Call No. UNIVERSITY OF ILLINOIS PedaQoaicaf fibraru and museum Accession No. Digitized by the Internet Archive in 2015 https://archive.org/details/statemanualcoursOOmich STATE MANUAL , AND COUESE OF STUDY FOB THE DISTRICT SCHOOLS MICHIGAN REVISED AND PUBLISHED BY JASON E. HAMMOND STATE SUPERINTENDENT OF PUBLIC INSTRUCTION WITH AN APPENDIX CONTAINING LIBRARY LIST AND MISCELLANEOUS MATTER FOUETH EDlTIO]Sr 1897 LANSING ROBERT SMITH PRINTING CO., STATE I>KINTERS AND BINDERS 1897 • n J ! \ ' ■ A SYLVAN I A THE ST. NICHOLAS FLAG. BANNER. THE STAR-SPANGLED It is not a painted rag; it is a lohole national history. — Beecher. The St. Nicholas flasr will sugfffest many interesting exercises. If possible a large With primary pupils give a few leading facts connected with the history of the colony represented by the first stripe and, when they can state them, color the stripe /'K with crayon ; then take the second, continuing until pupils can give the facts of all the colonies represented by the stripes. ^ A flag might also be made upon heavy cardboard or pasteboard and the stripes cut out. Then have a fiag-building exercise, letting pupil take a stripe, tell what he can concerning the colony, and place it in its proper order. Whatever method is used, study the work in connection with the large United States map. Use also pictures, history stories, patriotic poems and songs. Many incidents, catch-words, and associative facts will help pupils to remember the order of the “star-states.” For example, Vermont, first “ star-state:” Kentucky and Tennes- see the “neighbor states.” Take next the six “see-saw” states, first a northern, then a southern. Explain the jealousy of the north and south, how they were like selfish children, each afraid the others would get the advantage. Associate with Maine, the “Pine Tree State,” the thought of lumber for the many buildings necessary in the growing country; with Missouri, the slavery question and Missouri compromise; with Michigan, the “home state ” idea; with California, the “Golden State,” the discovery of gold and consequent excitement, contrasting with the Klondike of today; with Kansas, the central location, giving an idea of the vastness of our country. Finally, let every lesson teach that for which the flag stands. Emphasize the growth, or rather the groicimj together, of the colonies and territories up to the present, complete union. Then teach our “ E pluribus unum ” and its significance. (The St. Nicholas flag, hy 1714 inches, can be procured for ten cents of the Century Pub- lishing Co., New York.) ’Tis the star-spangled lianner! Oh, long may it wave O’er the land of the free and the home of the brave! — Francis Bcott Key. 4 (0 910080 Q^)Vl4-g “RELIGION, MORALITY, AND KNOWLEDGE BEING NECESSARY TO GOOD GOVERNMENT AND THE HAPPINESS OF MANKIND, SCHOOLS AND THE MEANS OF EDUCATION SHALL FOREVER BE ENCOURAGED.”— Ordinance of 1787. PEEFACE. Less than eight years ago the State Association of county secretaries (commis- sioners) appointed a committee of five of its members to prepare a “State Manual and Course of Study” for the use of the rural schools of the State. The main pur- pose of the work was to provide a plan that could be followed in all the schools of the State, aiding teachers and school officers in becoming a part of a system and encourag- ing pupils to perform a definite amount of work before leaving the district school. The persons appointed on the committee were five of the most efficient of the secre- taries of the State as follows: Orr Schurtz, Eaton county; C. L. Bemis, Ionia county; R. A. Culver, Calhoun county; Ashley Clapp, Kalamazoo county, and P. M. Brown, Mecosta county. To these men the teachers of the State are indebted mainly for the Manual that has ever since been so effectively used that in 1896 no less than 5,844 of our rural schools were reported by the commissioners as properly classified. In preparing this fourth edition of the State Course of Study, it has been thought best to depart somewhat from the previous editions. The reasons for this may be briefly stated: First — The interest taken in rural schools by leading educators has developed advanced ideas concerning their scope and management. Second — The average district school teacher has reached a point where he, too, stands upon the area of advanced ideas, and demands their incorporation into every educational line. While we should not be in too great haste to discard the old and embrace the new, the inspiration born of new ideas oftentimes compensates for the errors which they may contain, but which use may eliminate. Third — We may be pardoned for acknowledging a desire to keep Michigan in the van of educational progress; and, believing firmly in the new education, we have made such changes as we think will be accepted and applied by the mass of our teachers. STATE MANUAL AND COURSE OF STUDY (> Fourth — The legislature of 1897, desiring to bring the State Agricultural College into closer touch with the schools of the State, enacted a law providing for an AGRICULTURAL COLLEGE COURSE which law is quoted in full as follows: The Superintendent of Public Instruction shall prepare for district schools a course of study, comprising the branches now required for third grade certificates, which shall be known and designated “The Agricultural College course,” and upon the satisfactory completion of this course of study, as evidenced by a diploma or certificate duly signed by the county commis- sioner of schools, pupils shall be admitted to the freshmen class of the Agricultural College with- out further examination. It shall be the duty of the secretary of the Agricultural College each year to send to each rural school district in the State a college catalogue, and upon application to furnish to such schools such other information as may be desired relative to said college. Such catalogue and other information shall be kept in each school for reference. While this Manual is primarily designed for the purposes heretofore enumerated, it also, as I believe, fully meets the 'requirements of this law providing for the admission of students to the college. In conclusion I desire to give full credit for the preparation of this Manual to my very efficient and experienced office assistants, Mr. A. Hamlin Smith, chief clerk, and Mrs. Cora D. Martin, editor and proof-reader. Their many years of experience in various lines of school work, their ability and devotion to the cause of education, entitle them to this consideration. That this Manual contains no errors is scarcely to be expected; but we offer it in the belief that the earnest, progressive teachers of our rural districts will be seekers after the helpful features rather than the opportunity to criticise. With an abiding faith in our public schools and an earnest desire to promote their greatest good, I am. Very sincerely yours, JASON E. HAMMOND, Superintendent of Public Instruction. INTRODUCTION. This Manual has been prepared with one great object in view — to enable the children of the district schools to follow from term to term and year to year a plain, simple, progressive line of study that shall give them in the end a good, common school education. Its constant aim throughout is: First— To introduce nothing that should not be taught in the schools. Second — To make the classification as simple as possible — easy for the teacher to understand and follow, and such as shall lighten his labors. Third — To regulate the steps from grade to grade so that pupils shall be interested and kept in school, encouraged and credited for work done, and the usual waste of time and aimless work resulting from frequent change of teachers be reduced to a minimum. Fourth — To put all the school work of the State on one common plan, so that methods used in teaching the various branches, amount of work accomplished, the system of reports, records, etc., may be the same. Fifth — To make the work of supervision stronger and more effective, and to enlist the interest and sympathy of parents and school officers by making them better acquainted with what the schools are endeavoring to accomplish for their children. METHODS. The term mefliod is a much-abused word. The true teacher “sees the end from the beginning” and the pathway to it, then plans definite means to reach this end along the line of the least resistance. His every act has a purpose, clear and intelli- gent, directed toward this end. These acts, in the aggregate, constitute his method. Disconnected devices, no matter how helpful, do not constitute a method. It is a systematic application of connected plans that succeeds, whether in school, business, or professional life. While this Manual is not a book of methods, some effort has been made to give methods along a few lines. In general these are designed to be suggestive. The primary work in reading, numbers, language, and geography, however, is more than suggestive and well worth a trial. 8 STATE MANUAL AND COURSE OF STUDY In every successful school, closely allied to method in teaching- is method in study. The greatest teachers are those who not only arouse the minds of their pupils and create a thirst for knowledge, but also teach them how to search, investigate, and know. Therefore the teacher should know how his pupils study, correct their faults^ and suggest methods of concentrating the mind and intensifying mental concepts. The steps in study are: (1) To select the central points. (2) To illuminate them with the imagination. (3) To associate them with past knowledge. (4) To classify with each central point its system of lesser points that depend upon and reflect its truth. (5) To state them in exact language. PLAN OF THE COURSE OF STUDY. As individuals differ widely in character, ability, and attainment, it cannot be expected that any system of studies can be arranged suited to all. It is, however, true that every human intellect feels its way out from the unknown by essentially the same mental processes, and no matter what the method, when a truth dawns upon the human mind it always enters the windows of the soul from the same side and by the same pathway. It is also a fact that no truth can be taught in its fulness until the intellect has reached the proper development for its reception; or, briefly stated, there is a natural and correlated order of mind growth. A course of study must recognize this truth, otherwise it will be a hindrance rather than a help. Furthermore, while the correlation of subjects and degree of mental acumen should be kept constantly in mind, no teacher is expected to fit each and every pupil into an inflexible grade. The grades are made for the pupil, not the pupil for the grades. The just teacher places the pupil in the classes for which he is best adapted, even though he may by this means be found in more than one grade. It may be proper to say here a few words concerning “grades.” The word as used herein, covers the average school period of nine consecutive months. But as long as there exists such a diversity among school districts in length of school years, it will be impossible to have a grade mean a year of work. The word, there- ' fore, should signify a certain period of school life, and the subjects indicated in that period be taught together, whether it takes one or two school years. Classification: — Have a temporary classification for the first few days of school. Spend much time during this period in testing each pupil, studying his character, attainments, mental ability, etc. Classify together the pupils who seem to have ability for about the same amount of work, placing their work in each study as near as possible in accord- ance with the Manual. This will bring the work of some pupils in different grades. INTRODUCTION 9 In such cases classify the pupil in the grade in which the greater part of his work is found, and encourage him to put forth an extra effort upon those branches in which he is deficient, that his work may be made to harmonize with the course of study. Monthly Tests: — There should be written tests each month. These should be brief and scattered through an entire week, pupils taking one branch each day and reciting in the other branches as usual; for instance. Monday Tuesday - Wednesday Thursday Arithmetic. Geography. Language and Grammar. History and Spelling, etc. These tests should consist of five or ten questions that can be answered in the reci- tation hour or at the most in thirty minutes. Standings from them should be marked upon the pupils’ work before returning the same, and a record made from which the average for the term or year can be readily found. Exaiuinatioiis There should be regular examinations by the school commissioner, by means of which he may judge whether the course of study is followed and whether teachers are doing satisfactory work. Without these examinations at regular intervals, some teachers will give the course either a half-hearted support or none at all. Then, also, the knowledge on the part of the pupils that they are to be tested on the work here planned, will interest them in it and make gradation popular. It is therefore recommended that just before the close of each term commissioners prepare sets of test questions covering the work that should have been done by each grade during the term, place them in a sealed envelope, put this inside a larger one and mail to each teacher, with directions not to open the envelope containing ques- tions until the day of examination. Upon the day of examination, let the pupils choose three of their number to open the sealed envelope and sign their names to the blank found with the questions, which states that they have not been opened or tampered with. When the exami- nations are completed the teacher will mark them, after which the papers of each grade are to be securely fastened together and all kept in the teacher’s desk for the commissioner’s inspection. All standings are also to be entered upon the classifica- tion record. This is the plan now in use in several states. These papers, the classifi- cation record, and daily register the commissioner will carefully inspect while visiting a school; and he should accept no excuses for failure to have them ready for him. Promotions might he made from these term examinations. 10 STx\TE MANUAL AND COURSE OF STUDY Kxaiiii nation l^apers: — 1. Place the name of the study as near as possible in the center of the sheet at top. 2. Write on the paper so that the red line is always at the left. 3. Do not write upon the margin at the left of the red line. 4. Number the answers at center of sheet with Roman numerals. 5. To fold papers, take hold of bottom of sheet, fold over half, then fold one-half again in the same way. Write name across one end of paper thus folded. Oover ninent : — Closely allied to good teaching is good school government. Indeed it is safe to say that the second is a necessary adjunct of the first. The teacher should feel that con- trol lost, all is lost. While that mysterious jDroperty whereby one person silently controls another can be neither analyzed nor acquired by any principles of meta- physics, there are certain general rules whose use will strengthen one’s personality, and the following are suggested: 1. Train the eye to steadiness. 2. Train the nerves to inflexibility. 3. Bridle the tongue. 4. Enlarge your sympathy and cultivate to the full the patience that grows in its soil. 5. Master the subjects you teach. (i. Keep pupils busy. 7. Interest yourself in the pastimes of your pupils, engaging in such as you can. 8. Be prepared for the rainy day with a fund of games, puzzles, and tricks. 9. Secure co-operation of parents. A self-governed school should be the ideal of every teacher, and all effort to con- trol should aim at securing a democratic type of government. Pupils can often be spurred to efforts of self-control by the organization of the school into a “ Council ” that, by majority vote, shall pass rules of conduct both on school grounds and during sessions. Further restraint can be added by having a “ Daily Chronicle,” “ Visitor’s Book,” or school “ Log-Book ” in which every event of importance is faithfully entered for the inspection of visitors. However, all devices will fail, unless back of them is a cool, calculating head, a watchful eye, and a steady hand. The moment pupils think any plan of work is a clap-trap for them, that moment it is useless. But govern the teacher must; and such pupils as will not or cannot (there are many such) exercise self-control, must be restrained. Yet there should be a marked distinction between occasional violations of rules, and studied, habitual disobedience, as also between simple infractions of regulations and vicious immoralities. Finally, when everything else fails, incorrigible pupils should be suspended or expelled for the protection of the school. 'VI 3TAT8 “ The course of study is the measuring' rod, or rule, which is used to determine at what point in the eight years’ work in the elemen- tary course a pupil’s work has arrived. It should not be used as the Procrustean bed on which to stretch the work of the school in order to secure uniformity .” — Eeport of Committee of Twelve. 12 STATE MANUAL AND COURSE OF STUDY OUTLINE OF THE COURSE. I’RiMARY Division. Intermediate Division First Year. (.Second Year. (Third Year. Fourth Year Fifth Year. ( Sixth Year. f Reading. I Spelling. Writing. 1 Language. ' Numbers. Geography. Drawing. (Nature Study. Reading. Spelling. Writing. Language. - Numbers. Physiology. Geography. Drawing. (Nature Study. Reading. Spelling. Writing. Language. ■ Numbers. Physiology. Geography. Drawing. (Nature Study. f Reading. Spelling. Writing. I Language. -i Arithmetic. I Physiology. Geography. 1 Drawing. (Nature Study and Science, f Reading. I Spelling. Penmanship. I Language. \ Arithmetic. I Phy.siology and Hygiene. Geography. I Drawing. (Nature Study and Science. f Reading. Spelling. Penmanship. I Language. J Arithmetic. Geography. State History and Gov’t. Physiology and Hygiene. Drawing. (Nature Study and Science. Advanced Division f Seventh Year. (Eighth Year. (Reading. I Spelling. Penmanship. I Grammar. I Arithmetic. Geography. Physiology and Hygiene- History. Civil Government. ( Drawing. Reading. Orthography, Penmanship. Grammar. Arithmetic. History. Civil Government. (Book-keeping. Higher Course.— A course for the ninth and tenth grades is outlined in the back part of this Manual. OOUESE OF STUDY. FIRST GRADE. Reading — Chart, first reader and supplementary Language— With reading and spelling, reading. Spelling — From reader. Numbers— Combinations to ten with objects Writing — With reading, spelling, and language. Geography— Preparatory work. Drawing — Straight and curved lines applied to familiar objects. Text-book— ApijaratusSliite, pencil, sponge, rule. Correlation.— Let the new words in reading be used in the language work and in spelling. 'This repetition of words deepens the impression and they are thus more easily memorized. READING. ribnuoYiua w Purpose . — To teach to gather thought from the printed page. All reading cpn^i^ts^in fp inning ideas and thoughts occasioned by the printed or written words,;^ and^t^^ divides into primary, intermediate, and advanced reading. The ^lan^ includes, firsts preparation of the pupil by the use of language lessons^ ,tRl^s^a'tou^ familiar objects, etc.; second., much practice in reading requiring the |ormation.Qf ideas by the use of language. An essential to silent ^ ) Tooujj.TaodJoo; & & reading is a clear understanding of what is read. ^ nro Hoy auor ^ Preparatory Before beginnfng\in^t*his subject, at least two weeks should be devoted to develop- ing the perceptive ^facuidies of pupils. Many children upon entering school have little notion of any formal way of doing things. They now enter upon a new field, and it is the teacher’s duty to acquaint the beginners with their own abilities. lj> S' When the child enters school he has from four hundred to one thousand words as his spoken vocabulary. These words he knows by sound, but the time has now come when the eye should be trained so that certain marks with chalk or ink shall present to his mind the sanie concepts presented by the known sounds. In the first years of school every effort of the teacher should have in constant view the education of the eye, the ear, the hand. To this end the following exercises are suggested: For the Eye, 1. Call attention to some object or picture in the room and allow each pupil to tell what he sees. The following objects will furnish material for many lessons: flowers fruit, clock, table, doll, desk, stove, silver dollar, etc. 14 STATE MANUAL AND COURSE OF STUDY 2. Call attention to direction, distance, location, color, form, size, and weight, leaving the pupil to form his own conclusions. For the Ear, 1. Call upon the class to listen to the ticking of the clock. 2. Make very light strokes upon the desk and see who can detect the sound. 2. Procure several different kinds of metal and wood, attach a string to them, hang them u])on pegs and with a piece of dry wood tap them, letting the pupils detect the different kinds of wood or metal. 4. Give short sentences for the pupils to repeat. 5. Give directions as to movement; right hand up, left hand up; turning face to the left, face to the right; marching forward, backward, etc. For the Hand, Handling objects to determine texture, temperature, and whether they are rough or smooth, hard or soft, rigid or flexible. This might be followed by the use of build- ing-blocks, paper-folding, clay-modeling, etc. Sagyestion . — In connection with this work, the teacher should note very care- fully and systematically each pupil’s peculiarities or weaknesses. Note dullness of hearing or seeing, etc. Seat pupils in class and in the room with reference to this. Be sure that defective pupils always hear what you say, and see the work upon the blackboards. Test by asking them to repeat what you say or to tell what you have before them. Many a bright pupil has been called “ dull ” because he could not see or hear all that was given by the teacher. Class AVork:— When the child is free from the embarrassment of new surroundings, he should be taught words, and the following plan is suggested: ^ ^ Suppose you wish to teach the word orange. Take one to school, or better, one for 7/ j fr R * - each pupil in the class, at first keeping them out of sight. Place very carefully upon the black-boards a number of different words, among which is the word orange in several places. You are now ready to call the class and teach the word.'" Excite the curiosity of pupils to know what you have for them. Let them see the shape of object through the sack, feel, and even smell them. The more mysterious"' you can b the more interest you can excite, the better. When the pupils have guess^ what you have, let them handle the oranges and talk about them. With their attention at a white heat, tell them you have the word orange upon the board, pointing it out. Now begins the “hunt” for the other “oranges.” They will^ if you have made the lesson impressive, find every one. When this is done, excuse the class at once, but call their attention to the word several times before they are allowed to leave the room. Also have the word carefully written or printed upon aboard to hand to each pupil. These cards might be mixed with cards containing other^ words, very dissimi- lar in appearance, and the pupils be required to find the “oranges.” If you have never put printed cards into the hands of your pupils, you have missed one of the greatest helps both to them and yourself. The words put upon the board should be as nearly perfect as possible. With poor writing or printing the pupils will make slow progress. Teach in this way two or three common name-words. When they are learned well, the articles a and the should be prefixed, as an apple, an orange, a boy, a cat, the FIRST GRADE 15 dog, etc. The pupils should be taught to pronounce these groups as one word, pro- nouncing “ a-boy ” as if it were a word of two syllables like “about.” Next teach several adjectives, as a black dog, a white cat, etc. When the above words are learned thoroughly, a few short sentences should be taught; as I see, we see, you see, etc. Teach the phrases, I have, you have, he has, she has; also pupils’ names with has , — Mary has, Henry has, etc. In teaching the names of objects use the objects, if possible, letting pupils handle them in various ways; e. g., tell Mary to get what you write upon the board, writing “A red ball,” “A white doll,” “A black book,” etc. In teaching action-words, suit the action to the word. Write upon the board “Tom jumps,” “Henry runs,” “Mary sings,” “Charles throws,” etc., letting pupils illustrate with appropriate action. This will vitalize every word and make what is taught a living thing. Arrange the words taught into as many different sentences as possible. If, by wrestling with some story or sentence containing it, the child can possibly make out a new