of Eskimo dogs, 
 people, sleds, igloo, etc., for playthings. 
 
 Swi datera tine, 
 
 (a) 
 
 Large composite pictures or modeling of 
 subjects taken from Mother Goose stories. 
 
II. Additional Work. 
 
 1. Designs for 
 
 (a) May baskets. 
 
 (b) Valentines and valentine box. 
 
 (c) Hallowe’en illustrations of fairies, goblins, 
 pumpkins, etc. 
 
 (d) Easter cards. 
 Original memory drawings and cuttings of 
 signs of spring. 
 
 Second Grade. 
 
 Materials: Same as used in Grade I. 
 Outline: 
 
 I. Art work correlated with 
 to Weather: Study. 
 
 (a) Monthly illustrations for weather calendar 
 of things suggested by the season (with 
 special attention to the composition of the 
 whole). 
 
 2. Rread study: 
 
 (a) Series of large panels for room decoration, 
 telling the story of bread making. 
 
 3. Study of Silk and Cotton. 
 
 (a) Large original illustrations of cut-out, 
 tinted paper (for Christmas gifts). 
 ‘(b) Exhibit of Japanese prints and objects. 
 (c) Study of Japanese flower arrangement. 
 
 ‘ 
 
 4, Language. 
 
 (a) Illustrate small individual gift books a or- 
 iginal poems by the children. 
 
 Sonelayotore: 
 
 (a) Make signs, posters, etc., when needed. 
 
 6. Literature.. 
 
 (a) Work out scenery and costumes for play 
 theatre from some story in literature, as 
 for,exdinple;’ “Cinderella,” Gingerbread 
 Man,” etc. (Give special attention to color 
 and composition. ) 
 
C7 a aga aig a Tae 
 
 74 
 (b) Illustration or modeling in round of fairy 
 stories. 
 (c) Modeling of Indian pottery for study of 
 Hiawatha. 
 
 7. Domestic Science. 
 (a) Design place cards and table decorations for 
 a very simple child’s luncheon. 
 8. Hand work. 
 (a) Designs for twine bag and raffia book 
 cover. | 
 (b) Book cover designs for pressed leaves and 
 flowers. 
 
 II. Additional Art Work. 
 
 (a) Posters for plays, party invitations, valen- 
 tines, Christmas gift books, birds, Christmas 
 tree etc:, and, paper dolls. 
 
 Third Grade. 
 
 Material: Same as used in Grade I, also charcoal. 
 Outline: 
 
 I. Art work to be correlated with: 
 Ei aransportation: 
 
 (a) Groups of illustrations for charts on desert, 
 ocean and pioneer transportation. 
 
 Zee Litetature: 
 
 (a) Designing and making of very simple cos- 
 tumes for real play from study of Greek 
 Myths, Fairy Tales, Viking Tales, or Scan- 
 dinavian Mythology. 
 
 1. First make miniature theatre out of a 
 box to try out arrangement of figures, 
 SCENCLY, etc. 
 
 2. Design individual costumes on larger 
 scale. 
 
 (b) Large folders illustrating the real Christ- 
 mas story with emphasis on desert life, Ju- 
 dean life, dress, homes, and country (to be 
 used as Christmas gifts). 
 
 (c) Illustration and clay modeling in round of 
 any literature subject. 
 
 3. Hand Work. 
 
 (a) Design for community rug or table cover. 
 
nals | Sra! AB Yao *s + 4 
 a 
 
 75 
 
 (b) Designs for raffia flower pot, mats, and 
 covers, duster bags and aprons. 
 (c) Additional art work. 
 
 4. Arithmetic. 
 
 (a) Cover and decorate cans and boxes for sec- 
 ond grade play store. 
 
 (b) Make sketches suggesting different seasons 
 for calendars. 
 
 Fourth Grade. 
 
 Material: Same as in Grade 3. Also plaster of Paris. 
 Outline: 
 
 I. Art work correlated with. 
 Dew ioneet sttdy 
 
 (a) Illustration and modeling in the round of 
 things suggested by this subject. 
 
 1. Special studies, from nature, of sage 
 brush, mountains, Utah trees, people, 
 Indians, etc., to help these pictures. 
 
 (b) Simple arrangement of costumes and scen- 
 ery for pioneer Thanksgiving dramatiza- 
 tion. 
 
 2. Nature Study. (Animal tracks and birds.) 
 
 (a) Sketching in color and charcoal and model- 
 ing from hfe (live models in class room) 
 of cats, dogs, chickens, rabbits, birds, etc. 
 
 (b) Make reference charts of native birds illus- 
 trated by these sketches. 
 
 Seeclairerature: 
 
 (a) Illustrations: Large panels, border designs 
 or plaster casts of subjects taken from the 
 study of King Arthur, the Spanish Mission 
 or Indian. 
 
 4. Hand Work. 
 
 (a) Designs for rug crocheted over rope, bags 
 and aprons. 
 
 (b) Designs for Christmas gifts such as cur- 
 tains, bags, table covers, pillow tops, etc. 
 
 (c) Decoration for kites. 
 
POF i? Jif Raich Rite WT pe i wi re a vi : si ou AAT PY an ASL ERR SW EO ty Se Ste tae 
 Min AN SE ih Aaa ah Pe AiR ate 2 
 
 76 
 Fifth Grade. 
 
 Material: Clay, chalk and wax crayons, pencils, charcoal, 
 water colors, colored and Manila paper, plaster of Paris and 
 enamel. 
 
 Outline: 
 I. Art work suggested by: 
 1. Literature—Pilgrim stories. 
 
 (a) Large decorative panels for school room. 
 l. Sketches from life of children wearing 
 simple, improvised, Puritan and Indian 
 costumes. (Special attention given to 
 the life action and proportion of fig- 
 ures.) ; 
 (b) Modeling in relief (to be cast in plaster) of 
 Puritan or Hiawatha scenes. (To be used 
 as room decoration.) | 
 (c) Scenery and costumes for any play or en- 
 tertainment. 
 
 2. Original designs for simple wooden painted toys. 
 
 (a) Designs of native birds, flowers, bugs, or 
 butterflies for flower sticks. (Christmas 
 gifts.) } 
 
 1. Drawings from nature to help this work. 
 
 3. Designs for any hand work. © 
 
 Sixth Grade. 
 Material: Same as Grade 5; also Indian club, and Tem- 
 pra colors. 
 Outline: 
 I. Art work correlated with: 
 Liliterature: 
 
 (a) Illustrating and sketching from costume 
 models of surge, etc., taken from Treasure 
 Island. (Pictures to be used in school 
 room.) 
 
 Il. Sketching out of doors. (Emphasis on color and com- 
 position.) 
 
 III. Quick sketching of figures in action—also longer 
 poses. 
 
77 
 
 IV. Gift book of Spring Flowers. (Studies from nature 
 in water color and pen and ink.) Make cover design suitable 
 for such a book. ! 
 
 _ V.. Brief Study of Chinese Art. 
 
 VI. Posters for school dramatics, sales, athletics, an- 
 nouncements, parties or community use. 
 
 Vite Letterine. 
 
 1. Name plates for doors in school building. (Simple 
 alphabet.) 
 
 VII Decoration: of flower boxes, ‘pots; cans, etc.; for 
 gifts. 
 
 IX. Interior Decoration. (Using if possible a real room 
 in the school as a practical problem.) 
 
 1) -Desionine of curtains, rugs, tables covers, ete; 
 2. Make trips to artistically arranged homes and 
 furniture stores. 
 
 X. Designs for baskets. 
 
 XI. Designs for stenciling and embroidery work. 
 
 INDUSTRIAL ARTS. 
 
 While. the work in the industrial arts here listed and out- 
 lined is so conducted in the Junior High School (Seventh, 
 Eighth, and Ninth grades), as to give it a distinctly prevoca- 
 tional character, the broadly educative and cultural value of 
 such training is considered of prime importance. The purpose 
 is to give both boys and girls the kind of experience with each 
 of a number of phases of vocational work and studies that 
 will help them to choose intelligently, in the senior high 
 
 school and college, the courses that will fit them best for the 
 
 calling in life for which they have some capacity as well as 
 predilection. 
 
 I. MANUAL TRAINING. 
 
 First Grade. 
 
 As the work of the first grade in manual training is 
 largely a matter of expression, it will consist entirely of cor- 
 
78 
 
 related exercises. When the home is studied, the class will 
 help to make a play house or individual play house, using 
 boxes or other available material. The house will be fur- 
 nished by the children; chairs, tables, beds, cupboards, etc., 
 will be made by nailing together blocks and thin pieces of 
 wood. A simple hammock rack as part of the Se of 
 the house can also be made by the children. 
 
 Many simple articles for use in the dramatization of ac- 
 tivities connected with the study of the home and the farm 
 as well as those growing out of the work in literature. A 
 cobbler’s bench and crude tools used in fitting up a miniature 
 shoemaker’s shop; a table and shelves for the storekeeper ; 
 axes for the woodcutter in dramatizing such stories as “Little 
 Red Riding Hood,” etc. 
 
 Other aici which are too difficult, as for instance, a 
 little bed, a table or ‘bench can be profitably made by fifth or 
 sixth grade children for use in first grade dramatizations. 
 
 Second Grade. 
 
 Making of articles suggested by the children in connec- 
 tion with their dramatizations: bows and arrows for “Hia- 
 watha”; broadswords and targets for “Robin Hood’; pipes 
 for the “Pied Piper of Hamlin”; and cash boxes, delivery 
 wagon, and telephone for the play store. 
 
 Third Grade. 
 
 Stage properties and articles needed in dramatizations. 
 
 Repair work or fixtures for the schoolroom, the need of 
 which is apparent to the children. 
 
 Looms for handwork when needed. 
 
 Match holder or thread and needle case for Christmas 
 gift, if desired. 
 
 Plant ladder for house plants or plant sticks for markers 
 in the garden. 
 
 Fourth Grade. 
 
 Begin lettering and working drawings. Each pupil will 
 be required to make a drawing before making the model. A 
 selection will be required from the following: boat, bird 
 house, card receiver, paper file, card holder, mineral box, 
 picture frame. 
 
 Fifth Grade. 
 
 Articles for dramatization of colonial life; pioneer fire- 
 place, guns, bows and arrows, peace pipe, etc. 
 Constructional drawing of each model attempted. 
 
79 
 
 Each pupil will be required to make several models from 
 the following: foot stool, utensil rack, shelf, blotter, kite. 
 Soft wood will be used. 
 
 Development of skill and accuracy in the use of the plane 
 
 and other tools. 
 Sixth Grade. 
 
 A mechanical drawing must precede the construction of 
 each article. Each pupil will make several models from the 
 following: stool, waste paper basket, shelf, sleeve-board, um- 
 brella rack, of soft wood. Problems similar to those of the 
 fifth grade ,but more advanced. 
 
 JUNIOR HIGH SCHOOL. 
 Seventh Grade. 
 
 Hard wood will be used in the construction of the follow- 
 ing: drawing board, bookcase, magazine rack, stand, foot 
 stool, sled, chisel handle, mallet. 
 
 New problems in construction: mortise and tennon joint 
 in book-case, magazine rack and stand; glued joint in draw- 
 ing board. Mallet and chisel handles on the lathe. 
 
 Eighth Grade. 
 
 Practical application of electricity as worked out in na- 
 ture study department. Design and make a telephone. In- 
 stall an electrical call bell. Design and make an arc light. 
 
 Wood Work. Music cabinet, writing desk, picture frame, 
 table, piano bench, hall seat, playground apparatus. 
 
 Art Metal. Card tray, crumb tray, nut bowl, paper knife, 
 serving tray, table lamp. 
 
 Turning. Vice handles, mallet, bench pins, chisel handles. 
 
 Jewelry. Cutting and polishing semi-precious stones to 
 be set in pins, rings, cuff buttons, watch fobs, hat pins, 
 brooches. 
 
 Ninth Grade. 
 
 Wood. Make drawings and construct model of frame 
 house. 
 
 Cement Work. Study of the manufacture of cement, the 
 laying of sidewalks and the construction of forms. 
 
 Pipe Fitting. Study hot water connection for kitchen 
 range and the plumbing of a modern house. 
 
 Art Metal (advanced). Jewelry, etching in brass and 
 copper, stone cuting and polishing. 
 
RO eee tat ere up ah UA ae Tap 
 : WN ae Mn by Vea es pa haeS, 
 : } ha). They, e, Obed Ae F = 
 
 : 5 ; fe he oS rifale te eV 
 
 80 
 II. DOMESTIC ART. 
 
 Aims. 
 
 1. To arouse an interest in home activities by aiding 
 the child to identify herself with the various articles used in 
 the home, not only in the work of making articles, but also 
 in the repairing and care of the same. The value of repairing 
 as a means of economy should be considered. 
 
 2. To stimulate a feeling of self-respect due to appropriate, 
 neat, artistic and economical dress, and by the making of 
 such articles of wearing apparel as will be at once attractive 
 and useful and will meet the every-day needs of the girls. 
 
 Fourth Grade. 
 
 Articles made: desk, cloth for keeping new work in, 
 braided rugs, crochet rugs, simple crochet edgings for towels, 
 piain dolls’ clothes, and cutting of the same, needle books, 
 table mats on frames, baskets. 
 
 The child is taught the correct sittting position and trained 
 to use the thimble. 
 
 The following stitches are learned in the work: basting, 
 running stitch, hemming g, cross stitch, chain stitch, and simple 
 feather stitch. 
 
 Fifth Grade. 
 
 Desk cloth with simple embroidery stitches, apron form- 
 ing a bag, plain under waists, hemiming of table linen and 
 plain pillow cases, simple dust caps, crochet edges, doll 
 dresses, fancy articles for Christmas. 
 
 Review stitches used in the fourth grade and teach the 
 following: gathering, half-back stitch, ‘French seam and over- 
 casting. 
 
 Talks on the “manutacture, of. the needle, pins an@ 
 thimble. 
 
 Sixth Grade. 
 
 Sewing bag for new work, made of strong material in 
 the form of an envelope, fancy tea aprons of different designs, 
 fancy doll dresses, plain underwaists and skirts, laundry bags, 
 caps, doilies; embroidery on towels or fancy darning; crochet 
 yokes, slippers, edgings, etc.; darning of stockings and mend- 
 ing of clothing; Christmas work. 
 
 Learn to use simple patterns. 
 
 Short talks on the manufacture of the scissors, thread, 
 buttons, and hooks and eyes. 
 
Ase 
 
 ~~» 
 
 ce BE SBS StS oS Sa SS a a hr Lao CR 
 otk) fe st etnaacn ‘ : . 
 
 81 
 Teach the following stitches: blanket, buttonhole and 
 
 darning stitches. Hemming placket and straight placket, and 
 the sewing on of lace. 
 
 Seventh Grade. 
 
 Sewing bags for the work, cooking aprons, gored skirts, 
 chemise, blouse waists, corset covers, fancy aprons and caps, 
 drawers, plain night gowns, crochet articles and tatting. 
 
 Instruction in the hygiene of the clothing and the care 
 and repairing of the same. ~ 
 
 Bias cutting and piecing ; hemstitching, single and double; 
 shirring; flat fell and French fell; cutting from commerciai 
 patterns. 
 
 Instructions on using the machine. 
 
 Talks on the growth and manufacture of cotton and wool. 
 
 Eighth Grade. 
 
 Night gowns, corset covers, combination suits, middies, 
 princess slips, under skirts, drawers, plain dresses, embroider- 
 ing, tatting, crochet, ornamental darning and applique work. 
 
 Lessons on darning tears in woolen clothing with silk, 
 raveling or hair; slip or blind stitching, tucking, ruffling, etc., 
 piping and binding. 
 
 Textiles. This may include the study of the arts of weay- 
 ing and knitting. History of the evolution and manufacture 
 of textile industry. Dyeing and cleaning; widths, prices and 
 qualities of materials and the proper economy in the use of 
 the same. 
 
 Discussions on good taste in dress and the proper combi- 
 nations of color in the home. 
 
 Discuss home decorations. 
 
 Ninth Grade. 
 
 ———— —__— —_—_}—__ +. 
 
 III. DOMESTIC SCIENCE. 
 
 One of the key notes of education today is, “No impres- 
 sion without expression.” If this is true, there are no subjects 
 so well equipped to bring about the desired results, as do- 
 mestic science and art, or the different phases of handwork. 
 Here is the material into which the child may mold and shape 
 his ideas, bring his creative faculty into play, and at the same 
 time, satisfy his need for bodily activity. 
 
 The child is interested in his surroundings; in doing the 
 
82 
 
 things he sees being done; in dealing with real things and 
 real experiences. Thus it is that domestic science affords the 
 school a field for the expression of knowledge gained in other 
 subjects, and it is through this means also, that the home and 
 the school are brought into closer relation, the school not 
 being an institution of isolated facts, but a place where the 
 daily life in the exercise of tasks and social obligations may — 
 be 'more natural and have something of the home atmosphere. 
 
 While domestic science furnishes a field of expression for 
 most subjects of the curriculum, it is more closely related to 
 history, geography and nature study. The home as a social 
 center, the many problems of food and clothing, of primitive 
 people, early pioneers, and mpdern life; the food. products 
 and textile industries of different countries—all furnish a 
 background of a social, industrial and cultural nature. 
 
 Domestic science—while lending itself readily to corre- 
 lation and furnishing a field for the activities, has a thought 
 side of its own which should not be lost sight of. In the lower 
 grades where the child is interested in mere doing—stirring 
 mush, and watching it boil, for instance—the activity side 
 predominates, and the work is of a more constructive nature; 
 but in the higher grades he begins to find out things for him- 
 self ,to experiment, to reason from cause to effect. He finds 
 that. he is dealing with natural forces and wishes to know 
 how he can control them. Here, then, he is making deduc- 
 tions and, all unknown to himself, is cultivating judgment, 
 self-control and responsibility. 
 
 First Grade. 
 
 Correlation with geography in study of farm and dairy. 
 Farm products. used in simple cookery. Preparation and 
 cooking of vegetables. Making of butter. 
 
 Activities of home emphasized by washing doll clothes, 
 furnishings of doll house, and dusters used in the school room. 
 Cooking of simple dishes as milk toast, cocoa. 
 
 Boxes made at holiday time are filled with products 
 cooked by children and given as presents. 
 
 Through various lessons their arithmetic is brought into 
 the work. 
 
 Second Grade. 
 
 Canning, sealing, and labeling of fruit in the fall. 
 
 Social side brought forth by serving of group lunches. 
 
 Portions of food made are sold in the play store where 
 child has the experience of changing real money. 
 
83 
 
 Simple dishes made in connection with study of tropical 
 fruit. 
 
 Bread making to illustrate the use of flour. 
 
 Mieasurements, 4%, 4, % used in all lessons. 
 
 Third Grade. 
 
 Cooking. Preservation of fruits in the fall. Care of fresh 
 fruit. Purpose of preservation. Different ways in which 
 mother puts up fruit. Canning of peaches, sealing, labeling, 
 testing to determine if air-tight. Preserving of pears; differ- 
 
 i. ence between canning and preserving; proportions of sugar 
 and fruit used. Making of jam; difference between preserves 
 and jam. Kinds of fruits used; method of making. 
 
 Vegetables. Classification as to kinds to be had all the 
 year; those to be had only at certain seasons. How to keep 
 perishable vegetables. Different ways of cooking vegetables 
 —potato used as type. Simple experiments to determine what 
 the potato contains; as water, starch, cellulose. 
 
 Cooking. Cereals: Kinds of breakfast foods in use in 
 the homes; their source. Samples of each compared with 
 whole grain to determine method of manufacture. Experi- 
 ments to determine why the whole grain is not cooked. Cook- 
 ing of cracked, rolled and finely ground preparations. Experi- 
 ments to determine how to add a finely ground preparation to 
 boiling water without lumping. 
 