word, do not teach it by itself, but in the sentence. Do not go too fast; avoid getting on hand a large number of partially learned words. Words should be repeated often enough to insure that a couple of days disuse will not cause their loss from memory. Elementary Sounds: — The foundation for drill upon sounds should be laid now, the teacher pronouncing words by sound and requiring pupils to think them out and pronounce in the ordinary way; but “spelling by sound ” should not yet be attempted. After the child has learned from fifteen to twenty words, put the letter s upon the board. Teach its sound; then pointing to this letter in various words, let the pupil give its sound until, whenever seen, the hissing sound comes to the inind. Then annex it to the word cat, letting child add the sound, making cats ; erase and annex until pupils instantly recognize and pronounce the word correctly, either with or without s. Then use this letter after other words and also prefix it to words already taught; as cff, s-at; old, s-old; in, s-in, etc. When 8 is thoroughly learned, teach r in the same way, building r-at, r-an, r-ing, etc. Continue teaching the sounds of consonants in connection with reading, using them to form new words from those already taught. Have daily exercises in sight reading. Many difficult sounds are easily taught by the following plan: Call m the “ mother-sound ” and have pupils pronounce the word mother with you, drawing out the m-sound more and more until you “forget to say the rest of the word;” then tell pupils that m means that sound and build such words as m-at, m-an, m-old, etc. Teach / as the “ father-sound.” Also practice dropping letters, as m from man, h from hat, f from Jim, letting pupils determine what the word is that remains. When the sound of a letter has been taught, drill upon the same until seeing the letter instantly suggests its sound, and use the letter in forming a number of words before trying to teach another sound. Each new word formed should be used in sentences until the eye knows it instantly. As soon as the required number of words has been taught in this way and read by pupils from (;hart or from words made by the teacher on the board, the child should take the book. If he has been properly taught from the chart and board, he is now able to read several i>ages of the reader at sight. From the start try to have him IG STATE MANUAL AND COURSE OF STUDY g-et a mental picture of what he reads. Individual faults should be carefully observed by teacher, such as faulty pronunciation, articulation, enunciation, and qualities of the voice. SUGGESTIVE OUTLINE. Words for First 3Ioiitli : — Teach in order given, a boy, I see, I see a boy; a man, the man, a cat, a cow, a dog, a hen, the doll, the hat, the egg; and, white, black — use all these with 1 see and ISee. Words for Second ^loiitli: — I have, The boy has, Is; man, book, books, little, big, ran, men, wood, yes, no, play, ride, ear, nose, eyes, he, she, fish, water — use all these with / /mre, The hoy has, and questions beginning with Is. Build by sound from the base-word, first teaching base-word, then sound of the building letter, lastly prefixing building letter to base-word: — From base-word at build c-at, r-at, m-at, f-at. From base- word it build h-it, m-it, s-it, f-it. From base-word old build s-old, f-old, m-old, h-old, c-old, t-old, g-old. (Use these words many times with the verbs taught.) AVords for Tliird Alontli: — Teach sounds of ch (sneezing sound), sh (keep-still sound), c (hard sound), p (puffing sound), w (as boj; then build cat-ch, mat-ch, pat-ch, ch-at, ch-ap, ch-i]p sh-ip, di-sh, wi-sh, fi-sh. Teach all and ear, using them in sentences; then build w-all, t-all, f-all, b-all, f-ear, t-ear, h-ear, using in sentences until the eye knows them readily. Teach this, that, bad, good, tree, leaves, apple, school, teacher, scholar, one, two, three, where, squirrel, mouth, right, left, smell, jump, and such other words as chil- dren are accustomed to use. Tilings to be Noted:— 1. Choose only such words as the children are accustomed to use. 2. Create a need for every word before teaching it. 3. Always teach the and om in connection with other words. 4. Remember that beginners more easily learn such words as are quite dissimilar in appearance. 5. Keep a complete list of all words taught. 6. Use only one form of capital and small letter. 7. Ask pupil to read a sentence silently, then (looking at you) to tell what it is. 8. Insist from the first sentence that a child shall read naturally. 9. Teacher should not read for pupil, and neither teacher nor pupil should point to words while reading. 10. Do not allow pupils to interrupt the one reading with a correction. 11. Make the sentence the unit and, after the child has learned one or two verbs, incorporate every new word into several sentences, at first using only short sentences. 12. Do not ask beginners to study; they cannot study and should have no book until they know at least sixty words. . 13. Do not try to keep pupils together. FIRST GRADE 17 Seat work; — To aid the pupil in naming words at sight, use sentence builders — cards containing the words written or printed on them. As soon as a word or two can be recognized at sight, the pupil should be required to build the sentences, using separate words on bits of cardboard. Continue building sentences in this way until fifty or a hun- dred words have been taught. This will take from two to three months. The words should be taken from the chart or reader to be used, and it will also be found helpful to lead the child to build words by sound and to give him power to pronounce words he has never seen. Supplementary Reading : — Several different readers should, be used so that the same selection may not be read until tiresome. Let every lesson be fresh. Reading “ by turn ” in the class is not advisable. Now is the proper time for teaching such details as position of hands, standing erect, keeping the chin in proper position, etc. SPELLING. Method . — The preceding word-building should be the foundation of spelling, and from this point letters, as well as sounds, must be thoroughly taught. If pupils spell before using a reader, let them spell by ear and not by sight. After a reader is taken up, they should spell all the words in each lesson. Below is a suggestive outline. Form lists of words as follows: — [ bat cat fat hat 1 . From at \ mat pat rat sat vat f fit I lit 3. it-! mit I pit I sit wit 5. et f bet get jet let J me net ])et set we yet f but I cut nu’ rut f ban can Dan fan 2. From an j man pan ran tan i van 4. in ( bin din fin gin pin sin tin ( win ( Ben den fen hen 6. en I ken men pen ten wen 8. un ( bun fun gun nun pun run ^ sun 3 18 STATE MANUAL AND COURSE OF STUDY Teach that final e lengthens the vowel, as — at -e ate ban -e bane bat -e bate can -e cane rat -e rate fan -€ fane fat -e fate man -e mane hat -e hate pan -e pane mat-e mate van -e vane Teach that two vowels together in the first, as — a monosyllable generally give bet (e) beet met (e) meet bet (a) beat met (a) meat den (e) deen net (a) neat den (a) dean set (a) seat Following this suggestion, drill pupils on such words as these — ail fain bail gain fail main hail pain jail rain nail die pail fie rail hie sail lie tail pie wail tie Syllabication Each syllable should he spelled separately with sufficient pause after it (if not pro- nounced) to denote syllabication without pronunciation; but pronunciation of sylla- bles is an aid in teaching articulation, and its judicious use in lower grades is recommended. WRITING. Pupils’ slates should be ruled on one side about half way down, as a copy book is ruled. The pencil should be long and sharp. Be careful about the form of letters, the movement, and the holding of pencil. All written work should be carefully inspected by the teacher. LANGUAGE. Purpose . — To teach correct expression in words. Oral Work: From the very first induce the children to talk, using full statements in answer to all questions in class work. Frame questions so that pupils must use sentences in answer- ing. Talk about familiar objects, things that interest them, such as animals, trees, plants, games, etc. Tell short, easy stories and have i^upils reproduce them orally. As soon as pupils begin to read from the book, have them tell in their own words what they have read. FIRST GRADE 19 Strive to awaken the imagination and .kindle the powers of observation and thought. Every school exercise should be treated as a language lesson, so that the work in other classes may not undo that of the language class. This is not, however, to be construed as advising continued criticism, but to emphasize the value of securing exact language. * Teach uses of is and are, texts and were, have and has, this and that, these and those. To test the pupils, write sentences with blanks for pupils to fill out. Have puj^ils use is and are in sentences with the following, both singular and plural forms: horse girl book pencil slate boy chair leaf door knife man woman ( Use is when speaking of one. Law of use ■{ ^ Use are when speaking of more than one. For variation write sentences or give them orally, using is or are, and allow pupils to change the number form of verb, making such other changes as are necessary. Never place incorrect forms before small pupils. Written work:— As soon as pupils can write, have them put all the new words in the reading lesson on their slates each day. Before leaving this grade each pupil should be able — 1. To write his name well. 2. To write his postoffice address. 3. To write the name of his township, county, and state. 4. To write the names of familiar objects. 5. To write lists of words from the reading lesson. 6. To write short sentences of from three to six words. NUMBERS. Purpose. — To teach numbers only as apitlied to quantity, using all possible combi- nations and separations from 1 to 10. 31aterial. — Tooth-picks, splints, shoe-pegs, corn, small corks, pasteboard, counters. At first no effort should be made to teach mathematical facts and very little to teach symbols. Let every question be directed to the use of objects by the i)upils. Ask no questions without placing in the pupils’ hands material for seeing the answer. First teach counting of objects, beginning with what the child knows. Grouping: — Before attempting combination or separation, teach pu])ils to recognize groups of objects in ticos, threes, and fours. Tims, i)lace two crayons in the hand and ask how many. Then three and four, clianging these rapidly until they can name the number in each group. Vary this grouping by using dif'erent otijects, holding up fingers, books, etc. Continue this exercise until pupils can recognize instantly any 20 STATE MANUAL AND COURSE OF STUDY group of two, three, or four objects. Do not attempt to teach the child to recognize any group composed of more than four objects. Have the children take several objects and separate them into groups of two, three, and four. Teach pupils to measure each number by all numbers within itself. Let them make groups on their slates as follows: (The four single objects represent the number four.) (liere the two groups represent the number four.) (In this the number four is represented by one group of three objects and one single object.) Then the teacher should make pu])ils see clearly that in each of these three rows there are four caps. In the hrst row there is but one caj) in a place; in the second, two in one place (a group); in the third, three in one place and one in another. Next lead them to tell what they see in these groups, thus: There are four I’s in four; there are two 2's in four; there is one 3 and 1 more in foui*. Or two caps and two caps are four caps; three caps and one caj) are four caps; four caps less two caps are two caps; four caps less one ca]) are three caps; four caps less three caps is one cap. Again, hold in your hand two tooth-picks or any objects. Ask, “ How many tooth- picks?” Place two more with the first, keeping the two groups separate. “Now how many?” Pupils say, “Four tooth-picks.” Then lead pupil to say, “two tooth- picks and two tooth-picks are four tooth-picks.” Place four in the hand, asking, “How many?” Pupils say, “ Four tooth-picks. ” Then take away two. “Now how many?” Pupils say “Two tooth-picks. Then lead pupil to say, “Four tooth-picks less two tooth-picks are two tooth-picks.” Holding four, take four away, and as before pupils are led to say, “Four tooth-picks less four tooth-picks are none.” Next let pupil take two tooth-picks one time, then Xwo times, leading him to say, “ If I take two tooth-picks twice, I have four tooth-picks.” To teach one-half of a number, let the pupil select two others and hand the objects to them alternately, one by one, until all have been distributed; then count the num- ber each has. In teaching one-third, have the pupil select three persons, in teaching one-fourth, four persons, etc. When he can do this understand ingly, let him imagine the persons and simply lay the sticks in groups. This should be thoroughly mastered before any attempt is made to divide by 2, 3, 4, etc., which is a very different problem. To divide by 2 is to find how many two-bundles a certain other number of objects contains. In this work the pupil must take away each time a two-bundle, keeping each two-bundle by itself and counting them when the number is exhausted. At first use the expression “How many two-bundles,” but later “How many 2’s.” Rubber bands or strings should be used and the objects actually made into bundles. In dividing by 3, use a three-bundle; by 4, a four-bundle, etc. The following study of the number /our is given as a suggestive outline that may be used not earlier than the third month: FIRST GRADE 21 Study of the Number Four. 1. A “ four-bundle ” — represent it by figure 4. 2. Discoveries in four, given in order of teaching: Four ones. Two twos. Three and one. Two and one and one. Four minus (or less) one. Four minus two. Four minus three. Four minus four. One-half of four. One-fourth of four, (Remember this is oral work with objects.) Develop all numbers up to ten as explained above with the number four, being careful to use no combination that will introduce a number larger than ten. This work will take the greater part of the first year. No haste should be made. The same questions should be repeated in different forms until the pupils know at once how to proceed to find results. Symbols: — When the above work is accomplished begin to use the plus and minus signs, but teach no signs until pupil can perform the following with objects: 1. Count to 20. 2. Find the sum, not above 12, of any two numbers. 3. Find the difference of any two numbers not above 10. 4. Find result of two 3’s, three 4’s, two 5’s, etc. 5. Find i of 2, of 4, of 6, of 8, of 10, of 12. 6. Find i of 6, of 9, of 12. 7. Find i of 8, of 12. 8. Divide among 2, 3, or 4 pupils, 6, 8, 10, or 12 things. (Bear in mind that these are not to be taught as facts, but the pupil is shown how to find results with objects.) It is very important that pupils understand the sign language, and the following plan is helpful: Send pupils to the black-board. Tell them a story, instructing them to place the sign + or — when you pause in the story; e. g., “I had ten dollars and found five dollars” (pause, and pupils write 10 + 5), “then I earned four dollars” (pause, and pupils write + 4), “ then I lost six dollars ” (pause, and pupils write — G). Repeat the exercise daily until there is no hesitation in placing the proper sign. Principles of Grube:— 1. Each lesson in arithmetic must also be a lesson in language. 2. The teacher must insist on Readiness and correctness of expression. As long as the language for the number is imperfect, the idea of the number will be defective. 3. The teacher must require the pupil to speak as much as i^ossible. 4. Concert answers should occasionally be given, but usually individual answers should be required. 5. Every process must be illustrated by means of objects. ’ 6. Measure each new number with the preceding ones. 7. Teacher must insist on neatness in making figures. (Develop all possible combinations of each number in accordance with the above.) 22 STATE MANUAL AND COURSE OF STUDY Drill Exercises; — Give drills in rapid addition of fig-ures in columns, no sum to be greater than ten, thus: 2 2 1 2 2 2 13 2 2 2 (>5 6 9 10 10 10 In the same way give rapid drills in subtraction, thus: 4 6 8 10 5 5 9 -2 -3 -4 -5 -3 -2 -4 2 3 4 5 2 3 5 In adding say, two, four, six, eight. Do not have pupils say, two and two a,refour and two are six and two are eight. The latter takes too much time. In connection with this work teach pupils to make neat figures and to write the words that represent them, also Roman numerals. A device like the following will be found valuable: one 1 two 1 1 three 1 1 1 four 1 1 1 1 five 1 1 1 1 1 1 1 1 1 2 1 1 I 3 MM 4 M M 1 5 I. II. III. IV. V. It may seem to many that this is a small amount of work for a year, but remember that it pays to do this elementary work thoroughly. In fact, the success of the second year’s work as herein outlined, depends entirely upon the comprehension of number as “applied to quantity.” GEOGRAPHY. Purpose . — To encourage observation. Geography as a formal study should not be introduced in the lowest grades. But the habit of observation should be stimulated from the beginning of school life, and in the first three primary grades the work should be oral. The following subjects should be taught: 1. Position and place of objects; as, on the right hand, on the left hand, before, behind. 2. Direction — east, west, north, and south. (Have pupils face the north during these exercises. Ask many questions testing pupils knowledge of direction.) 3. Local industries and products. FIRST GRADE 23 4. Seasons as they pass, with reference to leaf, flower, and fruit. 5. Talks on common articles of food; e. g-., r Where found in Michigan. 0 7^ 1 How obtained. 1 How prepared for use. Uses. DRAWING. Purpose . — To train eye and hand. During the first year the following should be taught: Lines, — (a) Kind •! (b) Position -! horizontal. ' ( oblique. Exercise:— (a) Hold a string vertically at the blackboard — represent by drawing a line. (b) Hold string horizontally — represent by a line. (c) Form a square corner with the string — represent by a line. (d) Form a sharp corner with the string — represent by a line. Continue these exercises, the pupils repeating work with the pencil. Dots for tracing are helpful to beginners, but too frequent use of them is to be avoided. Of course the dots should always be placed by pupil. Suggestions : — 1. Show pupils how to hold pencils — always at right angles to the line. 2. Teach how to sit and how to move the hand and arm. 3. Do not use a rule in drawing lines or measuring; use it only to test the work. 4. Give correct pronunciation of names learned.. 5. Have a plan for the work of each day. 6. Pupils are not to learn the definitions of forms, but to know them at sight and name them. 8. Give pupils a great deal of practice on this work, both in drawing and in illus- tration with lines, pointers, splints, etc. (For designs see second grade.) NATURE STUDY. (See Appendix.) 24 STATE MANUAL AND COURSE OF STUDY SECOND GRADE. Reading— S econd reader and supplementary reading. Speeding — F rom reader. Writing— W ith reading, spelling, and language. Language— W ith all class exercises. Numbers- C ombinations of digits with prob- lems. Physioix)gy— P ractical lessons regarding daily habits. Geography— P reparatory work completed. Drawing— S ame as first year with addition of geometric figures. NATURE STUDY. (See Ai}pendix.) Text-book— Jie-A6.eT. A]^paratus—^\Zile, pencil, sponge, rule. CORREDATiON.— Broaden the work of correlation as suggested in first year by including geography. READING. Purpose. — (a) Same as in first grade, [h) Expression. Teach the new words at the head of each lesson so that pupils will know them at sight, pronounce them correctly, and know what they mean. Be careful to secure correct pronunciation and distinct articulation. Note the following: — 1. To teach pupils to know words at sight, point rapidly from one word to another. 2. To teach the meaning of words, require pupils to give the words in sentences, after they have been fully explained, sentences to be both oral and written. To be sure that pupils get the thought, question them thoroughly on what they read. 3. To secure correct pronunciation, the teacher must be careful about his own pronunciation. 4. To secure good articulation, give frequent drills on elementary sounds and articulation exercises. Supplementary Reading- Pupils should be required to commit to memory short choice selections to be recited before the class. These selections may be taken from the reader or from any thing not more difficult than the reader, 'and should be thoroughly understood before they are committed. There is no place in the school course where supplementary reading can be made more profitable. It should generally be sight reading of interesting stories, very easy second grade or hard first grade work. Let one pupil read a portion and the others listen, and then have the story told by them. This insures attention and inspires pupils to read well. Give additional attention to errors of pronunciation and to good expression. Aim at naturalness. Do not read very much for pupils to imitate. The skillful teacher succeeds in filling the pupils so full oh the sentiment of the story that expression is spontaneous. Do not teach that the voice should fall aka period and be kept up at a comma; it is not true. (See library list.) SECOND GRADE 25 Elementary Sounds Continue the study of .elementary sounds as they occur in the reader, beginning now to make a study of vowels. Teach the diacritical marks used with long arid short vowel sounds. Drill until familiar with them. (Use Webster’s Unabridged as a guide.) SPELLING. Spell all the new words at the head of each reading lesson, giving daily reviews on hard words and a test each week on the work done. Considerable time should be given to written exercises in spelling. The second and third years are the spelling era. Second and third reader pupils should spell rapidly and accurately every word in their finished work. This is accomplished by repetition. Note. — “O ne trial only” is the key to good spelling. WRITING. Continue writing with a pencil. In lower grades attention should be given to position of the slate or paper, manner of holding the pencil, also to the direction from which the light strikes the paper. See to it that the pupils eyes are not in range of the reflected light. Teachers should attend to the following: 1. Rule slates or paper with head-lines, with spaces at least 3-16 in. wide. 2. Place a guide slant-line at the beginning of each line. 3. Show the pupil how to make a letter, not upon the blackboard only, but upon his slate or paper; especially do this in using the pen. Do not confine small pupils to the letter; make the word or short sentence the unit of their work, though older pupils can be interested in elements and should master them. 4. Do not ask first and second grade pupils to write too long at a time. When the pen is used, preserve one copy each week for future comparison. 5. Insist upon neatness. 6. Never chide the*poor penman. LANGUAGE. Purpose. — Second grade work is simply a continuation of first grade work. For review of preceding year try exercises similar to the following, changing the pronouns to they: He is my friend. She i^j in our class. Has she a new bookV Was she here? Oral Work: — Continue to demand complete statements in answer to questions. Teach had in connection with have and h.as. Develop .see, saw, seen; go, went, gone. Law of Use. — Have, has, and had are used with seen and gone, l)ut never with saw nor went. 4 2G STATE MANUAL AND COURSE OF STUDY Add similar verbs for drill, and continue the use of sentences with blanks to be filled by pupils. 2. Write two or more sentences containing a and an upon the board; then lead pupils to see why an is used before vowel sounds and a before consonants, emphasiz- ing by repetition. Also give list of name-words, requiring pupils to supply a or an. 3. Tell or read easy, short stories. Have these stories repeated, first, by answers to questions which you ask; second, as wholes, in the child’s own language. Written Work:— Have pupils write sentences containing words from the reading lessons. Have them write statements which they have already expressed orally. Teach the use of capital letters: 1. At the beginning of sentences. 2. In proper names. 