 Lessons are given to show the relationship in measure- 
 ments of pints, quarts and gallons. 
 
 Fourth Grade. 
 
 Cooking. ‘The different cooking processes are studied and 
 simple dishes are prepared to illustrate each of them. 
 
 Food problems of the Utah pioneers, with especial em- 
 phasis on the means of preservation at their disposal. In this 
 connection, the methods of food preservation of today will be 
 studied. Serving of pioneer dinner. 
 
 Fifth Grade. 
 
 Cooking. In connection with colonial life. (See history 
 and geography outline.) 
 
 Cooking of Colonial Dishes. Comparison of colonial with 
 modern recipes, ingredients, utensils, etc., and relation of these 
 differences to the condition of the times. 
 
 Sixth Grade. 
 
 The fool products of various countries are studied with 
 
84 
 
 various ways of cooking and serving the most characteristic 
 
 products. 
 Sanitation is considered through the direct reference to 
 
 and use of kitchen and dining room, cleaning floors, windows, 
 furniture, glassware, silver, and linen. 
 
 Seventh Grade. 
 
 Study and cooking of the various food principles. Car- 
 bohydrates, protein, fat, water, and mineral salts. 
 
 Cooking. The study of leavening agents. Making of 
 batters and doughs to illustrate each; use of air in popovers; 
 eggs in sponge cakes, soda and sour milk in griddle cakes, 
 baking powders in muffins, yeast in bread. 
 
 Eighth Grade. 
 
 Canning, preserving, drying, and picking of fruits and 
 vegetables studied extensively in fall. 
 
 The study of cost and combinations of food through servy- 
 ing of balanced meals for guests. Care of dining room, table 
 linen, silver, china, and cooking utensils. 
 
 Ninth Grade. 
 
 A study of food is made on the meal basis. Appropriate 
 dishes for breakfast, dinner, supper, lunch. 
 
 Preparation of meals with emphasis on adequate food 
 value at minimum cost, with attractive service. 
 
 IV. HANDWORK. 
 First Grade. 
 
 The Home. Furnishing the playhouse. Rugs made of 
 cotton cloth, raphia and yarn. Hammock made of twine, ma- 
 crame cord, corn husks, raphia, etc. Towel made of knitting 
 cotton. 
 
 Number Work. Candy boxes, books for flowers. 
 
 Special Work. Serap book, May basket of raphia or 
 paper, spool knitting. 
 
 Second Grade. 
 
 Wool Work. Doll’s sweater, stocking cap, hood, muff and 
 scarf, Tam O’Shanter, blanket. 
 
 Cotton. Holder, marble bag and duster. 
 
 Number Work. Books, envelopes and boxes. 
 
 Special Work. May basket, jute book bag. 
 
85 
 Third Grade. 
 
 Community rug. 
 -Flower pot cover, mat, porch pillow and book holder made 
 of raphia. 
 
 ' Fourth Grade. 
 Crocheted rug. 
 
 Baskets. Reed and willow. 
 Table mats of knitting cotton. 
 Cross Stitch. Needle books or pillow covers. 
 
 Fifth Grade. 
 
 Rugs and cloth woven on large hand looms. 
 Stenciling. 
 Cross stitch. 
 
 Sixth Grade. 
 Basketry. Raphia, pine needles, grasses and rush. 
 Seventh Grade. 
 
 Book binding. 
 More difficult work in basketry. 
 
 Eighth Grade. 
 Leather Work. Tooled and cut. 
 | Ninth Grade. 
 Embroidery and applique. 
 
 MUSIC. 
 
 The function of a music course in the grade schools is 
 manifold. If it completely performs its functions, it will de- 
 velop in the child a musical voice and teach him sight singing ; 
 it will inspire in him a love for good music and, as the course 
 progresses, tend to induce musical interpretation. In order to 
 accomplish this the child must be given as large and as varied 
 a musical experience as possible. 
 
 A large musical experience is a condition of growth. 
 Throughout the grades familiarize pupils with good songs, 
 selections from operas and oratorios, and good instrumental 
 music. This is made possible by giving concerts in the grades, 
 
86 
 
 by having one grade sing for another, by inviting outside - 
 artists to the school, by encouraging the children to go to hear 
 good music, and by the use of the victrola. Special programs 
 emphasizing the compositions of the masters should be given 
 from time to time as a culmination of the study of a particular 
 artist’s work and also as a basis for comparison. Programs 
 consisting of selections from many musicians and of original 
 work by the children but focused upon a central thought, such 
 as the spirit of Christmas or the spring festival idea, provide a 
 means for much pleasurable study during the preparation, and 
 afford keen enjoyment in the presentation. If this work is 
 carried on throughout the years of the elementary school the 
 children will grow in appreciation for what is best in music 
 and acquire facility in mastering its mechanics. 
 
 : The daily music period should be a joyous one and should 
 
 permit of great spontaneity on the part of the child; yet cer- 
 tain details of technique must not be ignored. Attention must 
 be paid to good posture, correct breathing must be insisted 
 upon, and clear enunciation and accurate pronunciation must 
 not be neglected. As there is a lack of real tone in children’s 
 voices, the work in music may be of inestimable value in train- 
 ing the speaking voice. Open harshness and loudness must be 
 avoided, and a sweet natural quality of voice developed. It is 
 a mistake to expect much volume from children. 
 
 Individual singing is just as important as assembly sing- 
 ing. It should be encouraged in every grade and ample pro- 
 vision made for it. Individual singing and the writing of orig- 
 inal musical compositions furnish excellent opportunities for 
 self-expression. 
 
 Original song writing should be encouraged, not only for 
 the opportunity it gives the child to express himself but also 
 because it puts meaning into the mechanical symbols by 
 means of which he must interpret printed music. To further 
 the latter end much dictation work is needed and should be 
 given in all grades where there is note reading. 
 
 A piano and a victrola are necessary adjuncts to the mu- 
 sic equipment of a school. The piano accompaniment should 
 be used in all grades; in the first and the second, as an aid in 
 teaching note songs; and in the grades above, after the song 
 has been learned by note. The victrola furnishes a means by 
 which children may be taught to recognize instruments of or- 
 chestra and band; it assists in training the sense of rhythm, 
 and, if good records are used, develops an appreciation for 
 what is best and most beautiful in music. 
 
87 
 
 First Grade. 
 
 Rhythmic games, accompanied by selections from the best 
 composers. The child should be allowed to determine for him- 
 self the movements he will employ. 
 
 Many rote songs should be taught, but only the best from 
 the standpoint of melody, rhythm, and word setting. 
 
 Correct Monotones. Unify voices by means of calls; for 
 example, children’s calls: Ma—ry (1—8), hoo—hoo (3—1); 
 Newsboy’s call, morn—ing (8—8) pa—pers (6—8); vender’s 
 call, ap—ples (5—8). 
 
 Part measure developed through the ear. 
 
 Establish tonality. ; 
 
 Second Grade. 
 
 Additional songs learned by rote. 
 
 Present scale as song. ¢ 
 
 Put the scale on the staff in different keys. 
 
 Tone relation—from rote to note singing’; use a short 
 familiar rote song as a basis. Notes are pictures of tones. 
 
 Plan: 
 Ear. 
 
 I. Sing song with words. 
 Note direction of melody. 
 Sing the sol-fa syllables. 
 Discover tone lengths. 
 
 Eye. 
 i Sine with ‘picture. 
 
 Relate eye to ear. 
 Apply in new material containing the same problems; 
 pen 2/4, 03/4, 4/40 2. 
 Begin simple sight reading from such books as “The Pri- 
 mary Melodies,” or the “Congdon Music Readers.” 
 Begin composition work. 
 
 Third Grade. 
 
 More independent sight-reading. Ear training. 
 
 Teach how to find do in each of the nine common keys. 
 
 Written exercises from simple dictation. 
 
 Teach children to recognize rhythms and part measure 
 from singing and from the victrola. 
 
 Develop 6/8 measure by means of a familiar song. 
 
 Begin the study of the orchestra by means of the victrola. 
 
88 
 
 Teach supplementary songs from the masters by rote, 
 giving special attention to expression, tonality, and rhythm. 
 
 While the Wagner Opera Stories are being studied, se- 
 lections from the operas should be played for the purpose of 
 stimulating musical appreciation and enjoyment of the more 
 serious compositions, and also for the purpose of helping chil- | 
 dren to recognize the different motives. 
 
 Fourth Grade. 
 
 Simple sight reading continued. 
 
 Two notes to the beat introduced, usually represented by 
 two eighth notes. 
 
 Sharp four and flat seven presented in their simplest pro- 
 gressions. 
 
 Introduction of rounds and simple two-part songs. 
 
 More attention to key signatures and to pitch names. 
 
 The writing of exercises from dictation as an aid to read- 
 ing more readily in the different keys. 
 
 Give children much opportunity for individual singing in 
 order to develop independence and confidence. 
 
 Supplementary and original rote songs for special occa- 
 sions. . 
 
 Fifth Grade. 
 
 Up to this time the study of rhythm has been more or less 
 incidental ; in the fifth grade it becomes the central problem. 
 The points to be developed are as follows: 
 
 I. Mark the measure. 
 II. Sing with the after beats. 
 Ill. Subject of rhythmic analysis. 
 
 Observe the phrase. 
 Observe the accent. 
 “Discover measure. 
 Analyze the pulse. 
 (aie eC Ol, ten iiey pea te 
 (b).:dtear tones: 
 (c) Describe lengths in relation to each other— 
 equal, long, short. 
 (d) Represent notes by writing. 
 
 poe wae 
 
 IV. Rhythmic types. 
 
 V. Drill. After much recognition of rhythmic types in 
 songs dictate the measure desired and the type; use the arpeg- 
 gios in drill. | 
 
 [2 
 oe 
 
89 
 
 o 
 
 Write a melody on the staff changing the rhythm, but 
 leaving the melody unchanged. 
 
 Frequent written exercises are given with a view to es- 
 tablishing the relation between the tune and the printed tech- 
 nical form. The best means of approaching this is through 
 - the original compositions of the children. When a. child sees 
 his own tune translated into written form the significance of 
 what might forever remain a system of meaningless symbols 
 becomes apparent to him. 
 
 Study of intermediate tones leading to the chromatic 
 scale. 
 
 All the sharps and flat seven developed and approached 
 or followed stepwise. 
 
 Aim to develop such independence in sight reading that 
 ‘simple songs may be sung without the use of the syllables. 
 Two part singing continued. 
 
 Sixth Grade. 
 
 Writing of melodies presented orally. 
 
 Continue work with intermediate tones and develop the 
 chromatic scale. . 
 
 Exercise in tone making. 
 
 Composition work continued. 
 
 Complete the study of rhythmic types. 
 
 In this grade place special emphasis upon the sight singing 
 of two part music and during the second half of the year begin 
 work with three parts. Divide the class into groups and let 
 the groups exchange parts frequently. 
 
 Encourage individual work by having the children sing in 
 small groups, two or three carrying each part. 
 
 ARITHMETIC. 
 
 The foundation of all arithmetical work, computation and 
 comparison, should be laid in the social needs of the school 
 community. The school store, shop, kitchen, garden, etc., 
 should be made the necessity for introducing the child to the 
 varied applications of mathematics and their processes of com- 
 putation. 
 
 New principles can be best understood if worked out at 
 the time they are needed in the school activities. 
 
 The essentials in arithmetic, somewhat in the order of 
 their importance, are: 
 
 1. Number concepts. These are the primary stuff out of 
 which mathematical knowledge is created. They come into 
 
90 
 
 the mind, through the senses and muscles, as.a result of con- 
 tact, experience, with stimulating things in the environment. 
 No amount of mere juggling with empty figures will supply 
 to the mind for its growth these indispensable images. 
 
 2. Mathematical relations—the number relations the 
 ‘mind sees.or finds between quantities or between the images 
 (concepts) of quantities. Thinking in arithmetic consists in 
 establishing these relations. 
 
 3. Expression of number ideas (concepts, images) and 
 relations through the use of symbols (figures, signs, etc.). 
 
 4. Manipulation of figures in what are known as the fun- 
 damental operations of arithmetic (addition, subtraction, 
 multiplication and division). 
 
 Accuracy and rapidity in the use of figures are desirable 
 accomplishments and call for much practice under healthful 
 stimulation. It should be borne in mind, however, that experi- 
 mental psychology has proved that too much pressure, exerted 
 for the purpose of securing exaggerated “results,” is really 
 harmful. 
 
 Among the desirable results to be obtained from a good 
 course in Arithmetic, properly pursued, are these: 
 
 I. Thinking. 
 
 f 
 
 1. Preliminary to this thinking, and an essential part of 
 
 it, is sense training in development work. The purpose of de- 
 velopment work is to appeal to the understanding through the 
 senses and the muscles in order to acquire, enlarge, and make 
 clear number concepts (images). 
 
 2. The power to image (to call up, through symbols, 
 number concepts in the mind) is very important, as it leads on 
 to abstraction, without which no progress in higher mathe- 
 matics is possible. 
 
 3. As all thinking consists in establishing relations, the 
 ability to see or find mathematical relations is a matter of par- 
 amount importance. 
 
 4. Inference is the best proof of thinking, of seeing rela- 
 tions. Tell children less; make it possible for them to infer 
 more. All principles should be a matter of inference on the 
 
 part of the pupils. Even the rules of arithmetic should first of 
 
 all, be the child’s own statement of relations seen and infer- 
 ences made. 
 
 5. The purpose of all fixing work is retention by the 
 memory of principles and processes. It is easier, more eco- 
 nomical in every way, to remember things that are under- 
 
 stood. Hence the memory should be exercised on those prin- — 
 
 ciples, facts, rules, and operations that are thoroughly under- 
 stood as a result of careful development work. 
 
91 
 
 Since repetition is still the mother of learning, reviews 
 and summaries are desirable; teachers should keep in mind 
 the bad effect of mere lifeless, parrot-like repetition and real- 
 ize that the best way to review is to view again from a new 
 angle, to see the same thing in new relations or different con- 
 ditions. Even drill for desirable automatic results should 
 never become a non-intelligent exercise. 
 
 II. Expression of thought. 
 
 In mathematics the best expression for a thought is an 
 equation in one or other of its two forms; that is, with the 
 signs used or, the signs not being used, with the given and de- 
 sired quantities briefly labeled for identification. The value 
 of the equation cannot be over-estimated in arithmetic. The 
 final form of statement for a problem should be not one or 
 more isolated patches of figuring, but a clearly defined and 
 properly balanced equation. Compte says: “Equations con- 
 stitute the true starting point of arithmetic.” Herbert Spencer 
 means the same thing when he says: “The fundamental idea 
 underlying all mathematics is that of equality.” We get at 
 this idea of equality through comparison; this gives us the 
 equation. 
 
 All experimental work—all tentative or trial approaches 
 to a solution of a real problem—should be made in the child’s 
 own way, and not according to some set form superimposed 
 upon him from the outside, say by the teacher. or a text book; 
 it should be a very individual matter. So should be his talk 
 about the conditions he sees, the relations he discovers. Other- 
 wise something or somebody will get in the way of his think- 
 ing. And yet the teacher should watch carefully the final 
 form in which he delivers the result of his work, in order— 
 for the sake of clear thinking—to keep the expression of his 
 thoughts as good as the thought itself. 
 
 The language of the explanation should be simple and 
 direct. It should not be cluttered up with such terms as “if” 
 and “since” and “therefore.” These words may be needed 
 sometimes and should be used as naturally as any others, when 
 they are, but the teacher should not insist upon their formal 
 use. 
 
 The pupil’s language should be gramatically correct. Sep- 
 arate language lessons, including exercises in grammar, will 
 do little good, if in the arithmetic class and elsewhere poor 
 language is accepted. Encourage pupils to use the best lan- 
 guage they are capable of using. Once in a while the solution 
 of a problem should be written out in full. So written, it 
 should consist of one or more good, clear, straight-forward 
 
whe 
 
 sentences. This will help to make and keep the oral explana- 
 tion what it ought to be. 
 
 The language of the explanation should be mathematically 
 correct. It is often grotesquely incorrect. For instance, pu- 
 pils are often allowed, if not taught, to say that feet multiplied 
 by feet give square feet, etc. 
 
 III. Growth (education in Honesty). 
 
 The course in mathematics can be made to contribute to 
 character building, as well as to intellectual keenness, only 
 when it is properly conducted by the teacher who knows how 
 to motivate much of the work for children, and who refuses 
 to put the subject on the artificial basis indispensable to most 
 of the marking systems and standardizing movements. 
 
 Arithmetic should somehow function in the school and 
 home life of the child in the grades; that is, it should have 
 meaning and purpose from his point of view. It should not 
 be treated as a thing apart from all his other studies and ex- 
 periences, but to him it should be immediately useful in doing 
 and comprehending much of his other work. It should be so 
 much worth while as to induce in him sincerity of motive in 
 approaching what might otherwise be a piece of unreasonable 
 drudgery, honesty of effort never found in doing a school task, 
 pride in overcoming difficulties that stand in the way of a de- 
 sired end, and pleasure in arriving at a correct result upon the 
 accuracy of which something more than mere accuracy de- 
 pends. 
 
 First Grade. 
 
 Counting. In the counting let children feel a purpose.: 
 
 For instances, let them count the number present each morn- 
 ing. In all games there is more or less counting. In ‘some 
 an equal number is required on the two sides. Counting is 
 necessary to see that the sides are even. In other games a 
 leader may take ten or a dozen or some other number from the 
 room, return and dramatize. In a short time this counting 
 can be done by 2’s and 3’s. 
 
 In games such as ring-toss, reading and writing of num- 
 bers; also simple addition and subtraction. 
 
 In dramatization of milkman, actual use of pint, quart, 
 and gallon measure; also use of toy money. Simple computa- 
 tions based on practical experience. 
 
 Counting and measuring as a means of verification in all 
 constructive work, domestic science, etc. 
 
 Second Grade. 
 
 Expand and make more definite the work of the first 
 
 grade. 
 
 a 
 - af 
 3 
 
93 
 
 Dramatization of the store. Buying and selling of all the 
 common articles of the store in its relation to the needs of the, 
 home—many of these articles to be made in the manual train- 
 ing, handwork and art departments. Making of change; use 
 of real and toy money; table of United States money de- 
 veloped. 
 
 Use of scales in buying and selling by the ounce and 
 pound; use of linear, liquid and dry measures. 
 
 Buying and selling by the dozen. 
 
 Estimates of number, length, bulk, ete etc., with 
 counting and measuring as a means of verification. 
 
 Use of 1-2, 1-4, 1-8 in constructive work, domestic science, 
 CLC 
 Number work in connection with the study of time and 
 the time relation. Telling time by the clock in hours, minutes 
 and seconds. Counting by 5’s. Different ways of telling time; 
 use of the sun dial, hour glass and pendulum; number work 
 involved. 
 
 Estimates of time; use of watch or clock for verification. 
 
 Third Grade. 
 
 Review and extend the work of the second grade. Cor- 
 related number work, especially that connected with nature 
 study, domestic science, constructive work and art. 
 
 Number work involved in the study and use of the ther- 
 mometer, the necessity for the use of the thermometer arising 
 in the nature study (meteorological record, etc.), and geog- 
 raphy (study of grain areas, fruit regions, etc.) 
 
 Separation of the year into seasons; number work con- 
 nected therewith. 
 
 Separation of the year into months, weeks, and days. 
 Making of calendars for recording and preserving these data, 
 number work involved. 
 
 Summary of weights and measures used in | this and previ- 
 ous grades. 
 