3. The words I and O. Teach also the use of period and question mark at the close of sentences. Drill on formation of simple possessives, and on the use in sentences of the verbs studied in oral work. In both oral and written work teach to, two, too; hear and here; know and no; their and there. Suggestion : — Since, according to the Committee of Ten, written composition should begin not later than the first term of the third school year, ample preparation for such work should be made during the latter part of the second year. To aid in this work use pictures and objects, requiring pupils to write short sentences about them; also give list of familiar words to be used in sentences. Cautions:— 1. Always see that written work is done neatly. 2. Always state plainly what pupils are to do at their seats. 3. Make lessons short and see that they are done as directed. 4. Do not neglect to have some of these exercises every day. 5. Remember you can have no excuse for neglecting or refusing to do anj^ of this work. 6. From time to time send samples of this work to the school commissioner. This will aid you greatly in getting good results. 7. Bear in mind daily and hourly the necessity and importance of teaching children to talk correctly. NUMBERS. Purpose. — (a) Same as first grade, (b) The teaching of mathematical facts. When the first year’s work has been well done, -work with objects will need less attention. Review constantly, in connection with this year’s work, all that was done in the previous year, making that in reality a part of it. Teach carefully the use of the signs -|-, — , X , . This will require from four to six weeks. SECOND GRADE 27 Count by 2’s to 20, by 3’s to 30, by 4’s to 40, by 5’s and lO’s to 100, interspersing^ this with other exercises. Begin now to memorize /ac^s concerning numbers. COMBINATION WORK. 1st week, combinations of 2 and 3. (2 + 3 = 5) (5 — 2 = 3 (3 + 2 = 5) (5 — 2 = 3) (2X3 = 6) (6^2 = 3) (i of 6 = 3) = 5) (5 — 3 = 2j (3X2 = 6). (6-3 = 2S |iof6 = 2i Pupils should put these ten combinations upon their slates each day for a week and also give them from memory until there is no hesitation. In connection with this each day place upon the board five or more problems whose solution will involve some of these forms, pupils bringing to the class the proper form upon their slates. For example: 1. Mary had 2 apples and her brother gave her 3 more. How many had she then? Solution ; 2a + 3a = 5a. 2. At 2 cents apiece how many oranges can I buy for 6 cents? Solution ; 6c-^-2c = 3, or2 cents can be taken out of 6 cents 3 times. 3. A man divided 6 cents equally among 3 boys. How many cents had each? Solution ; i of 6c = 2c, or 6 cents is divided among three persons. 2d week, combinations of 2 and 4, — (2 + 4 = 6) (6 — 2 = 4) (2X4 = 8) (8-2 = 4) (1 of 8 = 4) (4 + 2 = 6) (6 — 4 = 2) (4X2 = 8) (8-4 = 2) (i of 8 = 2) Give five suitable problems each day, with plenty of oral drill upon the combina- tions. Pupils must absolutely know them before passing to other work. Have pupils bring original problems that apply to above forms. 3d week, combinations of 2 and 5, — (2 + 5 = 7) {1 — 2 = 5) (2X5 = 10) (10 - 2 = 5) U of 10 = 5) (5 + 2 = 7) (7-5 = 2) (5X2 = 10) (10 - 5 = 2) nofl0 = 2) (2 + 6 = 8) (8 — 2 = 6) (2X6 = 12) (12-2 = 6) (i of 12 = 6) (6 + 2 = 8) (8 — 6 = 2) (6X2 = 12) (12-6 = 2) ( ^ of 12 = 2 ) Five problems each day. Ji-th week, combinations of 2 and 6,- + 6 = + 2 = 8 Problems to show mechanical combinations, or the mechanics of numbers, may here be taught. For instance, multiply 23 by 2, 23 by 3, 22 l)y 4, 33 by 3, etc., select- ing numbers so that no partial product will be more than 9. Five problems daily. 5th week, combinations of 2 and 7, — five problems daily. Pupils ought now to be able to make these forms for tliemselves, always using the smaller digit first. Drill upon this work until the mention of two digits suggests tliese combinations, to the mind of the pupil. Continue mechanics of numbers in addition and subtraction, using problems tliat involve carrying of tens, but introducing no digit higlier tlian tlie combinations already taught. 28 STATE MANUAL AND COURSE OF STUDY Vertical lines to indicate columns of figures are sometimes helpful as a guide to pupils in multiplication, as also a time-saving device for teachers. Thus, — 6 2 3 3 2 2 "4~ 9 6 6 4 4 1 ^ ~T 6lh tveek, combinations of 2 and 8, — twenty problems. Continue mechanical work in addition, subtraction, and multiplication. Drill on reading numbers of three figures. 7th week, combinations of 2 and 9. Give twenty problems and let pupils make many original ones. Continue mechan- ics of numbers. 8th week, combinations of 3 and 3, 3 and 4. Give daily problems. Many variations may now be made. 3 is i of ? 4 is i of? 2 is k of ? etc. 9th week, combinations of 3 and 5. Spend much time now reviewing combinations. Continue mechanics of numbers. 10th week, combinations of 3 and 6, 3 and 7. Drill, drill, drill! Continue mechanics of numbers throughout term. ■ 11th week, combinations of 3 and 8. 12th week, combinations of 3 and 9. 13th week, combinations of 4 and 4, 4 and 5. 14-th iveek, combinations of 4 and 6, 4 and 7. 15th week, combinations of 4 and 8, 4 and 9, 5 and 5, 5 and 6. 16th week, combinations of 5 and 7, 5 and 8. 17th week, combinations of 5 and 9. Reviews. 18th tveek, combinations of 6 and 6, 6 and 7, 6 and 8. 19th week, combinations of 6 and 9, 7 and 7, 7 and 8. 20th week, combinations of 7 and 9, 8 and 8, 8 and 9, 9 and 9. Give spice to this work by a variety of problems and examples in mechanics of numbers. Pupils can easily learn to add long columns and multiply by three figures with carrying. Scheme for Addins 8 / X X 4 X 9 51 In process of adding as soon as a ten occurs in the result, drop it, representing it by the figure 1 placed across the figure last used; then, carrying the units, continue the addition, dropping the tens wherever they occur. Thus ’in example given the tens will fall on 5, 6, 9, 7, 3, and the process be as follows: 9 and 5 are 14; (dropping the ten) 4 and 4 and 6 are 14; (dropping the ten) 4 and 9 are 13; (dropping the ten) 3 and 7 are 10; (dropping the ten) 8 and 3 are 11; (dropping the ten) place the 1 in the answer, prefixing the number of tens dropped. With practice this naturally becomes much abbreviated until the pupil thinks simply — 4 — 8 — 4 — 3—0—1. As pupils become proficient, they should be taught to group,— first, all combina- tions making 10 ; second, combinations of three and even four figures. SECOND GRADE 29 Business men justly complain because children well advanced in arithmetic cannot add with certainty and dispatch. This is the time to drill upon this very important part of a business education. The interest may by intensified by contests in addition, and the following plan is suggested: 1. Choose sides. 2. Write the numbers upon the blackboard, letting pupils write them upon their slates. 3. At the given word — “add”. 4. The one who first gets the result places his slate upon the teacher’s desk with the answer turned down, followed by the second, third, etc. 5. The numbers upon the board are added and the correct answer determined. 6. The pile of slates is then turned bottom up, bringing the first slate on top and the others in regular order. 7. The teacher takes the first slate and reads something as follows: “West side, correct; 100 points”. Then the second slate, “East side, correct; 95 points”. Then the third slate, “East side, incorrect; zero”. Then the fourth slate, “West side, correct; 90 points”, etc., marking each correct answer five points less than the pre- ceding one. The side scoring the most points wins. This need not be confined to any grade, but is a lively exercise for the entire school. Fractional Parts: — Teach the idea of comparison both of wholes and parts. For comparing wholes, use bundles and groups ; for parts, use objects that lose their identity by being divided. Circles and squares about 3 inches across, carefully measured and cut from card board may be prepared like these: — Question the pupils as follows: Ques. How many parts in the first? Ans. There are two parts in the first. Q. How do they compare in size? A. They are the same size? Q. Then what part of the circle is each part? A. Each part is one-half of the circle. Deduce from this that dividing anything into two equal ]>arts, ])roduces halves; treat the division into fourths in the same manner. Q. What part of the circle is a ? 30 STATE MANUAL AND COURSE OF STUDY A. a is one-half of the circle. Q. Why? A. Because it is one of the two equal parts. Q. How many of the h\s will make an a ? A. Two J/s will make an a. Q. What i)art of an a is a b? A. A h is one-half of an a. Q. Why? A. Because nh is one of the two equal parts of an a. Q. What is i of one-half? A. i of one-half is one-fourth. Q. How many of the one-fourths will make a one-half? A. Two one-fourths make a one-half. Q. How many one-fourths make a whole circle? A. Four one-fourths make a whole circle. In like manner develop the one-eighth and one-sixteenth, introducing figures in place of words in expressing the fractional part. There is no better place to teach exactness of expression than in this work. Questions that Pupil should answer readily. What part of a is c? Of i is i? What part of a is two c’s? Of i is |? How many d’s will make an a ? How many y’^’s make a i ? How many times yC is i? i? i? How many times can a c be taken out of an a? How many times, then, is a c con- tained in an a? How many times is i contained in i? In a whole circle? How jnany i’s to make three i’s? What part of | is i? Put i and J together. Ques. What have you? Ans. I have three i’s. Q. Put i and i together. What have you? A. I have five i’s. The use of a, an, and the in above questions is to suggest to pupils the concrete nature of fractional i:>arts. When this is fully appreciated, the use of these articles should be omitted. Continue this work until pupils can leave the objects and readily use halves, fourths, and eighths in such examples as these: — i 4- i = ? i -f f = ? i H- i = ? i + A = ? i-i = ? I - i = ? i + l = ? l + f = ? i-t - ? Develop next the one-third, one-sixth, one-ninth, and one-twelfth. Then combine halves, thirds, sixths, fourths, and twelfths. This will make an endless amount of seat-work. Place examples upon the board and let the pupils work them out with the cardboard parts. Have sets enough for SECOND GRADE 31 each pupil. Use much oral work and cardboard illustration in class. Let pupils make problems for each other. 'This work can be commenced in the second grade and completed in the third. Whenever an example is indicated by signs, accustom the pupils -to saying “That means,” etc. For instance, — Given $4 X 3; pupil says “ That means three times four dollars.” Given $12 -4- 4; pupil says “ That means one-fourth of twelve dollars” (not twelve dollars divided by four). Tables of Measure:— The economical teacher will make many problems using the common tables of* commerce. Thus the table of long measure would naturally be taught with the combinations of 3 and 4, and in this grade pupils should thoroughly learn the following: — 1. Table of U. S. coins to one dollar. 2. How to make change to fifty cents (using toy money). 3. Liquid measure to and including the gallon. 4. Dry measure. 5. Number of inches in a foot; feet in a yard. 6. Number of things in a dozen. 7. Number of days in a week; weeks in a month; months in a year. (In all these teach the fractional parts as, six inches is one-half a foot; six months is one-half a year, etc. Much of this work should be seat-work.) PHYSIOLOGY. In teaching this subject only common names should be used. The work should all be oral and simple until pupils reach the fifth grade, then a book should be used. This oral teaching should be done in connection with the reading and language, and should be conducted in a conversational manner, the teacher asking questions, the pupils answering and telling their little stories. Cliildhood:— 1. A child’s helpless condition. 2. Who took care of him and preserved his health? Mother, father, grand-parents. 3. Dangers to the body. • Fire, some playthings, poisons, etc. 4. General care of the body. Feeding, bathing, and clothing. Our liodies: 1. What they do, — Think, talk, move, rest, sleep, cat, drink, l)reatlie. 2. Parts, — Head — crown, back, sides, hair, ears, fac.e (forehead, temples, cheeks, chin, eyes, brows, lids, laslies, nose, mouth, li[)s). 32 STATE MANUAL AND COURSE OF STUDY Neck — throat, nape, sides. Trunk — chest (breast, back, shoulder, sides); -abdomen. Arm — upper arm, elbow, fore-arm, wrist, hand (back, palm, thumb, fingers, knuckles, nails). Leg — thigh, knee, shin, calf, ankle, foot (instep, arch, heel, ball, toes, nails). (Let pupils touch and name parts of the body.) 3. Growth, — By exercise, play, and work. By what we eat and drink. • Suggestions : — 1. Give practical talks on bathing, eating, sleeping, and keeping erect. 2. Have puj)ils observe their own and each other's position when sitting, standing, or walking. 3. Mark height and conijiare growth at intervals. Stiiinilaiits and Narcotics: — Tell interesting facts regarding their use such as are calculated to develop in the child a resolve to do without them. Avoid exciting too great fear of the drunkard among small children, but rather lead them to see the evil result to the man himself. Show how the drinking habit debars a person from certain kinds of business, games, etc. Teach that the weakness or folly exhibited by one under the influence of alcohol is far too serious a matter to excite laughter, and shield the unfortunate pupil whose home influences are directly opposed to these teachings, from any sorrow caused by thoughtless remarks on your own part or that of others. In fact, all instruction in this branch in lower grades should attempt to make the child appreciate the following: — 1. What is right in the care and use of the body. 2. What is wrong in the care and use of the body. 3. That the formation of good habits and avoidance of bad ones is mainly what brings health, wealth, and happiness. Blackboard Exercises: — Use the board to impress the lesson. Place upon it such exercises as these, — 3Iy yarents took care of my health. 1 must now learn to take care of my oicn health. Keep the skin very clean. * , We must not let our hones bend out of shape, for they may stay so. It is best to exercise in the sunlight and pure air. Alcohol and tobacco cause disease and shorten life. See Appendix.— “ Suggestive Oral Lessons in Physiology,” first four SECOND GRADE 33 GEOGRAPHY. Purpose , — Same as in first grade, also to acquire some general information. Direction: — North-east, south-east, north-west, south-west. Direction during the day, known by shadows; during the nigh|, by north star. Tell pupils how the southern slaves used this star as a guide in their escape from slavery and have them learn to point it out; also exhibit compass if possible. Distance The foot, rod, mile. For the foot, use the foot rule; for the rod, the ordinary fence board; for the mile, if the schoolhouse is upon a section line, use the distance to the next section line. Let pupils walk this distance and use it to image other miles. These measures should be used until the teacher is certain that the words foot, rod, and mile have definiteness. Teach a scale one inch to the foot, then draw the top of a desk, blackboard, etc., by this scale. Teach a scale one inch to the rod and draw the school room and school ground by this scale, locating the house, pump, wood-shed, and trees. Below is given a suggestive device for teaching the above, together with location: — Let pupils represent the corners of the township, thus: — Question pupils in regard to direction with respect to these four persons. Have George walk from the north-east corner of the township to the south-west, telling the direction in which he goes. Relative distance may also be taught; e. g., how far from Helen to John? Prom Mary to Henry? etc. If there are 36 pupils, each can be named a section number and be required to take his proper place in the “ township.” This device is very interesting when applied to map work in higher 'grades. In studying North America name one ])upil Cape Cod, another Cape Charles, another Cape Sable, another Cape St. Lucas, another Cape Mendocino, having each take his place with reference to direction and distance. Then have a pupil travel along the coast from Cape Cod to Cape Charles, making his path conform to prominent irregu- larities of the coast line ; another from Cape Charles to Cape Sable, etc. This is best done on the school grounds and may be applied to the study of mountains, rivers, lakes, and cities. X John Mary Helen Henry Seasons: — Continue noting seasbns as they pass with reference to temperature, moisture, and vegetation. Continue lessons on common articles, such as sugar, coffee, tea, ])epper, cotton, and wool. 5 34 STATE MANUAL AND COURSE OF STUDY Suggestive Outlines:— I Where produced in the United States, c I Plantations, sugar ' prepared for use. [ Uses. f Where grown. Tree, (a) Fruit, (b) Seeds. I Cultivation. Coffee Pi-eparation. t^ottee ^ • Uses. Effects on the system, enlarging on the injurious effects upon the young. (These should be taught incidentally, not in regular geography class work.) DRAWING. Purpose. — (a) Training of eye and hand, (b) Development of observation and esthetic taste. Drawing from Designs: — 1. Review forms taught in first grade. 2. (a) Sphere and spherical bodies. — Globe, apples, balls, oranges, pears, etc. (b) Hemisphere. — Wash-basin, half-apples, oil-can, etc. (c) Cylinder and cylindrical bodies. — Stove-pipe, bottles, measures, ball-bat, etc. 3. (a) Cube and cubical forms.— Boxes, books, school-room, house, etc. (b) Half-cube. — House-roof, trough, etc. Botanical Drawing : Simple leaves classified according to geometric figures (name base, apex, etc.) In connection with drawing teach colors of the spectrum, tint, shade, hue, etc. ( See designs on next page.) SECOND GRADE 35 36 STATE MANUAL AND COURSE OF STUDY THIRD GRADE. Beading— Third reader and supplementary reading-. Speeding — With reading and all other class •exercises. Writing— C opy-book according to pupil’s abil- ity. 3L.ANGUAGB— Continuation of second grade with special reference to written work. Numbers— Completion and review of combina- nations and fundamental processes. Ph YSio DOG Y— Continuation of second grade with some instructions regarding acci- dents. Geography— Oral work continued, passing from local to general geography. Drawing — Continuation of second grade work. NATURE STUDY. (See outline.) Text-books — and copy-book. Apparatus— pencil, sponge, rule, pen, ink, and practice paper. iCoRRBDATioN— Combine language with reading, geography with arithmetic, and spelling with all. READING. Purpose. — {‘d) To gather thought, (b) Expression, (c) Word study. The child’s method of thought in third grade differs essentially from that of the first grade, and the teacher’s plan of work should expand to fit his enlarged comiDrehen- sion. In addition to sight-knowing of his own vocabulary, the child should now study many unfamiliar words and learn to comprehend the more complex forms of sentences, such as the inverted order, simple figures of speech, and esthetic concep- tions. The child’s success in comprehending these will in large degree determine the teacher’s success in developing articulation, flexibility, and quality of voice— the requisites of good oral expression. Require j^upils to give substance of the lesson in their own language, sometimes oral, sometimes written. Give much drill on words difficult to articulate; such as ghosts, mists, rural, thistle, government, etc. Use, also, sentences like the following: — 1. It is a nice house. ^ 2. The wind bloweth where it listeth. 3. He sells sea-shells; shall she sell sea-shells? 4. The old, cold scold sold a school coal-scuttle. 5. Socks and shoes shock Susan. 6. Some shun sunshine; do you shun sunshine? 7. A shot-silk sash shop. 8. A rural ruler truly rural. 9. I said “a knap-sac& strap, not a knap-sack’s strap.” Siippleineiitary Heading: — Give ])lenty of supidementary reading. — A third reader of another series for sight- reading, stories of history and travel, fables, fairy tales, etc. (See Library List.) THIRD GRADE 37 Elementary Sounds Continue the work of previous grades. Teach thoroughly all the diacritical marks as given in Webster’s Unabridged. SPELLING. (See second grade.) At least half of the work should be written. Spell all geographical names and names of persons that occur in the reader. Spell words in classified groups as follows: parts of a house, kitchen utensils, garden vegetables, grains, animals, trees, etc. Also group words ending in sfon, tion, cion; us, ous; ur, ir, er, ance, ants. There should be some study of primitive and derivative words. Some of the most common prefixes and suffixes should be learned. WRITING. Continue along the same line as in first grade and see that all written work is well done ; permit no scribbling. Under some conditions it may be advisable to begin use of copy-book as early aa this grade. If so, note remarks under fifth grade. LANGUAGE. Purpose. — Same as preceding grades. Oral Work: Incorporate new words of reading lesson into sentences. Drill upon the use of participial forms of break, catch, do, throw, write. When this work is mastered, teach the adjective. Teach meaning of the terms singular and plural ; uses of sit and set, lie and lay. Place upon the board such sentences as It is I; It is we; It is they. Were you theref There are four, etc. Have concert drill on one of these sentences for several days; then introduce another, and so on. This list should include the correct forms of ordinarily incorrect expressions. Drill until the child becomes so accustomed to the harmony of the correct form that the ear demands it. Written Work: — Rewrite short sentences, changing singular nouns to plural and plural nouns t < singular. Make questions out of these same sentences. Teach the use of the comma in a series. Give practice in writing: (a) Names of persons in full and with initials; (b) names of months. Teach common abbreviations such as Mr., Mrs., Mich., P. O., Dr., Prof., Gen., Ih'es., a. m., p. m.; also those of the days and months. Teach the use of the apos trophe as a mark of abbreviation, as in I’m, can’t, don’t, etc. Give plenty of drill. Teach the different parts of a letter of friendship; i. e., heading, date, address, signature, and superscription. Begin by having pupils copy the following letter form and reproduce it from memory several times: 38 STATE MANUAL AND COURSE OF STUDY HAZEN S. PINGREE, Detroit, Mich, Dear Sir, — Lansing, Mich. Oct. 12, 1897. Yours respectfully, J. R. WHITE. (The usage of capitals and punctuation marks is in a state of transition, there being good authority for writing “Dear sir” with but one capital, and for using either colon or comma after it. How- the above is given as a good form.) (Addressed Envelope.) stamp. 9fi 8p(cimen Phrases (for opening- and closing): — “This is my first attempt at letter-writing, but I’ll try to tell you, etc.” “I am very busy with my school work, but would like to give you an account, etc.” “Perhaps you would enjoy a letter from your little niece, etc.” “ Yours truly,” “ Yours respectfully,” “ Your loving niece,” etc. THIRD GRADE 39 Outline for Beproduction : — Let teacher read or tell some story and have pupils reproduce it, both orally and in writing-, using- an outline similar to this; 1. Story read or told. 2. Imag-ination — pupils illustrate by pictures. 3. Picture-story — told orally by pupils. 4. Pupils’ understanding o/ nature as connected with the story, tested by question- ing and broadened by facts given by teacher. 5. Story reproduced in writing. As the latter part of this grade and the first half of fourth grade is the proper place for the fable, the following are suggested for the above use: — The Boy who cried “Wolf, wolf!” The Hare and the Tortoise. The Dog in the Manger. The Donkey in the Lion’s Skin. The Goose that laid the Golden Egg. The Thirsty Crow and the Pitcher. The Wind and Sun. Little Red Riding Hood. The Fox and the Grapes. The Crane and the Crows. The Town Mouse and the Country Mouse. The Boys and the Frogs. The Lion and the Mouse. Suggestions: — In writing stories (little compositions) require, — 1. Correct form from the first. 2. Subject at the top of slate or paper, half way across the page and underscored. 3. Indentation of first line of each paragraph. 4. Hyphen to show the division of a word at the end of a line. 5. A capital letter at the beginning of each sentence. 6. The proper terminal mark at the close of each sentence. 7. The pupil’s name just below and at the right of the production. (Send samples to the county commissioner from time to time.) Write narrations and descriptions; — accounts of school life, home life, daily occur- rences, etc. NUMBERS. Purpose. — (a) Mechanical processes, (b) Comparison of numbers. Drill on fundamental processes with numbers containing four figures as follows:— 1. Reading and writing of numbers with not more than three periods. Roman numerals to ICO. 2. Frequent drill exercises in rapid addition. 3. Subtraction of numbers involving borrowing, at first using only two periods. 