 Counting by 2’s, 5’s, 10’s, 3’s, 4’s, 6’s. 
 
 Use of 1-2, 1-3, 1-8, 2-3, 3-4 in constructive work, domestic 
 science, etc. 
 
 Importance of developing the fundamental mathematical 
 idea of equality, more and less, and times or ratio. Constant 
 use on the part of the teacher of the written equation. 
 
 Perimeters of rectangles, equilateral triangles, and irreg- 
 ular figures with a part of one side not given. Cost of fencing 
 a garden; molding about a. room, etc. In all work make use, 
 when possible, of the fractional forms already developed. 
 
 The forty-five combinations. 
 
 Addition and subtraction to three-place numbers. 
 
94 
 
 Multiplication table through the 6’s. 
 
 Process of multiplication and short division. 
 
 Teacher make use of Hoyt and Peet’s Arithmetic, Book 
 I, Chapters 1, 2, and 3. 
 
 Review work of lower grades. 
 
 Correlated number work in connection with other sub- 
 jects of study. 
 
 Multiplication of three figures. 
 
 Long division with two figures in the divisor. 
 
 Complete the multiplication table. 
 
 Work on perimenters of rectangles and triangles con- 
 tinued. a 
 
 Area of rectangles (book covers, boxes, flower-beds, 
 garden plots measured in inches, feet, yards and rods) in- 
 volving use of simple fractions. 
 
 Right triangle seen as a rectangle with the same base 
 and half the given altitude. 
 
 Table of square measure developed to square rod. 
 
 Continue work with United States money, but do not 
 
 teach decimals as such. 
 
 Rapid combinations and other drill work for fixing prop- 
 erly developed mathematical ideas and relations. 
 
 Fifth Grade. 
 
 Review of all work on tables, perimeters, area, volume, 
 common fractions, the fundamental processes and other work 
 of previous grades. 
 
 Extend the work in long division. Teacher’s original 
 problems should be drawn from data connected with geog- 
 graphy, nature study, domestic science, handwork, school 
 garden, etc.; also with perimeters and areas of rectangles, 
 pentagons and hexagons; also with volume of rectangular 
 solids. 
 
 A thorough study of common fractions, work to be made 
 concrete through objective and graphic representation. To- 
 ward the end of the year teach the device for finding the com- 
 mon denominator. 
 
 Volume of rectangular solids. Cubical contents of boxes, 
 rooms, excavations, stonework, etc., dimensions to involve use 
 of simple fractions. 
 
 Sixth Grade. 
 
 Thorough review of all fifth and lower grade work. 
 Correlated work in connection with geography, domes- 
 tic science, constructive work, school garden, etc. 
 
 , y 
 
95 
 
 Work with integers and common fractions should be ex- 
 tended to more difficult problems. 
 
 Development of addition, subtraction, multiplication and 
 division of decimals through objective and graphic work as in 
 the development of common fractions. 
 
 Study of the circle. Radius, diamieter, circumference and 
 area. Lead children to see the circle composed of many tri- 
 angles which can be made into a rectangle with a base equal 
 to half the circumference and altitude equal to the radius. 
 Develop the ratio of circumference to diameter and diameter 
 to circumference by actual measurement. ! 
 
 Extend the work in area to include the surface of cylin- 
 ders. 
 
 — 
 
 PHYSICAL EDUCATION AND HYGIENE. 
 
 Proper physical development is essential to mental 
 growth. Exercise, fresh air, and whilesome food are neces- 
 sary to good health. The social work of the school gives the 
 best opportunities for learning and putting into practice the 
 laws of health. Domestic science supplies the child with 
 knowledge and training with respect to home sanitation, and 
 lessons in personal hygiene grow out of nature study and ele- 
 mentary science. 
 
 Games, rhythmic exercises and other school room activi- 
 ties. Systematic direction in gymnasium work. Careful ex- 
 aminations, tests, and measurements of children. 
 
 Special attention to the study of Hygiene in the sixth 
 grade. 
 
 + 
 JUNIOR HIGH SCHOOL. 
 
 ENGLISH. 
 
 —__—}—_ 
 
 The three years English course takes two definite forms, 
 structural English, or language study (grammar, spelling, and 
 composition) ; and cultural. English, or reading and literature. 
 
 Structural English. The ends to be reached by this part 
 - of the course are: (1) Ability to express thought sincerely, 
 clearly, correctly; (2) ability to tell a good story (narration), 
 
96 
 and to give a picturesque account of a person or of a scene 
 (description). 
 
 Grammar. The two objects of the study of grammar are: 
 (1) To train pupils by repeated exercises in the habitual use 
 
 of standard English; (2) to give pupils unconscious skill in 
 
 getting quickly the essential thought elements of a sentence. 
 
 The nature of the study is inductive. ‘Classifications and « 
 
 rules are arrived at through a study of illustrations, so that 
 they have some of the impressions of personal discovery. 
 Grammatical terms are taught through their derivation and 
 use. . 
 
 Illustrative sentences are invented for the occasion or 
 taken from the written compositions and oral speech of the 
 pupils. 
 
 Seventh A. 
 
 1. Parts of speech with much drill on their classification. 
 
 2.. Sentence with subject and: predicate. HKxercisés im 
 finding the subject in a great variety of sentences, including 
 transposed and somewhat involved ones. Special study of sen- 
 tences beginning with “It” and “There.” Tabulation of dif- 
 ferent words and word groups used as subjects, to train the 
 pupil in using a greater variety of sentences and not to seize 
 upon the first noun in the sentence as subject. 
 
 3. Declarative, interrogative, imperative and exclama- 
 tory sentence. 
 
 4. Use of nominative case for subject. 
 
 5. Plural forms of nouns studied in the spelling period. 
 
 6. Modifiers of subject. 
 
 (a) Possessive noun. Rules for formation are 
 taught during spelling period. 
 
 (b) Adjectives and their comparison. 
 Exercises in use of vivid and picturesque adjec- 
 tives are given in comlposition period. 
 
 7. Phrase used as adjective. 
 
 8. Correction.of sentences containing typical grammatt- 
 cal errors observed by teacher and pupils during the school 
 term. 
 
 Note: Diagramming is used only as a means of aiding 
 the pupils to see grammatical relations and is used principally 
 by the teacher. 
 
 Seventh B. 
 
 1s Review, 
 2. Exercises in finding the predicate in a great variety 
 of sentences. 
 
97 
 
 3. A tabulation and consideration of the many kinds of 
 predicates and of the varieties of verb forms essential to 
 these predicates. 
 
 4. Compliments, object and subjective. 
 
 5. Objective case. 3 
 
 6. Study of the difference between the use of the nomi- 
 native and objective case of pronouns. Correction of sen- 
 tences containing common errors in the use of “I” and “me,” 
 he and him,” “who. and whom;” etc: 
 
 7. ‘Modifiers of verb; adverb and adverbial phrase. 
 ~Choice of adverbs taught in composition period. 
 
 _ 8. Comparison of adverbs. 
 
 9, Indirect object. 
 
 10. Adverbial noun. 
 
 11. Appositive and term of address. 
 
 12. Exercises in correct use of common irregular verbs: 
 sit and set, lie and lay, etc. 
 
 13. Exercises in correction of sentences containing typ- 
 ical errors in the use of adjective for adverb. 
 
 Eighth A. 
 
 1. Review with emphasis upon quick detection of sub- 
 ject, predicate, and complements. 
 
 2. Objective complement. 
 wy study ofthe verb. - 
 
 4. ‘Classification of sentences into simple, complex and 
 compound. . 
 
 5. Adjective clause with many exercises in rewriting of 
 sentences substituting adjectives for phrases and clauses and 
 the reverse. Such exercises are helpful in creating facility of 
 expression. 
 
 6. Relative pronoun. 
 
 7. Restrictive and unrestrictive clauses. Practice in 
 using them is taken up in composition period. 
 
 8. Noun clause with connecting words. 
 
 Eighth B. £ 
 
 1. Review with emphasis upon the complex sentence. 
 
 2. Adverb clause with exercises in the substitution of 
 adverb for adverbial phrase or clause, and the reverse. 
 
 3. The infinitive and participle. 
 
 Many exercises in forming variety of sentences through 
 use of infinitive and participle. ‘Correction of sentences where 
 they are used incorrectly. 
 
 ¢ 
 
98 
 
 4. Analysis of sentence into: . 
 (a) Essential parts. 
 (b) Modifying parts. 
 (c) Connecting parts. 
 
 5. 'Correction of typical errors. 
 
 Ninth A. 
 
 1. Review of grammar with emphasis upon the verb 
 and pronoun. 
 
 2.2 x. Peneral strengthening of essential parts of gram 
 mar in which class is found to be weak. 
 
 ——— 
 
 LANGUAGE AND COMPOSITION. 
 Bae EG 
 Seventh A. 
 
 “True ease in writing comes from art, not chance.’’— 
 Pope. 
 1. Using the parts of speech. 
 (a) The adjective as the picture element of the sen- 
 tence. Exercises in choice of adjectives. 
 (b) The descriptive paragraph. 
 (c) Letter descriptions. 
 (d) Word portraits. Cartoons in words. 
 (e) Picturesque comparisons. 
 ({) Descriptions of scenes visited by pupils culmi- 
 nating in a sketch book. 
 2. The unity of the paragraph. 
 
 3. The adverb as a descriptive element and exercises in 
 choice of adverbs. 
 
 Seventh B. 
 1... Narrative of .child’s own expériences.  Spontaneus 
 and vividness are the characteristics to be most encouraged. 
 2. sentence clearness. 
 3. Conjunctions in pairs or correlatives. 
 
 4. Direct and indirect discourse,—with the use of quo- 
 tation marks. 
 
 5. Explanatory paragraph. 
 (a) Work of the home. 
 (b) Home pleasures. 
 
 6. Enriching the vocabulary. 
 7. Troublesome verb forms. 
 
99 
 
 8. Poetry: a study of the poet and his art. Attempts at 
 writing poetry. 
 
 9, Creating plays. 
 
 10. ‘Compositions are lengthened to two or three para- 
 graphs, and attention paid to the unity and structure of the 
 
 separate paragraphs. The pupils are encouraged to use the 
 
 metaphor, simile, or personification, to beautify or make clear 
 their meaning. 
 
 Eighth A. 
 
 1. Review work of previous grades in paragraph study. 
 Practice in developing sentences into paragraphs, and _ para- 
 graphs into short themes, the emiphasis being placed upon the 
 unity of thought and construction. 
 
 Subjects are chosen from the pupils’ own experiences, 
 and special interests. 
 
 1. The explanatory paragraph for clear and concise 
 statement of definite information. 
 
 2, The descriptive paragraph in verse and prose. 
 
 3. Character sketches, and brief biographies from 
 history and literature. 
 
 4. The narrative paragraph and its development 
 into the longer story. Imaginative stories grow- 
 ing out of the children’s natural interest in pres- 
 ent day history. Letter-writing in connection 
 with the above forms. Constructive criticism and 
 corrective work in the mechanics of writing. 
 
 IJ. The newspaper and the magazine. 
 
 1. Study of local papers. 
 
 Departments of gathering of news, the editorial, 
 the business office, etc. 
 
 Brief history of the newspaper in America. 
 
 Its importance in our national life. 
 
 Practice in writing the news story the editorial,, 
 the advertisements. 
 
 Making of school newspaper. Christmas number. 
 Patriotic number. Vacation number. 
 
 Eighth B. 
 
 I, Word Study. 
 
 1. Brief history of the English language. 
 2. The dictionary; History of; Division of; Use of. 
 3. Word analysis. 
 
100 
 
 Stems, prefixes, suffixes. History of words. Syno- 
 nyms. | 
 Practice to discriminate shades of meaning . 
 Spelling. 
 
 II. ‘Miscellaneous theme work in exposition and narra- © 
 tive. Argument and debates. - 
 
 III. Autobiography. 
 “The Story of My Life.’-—The writing of a booklet of ten 
 or fifteen chapters of personal experiences. 
 
 Ninth Grade. 
 
 Topics with discussions of points of view. 
 Grouping ideas with study of different kinds of para 
 graphs. . 
 The sentence at work. 
 Using the parts of speech. 
 
 Building a vocabulary. 
 
 Definite work in punctuation. 
 Telling a story. 
 
 Making people understand. 
 
 Making people believe: 
 
 (a) Argument. 
 
 Chiceayebate: 
 
 Letters. 
 
 (a) Personal. 
 
 (b) Formal. 
 
 (c) Business. 
 11. Keeping up with the world. — 
 
 (a) .News story. 
 
 (b) Editorials. 
 
 (c) Advertisements. 
 
 (d) Proof reading. 
 
 (e)° “The magazines. 
 
 Sei Dechy falarel senha) ta fore 
 
 _— 
 oS 
 
 LITERATURE. 
 
 The purposes of the study of literature are: 
 
 1. The development of power to get the thought of the 
 author and to give it sympathetically in oral reading. 
 
 2. “rhe tiberation of:the reasoning taculties, 
 
 3. (Che creation-of'a literary taste: 
 
 4.° A slight comprehension of the relation of literature to 
 history. 
 
ne 
 
 ) 101 
 
 5. The awakening of new ethical ideals. 
 
 6. Joy in self expression. 
 
 7. he discipline of the emotions resulting in Sp le 
 growth. | 
 
 Seventh A. 
 
 The literature for seventh and eighth grades is classified 
 as extensive and intensive. Extension reading has for its 
 ends: 
 
 (1) More practice in oral reading; (2) a familiarity with 
 a wider field of literature. Intensive reading seeks to make 
 reading more a thought process, to develop a literary sense, to 
 get the full beauty and meaning of the selection and to express 
 it adequately. 
 
 I. Extensive Reading: 
 
 1. Evangeline (also intensive in important parts)— 
 Longfellow. 
 
 2. Dickens’ Christmas Carol. 
 
 3. The Alhambra—Irving. 
 
 Il. Intensive: 
 
 bs Sketches ot India. 
 (a) The Ballad of East and West. —Kipling. 
 (b) Overland Mail.—Kipling. 
 (c) Relief of Lucknow.—Whittier. 
 
 2. Thanksgiving Poems. (To be selected.) 
 
 3. Herve Riel—Browning. 
 
 Seventh B. 
 I. Extensive: 
 
 1. Quest of Four-Leaved Clover.—Arnold. 
 2. Sohrab and Rustum.—(Also intensive.) 
 3. Tom Sawyer (for fun). 
 
 Il. Intensive: 
 
 Robert of Sicily—Browning. 
 American Speeches (to be selected). 
 Recent War Poems (to be selected). 
 The Cloud—Shelly. 
 Opportunity. 
 An Order for a Picture. 
 Lyrics (to be selected). 
 For Seon Tne “The Night Has a Thousand Eyes;” 
 “Columbus ;” “How Sleep the Brave.” 
 
 al ON as Se Seen Bi 
 
102 
 
 Eighth A. 
 I. Extensive: 
 
 “Lady of the Lake” (also intensive)—Scott. 
 “Life of Washington’—Scudder. 
 
 “The Perfect Tribute’—Mary Shipman Andrews. 
 “Great Stone Face”’—Hawthorne. 
 
 “He Knew Lincoln’—Ida Harbell. 
 
 | II. Intensive: 
 
 “Vision of Sir Launfal”—Lowell. 
 “Man Without a Country’—Hale. 
 aL he: ShipeGieotabtes: 
 “Michael”—Wordsworth. 
 
 “First Christmas,’ from Ben Hur. 
 “Speech of Patrick Henry.” 
 “Little Brown Baby” and other poems to reflect slav- 
 ery days. 
 
 “Gettysburg Speech” (Lincoln’s). 
 “Pheidippides’—Browning. 
 “Saul’—Browning. 
 
 “Scottish Ballads.” 
 
 Eighth B. 
 J. Extensive: 
 
 1. Julius Caesar (also intensive). 
 2:2 Sort Stories: 
 (a) “Ransom of Red Chief’—O’Henry. 
 (b) . “Gallegher’—R. H. Davis. 
 (c) “Freshman Full-Back’—Ralph D. Paine. 
 (d) “Quality’—John Galsworthy. 
 (e) “A Messenger’—Mary Andrews. 
 (f) “Sonny’s  Christenin’— Ruth McEnery 
 Stuart. 
 (g) “First Christmas Tree”’—Henry Van Dyke. 
 
 II. Intensive: 
 
 1. Modern Speeches. 
 Z. Recent war poems. 
 3. “Captain, My Captain”’—Whitman. 
 Seventh Grade. 
 Reading List. 
 
 “Uncle Remus’—Joel Chandler Harris, 
 “Story of My Life’—Helen Keller. 
 “Rebecca of Sunnybrook Farm,” “ Pénclope’ S Experi- 
 
103 
 
 ences in England,” “Penelope’s Experiences in Ireland,” “Pen- 
 
 _ elope’s Experiences in Scotland,” “Timothy’s Quest”—Kate 
 _ Douglas Wiggin. 
 
 “Jean Valjean”—Sarah E. Wiltse. 
 
 “Tom Brown’s School Days”—Thomas Hughes. 
 
 “Bob, Son of Battle’—Alfred Ollivant. 
 
 “Up from Slavery”’—Booker T. Washington. 
 
 “Alice of Old Vincennes”—A1! Thompson. 
 
 “The Blazed Trail’”—Stewart Edward White. 
 
 “Old Curiosity Shop’—Charles Dickens. 
 
 “Arabian Nights’—Charlotte Yonge. 
 
 “A Boy’s Town”—W. D. Howells. 
 
 “Boy’s Book of Inventions’—Ray Stannard Raker. 
 
 “Robinson Crusoe’—Daniel DeFoe. 
 
 “Kidnaped’’—Robert Louis Stevenson. 
 
 “The Pot of Broth’—Yeats. 
 
 Eighth Grade. 
 Reading List. 
 
 “Arnold’s Tempter Comfort.” 
 “Janice Meredith’—Ford. 
 “The Spy’—Cooper. 
 “The Crisis”—Churchill. 
 “Little Shepherd of Kingdom Come’’—Fox. 
 “Dombey and Son’—Dickens. 
 “Scottish Chiefs’”—Porter. 
 ~ “Rock of the Lion’”—Mary Seawell. 
 “Little White Bird’’—Barrie. 
 “Ramona’—H. H. Jackson. 
 “Hugh Wynne’—Mitchell. 
 “Making of an American”—Jacob A. Rus. 
 “Little Citizens’—Myra Kelly. 
 Parts of “Ben Hur’—Lew Wallace. 
 “Huckleberry Finn’—Mark Twain. 
 “Lay of the Last Minstrel’—Scott. 
 “Electricity for Boys”—Harper. 
 “Soldiers of Fortune’—Richard Harding Davis. 
 “Shakespeare in Tale and Verse’—Laurence Hutton. 
 
 Ninth Grade. 
 Literature. 
 I. From Tennyson’s “Idylls of the King;” “The Coming 
 Giearthnuc, «Gareth and Lynettes*> Che Passing of Arthur.” 
 (To be read for the story and for the poetic beauty of 
 thought and form.) 
 
 II. The Study of a Novel. For intensive study of plot 
 and story structure. For characterization. 
 
104 
 
 Suggested novels: “Ivanhoe,” Walter Scott; “The’ Tale 
 of Two Cities,’ Charles Dickens; “Silas Marner,” George El- 
 lott ; “Lorna Doone,” Richard Blackmoore; “Kidnaped,” Rob- 
 ert Louis Stevenson. 
 