4. Problems in division, at first using divisors of only one figure, then of two. Have pupils use the terms sum, dilTerence, minuend, subtrahend, multiplicand, multiplier, and product. 40 STATE MANUAL AND COURSE OF STUDY Review and use tables already learned (U. S. money, liquid and dry measure, linear measure, and time-table), adding the tables for counting and for square measure. In teaching the tables, so far as possible have the unit of measure at hand and let the children become familiar with it. Pupils too often find it difficult to remember tables because they mean nothing to them. A child has no conception of a pound till he has lifted it. A foot rule divided into inches, a yard stick, and many other measures may be readily obtained. Give thorough review of “combinations” used in second grade, and complete the fraction work begun there. Select and use practical examples such as are met with in business life. Notation and Nnmeration: — In reading numbers do not teach pupils to “begin at the right and numerate” until they reach the left hand figure. Teach the name of the first and second periods, and the third, when pupils can read numbers of two periods readily. Take the number 325,132, for instance. Read 325 as if standing alone, then name its period. No directions need be given for 132, except to read as if it stood alone, without naming. When other periods are taken up, teach their names, then give these names to num- bers that stand in them. Do not permit pupils to use “and” in reading whole numbers. Use it only between a whole number and its fraction. A useful device for this work may be called a NUMBER TRAIN. Place upon the board a figure like this: — Th. u. Then tell pupils to draw similar trains upon their slates and put a figure into each room of the “ units car ”. Bring these to class and drill on reading the numbers thus formed. Follow this with figures in the “ thousands car ” and so on; but before adding the “ millions car ”, drill on the writing as well as the reading of numbers. Comparison and Analysis:— Continue the comparison of both whole and fractional quantities. What part of 8 is 2? 4? 6? Of 10 is 5? 2i? 1? i? i? (How many times can each of these be taken out of 10? Therefore what part?) What part of a yard is 1 ft.? 2 ft.? 4ft.? 4ft.? 4ft.? f ft.? What part of a dollar is 10c? 5c? 20c? 30c? etc. Give problems and require solution by comparison as follows: — If 6 apples cost 5 cents, what will 12 cost? What will 9 cost? ( Answer — 10 cents. 1st -j Analysis. 12 apples is twice 6 apples; therefore 12 apples cost twice 5 cents, or ( 10 cents. ( Answer — 74 cents. 2d Analysis. 9 apples is 6 apples plus 3 apples; therefore 9 apples cost 5 cents ( plus 24 cents, or 74 cents. THIRD GRADE 41 Give many problems similar to the following: If 7 books cost $8, what will 21 books cost? If I can buy 6 pens for 5 cents, how many can I buy for 15 cents? The ability of third grade pupils to comprehend relations of quantities and values is surprising. Give problems concerning one relation or ratio until pupils see the relation easily and quickly, before introducing another. First give problems involv- ing the ratio of 1 to 2, then 1 to 3, then 1 to 4, etc. Do not at first give abstract ques- tions, but continue to use freely the bundle of sticks to show relation of units, the circle and square to show relation of parts. Cut some rectangular pieces of card- board, the smallest one-half inch wide and one inch long. The next one inch square. The next one inch by two inches. The next one by two and one-half inches. Letter them a, b, c, and d. Then question the pupils something as follows: Vz inch. 1 inch. d A .9 ^ .9 ^ 1. If a is 1, what is h? c? d? 2. If h is 1, what is a? c? d? 3. If d is 1, what is a? h? c? 4. If c is worth 20 cents, what is a worth? h? d? 5. Divide an orange into eight parts. How many i’s in i? In 4? 6. Put the 4 and 4 together; how much have you? 7. Put the 4, 4, and 4 together; how much have you? 8. If the 4 is worth 2 cents, what is the 4 worth? 4? f ? 9. If f are worth 9 cents, what is 4 worth? 10. If you can buy t of an orange for 10 cents, what is an orange worth. These exercises are simply suggestive. They form the basis, however, for hun- dreds of questions and months of work. “Make haste slowly,” but let no day pass without some questions along these lines. It is an interesting exercise to allow pupils to take the sticks or other material, and make and solve problems suiting the action to the word; el g. John says, “ I had 24 sticks and gave Mary 4 of them (hand- ing them to Mary), Henry 4 of them (handing them to Henry), and had four left. Following this might be some questions; as, What part of 24 is 4? If John has 24 sticks and gives away 4 and 4 of them, how many will he have left? What part of them will he have left? Give many problems in addition and subtraction of mixed numbers, but no rules; e. g.. How many are 14 pies and 24 pies? 34 pies and 24 pies? 4 pie and 4 pie? $5f and $24? From these concrete problems go to abstract ones, such as these: ( 24 34 8^- I Add- 34 54 74 - Subtract 124 54 84 24 6 42 STATE MANUAL AND COURSE OF STUDY These problems should be solved mentally. Have a brief daily exercise for such work. The basis for decimal fractions can be laid in this grade by the use of toy money. Many problems in compound numbers should also be given. Aliquot Parts: — $1 = 100 cents. f The whole of anything = 50 cents. | | i of anything $i = 25 cents. ]' From this teach ' i of anything $i = 12^ cents. | 1 i of anything $ 3 ^ = 6i cents. J [ -jV of anything Teach next, — == 20 cents. ) ( ^ of anything = 20 $Y^o — 10 cents. - From this teach - of anything = 10 %. = 5 cents. ) ( ^Vof anything ■— 5 %. Discriminate carefully between 100 cents and 100 %. When the above aliquot parts are thoroughly undei’stood and memorized by plenty of drill, teach thirds and sixths. = 100 ^ = 50 ^ = 25^ = 12i^ = PHYSIOLOGY AND HYGIENE. Our Bodies {continued):— Divisions— head, trunk, limbs. 1. Head. — A bony box called the skull. Show what it contains and how the brain is the seat of thought. Teach preservation of the teeth. 2. Trunk. — Chest and abdomen. Give simple description of the chest, — its position, how it is made, and the organs it contains. Teach pupils to observe the general action and use of organs, and their proper care. 3. Limbs: — Formation of bones and joints— peculiar adaptability to use. (Compare with bones of animals.) Action of muscles. Suggestions : — 1. Note common habits that are injurious to the throat, lungs, and stomach. Teach the special need of good ventilation in sleeping rooms; give breathing exer- cises. — See Appendix. 2. Give some simple directions to be followed in case of apparent death by drown- ing; such as, loosen the clothing about the neck, jerk the patient up by the heels, etc. In the same way treat of simple remedies for burns, bruises, etc.; show what should be dope in case of a severed artery or vein. Stimulants and Narcotics:— Descril)e the effect of alcohol and tobacco iqjon the various vital organs. Note esi)ecially how their use blunts the moral sense and renders one incapable of right THIRD GRADE 43 action. Show that tobacco injures the youth more than the adult. Explain poison- ous nature of the cigaret. See Appendix, “Suggestive Oral Lessons” No’s 4-10, inclusive. GEOGRAPHY. Purpose. — (a) To stimulate both observation and imagination, (b) To gain infor- mation. Begin map-drawing; 1. The township — scale one inch to the mile. 2. The county — scale one-fourth inch to the mile. 3. The state— scale suited to drawing space. The state idea should be developed from idea of county by teaching the number of counties in the state and showing the insignificance of each compared to the whole state. Indicate upon the map the mineral, lumber, and agricultural districts, also the principal rivers. Teach names of townships in county and direction on the map. If convenient, have pupils at first face the north. This brings the points of compass “ right hand east, left hand west.” With ball or globe illustrate change of seasons, eclipse and changes of the moon. Use apple or ball to illustrate shape of the earth, day and night (use lamp or candle at night or sunshine during the day, and note the illuminated and the dark portions as you revolve it). Show how the sun gets back to the east every morning. A day and night of twenty-four hours is a natural day; from midnight to midnight a civil, or legal day. In studying physical features teach by actual observation, illustrating by pictures, drawings, and molding board. Teach level, slope; plain, prairie; swamp, marsh; hill, mountain; cape, peninsula, isthmus. Winds:— Direction, temperature (daily record), effects — heat, cold. Moisture:— Dew, fog, mist, rain, frost, hail, snow, ice. Soils:— Produce some rock, clay, sand, loam, and muck, suited to the following products: wheat, corn, oats, hay, potatoes, celery, onions, and fruits. Bring soils in boxes, plant proper seeds and watch their germination. 44 STATE MANUAL AND COURSE OF STUDY DRAWING. Purpose . — Same as in second grade. Drawing’ from Objects and Designs: — 1. Teach type-forms from that already taught. 2. Spheroids and similar forms. Use eggs and curves applied to graceful forms of vases, over-lapping coins, solid rings, etc. 3. Compound curves— curves applied to forms from nature. Color: — Review the six positives of the spectrum. Arrange the twelve intermediate hues with reference to the six positives, grouping each positive with its two hues. They are as follows: violet-red, orange-red; red-orange, yellow-orange; orange-yellow, green-yellow; yellow-green’ blue-green; green-blue, violet-blue; blue-violet, red- violet. Botanical Drawing:— Continue the drawing of leaf and flower: base, apex, margin. Paper Folding : — Teach pupils to fold paper to represent angles and plane figures; triangle, square, circle, etc. Review principles learned in preceding grades, letting pupils make original designs, using both curved and straight lines. Teachers should also dictate new designs, using both kinds of lines. For designs see fourth grade. FOURTH GRADE 45 FOURTH GRADE. ■Reading— T hird reader (different series from third grade) and supplementary reading. Spelling — W ith reading and other class exer- cises. Writing— C opy-book according to pupil’s handwriting. slanguage- O ral, book as a guide. Arithmetic— F ii'st Book. Physiology— M ore comprehensive work along previous lines with some instruc- tion regarding the special senses. Geography— S tudy of the earth as the habita- tion of man, using first text-book the latter half of year. Drawing— M ore varied use of curved lines with the addition of pictorial drawing. nature study and science. {See ApiJendix.) Text-books— Redi^diev, language book, arithmetic, geography, and copy-book. ApparatusS\di,tQ, pencil, sponge, pen, ink, and practice paper. Correlation:— I n general, combine all the work of this grade. In particular, combine language with reading and drawing with geography. READING. Purpose .— same as in third grade. Continue third grade methods, giving special attention to exact meaning. Change words, punctuation, and emjihasis, then let pupils state the changes made in shade of thought. Teach pupils lioic to use the dictionary, and as far as possible have each own a small ■copy. Assign a word each day for study with reference to pronunciation, spelling, 'derivation, and meaning. Weave this into the pupil’s vocabulary by having him use it not only once, but several times. Review each Friday, testing the pupil’s ability to use in conversation and writing, the words learned during the week. The avidity with which pupils do such work, shows how much they appreciate their extended horizon. Reading and language should be welded in this year. Supplementary Keadiiig : — This should include myths, American history stories, poems of nature, of patriotism, and of moral sentiment. (See Library List.) Kleinentary Soiind.s: — Familiarize pupils with all the diacritical marks. Have daily marking of words until pu]iils are proficient. SPELLING. Same as second and third grades. Increase tlie amount of written and diminish the amount of oral spelling. If the reader used is not fitted for spelling exercises, a speller may well be introduced in this grade. 46 STATE MANUAL AND COURSE OF STUDY WRITING. (See third grade.) LANGUAGE. Purpose. — To clarify and fasten the language work of first three grades and pave the way for text-book work. , Oral Work:— Review past work. Teach the four forms of nouns, as — Child, children; Child’s, childrens’. Give sentences containing such phrases as of the child, of the ship, of the hoys, etc.,, having pupils change to possessive forms of nouns. Teach the verb and adverb, giving lists of adverbs to be used in sentences. Drill on use of who, whom, and which. Do not enter into reasons for their use, but by drill in sentences train the ear to demand the correct form as heretofore sug- gested. Expand simple sentences by the use of who, which, what’, contract complex sentences to simple ones. Distinguish uses of the following words: between and among; carry, bring, and fetch; learn and teach; stop and stay; mad and vexed; like and love; have and get; awful and very; guess and think. Teach new synomyms and common homonyms; as, vane and vein; hue and hew; right and write; done and dun; hail and hale, etc. Teach use of ought and ought not. Written Work; — Continue the dictation exercises and story writing of the previous grade, and culti- vate the imagination by a reproduction of the history and geography stories, includ- ing tales of travel. While the paraphrasing of poetry is not to be commended, it is often well to have pupil tell or write in his own words the story of some narrative poem. In addition to this work, drill on the use of such words as have been studied in the reading class. Continue letter writing with special reference to business correspondence. In this connection teach additional phrases for introduction and close; as, “Yours of the Ilth inst. is just received.” “I am in receipt of yours of the 8th inst.” “Your letter of last week has remained unanswered,” etc. “Very truly yours,” “Very respectfully yours,” “Yours cordially,” “Yours affectionately,” “As ever, your friend,” etc. Introduce street number in heading and on envelope. ARITHMETIC. This Manual contemplates fwo books on this subject. The first is now put into the hands of the pupils. If the work of previous grades as outlined has been thoroughly mastered in this grade, pupils will complete the book without trouble. Fall Term. — T his term (ordinarily from two and one-half to three months) should, cover the following: FOURTH GRADE 47 Notation and Numeration: — The study of these should aim at rapidity, so that pupils write or read without hesitation numbers of four periods, knowing the names of these periods and the orders in the periods. Give frequent practice in reading and writing numbers. Addition and Subtraction:— This will consume but little time, for pupils have had much drill in previous grades. Allow no counting on fingers or by marks. Aim at speed and accuracy. Multiplication and Division: — This work should complete all the drill that should ever be necessary for pupils. Give enough examples to secure accuracy and rapidity. Remember to test thoroughly the pupils’ knowledge of multiplication tables. If they show any forgetfulness of these tables, review them daily in connection with the other work. Long- Division:— This demands patient and persistent drill. Too often pupils make slow pro- gress because they obtain the successive quotient figures from the answers of the book. Here, as elsewhere, give examples outside the book. Teach pupils to notice and compare each partial product with the partial dividend from which it is to be subtracted. After the subtraction is made, let the remain- der in like manner be compared with the divisor. Scheme for Division , — Place upon the board the following form for pupils to memorize and apply as below: j j See how many times 8 is contained in 25. ' i Three times, j Multiply / 3X8 = 24. j See if 24 can be taken from 25. ' ■ / It can. , \ Subtract. ] 25 — 24 = 1. \ See if 1 is less than 8. '( It is. Bring down next figure. 18 258648 16 ® \ Proof 26 24 24 24 8 & 6 . 48 STATE MANUAL AND COURSE OF STUDY Introduce this by working upon the board several examples, letting the class give directions as you work. After the above is fully understood, have pupils give expla- nations daily, using above form. Prove every example. When large divisors are used, the following device for finding quotient figure may be helpful: — 15 X 1 15 X 2 15 X 3 15 X 4 15 X 5 15 X 6 15 X 7 15 X 8 15 X 9 142 135 75 75 15 " 30 45 ()0 75 90 105 120 135 J 15 I 325,425 | 21,695 30 25 15 104 90 By comparing the table of products with each partial dividend, the pupil sees immediately what to write for the quotient figure. His multiplications are already made, so that no time is lost. Moreover, this gives constant review in the products of digits, but the teacher should soon lead pupils to discover the quotient figure by inspection. Winter Term,— T he work of this, the winter term (usually four months), should -cover the following: Factoring:— Make the distinction between prime and composite absolutely clear. Resolve num- bers into composite, then prime factors. Have pupils name and write the prime fac- tors of numbers to 100, and drill until no mistakes are made in recognizing them instantly. A simple and easy plan is to separate a given number into two large fac- tors, readily perceived, and treat these similarly. Thus: 72 = 9 X 8; 9 = 3x3, and 8 = 2 X 2 X 2. Then, 72 = 3x3x2x2x2. Review thoroughly aliquot parts of 100. This will be of great service to pupils in many parts of their subsequent work. Fractions:— Addition, subtraction, multiplication, and division. This cannot be done too thor- oughly. Give much drill on reduction of mixed numbers to improper fractions and the reverse. Continue teaching relations of quantity and number; e. g., 1. What is the relation of 4 to 12? Ans., (read of 4) or i. What is the relation of 6 apples to 18 apples? 12 oranges to 6 oranges? 8 books to 2 books? 5 books to 8 books? 9 to 12? 7 to i2? 2. Introduce cancellation; e, g., if 8 books cost IGc, what will 5 books cost? stated: ^ = lo FOURTH GRADE 49 3. If f of a ton of hay cost $12, what will i of a ton cost? 1 ton? 2i tons? $12 Stated: (a) (read i of $12) O stated and solved: (b) 4 2 $ 1 ^ •/ = $10 4. f of a gallon of oil cost 10c. What will 5| gallons cost? 5. 4 acres of land cost $220. What is the cost of 5 acres? 6 acres? 8 acres? (Note the relation of 4 to 5, 4 to 6, 4 to 8.) 6. What is the relation of i to f? Of f to |? 7. If t of a lb of tea cost 20c, what will f of a lb cost? Do not give a few of these problems, but many, until certain that pupils understand the principles so well that they will not be forgotten. Repetition is the teacher’s branding iron. In working problems many pupils are uncertain whether to multiply or divide, and the following device may be useful: — Prohle^ns , — 1. If 40 horses cost $1000, what will 1 horse cost? 2. At $25 each, how many horses can be bought for $1000. 3. At $25 each, what cost 40 horses? 4. If f of a bbl. of sugar cost $12, what cost 1 bbl.? 5. At $16 a bbl., how much sugar can be bought for $12? G. At $16 a bbl., what cost f of a bbl.? Device. No. Cost of all. Cost of 1. Number bought. 1 1000 y 40 2 1000 25 y 3 9 25 40 4 12 y f 5 12 16 6 y 16 i Note that the cost of all, when given, is always divided, while the other two, if given, are ahvays multiplied. Give several lessons in which pupils simply place the numbers in the proper columns. This will help pupils to read problems more carefully. After the numbers are properly placed, let the pupil bring down the proper sign between the numbers. Spring Term. — Finish the book, reviewing as much of the previous term’s work as possible. In decimals there is nothing new to learn except placing the decimal point. Give this special attention. Suggestion: — Send class to the board and dictate examples in multiplication; as “ Multiply 12.568 by 2.6769. How many places to ])oint off in the product ”? Do not wait for pupils to perform the operation, but simply to discover the places to point off. In division teach to place the point when the proper quotient figure is found, 7 50 STATE MANUAL AND COURSE OF STUDY Device:— Hook together the right-hand figure of the divisor and the corresponding figure of the dividend, placing decimal point in the quotient when that dividend figure is brought down for division: e. g., (a) I 1 .83 1 25.6845 | 77. + ,281 258 231 I 1 (b) .003 1 35.000 11666.H- (c) lerT uop I 0. + Ex2)lanatioi} 16 is contained in 1 no times; place point, etc. By this simple device pupils will in two or three days learn to point off accurately. Teach them the principle, “Division of numbers with like denominators gives whole numbers for quotients.” In all work insist upon correct form. If the sum of 25 and 15 is to be multiplied by 12, do not allow the work to be indicated thus: 25 -j- 15 = 40 X 12 = 480. Insist upon a separate line for each operation; as, — 25 + 15 = 40 40 X 12 = 80 PHYSIOLOGY AND HYGIENE. Review rapidly the work of the second grade and more carefully the work of the third. Teach the following: — 1. General outline of the location and character of the brain and nerves. 2. General outline of digestion; show some of the changes that take place in the food, and how the digested food enters the blood. 3. Explain the heart and give a general outline of the circulation. 4. Explain in a simple way the functions of the lungs and diaphragm; the move- ments and purpose of respiration — consequent necessity of pure air. 5. In each of the above show the effect of alcohol, tobacco, and other narcotics. 6. In a limited way, teach the eye and ear, giving directions for their care. Suggestions : — 1. Note the use of all the external parts"of the eye. 2. Teach that hearing is often impaired by throat trouble, hence the necessity of avoiding wet feet or other exposure, on this account as well as for general health. Give directions regarding the removal of a foreign body from the ear. 3. Point out the knowledge gained through each of the special senses, and show that taste and smell are not for pleasure alone. Teach that condiments and peppery substances, alcohol and tobacco, impair the delicacy of taste. 4. Show that we learn the shape of things by touch, not sight; teach care of the nails as a protection to the delicate finger-tips. 5. Teach care of the nose and the importance of breathing with the mouth closed as much as possible. (See Appendix, “Suggestive Oral Lessons,” No’s II and 12.) FOURTH GRADE 51 GEOGRAPHY. Purpose. — (a) To enlarge the child’s idea of the earth as a whole, (b) To develop his knowledge of commercial life. With globe and maps teach rotation of the earth on its axis, sunrise and sunset, difference of climate and of products, ocean routes, continental water-ways, and other natural routes of travel. Supplement by five-minute outline maps drawn daily by pupils. Gradually add mountains, rivers, lakes, cities, trunk railway lines, etc. This work should enable pupils to read maps at sight; i. e., the direction of rivers will help him to image the ordinary slopes; the mountains to image the steep slopes, rapid rivers, waterfalls, water-powers, and manufacturing districts. In the same way the water-ways to the sea should suggest the commercial idea (exports, imports) and the consequent location of cities. As soon as pupils can read the text-book readily, begin its use. During this year they should learn the following: 1. Of the earth : — Divisions of land. Zones and climate. Races of men. 2. Of the atmosphere:— Winds. Clouds. \ Moisture. 3. Of the water : — Springs, lakes, rivers. * Oceans and ocean currents. DRAWING. Purpose , — The same as in preceding grades. I>rawing^ from Objects: — Continue spherical forms; use potato, tomato, dumb-bell, door-knob, etc. Develop cone from pyramid. Botanical Drawing: — Continue work of previous grades. Pictorial Drawing:— Teach plane, field of vision, center of vision, eye level; proportion of lines one to another; accurate measurement of lines and distances, — bisection, trisection, quad- risection, etc.; estimation of various kinds of angles. Continue color study, introducing shades, — warm, cool; harmony, contrast. (See designs on next page.) 52 STATE MANUAL AND COURSE OF STUDY FOURTH GRADE 54 STATE MANUAL AND COURSE OF STUDY FIFTH GRADE Reading— F ourth reader. Speeding— F irst use of hook. Penmanship— C opy-book according to pupil's Arithmetic— S econd book to decimals. Physiology and Hygiene— F irst book. Geography— F irst book. Drawing— D evelopment of creative faculty. handwriting. Language— P reparation for technical grammar. NATURE STUDY AND SCIENCE. {See Appendix.) Text-books— In all branches. A2)paratus—^\nte, pencil, sponge, pen, ink, and practice paper. Correlation- I n the primary work correlation begins by uniting the work of reading, first with language, then with numbers, etc., until in the fourth grade the whole work becomes a unit. In this grade and succeeding ones care should be taken that, in each subject taught, the threads reaching to other subjects be woven together so that the pupil’s knowledge shall be like a cable with no loose strands swinging aimlessly about, but with each one helping to give strength and symmetry to aU. Purpose. — (a) To perfect oral expression, (b) To cultivate a taste for good literature. Up to this time the main object has been to teach to read, but the work of the fifth grade should be more comprehensive and assume more of a literary character. Study carefully all the selections in the reader, noting important historical and rhetorical allusions. Choice selections should be memorized. Supplenieiitary Reading: The work suggested in the fourth grade should be continued, adding biography of great Americans. Noted authors may be studied in a limited way; when, where, and how they lived. If possible, some of their important works should be discussed. A fourth reader of an unfamiliar series may be profitably used for sight reading. (Note.— P upils should be encouraged to make free use of the dictionary. For convenience have a “dictionary shelf” from which the book is seldom taken, but to which pupils may go without special permission.) If not already introduced, a speller should now be used. No one method can be said to be the only one, but from this point the teaching of spelling involves more than the mere conning of letters. It is of little value that pupils spell words which they cannot use. Hence, use of words in sentences should form one of the important parts of the work. Their meaning, derivation, and growth should also receive attention. It is not to be understood from this that every new word should be thus studied, but enough such work should be done to give pupils a taste for it. READING. (See library list.) SPELLING. FIFTH GRADE 55 Another and very important result from such study as secures accurate spelling is the resulting mental discipline. Accuracy signifies power of concentration, — the power that distinguishes the scholar. Method : — Most of the spelling should be written. Oral spelling may be used about twice a week for review and drills in pronunciation and articulation. In such work insist that every word be correctly pronounced and clearly enunciated. Indeed, make this a feature of all oral spelling. If this be difficult, pupils should for a time be required to pronounce each syllable. The teacher should be sure of her own pronunciation and never distort a word to assist in its spelling. Words should be pronounced but once and but one trial be allowed. Make this rule invariable. When possible, either give the word in a sentence or have pupils do so. Give special drill upon hard words and the pronunciation of those ordinarily mispronounced. Devices:— . Have pupils form other words from a given word or sentence. 2. Pronounce the singular, having pupils spell the plural and possessive. 3. Place upon each pupil’s desk a five-point star, and each Friday mark upon one point the number of words missed by pupil during the week. Whenever the points are filled with ciphers, showing no words missed for five weeks, give the pupil a badge to wear as a “star speller” until he misses a word, when another star is commenced. 4. Keep exact record of words missed each month and send to commissioner the names, ages, grade, and number of words missed by each pupil. 5. Have occasional spelling-down contests. These are a few of the many devices that may be used to create an interest in this subject. ^ Finally, never be impatient with the poor speller, but encourage by showing him luw to study spelling. LANGUAGE. Do not yet make much use of formal definitions, but such as are taught should be thoroughly learned. Continue the work of the preceding years, emphasizing written exercises. Reproduce in writing memorized literary gems. Teach the business forms for ordinary receipted bills, receipt for money, and promissory notes. Drill upon -the marks of punctuation already taught and call attention to the simpler uses of semicolon. Distinguish between the uses of the following: bad, evil, ill; couple, several, few; faded, withered; little, small; fresh, new; funny, strange; cunning, tiny; bad. badly. If the text-book used teaches the diagram, the foundation for that work should be laid. 66 STATE MANUAL AND COURSE OP STUDY ARITHMETIC. If the suggestions for the previous years have been followed, there will be little trouble in the work of the second book in arithmetic. Systematic analysis should be taught in this year and carried through the succeeding years. Previous work has dealt largely with the “ how;” let it now include the “why ” also. In this work there should be close attention to statement and logic. Allow no loose statements for such problems as this: If one orange costs 5c, how many can I buy for 25c? Do not allow pupils to say, “Since one orange costs 5c, I can buy as many for 25c as 5c is contained times in 25c, or as many as 25c 5c.” This is not a logical statement. The statement should be, “Since 5c will buy one orange, 25c will buy, etc.,” Guard also against the following common errors: — 3 cents times 5; 12 feet length X 4 ft. width = 48 square ft.; $25 5 days = $5 a day. Attention is called to the following extract from the Report of Committee of Fifteen, regarding mental arithmetic: — “Your committee is of the opinion that the so-called mental arithmetic should be made to alternate with written arithmetic for two years, and that there should not be two daily lessons in this subject.” Fall Term: — Fundamental operations, definitions, and rules. Factoring, common divisor, greatest common divisor; multiples, common multiple, least common multiple. Throughout fractions, and in many other subjects, cancellation is of great importance and should be much used. Winter Term:— Fractions, — reduction, addition, subtraction, multiplication, and division. Lead pupils to see that the value of a fraction varies with operations performed upon numerator or denominator as does the. quotient with like operations upon divi- dend and divisor. Pupils should reduce by inspection any fractions whose common denominator does not exceed 150 or even 200. Teach business methods of handling fractions. In addition or subtraction never' allow them to reduce mixed numbers to improper fractions. In multiplying together whole or mixed numbers with small denominators, seldom reduce to improper fractions, but try this form — 254 i2i I6f = t X 25 4 = f X 4 306 = 12 X 25^ 323 = I2f X 254 This is not difficult when pupils are taught exact meaning of the expression 124 times 254. - Spring Term: — During a' part of this term use problems that give practice in articles of commerce bought and sold by the hundred-weight, by the thousand and the ton; such as beef, pork, lumber, shingles, hay, etc. For the remaining part of the term, review frac- tions and apply them to practical problems. FIFTH GRADE 57 GEOGRAPHY. In taking up the text-book do not let its use. divert the attention from the central thought of geography study — the earth as a habitation for man. Pay special attention to the following: 1. Map drawing continued, giving more attention to physical features and detail. 2 •! Advantages to man. z. ooast lines -j Disadvantages to man. 3. Drainage I 4. Man’s struggle — f Food. Shelter. Clothing. (a) For subsistence Fuel. (b) For transportation 5. Man’s reward Ships. Steamboats. Bridges. Tunnels. ^ Railways. The home. Travel. Education. Commerce. Cities. ■ Society. Suggestion . — Make continual use of the imaging faculty. When a description is read, have pupils image the picture. Make the mile a measure of distances below one hundred miles. The church steeple or flag pole a measure of distances in feet, etc. PHYSIOLOGY AND HYGIENE. (First book completed.) DRAWING. Purpose . — To perfect work of previous grades and to develop the creative faculty. I>ra\viiig from Objects: — Use bowl, inkstand, pail, fruit-can, goblet, jug, etc. Encourage pupils to originate decorative forms. These can be first cut from folded paper similar to those placed upon pantry shelves by the thrifty house- wife, then drawn. Pictorial Drawing:— 1. Teach guide-line, line of direction. 2. Effect of distance, — (a) As to size. (b) Horizontal planes — below the eye seem to ri.se, above the eye to fall. (c) Foreshortening, governed by the line of direction. (d) Convergence. For designs see Sixth grade. 8 58 STATE MANUAL AND COURSE OF STUDY PENMANSHIP. The child has now reached the period at which writing should be studied as an art. The first work of succeeding grades is to secure smooth and rapid movement. Exact forms of letters is not therefore of the most importance. Copy books should be used principally after drill to show daily progress. For common practice, use practice pajier without copies. At the beginning of the term have each pupil write a stanza of America, and each succeeding month rewrite it, preserving for comparison. These may be pasted upon a yard of black cambric and hung upon the wall for public inspection. Position:— See that pupils sit in good position. No weight of the body should rest upon the arm that does the writing, but the body should be supported by the muscles upon the opposite side. For instance, if a person writes with the right hand, the left foot should rest firmly upon the floor and the body be sustained by the muscles of the left side of the body. Movement:— Practice the muscular or forearm movement. This means that the arm should move upon the muscle and the fingers retain an unchanged position. Have pupils place the forearm upon the desk with the palm of the hand lying fiat. Then, with- out moving the arm, close the hand loosely, bringing the first joints of the fingers upon the desk. With the hand in this position move it back and forth as far as possible without moving the sleeve. This constitutes the muscular movement, — the movement of good penmanship. Practice this movement several minutes each day with nothing in the hand, then with pen or pencil, tracing short, straight lines. After a few exercises, have pupils use pen and ink, making a straight hair-line. Practice the following’: — 1. Stopping and starting while ti^acing a line. 2. Combination of straight and curved lines. 3. Regular flowing movements of ovals. 4. Counting for pupils so that a regular movement will be acquired. The exercises for this work ’are many, and the following are merely suggestive: — One point must be emphasized; that is, an exercise is valuable in proportion as it is mastered. Give, therefore, few movements, but master them. It is not the province of this manual to attempt to sustain the claims either for or against any system of penmanship, but the fact that good penmanship can be acquired only by persistent practice must not be overlooked. The success of pupils will be measured by the amount of practice given to these and other exercises. Vertical Writing:— 1. Observe that the downward stroke only is vertical, the upward stroke taking an angle. 2. See that all downward strokes are parallel. 3. Close the o’s at the top. 4. When the muscular movement is well established, combine with it the finger- movement. z Qy P pv 113 H 5 ( 07 ? C |0 \y ' \y ^ \y Opt ioncxI Cd. p 1 1‘5.1 5 . 1 -' 0pti6nd(^pif&l d.nd Term ind 'Letters Ic u 1 .; Ull; 7 U" ;n^ C| 5ug>p?5hve Drill Cxercises.^ 4';.;. * - -' O TTYTTmy ; ^nA/r\x O \AA^UJCUy' -UUlJZy ’' .U^ aAJ^y tloWk |cKXA^ urv tJUju /rwtj/fiyk, "3yl\jiAju oJ\ju A^^LAAxrV\>6 ■ ' ■ ^ ilJnue^ . Cl/rvcU >6 jixx/vvu 6 ^ SIXTH GRADE 59 SIXTH GRADE. Reading — Fourth reader (different series from Arithmetic— Second book to percentage, fifth grade.) problems carefully explained. Spelling — Speller. Geography— Half of second book. Penmanship— Copy-book. State History and Gov’t —See outline. Language— First book. Physiology and Hygiene— Second book. Drawing — Use of objects. NATURE StTuDY AND SCIENCE. {See Appendix.) Text-books— In all branches. ApparatusSlnte, pencil, sponge, pen, ink, and practice paper. READING. In the sixth, seventh, and eighth grades the attention should be divided between punctuation, figures of prosody, and literary contents with special reference to the ingenuity of those devices of style that are used to produce a strong impression on the reader. As literary study is the highest phase of the reading work, its promi- nence should increase with each succeeding grade. Supplementary Keading- See fifth grade. Spelling: — See fifth grade. Penmanship: — See fifth grade. LANGUAGE. As in the fifth grade, much attention should be given to written exercises. These should include imaginative journeys, pleasure excursions, biographical sketches, and local matters of interest. Much care should be taken that definitions are fully understood and thoroughly memorized. Analyze sentences both with and without the diagram ; its continual use obscures the pupil’s analytical insight. ARITHMETIC. Fall Term:— The ordinary fall term of three months should be sufficient time for the mastery and completion of decimals. Make clear and fasten in pupils’ minds the laws that fix the decimal point (see fourth grade suggestions). In pointing olf in multiplica- tion and division, never allow a pupil to guess at it. Constantly ask, “Why do you place the point there?” 60 STATE MANUAL AND COURSE OF STUDY In writing' decimals let the names of the first six decimal places be thoroughly mastered, and permit none of the “cut and try ” process. Pupils should be ablecto give instantly the number of places to point off for tenths, hundredths, thousandths, etc. Try the following with class at the board: Simply naming figures^ teacher says: “ Write 2-3-5— 4-9.” (Pupils write.) Teacher explains that “Ready — Point! ” will be the signal for entire class to be ready for pointing off, then says, “Make it thousandths'' (pause) “Ready — Point!” (Pupils ifiace point in unison.) “Erase point — Ten thousandths" (pause), “Ready — Point! ” “Erase — Hundredths " (pause), “Ready — Point! ” etc. Teach thoroughly how to reduce common fractions to decimals and the reverse. Give many problems in U. S. money. Winter Term:— If the fall term has been long enough (not less than three months), to finish deci- mals, the work for this term will consist in learning and applying the tables of meas- ures of extension, capacity, weight, time, etc. As the fifth and sixth grades are largely occupied in teaching pupils the mechanics of numbers, continue to teach “business methods.” Drill on the following: 1. To multiply 24, 27, etc., by a multiplier which is an aliquot part of 10 or 100: — (a) By 331 or i of 100, — 24 X 100 = 2400 24 X 331 = 1 of 2400 = 800 * 27 X 100 = 2700 27 X 331 = 1 of 2700 = 900 Variations of above,— By 32^^,— 321^ = 331 ^ — 1 24 X 32}^ = (34 of 2400) — 24 = 776 27 X 3234 = (34 of 2700) — 27 = 873 By 3434 3434 = 3334 + 1 24 X 3334 = (34 of 2400) + 24 = 82 27 X 3334 = (34 of 2700) + 27 = 92 (b) By 121,- 121 = 1 of 100 24 X 121 = 1 of 2400 = 300 Other similar multipliers:— 1334 = 1234 + 1 1134 = 1214 - 1 634 = 1234 2 (c) By 371,- 371 = I of 100 24 X 371 = t of 2400 = 900 SIXTH GRADE 61 2. To^multiply by some number whose component parts are aliquot parts of 10 or 100 :— (a) By 381,— 381 = 331 + 5 24 X 381 = (1 of 2400) + 1 of (10 X 24) = 920 (b) By 421,- 421 = 371 + 5 24 X 421 = (t of 2400) + 1 of (10 X 24) = 1020 Other similar multipliers: — 15 = 10 + (Vs of 10) 171/2 = 10 + 5 + ( 1/2 of 5) 271 ^ = 20 + 5 4t. 04 of 5) 3. To multiply by 99: — 99 = 100 — 1 24 X 99 = 2400 — 99 = 2301 4/ To multiply together two mixed numbers when the whole numbers are alike and the sum of the fractions equals a unit: — 51 X 51 = ? Hoi'l X 5] * ’ !■ or 6 X 5 = 30 I 5x5j 1x1= •+ Hence the rule, — Multiply the whole number by itself plus one and add the product of the fractions, using this form: — 5f r 1 5. To multiply a number of two digits by 11: — 2 4 (b) 2 9 1 1 1 1 1 1 ^ 9 2 1 UJ 1 2 (9 2 G 4 3 1 9 Hence the rule, — Between the tens and units of the given number insert their sum. If this sum be more than 9, the tens figure must be added to the tens of original number. 6. To divide by any number which is an aliquot or a fractional part of 10 or 100: — 2500 100 = 25 (a) 2500 331 = 3 X 25 = 75 (b) 2500 - 50 = 2 X 25 = 50 (c) 2500 -- 20 = 5 X 25 = 125 (d) 2500 ^ 75 = 2500 ^ (f of 100) = i times 25 = 331 (e) 2500 -T- 371 = 2500 = (I of 100) = f times 25 = GG| Other similar divisors: — 66% = % of 100 62>4 = % of 100 87/2 = % of 100 62 STATE MANUAL AND COURSE OF STUDY Give exercises in reduction, addition, subtraction, multiplication, and division of compound numbers. Have pupils explain problems daily. Give much drill on problems relating to measurements of surface, such as plaster- ing, carpeting, papering, etc. Require pupils to measure room and make some problems of their own. Spring Term:— Board and timber measure, examples relating to measurements of bins, timber, walls, cellars, wood-piles, areas, and solids of all kinds. Give a large number of practical examples that will make pupils familiar with these. Give many exercises for mental drill. Let the unit of comparison be the square foot. Say nothing of square inches. Problem . — How much lumber in a 2 X 4, 16 ft. long? In this case imagine the piece cut into two strips 4 in. wide, making a board 8 in., or f ft. wide. Every foot of le7igth is then f of a foot of lumber; 16 ft. of length is or lOf ft. Applications, — (a) How many feet of lumber in a 2 X 8, 1 ft. long? Ans., | ft. In a 3 X 9, 1 ft. long? Ans., 21 ft. In a 4 X 10? In a 6 X 8? In a 2 X 4? In a 10 X 12? In a 5 X 6? (b) How many feet of lumber in a 9 X 12, 40 ft. long? Ans., 9 X 40 = 360. (c) How many feet of lumber in an 8 X 6, 24 ft. long? Ans., 4 X 24 = 96. (Note.— Insist that pupils work these mentally. Do not stop with one or two exercises.) GEOGRAPHY. In making a study of any country give special attention to, — (a) Productive regions and their products. j Exports — resulting from surplus of products. ^ ^ I Imports — resulting from deficiency of products. (c) Navigable rivers, lakes, canals, railways, and harbors, as determining promi- nent commercial centers. (d) Native animal and vegetable life, and mineral deposits. Alternation : — In schools having but one teacher the number of recitations may be lessened by combining certain classes. It is not necessary to make two classes in the second book in geography. In case there are both sixth and seventh grades, let the sixth grade do seventh grade work, completing latter part of geography in sixth year. Then the following year, have this grade (now the seventh) do sixth grade work, completing first half of book with the new sixth grade. PHYSIOLOGY AND HYGIENE. The second book in this subject may be taken either in this grade or the next, to suit convenience in arranging the rest of the course. SIXTH GRADE 68 DRAWING. Drawing* from Objects:— Purpose . — Same as fifth grade. 1. Practice in free hand, circle, and curve drawing may be gained from such figures as the hollow cylinder. (a) Front view. (b) Turned to the right. (c) Turned to the left. 2. Make similar drawings of the cube, both below and above the eye. Elements of Perspective : — These should be applied to the drawing of room interiors, streets of houses, etc. Teach convergence to a point and continue the study of distance effects. ( See designs on next page.) 64 STATE MANUAL AND COURSE OF STUDY SIXTH GRADE 65 9 66 STATE MANUAL AND COURSE OF STUDY COMMERCIAL GEOGRAPHY. In the study of geography give the pupil’s knowledge breadth and vitality by teaching commercial geography, — the interchange of natural and manufactured prO' ducts. Teach also how the present conditions of living have been made possible only by the educated intellect. Show the practical and commercial value of science,, thus fortifying against the fallacy that a broad education is simply ornamental. Plant the seeds of respect for labor by illustrating how large a portion of tlie value of products is due to it; on the other hand, teach respect for capital by showing that the great enterprises of the world cannot be carried on without large sums of money. There is no more important work resting upon the teachers of today than this teach- ing of the interdependence of labor and capital, with the reciprocal duties of each. Below are some suggestive outlines which the progressive teacher should not only use, but enlarge upon. Cotton: — American cotton is superior to any other. Its product in 1894 exceeded $210,000,000, Sea-island cotton, grown on the islands off the coast of South Carolina, Georgia, and Florida, is the finest in the world. Its quality is changed when attempts are made to raise it on the mainland. CottonSeed : — Until 1852 the seed of cotton was considered worthless; it is now a valuable com- modity and a staple article of commerce. Its products are, — 1. Cotton-seed meal, used as a fertilizer and as food for cattle. Its hull makes excellent fuel, and the ash resulting from its combustion is manufactured into potash. 2. Cotton-seed oil, when highly refined, is the equal of olive oil and has largely superseded it in many parts of this country. 3. Stearine, the fatty part of the oil, is used in the manufacture of butterine, cotto- lene, and the adulteration of lard. In 1894 the exports of cotton-seed oil and its products was $14,000,000. Iron:— Found in nearly all parts of the world; but the United States, Great Britain, and Germany produce four-fifths of the world’s supply. In 1894 the United States exported nearly $30,000,000 of iron and steel goods, and imported nearly $20,000,000, mostly from England. Its different products are, — 1. Cast-iron, which contains four or five per cent of carbon and is very brittle. 2. Malleable, or wrought iron, which contains no carbon and is not elastic. 3. Steel, which contains from one and a half to two per cent of carbon, and is very elastic and strong. ' Steel can be tempered to almost any degree of hardness, toughness, or elasticity. The world’s supply is furnished almost entirely by the United States, Great Britain, and Germany. By the “old process,” it required a week to remove the excess of carbon from iron to produce steel; by the Bessemer process all the carbon is first removed and then the necessary amount added, being done in fifteen or twenty minutes. In a large mill, iron from the smelter may become a steel-rail, ready for use, in two hours. SIXTH GRADE 67 In 1892 the United States, Great Britain, and Germany, in the order named, pro- duced a total of 10,500,000 tons of steel. The commercial value of iron is gauged almost entirely by the labor involved in its preparation. A $5 bar of iron is changed in value by labor as follows: made into horse-shoes, $10; into steel needles, $55; into pen knives, $3,285; into buttons $29,500; into watch springs, $240,000 — more than its weight in gold. Copper: — Found both in a pure state and in combination with other minerals. Three-sevenths of the world’s supply comes from the United States, rich mines existing in Michigan and Montana. Valuable deposits have also been found in Utah, Arizona, and New klexico. Its electrical conductivity and the increased applications of electricity, have greatly stimulated its production. Its products are, — 1. Brass, an alloy of copper and zinc. 2. Bronze, an alloy of copper and tin; by increasing the amount of tin, bell-metal is produced. 3. Verdigris, the product of acetic acid on copper. 4. Paris green, blue vitriol, and copper paint. Gold:— Found’ in a metallic form, usually imbedded in quartz. It is extracted by crushing the rock, mixing the ground rock with water and quicksilver, when the latter unites with the gold and forms an amalgam. The quicksilver, or mercury, is then driven off by heat, becoming a gas; the free gold remains. Nine-tenths of the world’s supply is produced by the United States, Australia, South America, and Russia; Cripple Creek, Col., is said to furnish nearly one-third of that found in the United States. Owing to its softness, gold is alloyed with harder metals for use. It is one of the heaviest metals, weighing 194 times as much as water. Quicksilver:— This metal, known when in combination with sulphur as cinnabar, is largely used in extracting gold and silver from crushed ore. It is found in Cinnabar, Cal., in Spain and Austria. Nickel: — This is not an abundant mineral. The most productive mine in the United States is near Lancaster, Pa. Nickel-plating is an American invention. Alumiimni : — Only a few years ago the manufacturr of this metal on a commercial scale was regarded as almost beyond the rang _ of possibility, but the inventive genius of Chas. M. Hall, a graduate of Oberlin College, has discovered a cheap process for its extraction by fusing aluminum oxide with cryolite, then passing an electric current through the solution. The market price has fallen from $5 to less than 50 cents per- jjound, and the numerous uses to which it is already j)ut will undoubtedly be largely increased, this industry bidding fair to become a most important one, the metal being produced by the United States in large and increasing quantities; in 1896 the amount of crude aluminum produced by this country exceeded 1,300,000 pounds, or one-third of the world’s output. 