 III. Classic Myths. From outline and library references. 
 
 1. Study of the origin and development of the myth. 
 
 2. Illustration from English literature. 
 
 3. Brief reading of parts of “Ihe Odeésséy, ~or -1 ie 
 Iliad.” 
 
 IV. .A Shakespeare play... “A. Midsummer. Nignes 
 Dream,” “As You Like It,” “A Merchant of Venice.” 
 
 V. A study of patriotic material. 
 
 Speeches, poems and stories growing out of the war. 
 
 Ninth Grade. 
 Reading List. 
 
 “Old Curiosity Shop,’ “Our Mutual Friend,” “Dombey and 
 Son,” “Tale of Two Cities,’ “David Copperfield’”—Charles 
 Dickens. 
 
 “Lorna Doone’’—Richard Blackmore. - 
 
 “Deerslayer,” “Last of the Mohicans’—James Fennimore 
 Cooper. 
 
 “Little Citizens’—Myra Kelley. 
 
 “Captains Courageous,” “Plain Vales of the Hills? “Kim 
 —Rudyard Kipling. 
 
 “Our National Parks”’—John Muir. 
 
 “Kidnaped,” “Treasure Island,” “Travels with a Donkey” 
 —Robert Louis Stevenson. 
 
 “The Last Days of Pompeii,” “The Last of the Barons”— 
 Bulwer-Lytton. 
 
 “Ramona”—Helen Hunt Jackson. 
 
 ‘A. Yankee in’ King Arthur's: Court, “Joan ot are, 
 “Prince and Pauper’—Mark Twain. 
 
 “The Call of the Wild,” “White Fang”—Jack London. 
 
 *“Anne of Green Gables,’ “Anne of Avonlea,’ “Anne of 
 the Island,” “Anne’s House of Dreams”—L. M. Montgomery. 
 
 “Rebecca’—Kate Douglas Wiggin. 
 
 “The Virginian”’—Owen Wister, 
 
 “Over the Top’—Guy Empey. 
 
Teh eg. 
 
 105 
 ORAL EXPRESSION. 
 
 Ninth Grade. 
 
 “Of equal honor with him who writes a grand poem is he 
 who reads it grandly.” 
 
 To interpret literature is to think and feel with the author. 
 Oral expression goes one step farther. The reader must give 
 that feeling through bodily expression, and adequate expres- 
 sion depends upon the responsiveness of the body to the emo- 
 tions. 
 
 This course then has for its aims: first, right thinking and 
 feeling ; second, training of the voice to be flexible and respon- 
 sive to the thought and feeling; and third, teaching the will to 
 control the voice, the mind, and the heart. 
 
 ELEMENTARY SCIENCE. 
 
 Work in the junior high school should be focused upon 
 subjects that seem to appeal to pupils of that age. Field trips 
 to stimulate uncommon thinking about common things: Lab- 
 oratory tablets kept to stimulate accurate conclusions. 
 
 ELEMENTARY AGRICULTURE. 
 
 Seventh Grade. . 
 
 Study of soils, physical and chemical properties; crop re- 
 lation. 
 
 Plant Studies. Cereals, legumes, fibre crops, root crops, 
 and fruit crops. 
 
 Care of Crops. Elimination of pests, irrigation, cultiva- 
 tion, harvesting, storing and marketing. 
 
 Farm animals; types and grades, ability to know a good 
 animal. Feeding, housing treatment and sanitation. 
 
 Farm management; marketing, farm accounts. 
 
 Eighth Grade. : 
 General Science. Force and energy, air, heat, water. 
 Elements and compounds. Magnets and electricity, hght and 
 sound. Simple machines. Weather, rocks and soils. Plants 
 
106 
 
 and animals. The human body and its food. Circulation and 
 respiration. Nerves and sense organs. Sanitation. 
 
 Ninth Grade. 
 
 General study of the vegetable kingdom. [Plant life in 
 general; brief history including mention of ancient plants, fos- 
 sils, etc. General distribution of plant life. Main divisions. | 
 Seed plants and seedless plants. 
 
 MATHEMATICS. 
 
 (See introduction to course in arithmetic, p. 89.) 
 Seventh Grade. 
 
 Thorough review of decimal and common fractions. De- 
 velopment of percentage as another phase of fractions. Ap- 
 plications of percentage to various forms of everyday prob- 
 lems relating to the school, the home, the farm and other in- 
 dustries. Various forms of business arithmetic. Commission 
 and brokerage, commercial discount, profit and loss. Banks 
 and banking ; sdving accounts, time deposits, and loans. Sim- 
 ple and compound interest. 
 
 Special study of business forms: notes, checks, receipts, 
 deposit slips, and bills of lading. Monthly statements. Re- 
 view of previous work in measurements. Solution of new 
 problems in plastering, papering, excavating, and masonry. 
 
 Eighth Grade. 
 
 The work in this grade pays special attention to the cor- 
 relation of arithmetic, geometry and algebra. (a) In re- 
 viewing work of former grades attention is given to short 
 methods in the use of cancellation, aliquot parts and fractions. 
 
 Work in applications of percentage continued. Correlate 
 the study of taxes, insurance, government revenue,, stocks and 
 bonds with work in American history. Problems growing out 
 of work in general science. (b) Work in geometry. Study 
 of lines, angles and plane figures by drawing and folding. 
 Statement of necessary principles, rules, formulas and theo- 
 rems growing out of this work. Apply these to the study of 
 areas and volumes. Development and application of square 
 root. (c) Simple work in algebra; through concrete work 
 the study of positive and negative quantities. Work in equa- 
 tions for the better understanding in the reading of problems. 
 Fractional equations as a means of generalizing common 
 fractions. 
 
107 
 
 Ninth Grade. 
 
 Algebra. The following subjects to be studied carefully: 
 Literal numbers. Positive and negative numbers. The four 
 fundamental processes. Special products and _ factoring. 
 Equations: Simple, fractional and those using special prod- 
 ucts. Simultaneous equations solved by various processes in- 
 cluding graphical representation. Square root and quadratic 
 surds. Quadratic equations. 
 
 ART. 
 Seventh Grade. 
 
 (See introduction to general course in art, p. 70.) 
 
 Material: chalk, crayons, water colors, Tempra colors, en- 
 amel paint, pen and ink, pencil, charcoal, clay, plaster of Paris, 
 colored and cream Manila paper. 
 
 I. Art work correlated with: 
 i Geooraphy. 
 
 Prottdy or japanese att: 
 ‘(L) Lacquer work: 
 a... Decorating ..of.old:. stools; tables: 
 trays, wooden bowls, boxes, etc. with 
 enamel paint. 
 
 2 Hand work. 
 
 a. Designs for sewing—craft work, block print- 
 ing and stenciling. 
 (1) Make a stencil decoration for a wall. 
 b. Designs for book binding. 
 
 Il. Figure drawing (all mediums). 
 
 1. Quick sketching of figures in action—pose 10 to 
 15 minutes, special attention to life and action). 
 
 2. Longer poses of figures in costume (two or three 
 hours or two or three art periods. Special em- 
 phasis on artistic pose of figure and in the draw- 
 ings, the color, composition and proportion). 
 a. Special study of heads, hands and feet. 
 
 3. Modeling of figures in action. 
 
 4. Character studies. 
 
 III. Out Door Sketching (all mediums). 
 
 1. Sketching of flowers (in color). 
 Note: Such character studies and out door sketches may 
 be framed and used as room decorations at home or school. 
 
108 
 
 Eighth Grade. 
 I. Art work correlated with: 
 
 1. Hand work. , 
 a. Designs for block printing and leather work. 
 ~ (1) Block print—Christmas cards, dance 
 programs, etc. ‘ 
 Zo Domesticnserence, 
 
 a. Table decorations and place cards. 
 J. Se Wine T 
 
 a. Dress designing. 
 Il. Posters—(For real school or community use). 
 
 1. Models to aid this work. 
 
 2. Illuminated cards (emphasis on lettering). 
 3. Local advertisements. 
 
 FL 2 Cartoons, 
 1. Pen and ink sketching. 
 Ly Schook paper: 
 
 1. Covers, headings, tail pieces and illustrations. — 
 V. Brief Study of English and French cathedrals and 
 other noted works of art. 
 Ninth Grade. 
 I. Art work correlated with: 
 1. Geography. : 
 a. Greek, Egyptian and modern art. 
 
 beU tah Ait 
 2 and AVOEK: 
 
 a. Designing for jewelry and craft work. 
 
 II. Decorative illustration—(pen and ink, wash, paste, 
 color, charcoal). 
 
 1. Fairy Tales and modern literature, western life. 
 
 III. Designing and printing of Christmas cards (to be 
 sold in school). 
 IV. Modeling of large figures (casting im round). 
 V. Interior Decoration. 
 1) “Simple: Perspective. 
 
ae} 
 
 Ge 
 
 109 
 MUSIC. 
 
 (See introduction to general course in music, p. 85.) 
 
 Chorus Work. Sight reading of many songs; at first, 
 in one and two parts, later in three or four parts. 
 
 Review of the technique of music. 
 
 Intensive study of chromatic scale and minor mode in- 
 cluding major and minor thirds. 
 
 Study of bass clef. 
 
 Much attention given to testing of individual voices. As- 
 signment of parts and frequent changing of these so that each 
 pupil may have experience in singing in as many parts as the 
 compass of his voice will permit. 
 
 More attention given to correct tone production using 
 such syllables as “hu,” “loo,” “hung” for correcting faulty 
 tones. 
 
 Independent singing encouraged by means of solos, duets, 
 trios and quartets in frequent musical programs. 
 
 Development of musical appreciation through listening to 
 the victrola and to special talent. 
 
 Further study of the orchestra and the great masters, and 
 their works. 
 
 Story of opera and oratorio developed. 
 
 A certain amount of care given to such interpretation as 
 will not: injure the voice, but give a better understanding of 
 artistic singing. 
 
 Boys’ and girls’ glee clubs encouraged. 
 
 MODERN FOREIGN LANGUAGE. 
 