68 STATE MANUAL AND COURSE OF STUDY Coal: — The United States annually produces over 145,000,000 tons of coal. Its products are, — 1. Coke, made by subjecting coal to intense heat. 2. Gas, produced by distilling bituminous coal, a ton yielding about 10,000 feet of gas. 3. Coal-tar, a residue substance produced by distillation. 4. Aniline, made from coal-tar, the base of aniline dyes of which there are more than one hundred. Petroleum: — The products, named in order of refining, are, — 1. Gasoline. 2. Naphtha. 3. Benzine. 4. Kerosene. 5. Paraffine, used in making candles. 6. Vaseline, the substance skimmed in process of refining. 7. Asphalt, petroleum thickened by absorption of oxygen. A lake of asphalt is found on the Island of Trinidad. Clay:- Products: — 1. Terra-cotta brick (annual product $50,000,000). 2. Heavy chinaware, made from the better grade of clay. 3. Porcelain, made from the purest white clay. The total exports of the United States during the ten years preceding 1892, in value averaged $760,000,000 per annum; the imports for the same time averaged $650,000,- 000 per annum. The six greatest commercial cities of the United States, mentioned in order, are New York City, Boston, New Orleans, San Francisco, Philadelphia, and Baltimore. MICHIGAN HISTORY. During this grade the history of Michigan should be studied with its geography. If time for the recitation in both crowds the program, they may be alternated. 1615 — Possibly visited by Champlain. 1634— Visited by .lean Nicolet at Mackinac. 1641 — Visited by .lesuit missionaries. 1660 to 1668 — Visited by various missionaries. Mission established at Sault Ste. Marie — three years later at St. Ignace. 1701 — Port Pontchartrain founded at Detroit by Cadillac — Detroit the capital of the French Possessions. 1760 — Became a British province — principal business, fur trade. SIXTH GRADE 69 1763 — Pontiac’s conspiracy — character of Pontiac. Plan of attack — story of the Objibwa Indian girl. The attack — Bloody Run. Massacre of Michili- mackinac. 1769 — Death of Pontiac. 1787 — Ordinance creating the Northwest Territory — the “Six Articles.” 1796 — British evacuation of military posts. 1805 — Michigan made a territory— Gen. Wm. Hull governor. 1812 — Second War with England — Michigan menaced on one side by Canada, on the other by Indians. July 16, Detroit surrendered, the only condition being that private property be protected. July 17, Mackinac surrendered. 1813 — Gen. Cass appointed governor. His energy — made treaties with Indians, always just ones; divided the territory into counties (note how many of the counties bear the names of prominent men); surveyed and opened the lands for settlement (about 1818); visited personally the heart of the Indian country, traveling thousands of miles; published (1823) “ Inquiries concern- ing the Indians. ” Perry’s victory on Lake Erie. 1817 — First permanent newspaper — “The Detroit Gazette,” $5 a year. 1831 — Gov. Cass appointed secretary of war. (Cass was further honored by appointment in 1836 as minister to France, in 1845 and 1849 was U. S. senator from Michigan, and in 1844 and 1852 was democratic nominee for president.) 1832 to 1834. — Detroit scourged by cholera — Gov. Porter a victim. 1835 — The Toledo liar, — cause territorial boundary dispute. Proclamation of Gov. Lucas of Ohio, ordering troops to take possession of disputed strip; send- ing of Michigan troops by acting Gov. Mason — no bloodshed. Proposition by congress to cede to Michigan the Upper Peninsula for the release of the disputed strip. May — Adoption of a constitution and application for admission to the Union. October— State officers elected, followed by the refusal of congress to admit to the Union until the settlement of boundary dispute. 1836 — December — Acceptance by the “Frost-bitten Convention” at Ann Arbor of the proposal of congress mentioned above. 1837 — January 26 — Michigan admitted as the 26th state, thus doubling the original thirteen. Plans at once made for extensive internal improvements and a loan negotiated for $5,000,000 (an enormous sum in those days) for improvement of rivers, construction of canals, and building of railroads — the beginning of Michigan Southern and Michigan Central railways. Passage of general banking law — its provisions of safety to the public easily eluded, resulting in susi)ension of specie payment. Provision that every sixteenth section in each organized township be set apart for school purposes. R^v. .lohn D. Pierce, lirst Su})erintendent of Public Instruction, presented to the State legislature the plan for our edu- cational system, modeled after the Prussian public school system. 1847 — Capital changed from Detroit to Lansing. 1850 — New constitution. 1852 — Congressional land grant of 750,000 acres for construction of canal around St. Mary’s Falls. 70 STATE MANUAL AND COURSE OF STUDY 1853 to 1855— Construction of St. Mary’s Falls Canal — cost $999,802.46. (7,000 feet long, least width 108 feet, depth of water 16 feet. ) 1860 to 1865 — Michigan in the Civil War . — Austin Blair the “War Governor,” Zachariah Chandler the “War Senator of Michigan” — 93,700 Michigan soldiers, of whom over one-sixth perished in defense of their country. 1873 — Corner stone of the new capitol laid — cost of building $1,500,000 (noted as being the only one built within its appropriation). 1876 to 1881 — St. Mary’s Falls Canal enlarged and new lock built— cost $1,500,000. 1892 to 1894 — Second great lock built— cost $5,000,000. Over 16j million tons passed through this lock within the last year, sufficient tonnage to load a freight train over 5,000 miles long, or reaching nearly from Chicago to San Fran- cisco and back, exceeding the tonnage of New York Harbor. 1897 — President Angell of Ann Arbor, appointed U. S. Minister to Turkey. ELEMENTARY CIVICS— GOOD CITIZENSHIP. In connection with the study of Michigan history, give frequent lessons in this subject. The following brief outline is suggested: — Home Government: — Legislative 1 Judicial ^ Parents. Executive ] School Government: — Legislative) ^ ^ i i i ^ ^ District School Board. Executive ) Township Government: — Legislative — Town meeting. Judicial — Justices. Executive — Officers. County Goa eminent: — Legislative — Supervisors. .Judicial — Circuit court. Executive— Sheriff. State Goa eminent: — Legislative — Legislature. Judicial — Supreme court. Executive — Governor. « Teach the purpose of government, individual res])onsibiiity therefor, duties of the various officers, etc. N. B.— Judson’s “Youn^r American,” a civic reader published by Maynard, Merrill & Co., N. Y. City, would be an excellent aid in this work. Teachers can obtain single copies postpaid for 60c. For civil government of Michigan see Michigan Manual (Red Book), to which every school dis- trict is entitled. If you have not received one, write to your commi.ssioner. SEVENTH GRADE 71 SEVENTH GRADE. Reading— F ifth reader. Spelling — Speller. Penmanship— C opy-book. Grammar— H alf of book. Arithmetic— P ercentage, including all its ap- plications; book in mental arithmetic. Geography— S econd book completed. Physiology and Hygiene— S econd book, unless already completed. History — T o Washington’s administration. Civil Government— (S ee outline). Drawing— O bjects continued, decorative designs added. Text-books— In all branches except civil government. Apparatus— pencil, sponge, pen, ink, and practice paper. READING. The work for this year should be largely a study of literature and authors. Select from the reader the best literary productions of several authors and study those of each writer in g’roups, noting similarities and differences. Try to have pupils become familiar with each author’s style. Supplementary Reading:— If possible have pupils procure individual copies of selections from various auth- ors. Study such poems as Snowbound, Among the. Hills, Vision of Sir Launfal, Evangeline, etc.; such prose as Irving’s Sketch-Book, Hawthorne’s Tales of the White Hills, Dickens’ Christmas Carol, etc. The “Riverside Literature Series” and “Standard Literature Series,” mentioned elsewhere, are adapted to this use. (For method see sixth grade.) SPELLING. (See fifth grade.) PENMANSHIP. See fifth grade. When pupils finish the seventh grade they should know well the elements and princii)les of penmanship and be able to analyze all the letters of the alphabet. GRAMMAR. During the first year of technical grammar, avoid tangling, perplexing, and obscure points. Definitions should be accurately learned and continually applied by pupils. The definition is the bed-rock of etymology. 72 STATE MANUAL AND COURSE OF STUDY Alternation : — The remarks on geography made in the sixth grade apply with equal force to seventh and eighth grade grammar work, it being immaterial whether syntax or etymology is taught in seventh grade. In case there are both seventh and eighth grade grammar pupils, let the seventh grade do eighth grade work, completing the latter part of grammar in seventh grade. Then the following year have this grade (now the eighth) do seventh grade work, completing first half of book together with the new seventh grade. ARITHMETIC. Pall Term:— Prepare pupils for quick and accurate work in each application of percentage by doing the corresponding work from some text-book in mental arithmetic; also by first reviewing decimals. Have exercises similar to the following; — (a) .05 of 400 means 5 X thit of 400. Solution: yfo of 400 is 5 X 4, or 20. .01 of 500 means? ) .03 of 2140 means? - Solve as above. .05 of 25 means? ) (b) 1 % means .01. 25 % of 600 means 25 X of 600. j 1 ^ of 600 = 6. solution I 25 ^ of 600 = 25 X 6 = 150. 20 % of 40 means? 16 % of 50 means? Give many examples until the pupil habitually thinks “ What is 1 ^? ’^ (c) 1. What is 1 if 2 ^ of a number is 40? Solution: 1 ^ is 4 of 40, or 20. If 5^ is 60? 30? 12? If 20^ is 600? 120? 80? 20? 2. What is 1 if 60 is 18 ^? 2 ^? 10 ^? 50 ^? 100 (d) 1. What is 100 if 24 is 8 ^? 12 ^? 2. 12 is 20 % of what? 3. 18 acres is 6 ^ of what? (e) 1. 1 is what per cent of 100? Solution: 1 is of 100, or 1 %. 2. 3 is what per cent of 100? Solution: 1 is 1 ^ of 100. 3 is as many times 1 ^ as 3 is times 1, or 3 times 1 %. 3. 8 is what per cent of 400? Solution: 4 is 1 ^ of 400. 8 is as many times 1 ^ as 8 is times 4, or 2 times 1 %. 4. 60 is what per cent of 1200? Solution: 12 is 1 ^ of 1200. 60 is as many times 1 ^ as 60 is times 12, or 5 times 1 %. If this analysis seems difficult at this stage use ratios: e. g., 8 is what per cent of 400? Solution: 8 is yoy^, or -^^5 of 400. h = 4 SEVENTH GRADE 73 Have pupils express the list given below in four or more forms as follows: — 12i 4#- 25 12i % = .121 = ^ ^ ^ = X ^ ^ “ 100 100 200 ^ ' 33i 25 16f 14f ll j- 8i %, 2i %, U %, U %, li %. Table of Equivalents; — (To be memorized.) 10^ = tV — tV 20^ == 1 m% = \ 25 ^ = i m% = 1 30^ = m% = 1 40 ^ = 2. 87i^ 50^ = 1 161^ = i 60^ = f 334 ^ = i 70^ = 7 T7 661^ — I — 1 — TOU 80^ = 1 — f % etc. All solutions of problems should be based upon analyses already made familiar to pupils by operations in common and decimal fractions; thorough explanations should be rigidly enforced. The ordinary formulas should not be used until each principle has been made familiar by analysis. The formula should nevey' precede analysis. Formulas p = b X r '■ = & b = p r Or, since percentage is always a product, the terms used to produce it are factors, and the missing term is always either a factor or a product. Hence, the following rules: — (a) If the percentage is given, divide it. (b) If the percentage is not given, multiply to ohtaiyi it. In percentage applications emphasize the fact that commission, brokerage, profit, loss, premium, tax on property, and interest are percentage and, when given in pro- blems, must he divided. Suggestive Device: — Have pupils place upon their slates the following diagram: Then, instead of workmy problems, let pupils place the proper terms in the dia- gram, putting number of problem at top of column. This will teach them to read problems more carefully before attempting their solution. 10 74 STATE MANUAL AND COURSE OF STUDY To aid the plodding' pupil, the following- statement is suggested: “Ra.se follows the word of. ’ ’ Instead of “sum” and “difference” use percentage; e. g., (a) Sold my house for $1200, gaining 20^. What did it cost? Cost = 1.00 (*read 100^) of cost. Cain = .20 of cost. Selling price = 1.20 of cost. (b = ? - p = $1200 I V = 1.20 (b) Lost 25 % by selling my horse for $120. What did it cost? Cost = 1.00 of cost. Loss = .25 of cost. Selling price = .75 of cost. ( b = ? ] p = 120 ( r = .75 While percentage should be taught and worked by analysis, the fact that this manual will be used by many teachers dealing with pupils who attend school but a few months each year, makes no apology necessary for the introduction of these mechanical processes. In drilling upon problems in percentage, it is good practice to have pupils rule slates or tablets in three columns and work each problem by a three-fold process, as follows: — Problems: — 1. What is 25 ^ of 400? 2. 240 is 75 % of what? 3. 60 is what per cent of 90? Fractional. Analytical. | Formula. 1 (1) 25fo = i i of 400 = 100 1 ^ of 400 = 4 25 ^ of 400 = 25 X 4. = 100 b = 400' p=? r = 25 p = 400 X .25 = 100 (2) 15% = i Since f of No. = 240 of 240 = 80 4 << “ = 4 X 80 = .320 Since 75 % of No. = 240 1 ^ of No. = yV of 240 = 3.20 100^ of No. = 100 X 3.20 = 320 b = ? p = 240 r = .75 b = 240 .75 = 320 (3) 1 = of 90 60 = 60 X or f of 90 .-.1 = 661^ 1 % of 90 = .9 60 is as many times 1 ^ as 60 is times .9, or 66| times. 66f times 1% = 66f % Or. 60 is or I of 90 1- = 661 ^ 60 = 661 % of 90 b = 90 p = 60 r = ? r = 60^ 90= .66f * Though the sign % cannot be used in formulas, the rate should be read as “per cent.” SEVENTH GRADE 75 Winter Term:— Commission, interest, insurance, taxes, discount, stocks and bonds, may all be taken up during this term. The subject of “ true discount ” is of no practical consequence to the business world, and might better be dropped from our arithmetics, but interest and bank discount should receive careful attention. In computing interest, let some good method be selected and thoroughly mastered. One method used with facility, is much better than two or three imperfectly understood. During this term teach pupils to make out notes and bills of various kinds, such as bills of articles commonly purchased, bills for work done, etc. Place forms on the blackboard, giving special attention to capitalization, punctuation, etc. Have these copied until the pupils are familiar with them; then give examjhes requiring these forms, and have pupils arrange them in neat, accurate shape, carrying them out in detail, receipting, etc. (For model forms of bills see eighth grade.) Suggestive Forms: — Negotiable Note. $1500. Lansing, Mich., Jan. 25, 1897. Ninety days after date, I promise to pay Roscoe D. Dix, or order, Fifteen Hundred Dollars, with interest at six per cent, value received. (Signature.) Receipt. $25. Jackson, Mich., Jan. 20, 1897. Received of Geo. B. Judson Twenty-five Dollars on house rent for the month of December, 1896. (Signature.) Bank Check. $500.75 ■ Grand Rapids, Mich., Jan. 5, 1897. First National Bank. Pay to Jas. McMillan, or order. Five Hundred and yVV Dollars. (Signature.) Legal Brevities:— A note dated on Sunday is void. A note obtained by fraud or from one intoxicated, is void. If a note be lost or stolen, it does not release the maker; he must pay it. An endorser of a note is exempt from liability, if not served with notice of its dis- honor within twenty-four hours of its non-iiayment. A note by a minor is void. Notes bear interest only when so stated. Principals are responsible for their agents. Each individual in partnership is responsible for the whole amount of the debts of the firm. Ignorance of the law excuses no one. It is a fraud to conceal a fraud. It is illegal to compound a felony. The law com])els no one to do impossibilities. An agreement without consideration is void. Signatures in lead pencil are good in law. A receipt for money is not legally conclusive. The acts of one partner bind all the other's. Contracts made on Sunday cannot be enforced. A contract with a minor is void. A 'contract made with a lunatic is void. Written contracts concerming land must be und6r seal. 76 STATE MANUAL AND COURSE OF STUDY 15ook-keei»iiig^ : — Preparatory work should be given in this grade as follows: — 1. Teach method of ruling, and of writing dollars and cents in columns. 2. Give much practice in footing columns and striking balances. This is done as follows: — Add the debit and credit money columns. Place the difference (red ink) in the smaller column, and in the item column at the left, write the word “ Balance ” (red ink). The sum of each column will then be the same. Two red lines are drawn below the footings to indicate that the account is closed. The difference (black ink) is then placed in the money column of the larger side and the word “ Balance ” (black ink) written in the item column. 3. Teach the general rule that What costs value belongs on the debit side. What brings value belongs on the credit side. All cash on hand and received, belongs on the debit side. All cash paid out belongs on the credit side. The balance of cash account always shows the money on hand. Spring Term:— Exchange, partial payments, and a review of previous term’s work. In partial payments, teach the “United States” rule. Do not confuse pupils with rules of various States; should they move to other States, they can soon learn the- local methods. GEOGRAPHY. (For alternation see sixth grade.) Besides completing the text-book carefully review the map of Michigan, using the following outline: 1. Location — latitude — longitude. 2. Boundary — coast lines — area. 3. Mountains — valleys — plains. 4. Rivers — lakes. 5. Islands — peninsulas — capes. 6. Climate. ( Farms. 7. Productions ^ Mines. ( Manufactories. 8. Important railroads — business centers. 9. Capital. 10. Government. 11. Educational system. ( Educational. 12. State institutions ■] Penal. ( Reformatory. 13. Discovery — settlement. 14. Michigan as a territory. 15. Michigan as a state. 16. Michigan’s noted men. Note.— By omitting the historical part, this outline may be applied to the study af any state or, with some additions, to that of the United States as a whole. SEVENTH GRADE 77 Have the pupils draw a map of the state on strong paper not less than ten by twelve inches, and preserve the best two for exhibition to the county commissioner and other visitors. Explain the government land survey, testing pupils by the following questions: — 1. Where does the first principal meridian start? The second? The third? etc. 2. Where does the base line cross each meridian? 3. What are correction lines? Why necessary? How frequent? 4. Which is the “school section”? 5. On which section is your school house? IJISTORY. Events are the results of causes; no event happens. Cause and eifect are as insep- arable in history as are sunlight and shadow in the material world. History is a record of events; but the study of history is much more than the mere conning and remembering of these events. Indeed, the person who reads history, exercising his memory only, can never rise to the dignity of a student of history. The events of the past stand as one member of an equation of which the causes are the other member. The student of history must master the whole equation and, by its mastery, from present known conditions find the unknown quantities of the future. What caused this condition? Why did this event or series of events come to pass? What has been the result of this line of action, what of that line? What will be the result of this course of procedure? Such questions as these are the tools with which the historian removes the debris of the past and cleaves his way through the walls that hide the mysteries of the future. Since it is by the history of the past that we judge of the future, see to it that pupils look through and beyond the mere story. No other subject taught in our schools can develop the higher mental qualities — imagination, judgment, and mem- ory — more rapidly than does history; and none can be more easily used in both oral and written language training. Therefore, do not permit the child’s knowledge of history to become a mass of useless and unclassified facts. Historical study should develop the following: — memory, good language, love of right action, love of the great and good, love of country^ and love of our fellow men. In brief, it should give correct ideas of statesmanship and produce good citizens. Preparatory Work:— In this work pupils should make a study of two things: (a) The European conditions existing before the discovery of America. (b) The three great inventions and effect upon the world. Maps:— During this and all succeeding work, pupils should make historical maps of the coun- tries studied, developing them as the study progresses. Each pupil should have his individual map, and a class-map should also be developed with each lesson, by pupils whom the teacher appoints daily. No pupil should be excused from any of this map work. When reciting, each pupil should point out upon this class-map every place men- tioned; and one of the review tests should be to give an entire epocli, locating the places in this manner. 78 STATE MANUAL AND COURSE OF STUDY In the study of wars a campaign-map should he developed. The routes of the different armies may be traced by a broken line, blue representing the Americans, or Unionists, and red the enemy, with flags (colored to represent the victorious army) placed wherever a battle occurs. By such campaign-maps much that is con- fusing and obscure may be made plain. Not only should maps be studied with reference to political boundaries and loca- tions, but also with reference to the physiography of a country. Soil and climate determine products and occupations and thus the characteristics of peoples. Often- times the philosophy of a country’s history can be read in its geography. Mountain passes have been tlie doorway through which adventurous spirits have passed to settle unknown countries. A hill, creek, or ravine has decided battles upon whose results hung the destiny of future generations. l^se of Topics: — 1. Give each day topical outlines from which pupils shall recite. 2. At the close of each recitation let pupils reproduce this outline from memory, either upon the black! )oard or tablet. 3. Each week give a test in which the entire topics of the week are reproduced from memory. 4. Let the final test upon any epoch include the reproduction of all its outlines. The ability to recall at will such a series of outlines, will make one sure-footed in chronology without the ordinary struggle of memorizing. 5. Give much attention to the selection of formative history. Make the central, or pivotal events, the nuclei around which cluster those events that exist only because of the central one. Dates Teach important dates thoroughly. These do not exceed fifty and may even be reduced in number without endangering the thoroughness of the work. A date usually has three parts, — the time, the event, the individual ; when one is men- tioned, the pupil should give the other two. For instance, teacher says “Columbus”; pupil replies “America, discovered 1492”. Teacher says “1541”; pupil replies “Mis- sissippi River discovered by De Soto”. As fast as learned, these dates should be placed upon a chart, and three or four minutes each day be devoted to their review by the entire school. The following dates are suggested as, Fivo'al, or Primary Dates.— U92, 1565, 1607, 1619, 1620, 1621, 1689, 1774, 1775, 1776, 1783, 1787, 1789, 1803, 1807, 1812, 1820, 1830, 1837 (Mich.), 1841, 1846, 1848, 1861, 1863, 1865. Secondary Dates.— im, 1541, 1582, 1609, 1636, 1643, 1660, 1754, 1759, 1765, 1770, 1800, 1803, 1813, 1832, 1850, 1866, 1867, 1868, 1869, 1873, 1879, 1881, 1893. Pictures:— Give much study to the illustrations that are found in such variety and abundance in every good text-book. Have pupils reproduce the simpler ones. This teaches accurate observation and attention to detail, besides being of value as a drawing exercise. SEVENTH GRADE 79 Biography: — It has been said that the history of a country is the history of its great men. A person possesses an individuality that appeals to the interest of pupils much more than does a country or epoch. Therefore much time should be spent in brief biography of great men. Political Questions: — While the teaching of party politics should be carefully excluded from the public school, it is impossible to understand the philosophy of events without a study of political questions. These need not be discussed, but the mere facts learned as history. Current Events: — The value of teaching current events is no longer questioned. There is danger, however, of “faddism.” Do not make this work a sort of current gossip. Select only such events as are worth remembering. Fall Term:— Alternation: — The history work of seventh and eighth grades is arranged to alternate on the same plan as that explained in sixth grade geography. The work of this term should include the following: — (a) Discovery and exploration. (b) Settlement of Massachusetts, Maine, New Hampshire, Connecticut, Rhode Island, and New York. Suggestions : — 1. Detailed study of the three great inventions, —the compass, gunpowder, printing. 2. The Indian — his skill, strength, endurance, character, commercial intercourse, articles of barter, etc. Compare the number in 1492 with the present number. Note his present civilization and location — is he justly treated? (Draw a wigwam, bow and arrow, tomahawk, Indian, etc.) .3. What did each of the following accomplish: — Eric, Cortez, Pizarro, Coronado, Cabrillo, Behring. 4. Life in New England— character of the Pilgrims (Miles Standish); the Town Meeting; the New England Confederacy — a step toward federal union. 5. Relation of Roger Williams to Massachusetts Bay Colony — not banished for religious views, but ordered back to England for publication of a treason- able pamphlet in which he stated that the king was an intruder and had no right to grant lands in America, which instead should be purchased. How- ever, Williams made his escape and fled to the Indians for protection. (See Twichell’s “John Winthrop”). 6. Massachusetts Bay Colony contrasted with Plymouth— wealth, growth, govern- ment, and religious toleration. 7. The landed nobility of New York — vast estates upon the Hudson; impassable gulf between the common people and the nobility an inq)ediment to settle- ment. (Emphasize Connecticut’s first constitution and liberal charter; the rapid growth of Rhode Island and why.) ^0 STATE MANUAL AND COURSE OF STUDY Winter Term: — (a) Settlement of New Jersey, Pennsylvania, Delaware, Maryland, and Georg-ia. (b) Revolutionary War until July 4, 177G — after that. War of Independence. SuggestioTUi : — 1. Study “Penn’s Holy Experiment”— relations of the Quakers and Indians, influ- ence upon the history of the United States. 2. Mason and Dixon’s line. 3. Georgia — no political liberty, land ownership conditioned upon severe military duty, consequent migration to Carolina. Georgia’s heroic work in the War of Independence. 4 . The real cause of war was “The vicious system of commerce that England forced upon the colonists.” As severe battles were fought against the king’s prerogative in the English Parliament as in American Councils. ' Bunker Hill and Yorktown were no more important factors in the struggle than the blows dealt by Pitt. Opposition on both sides of the Atlantic was prompted by the same love of freedom and justice. The war was not to destroy, but to defend the independence of the individual colonies; hence patriots were more ardent supporters of states than of the new Congress, and preferred state offices to government offices (the germ of state sovereignty). 5. Taxation— make its theory plain to pupils. Spring Term:— (a) War of Independence completed. (b) The Confederation. (c) The Constitution. (Give necessary reviews.) Suggestions : — 1. Discouragements— lack of men and funds; opposition of loyalists (at the close of the Revolution 100,000 Tory refugees left the country); jealousies among offi- cers — Lee, Gates, Arnold. 2. Independence unthought of at commencement of conflict, but a rapid growth of public sentiment in its favor. 3. Territory over which the United States exercised absolute sway at close of the war. 4. Constitution of 1781 — critical period. Confederation and United States Government Contrasted. CONSTITUTION OF CONFEDERATION. Powers of State, — Retained sovereignty. Executed the laws of Congress. (Jould not be coerced. Each state one vote. Executive Department — None. Judiciary Department — None. Amendments — By unanimous consent. CONSTITUTION OF UNITED STATES. Powers of State, — No state sovereignty. Executes no U. S. laws. Can be coerced. Vote according to population. Executive Department — President. Amendments — By legislatures of three- fourths of the states. SEVENTH GRADE 81 CIVIL GOVERNMENT. Thoroughly and systematically review all knowledge of civil government already acquired. Study, in their order, the government of the school district, township, county. State, and the United States; the legislative, executive, and judicial depart- ments of each; the term of office, qualifications, duties, and salary of each officer. Carefully explain - ' Naturalization. Right of eminent domain. Ex-post facto law. Writ of habeas corpus. Bill of attainder. ^ Impeachment. Drill on dates of ' Annual school meeting. Township election. County election. General election. ] Meeting of Board of Supervisors. I Meeting of State Legislature. I Meeting of Congress, t Electoral College. As a guide in this work we recommend H. R. Pattengill’s Civil Government of Michigan at 25 cents; also Morgan’s “Patriotic Citizenship,” published by Ameri- can Book Co. Price, postpaid, $1 per copy. DRAWING. Drawing from Objects:— Encourage sketching. Draw a wagon, a shed, the schoolhouse, the pump, etc. Geometric forms: — (a) Plane surfaces, (b) Solids. 11 (See designs on next page.) 82 STATE MANUAL AND COURSE OF STUDY SEVENTH GRADE 83 V CD < Wntlmn iiJiiTjIiiir > ® < iniipiii > o < ■jimipiiijiMiMi > ® CD < tnrnlTnTTTiilnTT^^ I]II!II[]T|1TTT '> (D ^ 84 STATE MANUAL AND COURSE OF STUDY EIGHTH GRADE. Reading— Fifth reader or good literature. Arithmetic— Second book completed, mental work continued. Spelling— Orthography. History— Complete the book. Penmanship— Copy-book. Civil Government— With book. Grammar— Book completed. Book-keeping — See outline. Text-books— In all branches except book-keeping. ApparatusSldite, pencil, sponge, pen, ink, and practice paper. READING. (See seventh grade.) ORTHOGRAPHY. In using a text-book in this subject, do not overlook spelling. Give constant drill in all difficult words found in literature, history, and civil government, or review preceding year’s spelling with the seventh grade. PENMANSHIP. (See fifth grade.) GRAMMAR. (See seventh grade.) Emphasize the composition work and teach common figures of rhetoric. ARITHMETIC. Fall Term:— Review percentage, including interest, profit and loss, discount. ' Teach ratio and proportion. Mental arithmetic work from text-book should be kept parallel with the written work in these subjects. Analysis cannot be too critical in this year’s work. There is no better place to teach accurate use of language. Winter Term: — Mensuration, measurements of plane surfaces, — squares, triangles, rectangles, etc. Practical problems to apply them. Cube and square root, and their applications to solids. Also study thoroughly the application of these as used by mechanics. The subject of mensuration may be very much simplified. Too often the rules are given without illustration, pupils attempting to remember each independently and EIGHTH GRADE 85 seeing no connection between the various figures. As most of the pupils will never study geometry, the teacher should endeavor to so illustrate the matter that they may have as little as possible to remember arbitrarily. Beginning with the rectangle, pupils will see that its area is equal to the product of its length and breadth. Then show them that the oblique-angled parallelogram with an equal base and altitude is equivalent, hence its measure is the same. They will readily see that the measure of the triangle is one-half that of the parallelogram, and that the trapezoid may be divided into two triangles whose bases are the parallel sides of the trapezoid and whose common altitude is that of the same. Next deduce the rule for measurement of the circle by considering it as composed of an infinite number of triangles. In like manner we may pass from the rectangular prism to the triangular, and from that to the general one. Then show that the triangular prism may be divided into three equivalent pyramids, and from this triangular pyramid we may pass to the general one and to the cone. The sphere is seen to be composed of an infinite number of pyramids whose altitude is the radius of the sphere and the sum of whose bases makes up its surface, etc. Spring Term:— Complete and review both mental and written arithmetic. Teach the simple equation and its transformations as used in arithmetic. HISTORY. Fall Term:— WASHINGTON’S ADMINISTRATION, 1789-1797. 1. Financial difficulties. 2. Whiskey insurrection — strength of government demonstrated. 3. Foreign affairs (Citizen Genet) — Monroe doctrine foreshadowed. 4. Rise of political parties. Suggestions:— Republic young and weak— arguments advanced against its continuance. Expanse of territory (have pupils estimate the time of travel from Oregon to Washington by coach and by railroad); show how distance has been eliminated by inventions. ADAMS’ ADMINISTRATION, 1797-1801. 1. Alien and sedition laws. 2. Kentucky and Virginia resolutions — first fruits of the “state sovereignty ” idea. 3. Trouble with France; X Z Y papers — “Millions for defense, but not one cent for tribute.” — Pinchiey. JEFFERSON’S ADMINISTRATION, 1801-1809. 1. Louisiana purchase. 2. Lewis and Clarke’s exploration. 3. Impressment. 4. Embargo and non-intercourse act. 5. Fulton’s steamboat. Suggestions : — Jefferson, a strict constructionist, increases the pubiic domain by purchase, then justifies the act by saying “It is the will of the people.’’ Influence of steamboat on commercial growth and western immigration— its far-reaching effects. 86 STATE MANUAL AND COURSE OF STUDY MADISON’S ADMINISTRATION, 1809-1817. 1. War of 1812 — attitude of New Eng-land (Hartford convention); war spirit in the south and west; England’s scheme to gain the Hudson valley and lower Missis- sippi — battle of New Orleans. 2. Political parties. Suggestions : — Duplicity of Bonaparte. Indian question— Tecumseh’s defeat; its lesson, that Americans were to exercise authority over long disputed territory. Madison not a war president— his appointments unfortunate. The true mettle of American soldiers when led by able generals was shown by “Old Hickory’’ at New Orleans. Growth of manufactures necessitated by the war, made the United States industrially independent. Increase of tariff. MONROE’S ADMINISTRATION, 1817-1825. 1. Missouri compromise. . 2. Monroe doctrine. 3. Opposition to the “ Holy Alliance.” 4. Florida purchase. Suggestions:— Missouri compromise and Florida purchase were in the interests of slavery. Necessity of national road during the war. J. Q. ADAMS’ ADMINISTRATION, 1825-1829. 1. Erie canal. 2. First railroad — growth. Suggestions : — “Clinton’s Big Ditch’’— influence on industrial development. (Length, 363 miles; cost, $50,000,000— repaid to the state by tolls with a clear proflt of more than $40,000,000.) JACKSON'S ADMINISTRATION, 1829-1837. 1. Civil service. 2. Anti-slavery movement (Garrison). 3. Tariff — Nullification. 4. National bank. Suggestions : — Jackson’s unique personality— both strong and weak; the flrst president to apply Marcy’s Maxim, “To the victor belong the spoils.’’ “Battle of the Giants’’— Webster and Hayne. “The Trio of Statesmen’’— Clay the Peace-maker, Webster the teacher of nationality and union, Calhoun the defender and exponent of slavery. VAN BUREN’S ADMINISTRATION, 1837-1841. 1. Financial crisis. 2. Mormons. 3. Immigration question. HARRISON-TYLER ADMINISTRATION, 1841-1845. 1. Telegraph. 2. Annexation of Texas. Suggestions : — Annexation of Texas urged by President Tyler, supported by Calhoun, Jackson, and Polk; opposed by Clay, Benton, and Van Buren, the question really being southern preponderance in congress. Compare soldiers of the United States with those of Mexico. Note that the twin inventions of Morse and Stevenson, each so necessary to the full development of the other, were seemingly providential in their simultaneous conception and growth, although their interdepen- dence was probably unthought of by the inventors. EIGHTH GRADE 87 Winter Term:— POLK’S ADMINISTRATION, 1845-1849. 1. Doctor Whitman in Oregon— perilous journey to Washington — influence against English greed — “Fifty-four, Forty, or Fight.” Treaty with England. 2. Mexican War — Struggle of Texas for independence — Santa Anna’s recognition, Mexico’s refusal. Admission to the Union. Steps that led to the war — results. 3. Gold — emigration. Suggestions:— Let pupils discuss the question, — Resolved, That the Mexican war was unjust. FILLMORE’S ADMINISTRATION, 1849-1853. 1. The Slavery question. 2. Omnibus Bill — measure of “The Great Pacificator.” Suggestions : — Fillmore was a supporter of Clay’s compromise ideas,— his party in New York called “Silver Grays”; his opponent in his own state was Wm._ H. Seward, who believed in no compromise, followers of the latter being called “Woolly-heads, or Seward-Whigs.” Fugitive slave law aroused much antagonism, and the “underground railroad” was systematized so that a chain of stations led from Kentucky and Maryland across the Ohio. These stations were a day’s journey apart; fugitives were thus concealed and fed during the day, and helped along at night. Its president, a Quaker named Levi Coffin, assisted in the escape of about 100 slaves annually. This administration may be called the literary era of the United States, Harriet Beecher Stowe, William Cullen Bryant, J. Fennimore Cooper, Henry W. Longfellow, James G. Whittier, Edgar AUan Poe, and Nathaniel Hawthorne, were at the height of their literary careers. Notable Events— Jennie Lind’s first visit to America; laying of the corner stone at Washington, July 4, 1851; death of J. C. Calhoun, Henry Clay, and Daniel Webster. PIERCE’S ADMINISTRATION, 1853-1857. 1. Perry and Japan — important treaty. 2. Kansas-Nebraska Bill— struggle between the North and South. BUCHANAN’S ADMINISTRATION, 1857-1861. 1. Dred Scott Decision. 2. Business panic. 3. Political parties. 4. Election of Lincoln— Secession. Suggestions:— Geographical conditions— Mason and Dixon’s line. Refusal of immigrants to locate where labor was belittled, retarded the development of southern states. The representation from the North consequently increased more rapidly than from the South, and the Senate became the strong- hold of slavery, the jealousy of these two sections over new territory culminating in war. Equi- librium of senatorial representation broken by the admission of Texas. Missouri Compromise- beginning of the “Irrepressible Conflict”. Loyalty of southern mountaineers— contributed 100,000 troops to the northern cause; their soil not adapted to cotton and tobacco, hence no slaves and no selfish interest in the slavery question. National development— the California gold excitement, opening of the Mississippi Valley by rail- roads, improvement of ocean transportation, and general advance in arts, contributed to great material prosperity. Wild speculation and over-investment followed, resulting in the panic of 1857. 88 STATE MANUAL AND COURSE OF STUDY LINCOLN’S ADMINISTRATION, 1861-1865. Secession:— 1. Preliminary Events — Sumpter. Call for volunteers. 2. Defense of Washington — Bull Run. Peninsular campaign. Jackson in the Shenandoah. Seven-days’ battles. Lee’s first invasion. Lee’s second invasion — Gettysburg. Grant before Richmond. Early’s raid. Sheridan’s raid. 3. Blockade, — foreign relations. 4. Opening of the Mississippi — Forts Henry and Donelson. Battle of Shiloh. Surrender of New Orleans. Capture of Vicksburg. 5. The Negro — Emancipation proclamation. Negro soldiers. 6. Sherman’s campaign — Capture of Atlanta. March to the sea. 7. Close of War — Fall of Richmond. Surrender of Lee. Capture of Jefferson Davis. Death of Lincoln. 8. Results — Settlement of the questions, — Secession. Slavery. Strength of Government. Suggestions:^ Privateers.— Five of the seven formidable privateers were built in England. Charles Francis Adams, U. S. Minister to England, aroused by English contempt of his protest, uttered the follow- ing celebrated words, — “ We are too busy now to demand justice and satisfaction, but the time will come when we shall be heard.” France also permitted the construction of ironclads in her ports, though only one was launched. Monitor and il/errimac— Far-reaching results,— (a) sustained the blockade and thus starved the South into submission; (b) revolutionized naval warfare; (c) shook English confidence in the success of secession, thus helped to prevent recognition by the English. Peninsular CamjMign.— Division of the army. Why? Base of supplies — why an important item in warfare? Gettysburg.— ''WQ,tev\oo of the South”; its significance,— Southern victory meant English recog- nition, there being at that time such a measure under consideration in the House of Commons. EIGHTH GRADE 89 The Negro.— ^oVid^ of the North was to treat southern prisoners as felons until 1862, after which prisoners were exchanged until enrollment of colored troops by the North, whereupon the South refused to exchange for them and all exchange ceased. Threats of the South . — To shoot down every white officer commanding colored troops and enslave every black prisoner. Lincoln's Retaliation.— To execute a rebel soldier for every officer shot in accordance with the above, and to place a rebel soldier at hard labor on public works for every negro prisoner enslaved. (Study cruelties of prison life— perhaps some old soldier could be induced to give a few talks to the pupils on this subject.) Sherman's Campaign.— Note the need of telegraph and railroad in modern warfare— one hundred cars of provisions required each day for Sherman’s army. Note.— In the study of any war a more complete view is obtained by taking campaigns and their purposes as a whole rather than by their chronology. Thus the Civil War naturally divides itself as in our outline. From this it is not to be understood that contemporaneous events are to be ignored. History should be so taught that pupils will comprehend the entire historical movement, but details of battles and military manoeuvers should not be committed to memory. Spring Term:— JOHNSON’S ADMINISTRATION, 1865-1869. 1. Disbanding the armies. 2. Amnesty proclamation. 3. Treatment of the South; President’s plan— restoration. Congressional plan — reconstruction. 4. Impeachment of President. 5. Amendments to Constitution, 13 — 14 — 15. 6. Atlantic cable. 7. Alaska purchase. Suggestions:— The different plans of reconstruction led to a terrible struggle between Congress and the Pres- ident, resulting in his attempted impeachment. Note the disregard of Monroe Doctrine during the Civil War by Napoleon HI, and the withdrawal of French troops from Mexico upon request of the United States— Maximilian’s sad fate. GRANT’S ADMINISTRATION, 1869-1877. 1. Pacific Railroad. 2. The Fifteenth Amendment. 3. Alabama claims. 4. Indian troubles. 5. Centennial Exhibition. 6. Telephone and electric light. 7. Electoral Commission. Suggestions:— Development of the West, Custer ma.ssacre. Grant’s views of educating the Indian, are all worthy of special attention. Note Grant’s honesty; incident,— borrowed $100 of Senator Sumner to pay expenses of second inauguration, saying he had not money enough. “Black Friday,’’ or the panic among banks, the Chicago and Boston fires, created much excitement. Passage, just before adjournment, of a resolution by the House of Representatives, declaring that Tilden and Hendricks had been elected— a protest against the Electoral Commission. 12 90 STATE MANUAL AND COURSE OF STUDY HAYES’ ADMINISTRATION, 1877-1881. 1. Withdrawal of troops from the South. 2. Strike. 3. Improvements on the Mississippi — Eads. 4. Money question — resumption of specie payment. Suggestions : — December 17, 1878, at 12.09 p. m. gold was at par for the first time in sixteen years. Mrs. Hayes refused to allow wine served in the White House, and was honored^ for her courage by having her portrait hung in the Executive Mansion, Martha Washington being the only other lady thus honored. Cleopatra’s Needle, a gift from the Khedive of Egypt, was set up in Central Park, New York City. GARFIELD-ARTHUR ADMINISTRATION, 1881-1885. 1. Assassination. 2. Civil service reform. 3. Cotton Centennial Exhibition, — contrast the New South, its diversified industries and educational progress, with the Old South. Suggestions:— The appointment by Garfield, as collector of the port of New York, of an enemy of Roscoe Conkling and Thos. C. Platt, resulted in their resignation from the U. S. Senate. Disastrous floods in the Mississippi valley rendered one hundred thousand persons homeless. The great Brooklyn bridge was built (5,989 feet long, 85 feet wide). CLEVELAND’S ADMINISTRATION, 1885-1889. 1. Civil service reform enlarged. 2. Labor organizations. 3. Chicago anarchists. 4. Important legislation, — Presidential succession. Counting of electoral vote. Interstate Commerce Act. Chinese Immigration Act. Foreign Contract Labor Bill. Suggestions : — The death of Grant attracted world-wide attention. From 1885 to 1889 fourteen million dollars was expended annually on the development of the Navy. Encroachments made upon Indian reser- vation in Oklahoma region caused an uprising of the Indians, and settlers were driven out by U. S. troops. The foreign contract labor bill prohibited importation of foreigners under contract to labor. HARRISON’S ADMINISTRATION, 1889-1893. 1. Settlement of Oklahoma. 2. Pan-American Congress — 66 representatives. 3. Reciprocity — treaties with foreign countries (Blaine). 4. The McKinley Act. 5. Seal fisheries. 6. New States. 7. War ships. 8. Hawaiian revolution— proposed treaty. EIGHTH GRADE 91 Suggestions : — The Mafia affair— results in national entanglement:— crimes committed by an Italian society in New Orleans known as the Mafia were traced to its members by chief of police, David C. Hennessey; Hennessey was assassinated and nine of the Mafia brought to trial, but failure of conviction so enraged the people that a mob forced an entrance to the jail in which the Italians were confined and murdered them all. This caused strained conditions between the United States and Italy, resulting in the payment of $25,000 by United States to the families of the murdered Italians. The four-hundredth anniversary of America's discovery was celebrated in New York and many other cities. The death of Mrs. Harrison caused profound grief throughout the country. CLEVELAND’S SECOND ADMINISTRATION. As the most of histories now in use in our schools were published prior to Cleve- land’s second administration, a more complete outline is given for this than for others. Pupils should study the following topics by consulting back newspaper files and by conversation with well-informed people. Much of the recent history can be remem- bered by teacher and parents. 1893. Hawaiian Treaty : — One of the first acts of President Cleveland was the recall of the Hawaiian treaty sent to the senate by President Harrison. This treaty provided for the annexation of Hawaii to the United States. Mr. Blount was sent to Hawaii as a special pleni- potentiary and all semblance of United States authority was thus removed. Naval Display : — During the month of April a most remarkable naval display occurred in New York harbor, consisting of thirty-five war ships, representing ten different countries. World’s Fair : — On the first of May the Columbian Exposition held in Chicago was opened by President Cleveland. This was the greatest exhibition in the world’s history. The total cost of this great enterprise exceeded $31,000,000; the total number of paid admissions amounted to nearly $22,000,000. Financial Depression : — During this period began one of the most disastrous and extended financial depres- sions known in our history. On .lune 30 President Cleveland issued a call for an extra session of congress to consider measures for relief. The principal feature of this session was the repeal of the law known as the Sherman Act, in the hope that the financial stringency would be relieved; but the repeal of this act did not have the expected result in restoring confidence. Bond Issue : — The gold reserve, which it is deemed necessary to keep at not less than one hundred million dollars, fell below seventy millions; to meet this deficiency Secretary Carlisle issued proposals for the purchase of fifty million five per cent ten-year bonds. Dur- ing the succeeding summer the deficit continued until, on August 10, 1894, the reserve stood below fifty-three millions, and a second call for fifty million five per cent ten-year bonds was issued; these were sold to a New York syndicate. The reserve continued to fluctuate and on February 9, 1895, reached its lowest point ($41,393,212), when the celebrated contract with the Belmont-Morgan Gold Syndicate 92 STATE MANUAL AND COURSE OF STUDY was made. The storm of protest was so great, however, that the next plan for replenishing the reserve was by a “popular loan ” of one hundred million dollars. These bonds were quickly sold, bringing over one hundred eleven millions. Coxey^s Anny : — Soon after the repeal of the Sherman act, business stagnation became visible in all parts of the country, and J. S. Coxey, of Ohio, proposed to march to Washington with 100,000 of the unemployed to make certain demands upon Congress. In response to his call about 10,000 men pressed on to Washington, but were not. allowed to march upon the Capitol grounds. After remaining in camp outside the city for a few weeks, they returned to their homes. Strikes : — Many extensive strikes occurred. Those in the bituminous coal field were the most extensive, 175,000 miners stopping work. In Massachusetts 35,000 cotton spinners struck. The trainmen on the Great Northern Railway struck in a body, and soon after trouble arose in the car works at Pullman, caused by great reduc- tion in wages without a corresponding reduction in rents collected by the company. When Pullman refused to arbitrate at request of the American Railway Union, the latter organized a “sympathetic boycott ” on Pullman cars. Chicago was the cen- ter of great disturbance and the strikes increased daily, until the city was seem- ingly in the hands of a lawless mob which greatly impeded passenger traffic and destroyed an enormous amount of property. The regulars stationed at Fort Sheri- dan were ordered to proceed to the city for protection of the mail service, but. Governor Altgeld, of Illinois, opposed this, claiming the president had no right tO' send United States troops without an order from the governor. However, President. Cleveland sustained his position and the riots were controlled. 