 Some of the best reasons for studying a modern foreign 
 language are identical with those given for the study of Latin. 
 (See introduction to course in Latin, p. 110.) In addition it 
 may be said that, because, it is a living tongue, a modern lan- 
 guage has even greater possibilities of practical usefulness 
 than has Latin. Not denying its value for general cultural 
 purposes, this is specially true of Spanish, which is coming’ to 
 be an almost indispensable part of the equipment of those who 
 are trained for larger usefulness in the fields of industry and 
 commerce. If, for instance, America is to win and hold her 
 share in the valuable trade with Mexico, Central America, and 
 South America, she must have more young men and young 
 women, who, because of their acquaintance with the manners 
 
110 
 
 and customs, the likes and dislikes, the luxuries demanded es a8 
 
 as well as the real needs, of the peoples of these regions, un- 
 
 derstand the delicate problems involved, and the more effective 
 
 means of coping with a difficult international situation. This 
 equipment must be furnished by the schools, especially the 
 
 schools of business and commerce, and a vital part of it must 
 
 be a working knowledge of the Spanish language. 
 Seventh Grade. 
 French a. French for beginners. 
 Spanish a. Spanish for beginners. 
 Eighth Grade. 
 French b. Second year work in French. 
 Spanish b. Second year work in Spanish. 
 Ninth Grade. 
 
 French c. Third year work in French. 
 Spanish c. Third year work in Spanish. 
 
 Note—For the regular work in the seventh and eighth 
 
 grades one and one-fourth high school credits are given; for 
 that of the ninth grade, one high school credit is given. Pu- 
 pils may obtain additional credit by doing more work. 
 
 LATIN. 
 
 Because the Romans were a great historic people to 
 whom our own period, by heritage, owes much, it is desirable 
 
 that we should understand the value of the contribution they — 
 
 made to the progress of civilization. To do this and to profit 
 most by the undertaking, it 1s necessary to get at the stores of 
 culture locked up in the language they created, developed, and 
 refined almost to perfection; and it ought to go without argu- 
 ment that a usable knowledge of this language itself must un- 
 questionably be the most effective key to the situation within 
 our reach. So, for purposes of general, or even technical, edu- 
 cation, the primary aim in the study of Latin should be to 
 come as quickly as possible into contact with the mind and 
 
 heart and soul, the life and motives and ideals, of Rome, as. 
 
 they find adequate expression, not in paradigms and scrappy 
 exercises, but in the rich content. of Latin literature itself. 
 Other reasons for teaching Latin are these: 
 
 It helps in a thorough mastery of English. 
 
ih 
 
 When the clumsy and inept manner in which it is ordi- 
 narily taught doesn’t deter the student from all further lan- 
 guage study, it greatly facilitates the acquisition of such mod- 
 ern languages as French, Spanish, and Italian. 
 
 In spite of exparte utterances to the contrary, it has, in 
 the field of industry and commerce, in the professtons, and in 
 many of the common affairs of everyday life, much practical 
 value. It is, for instance, just as practical for one class of 
 students who need it, or who by it could be more completely, 
 more usefully, developed (educated), as chemistry or engi- 
 neering or agriculture is for another class. 
 
 When properly taught, it has what the school men of our 
 day are pleased to call disciplinary value; but so have other 
 subjects—just as much, when properly taught. In this, then, | 
 Latin is not unique. Prof. Ernest Mach, an eminent scientist 
 and strong advocate of the classics, says of present-day meth- 
 ods of teaching Latin: 
 
 “But it is words and forms and forms and words only, that 
 are supplied our youth.” When this is true Latin loses its 
 disciplinary and all other value; it inevitably falls into dis- 
 repute and becomes indeed a dead language. 
 
 Latin in the junior high school presents new problems in 
 educational adjustment and procedure. It calls for a new 
 type of teacher, new methods of presentation, a new style of 
 textbook; and few of these have yet arrived. 
 
 Ninth Grade. 
 
 Latin a. Latin for Beginners. Use Hawthorne’s “Won- 
 der Book,” a rare translation, to arouse an abiding interest in 
 the literature of the people who used Latin to express their 
 ideas. In order that they may learn something about the daily 
 life, the manners and customs, the industries and amusements, 
 the motives and ideals and ethical notions of a wonderful 
 people, help pupils as quickly as possible to read easy Latin 
 prose and verse. In order to make the initial steps of an ex- 
 cursion into what ought to be a wonder-land less slow and irk- 
 some, and to keep up the momentum of a properly motivated 
 approach, encourage the legitimate use of literal translations 
 and interlinear texts, as well as a free use of the Latin diction- 
 ary. The facts of language, as they appear to those who are 
 thus using the language, should be observed, grouped, classi- 
 fied, and studied for their relations and meanings; in this way 
 the language may be made to yield up to the student its full 
 content. Principles and rules, deduced directly by the student 
 himself from such a study of the common data of the lan- 
 guage, should be repeatedly referred to and used, both in read- 
 ing and simple attempts at composition, and finally committed 
 
112 
 
 to memory. For convenience in this kind of work, a Latin 
 grammar is indispensable; but in the mind of the student, the 
 Latin grammar, instead of being a compendium of linguistic 
 horrors, should take rank with the Latin dictionary as an in- 
 valuable aid to profitable work. 
 
 COMMUNITY CIVICS. 
 
 Ninth Grade. 
 
 Community Civics is the study of our “life together” with 
 all its complicated relationships. It should be taught to chil- 
 dren in terms of their own lives. This course aims to present 
 first of all the immediate problems of the commun:ty—social, 
 economic, and political. The school, the neighborhood, and 
 the city form the primary sources of information and the ef- 
 fort is made to develop a sense of social responsibility. Next 
 the framework of local state and federal government is 
 studied as a background for larger national problems. The 
 general purpose of the course is to train boys and girls of to- 
 day to be more thoughtful and intelligent guardians of the 
 democracy of tomorrow. 
 
 Geography. See page 36. 
 
 History. See page 35. 
 
 Industrial Arts. See page 77. 
 
 Physical Education and Hygiene. See page 95. 
 
 ————$$ 
 
 SUMMARY OF SUBJECTS FOR JUNIOR HIGH SCHOOL. 
 Seventh Grade Periods Eighth Grade Periods Ninth Grade Periods 
 
 Required Required Required 
 GEOZTADDY — rccresssesecssoreans al IS LOT V Derataco mck ace: 5 English sevsnnennnemnsannnen 5 
 Mathematics eres 5 + Eing lish ae 8 eel Set pees 2 
 
 ‘ ; ective 
 English AE ise Pree 8 eget asta ABA CEO D Meebtere seo eee 5 
 Music padocasehonsacasdccbersvepesreeperae 2 Music pudcedababeshasepavecenctedess diana 2 Foreign Language... 4 
 Physical Education 1 Physical Education 1 Community Civics... 3 
 Industrial ATrts....n0 4 Industrial Arts.......... 4 PS aa ee c : 
 
 ‘ ‘ ndustria rise 
 BIBS TSC ve MUSIC 4.4 casera eee 2 
 
 Modern Language... 4 Modern Language. 4 Art ooo sscmmemmemsen 
 Hlement. Science a 3 Element. Science b 38 Oral Expression........ 
 
Page 
 ATA aa ada ltt A OR adams UES re ak celia ny mammaire 70-107 
 Rreradir  Ve MICS or A seta Ste SON te Beer dae 112 
 English TREC SRO ig ead Teg 119 i Rs tan ic uRIa Sas Sree anRRD BO Ry an FU a IY 95 
 Foreign Languages 
 erat) tir ere sete igs Se ecec ue ea N 109 
 Tgp NO See SATAN gM AG oe GET ale Rain ee Gee Rr WO, War Nana MMe un nae 110 
 Vol S SLB ie AR LEST SIG SSR CONES I gk SAR AR See OR a lr Se 10 
 1 ESNEVCNED S77 sa SS a i rs cee afr ed Teer 10 
 ne er eae he ke Pee er ah oe age oo ace 95 
 te Gt ier ee Bor re a de ie ee ae mye 
 Perr trae | Gort tiin) ip eg re Sk gd ek ae : 77 
 PrrentiG, DCLON CG nm ear hee. so ai estore ae ee 81 
 Womienticnyirt: 262s Va hae eR ae ae ep pee eR 80 
 TYP GUO TS Seo A, SNE arta AC a ea i EAL Rt see REN 84 
 “PS Sg a NG ad AN os 275 a cette eg aero Nees Aap tt Bee 8 
 “SNGE gaa hoeae 6S RBM ine i Oiar ee e RO NER Ca OR MI 54 
 1) 1D E ASSIS oe SRE OE UI eye PE BT ene Rae Seales ple Mee pete ce cle +4 
 ~ Mathematics 
 “ASORAS GURY ADE Deg aria eh thea, Sah 7, MARNE Us anacNe SUL Restiee ata tw ERT ae Ree? Tak 89-106 
 Rosre reds \iat ine iia (GS! a ota sn eG A ae 106 
 Be Chae sr arc ee re a oe rece mT Se i ee 107 
 SOND Bg 8 ES ak aR EVILS aS Se RU Ae lO ce OP ENR 85-109 
 Peaminer study anda blementarynocience wn Co ke. 68-105 
 <a Geb ateacy Fa at gi atieata eaeainicars dan: Sieh teas ON ae cate Sarena Mela COs as 105 
 ae ASIN ye aera Sarge od ee a cot Neg te ats, 9G 66 
 MAC een ec ke hee ee Sag en eh ag oe er eee 65 
 Pe iGtCd TO UCA TIONG acs vn nd cy Cae Oa RS 95 
 
 Gri Jere Oe Aexc Ae tan Sey a ene te cm IT Stee Sk 63 
 
BULLETIN OF THE UNIVERSITY OF UTAH. 
 
 Entered as second-class matter, June 16, 1906, at the post- 
 Grice atalt Lake City, Utah, under. act’ of: July 216,, 180F. 
 Published quarterly. 
 
Tecan ‘4 
 
 PERS 
 
 Bsus yd Loe 
 
 105940974 
 
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