1894. Tariff : — Passage of the Wilson Bill precipitated one of the bitterest congressional con- tests in our history. When the bill finally reached the hands of the president, he- refused to sign it, claiming it did not embody the promised tariff reform legisla- tion to which the party was pledged. Both this and the River and Harbor Bill became a law without his signature. Admission of Utah : — On July 17 the president signed the bill making Utah' a state. Death of Holmes : — On October 7 occurred the death of the beloved Oliver Wendell Holmes. 1895. Nia (Java 1 f %rnessed : — .July 1 witnessed one of the triumphs of modern engineering skill in the first trans- mission of electrical power from Niagara Palls to Buffalo. Death of Dr. Smith : — On November 16 Dr. S. F. Smith, author of “America, suddenly died. EIGHTH GRADE 93 Yenezv£lan Difficulty : — In this year occurred the famous Venezuelan boundary controversy. For many years there had been a dispute between Great Britain and Venezuela concerning the boundary of British Guiana, Great Britain claiming that her possessions extended to the Essequibo River. The English seemed determined to hold the ground by force; but this attitude was believed to be contrary to the spirit of the Monroe Doctrine, and on December 17 President Cleveland sent a message to congress in which he notified England that any encroachment upon Venezuelan territory would be considered an unfriendly act. The dispute continued until the closing days of this administration (February, 1897), when England and Venezuela signed an agree- ment to abide by the decision of an arbitration committee composed of the following: Baron Herschel and Sir Richard Henn Collins (Judge of the English Supreme Court), both of England; Judge Brewer and Hon. Melville Weston Fuller (Chief Justice of United States Supreme Court), both of America. 1896. Clara Barton : — On January 22 Miss Clara Barton, President of the Red Cross Society, sailed for Turkey to care for the sufferers on Armenian battle-fields. Cuban Situation : — During the session of congress exciting discussions occurred in both senate and house over the Cuban situation, but with no definite result. St. Louis Cyclone:— On March 3 one of the most disastrous cyclones in our history swept over St. Louis, Mo., causing the loss of more than a thousand lives and much property, including the great trans-Mississippi bridge. liiver and Harbor Bill : — The River and Harbor Bill for this session being vetoed by the President, it was promptly passed over his veto. Consul-General to Cuba : — The Cuban question still continued to attract wide-spread sympathy, and General FitzHugh Lee was appointed consul-general to Cuba. It was generally supposed that the many stories concerning Spanish atrocities would be investigated by him and the attitude of the United States toward Cuba be definitely stated, but Congress has not as yet done this. Arbitration Treaty:— The Anglo-American treaty, a treaty looking toward the settlement by arbitration of controversies between the United States and Great Britain, consumed much time in both House and Senate, attracting wide-spread attention, but failed to become a law. Items of Interest: On December 3 the first cable dispatch between New York and Hayti was sent; and during the same month ex-Queen Liliuokalani came to the United States, hoping by personal influence to gain support in her efforts for restoration. Germany having imposed a tax of six cents per ton on American shipping. Presi- dent Cleveland retaliated by similar treatment of German shipping, both acts being contrary to treaty. 94 STATE MANUAL AND COURSE OF STUDY MCKINLEY’S ADMINISTRATION. The administration of President McKinley is fresh in the minds of all, but the fol- lowing topics are suggested for research: — 1. The Cabinet — See Michigan Manual (Red Book). 2. Extra session convened March 16. 3. Mississippi floods — 15,800 square miles submerged, the largest cotton producing area in the United States; $200,000 voted by Congress to aid the sufferers. 4. Bell Telephone Company wins the suit brought against it by the United States to annul the last Berliner patent. 5. The Morgan resolution regarding Cuban belligerency passed by the Senate, but ignored by the House 6. Interstate Commerce Act declared unconstitutional — one of the most important decisions in the annals of American jurisprudence. 7. Passage of the Dingley bill. 8. Congress votes |50,000 for relief of American citizens in Cuba. 9. Congress sets apart June 14 as a National Flag Day. 10. Secretary of the Navy authorized to transport donated supplies to starving India. 11. Treaty providing for annexation of Hawaii sent to the Senate, with a-favorable message from the President. 12. Klondike excitement— estimated output for 1897, $10,000,000. Port Cudahy and Forty-Mile on opposite sides of Forty-Mile Creek, are the principal trading posts of the American and Canadian transportation companies, re- spectively. The 141st meridian is the dividing line between Alaska and Canada. Circle City on American soil and Dawson City on the Canadian side, are the two chief camps. They may be reached via Seattle by a water route 4,000 miles long or by a shorter, but far more difficult route, via the lower Alaskan country and through Chilkat Pass. 13. Committee appointed to investigate Nicaraguan Canal route. 14. Great International Commercial Congress formally opened in Philadelphia, June 2 — 350 delegates present. 15. Great strike in bituminous coal region of 150,000 miners. The Hazleton Hor- ror — 22 killed, 13 fatally injured, and nearly 60 others wounded. 16. Monetary Commission convened in Washington, Sept. 20, for investigation and study of the financial situation. 17. Greater New York — exciting contest for the mayoralty and triumph of Tam- many. The patronage controlled by the mayor aggregates half a million dollars in salaries annually. 18. Seal treaty between the United States, Russia, and Japan signed and awaiting approval of senate, prior to which treaties are never made public. (England agreed to meet with this conference, but finally refused on the ground that .lapa'n was an outside party.) EIGHTH GRADE 95 OUTLINES FOR REFERENCE. SLAVERY. Introduced into America by the Dutch in 1619. From 1619 to the Revolution, g-ov- ernment controlled by friends of slavery. More than 500,000 slaves in the colonies — few in New England and Middle States, employed as family servants. First law against slavery passed by Rhode Island in 1652. Rapid growth in the South, stimulated by the production of tobacco, indigo, rice, and cotton. Many slaves bore arms in the Revolutionary War and were generally given their freedom. Clause abolishing slaven'y was put into first draft of the Declaration of Independence- overruled by southern infiuence. Slavery and the Constitution — The “ three-fifths compromise ” — importation of slaves forbidden after 1808. Congressional control of slavei'y conceded by both North and South during discussions concerning Northwest Territory, 1787. Invention of cotton gin — increased demand for slave labor — “King Cotton.” (The cotton gin indirectly a potent cause of Civil War.) Louisiana P^^rc/m.se— Feeling of North; of South. Missouri Compromise— Missouri asks admission — bitter discussion of slave question — Clay’s compromise, 36*^ 30'— a victory for the South. Anti-slavery Agitation — First society 1688, German Quakers. Prominent abolition- ists, Benjamin Lundy, William Lloyd Garrison, Wendell Phillips, John G. Whittier, William Jay. Independence of l^exas— Asks admission to the Union with a pro-slavery constitution — favored by the South — Wilmot proviso. Compromise of 1850 — Union preserved — fugitive slave law— underground railway — the “higher law.” Kansas- Nebraska Bill — Violation of 1820 compromise — intense excitement — John Brown — Brooks’ attack on Sumner. Bred Scott Decision — Increase of antagonism between North and South. Election of Lincoln — A sectional president— excitement of South — Secession. Emancipation Proclamation — A war measure, slavery abolished by it. Education of the Negro — In 1890 1,000,000 pupils, 20,000 schools, costing $7,000,000 per annum — 95 per cent of the above money raised by southern whites. Since the war $50,000,000 spent by South, $35,000,000 by the North for colored schools — two and one-quarter million negroes can read and write. THE TARIFF. 1789 — First law passed — 8 per cent ad valorem — largely protective. 1812 — Manufactures stimulated by the war — tariff doubled as a war measure. 1816 — ITinciple of protection in fact as well as name— tendency to specific duty, 25 per cent until 1819 and then 20 per cent; not sufficient to exclude English wares. 1824— Rate increased— strong sectional feeling. Why? 1828 — The “tariff of abominations” imposed duty on raw materials — political rather than economic— opposed by South. 96 STATE MANUAL AND COURSE OF STUDY 1832— Rate reduced, but principle of taxation retained. Nullification (Calhoun) — Jackson’s proclamation — passage of the “ Bloody Bill ” by congress— repeal of Nullification by South Carolina. 1833 — Compromise tarilT (Clay). 1846— New tariff arranged in nine schedules, moderately protective. 1857 — Still greater reduction. 1861— Small revenues owing to reduced tariff of ’57 — increase of tariff. 1864 — Basis of permanent tariff system — both revenue and protective duties increased. 1867 — Increased duties on wool and woolen goods. 1869— Copper act passed over Johnson’s veto. 1870— Revenue reduced. 1872 — Repeal of all dues on tea and coffee — protective duties made the source of revenue. 1883— Decrease of tariff on cheap goods and increase on goods of high grade. 1890 — McKinley Act— raw sugar admitted free, raw wool slightly increased, woolen goods considerably advanced, fine goods increased, increase on tin plate (purely protective). 1894 — Wilson-Gorman bill (change toward free admission of raw materials) raw wool free, the important change — ad valorem duties on woolen goods, duty on manufactures slightly lowered, sugar not free. 1897 — Dingley bill, “A bill to provide revenue for support of the government and to encourage the industries of the United States ” — reciprocity clause somewhat broader than that of 1890. Essential difference between Wilson-Gorman and Dingley bills: — The first was based upon the argument that the United States cannot compete with foreign countries on raw material, the second on the argument that the prosperity of the manufacturer depends upon that of the agriculturist and therefore both need tariff protection. Imi:>ortant changes by Dingley bill: — Substitutes specific duties for ad valorem; places a “differential duty” on sugar; fosters art by imposing 20 per cent duty, and the wine industry by a duty on still wines of $1.60 per dozen quarts; aids the manufacture of flax by raising the duty, and transfers wool from free to dutiable list (one of the crowning results from the protectionist’s standpoint); favors the culture of lemons and oranges by a duty of one cent per pound. (A great contest waged by California fruit growers for high duties on these fruits). MONEY LEGISLATION. EIGHTH GRADE 97 1849— The gold coins were the twenty-dollar and one-dollar pieces (no change in amount or fineness). 1 53 — A new gold coin, the three-dollar piece. The silver coins (subsidiary) were the half-dollar of 192 grains, and smaller coins in ratio to their values (legal tender for five dollars only). 1873 — Silver was demonetized and the gold dollar made the unit of value. Congress declared “the silver coins of the United States shall be legal tender at their nominal value for any amount not exceeding five dollars in any one pay- ment” — “the gold coins of the United States shall be a one-dollar piece which, at the standard weight of 25.8 grains, shall be the unit of value, etc.” This act omitted mention of the silver dollar, but the trade dollar of 420 grains was substituted for the standard silver dollar, being legal tender for five dollars only — ratio 16.27907 to 1. Coinage of the three-cent piece was discontinued; ratio of fractional silver slightly increased, made 14.95345 to 1. 1874 — Act passed forbidding coinage of the standard silver dollar. 1878— Silver remonetized (412i grs.), standard silver declared one dollar. Secretary of Treasury authorized to purchase and coin each month not less than $2,000,000, nor more than $4,000,000 worth of silver bullion. 1879 — Fractional coin made a legal tender for ten dollars— holders permitted to exchange these coins at the Treasury in sums of twenty dollars or multiples thereof. 1890 — Act passed authorizing the purchase of silver bullion offered at the mint, in amount not exceeding 4,500,000 ounces per month, nor in price one dollar per ounce, U. S. Treasury notes redeemable in coin (silver certificates) to be issued in payment thereof — also authorized the coinage, until July 1, 1891, of 2,000,000 ounces each month, and thereafter as much as might be needed to redeem said Treasury notes. 1893 — Act passed repealing the purchasing clause of 1890 and outlining the policy of government as follows: — ^To continue use of both gold and silver as standard money, and to coin both into money of equal intrinsic and exchangeable value. BOOK-KEEPING. In accordance with the suggestion of the committee of twelve the following simple forms of keeping accounts are outlined. It is thought that the work is best fitted for the winter term when the older pupils, especially the boys, are most likely to attend school. It is not necessary that a teacher be master of the intricacies of book-keeping to teach the following business forms and accounts: 13 98 STATE MANUAL AND COURSE OF STUDY First Month Order ^8^j. <^'ni 00 100 'm^' o^a Receipt. /Sp. cSie-cS -c-n^ ^-cc// €^coa^uiA. '&rXwohK A (s !> ein^^ l^aij^aUli oX, CvAj^ /^a:\^ional z&^ank. /Oai/ 0)£/\!ol>i^ \ /9\a^\ij^ ^\ou>n. EIGHTH GRADE 99 Joint Note (negotiahle). r^OU. \ Aa\^^ ualui. and bw^\oXX\}f^ l^xovcxxhh Ko -^ami^ /£^Aon3-n^ Ov 0^di^^ and ^ /Oolla'v^., \x>X\\ \xX\wX oX (9 jdtvX annum. ) 5 a\^al>li/ oX kv^ "viMdin^^i. ^Ui §^'aA>. \ C^ . /©ka^. d\. /^odi. a^k. Draft. Mci^k'^ do dkt o\di/"v ^imion Om /Qdund^id and ^ /£lolla\^^ ualui/ \ij^iiuid^ and p\\ecember. Plants ^: — Effect of frost on plant life. Animals : — Means of protection from the cold; storing of food. January and February, During these months study the effects of sudden changes of weather on both animal and plant life. Marcli. Plants : — Study changes of appearance in the tree, the swelling buds and flowing sap. Note the trees that soonest respond to the warm days, the first blossoms, etc. Animals:— Interest the pupils to note the first appearance of returning birds. Prepare for later study by procuring boxes and placing seeds in them for germina- tion and study. April. Plants : — The farmer— preparation of soil to receive seeds; seeds sown during this month. Continue study of germination. Animals : — Note the appearance of moths and butterflies, and that animals shed their covering. Why? May. Plants: Leaves — their growth, shape, change of color. Flowers — buds, flowers (color, perfume, etc.). Animals : — Study of birds — birds that sing, birds that do not sing, birds of beautiful plumage. Birds’ nests — eggs (different sizes, colors, and shapes). Cruelty of robbing birds’ nests. June. Plants : — Parts of flowers — calyx, sepals, corolla, petals, stamens, carpel. Animals : — Birds— care of the young, providing food. Compare the young of other common animals. APPENDIX 129 BUSY WORK. All busy work should be correlated with daily lessons of pupil. Give such exer- cises as call for form, counting, selection of colors, and accurate statement. Do not, however, expect pupils to do nothing but busy work. Make it the spice and not the steady diet. Children demand variety, and the teacher should study up new phases of work and thus save pupils from ennui. ' Suggestions : — 1. Material. — Toothpicks. Use. — Draw figures of squares, triangles, oblongs, houses, boxes, etc., and have the pupils form the same with toothpicks. 2. Material. — Colored shoe pegs, colored corn, split pease. Use. — Much the same as the toothpicks. Teach also colors. Make the new word of reading lesson in large script, and let pupils form the word by laying the split pease or corn upon the lines. ■3. Material. — Tissue paper of different colors cut into squares, triangles, circles, etc. Use. — Pupils form designs by pasting these together. 4. Material. — Tissue paper, ordinary writing paper or cardboard. Use. — Fold and cut designs, or make into boxes, tents, houses, etc. 5. MateHal. — Tissue paper. Use. — Cut into inch strips about four inches long and paste into links for chain-making. 6. Material. — Weaving-mats, weaving-needle, and zephyr. Use. — Pupils make designs placed upon the board by teacher. 7. Material. — Stiff' paper and coarse needles stuck into small corks. Use. — Pupils ‘‘prick” new words, following lines made upon the paper by teacher; also leaves and geometric forms. MORALS AND MANNERS. The Golden Rule is the basis of all good manners. “Manners are something with every one and everything with some." Since an educated rascal is a much worse enemy to society than an ignorant one, education without morality is a curse. All teaching should therefore possess the vital elements of morality; not that every lesson or day’s work should have a moral tacked upon it, but back of the teacher’s every look, word, and act there should be purity and honesty. Character in the teacher will develop character in the pupil. Closely allied to good morals is good manners. Indeed, good manners should be the outgrowth of good-will, and no person truly possesses them whose acts do not spring from a kindly heart. Conversely, good manners properly taught the child, react upon his heart and produce a genuine desire to give others no discomfort. SUGGESTIVE OUTLINES. At School: — Entering and leaving room. ^ Talking about oneself. Laughter at others. Treatment of strangers. Treatment of other’s property. Use of school property. 17 130 STATE MANUAL AND COURSE OF STUDY At Home: — Treatment of parents. Treatment of brothers and sisters. Treatment of servants. Treatment of company. At tlie Table;— Promptness when meals are announced. Waiting one’s turn. When to begin to eat. How to eat. Use of napkin, knife, fork, and spoon. How to ask for food. Criticism of food. Conversation — unpleasant subjects. Leaving table. Use of toothpick. Observing well-bred people. At Another’s Home: — How to enter; how to leave. Removal of wrappings. Introductions— distinct enunciation of names. Staring, whispering, laughing, etc. Sitting still. Attention— in conversation, to reading, to music. Contradicting. Making oneself agreeable. At C 111! roll:— Punctuality. Entering. Courtesy — to ladies, to strangers. Whispering, laughing, etc. Attention to the service. Notice of those coming in. Joining in the general forms of worship. At Entertainments :— Punctuality. Taking seats. Gazing about. Talking. Interfering with others. Leaving. At the Store:— Inquiry for articles. Finding fault with articles and handling of goods. Courtesy to clerks. APPENDIX 131 On tlie Street: — Noisy and boisterous conduct. Accosting- people across the street. Obstructing the sidewalk. Meeting people — turn to right. Passing people — turn to left. Eating in the street. Throwing things upon the sidewalk. Looking into windows of houses. Gentleman walking with lady — upon her left. Salutations. Traveling: — Buying ticket — take turn. Occupying seats in cars. Leaving seats temporarily. Taking seat with another. Courtesy towards officials and passengers. Courtesy to ladies. The above outlines are suggested’^^by “Lessons on Manners,” published by Lee & Shepard, Boston — price, 35 cents, postpaid. These outlines may be supplemented by others as occasion seems to demand; but when an attempt is made to teach this subject, let it be systematically done and not simply to fill some idle moments. Furthermore, strive to have courteous acts spring from the desire to be kind rather than for the sake of appearance. CALISTHENICS. Believing that every teacJier should have a systematic variety of physical exer- cises, a few suggestive ones are here given to which the ingenious teacher can readily add others. These are not to be used 07ice or twice, but each division, in connection with some other school exercise, should be used for one or two weeks. Insist upon instant obedience to every command and accuracy in every movement. This is imperative if the exercises are a success. As a rule teacher, but not pupil, should count for these exercises. Teach the following: How to sit, how to rise, how to stand, how to walk, how to breathe. lireatliing Exercises: — Body erect — inhale through the nose, exhale through the mouth. Exhale with a sigh. Exhale forcibly. Inhale during eight counts, exhale during twelve. Inhale a full breath and count in a whisper, first twenty, then thirty, increasing the count daily until pupils readily count fifty. These sliould be practiced daily. I>eveloi)meiit Exercises : — Head — [a) Bend to right, (5) to left, (c) front, (d) backward, (e) rotate. Fingers — Stretch fingers with arms {a) at side, (5) horizontal side, (c) al)Ove head, (d) front parallel, fingers wide a]>art (teacher count 1, 2, 3, 4). 132 STATE MANUAL AND COURSE OF STUDY Arms— Stretch arms in the same positions as above, first singly then both together. Shoulders — (a) Forward, (6) backward, (c) up, {d) down. Feet — Hands on hips (a) raise heels eight times, (6) raise toes eight times, (c) heels and toes alternately, (d) advance foot slightly and raise heels eight times. Kelaxing- Kxercises: — Hands — With every muscle relaxed, shake up and down (a) right hand, (6) left hand, (c) both hands, (d) circle hands outward from wrist (first right, then left, then both hands), (e) circle hands inward from the wrist (first right, etc.). Foot Exercise Hands on kips, (a) swing right foot forward, touching floor lightly with toes, knee straight, (b) swing backward, touching toes only, (c) forward and backward. Listening — With right foot slightly advanced, knee bent, right hand to ear, head bent slightly to left, count 1, 2, 3, 4. Looking— Snme foot-position as in above, eyes shaded with right hand, look intently, count 1, 2, 3, 4. Swinging Exercises:— Arm {right, left, alternate, both):— 1. Sideways to shoulder level. 2. Front to shoulder level. 3. Back to nearly shoulder level. 4. Pendulum, back and forth from shoulder. 5. To front, shoulder level, back horizontally. 6. Out at side, vertically overhead, elbow rigid. 7. To front, vertical position overhead, elbow rigid. 8. From shoulder, elbow rigid, describing circle: 1, front; 2, rear; 3, alternate. Leg [right, left, alternate):— 1. Forward, knee rigid, not quite 45°. 2. Backward, knee rigid, not quite 45°. 3. Out at side, same. 4. Pendulum, first and second positions. 5. Foot across to opposite side, toes touching floor in front of opposite foot. 6. Same movement backward. These exercises give the shoulder and hip flexibility. lieiKliiig Exercise:— Trunk [head on level with body, knees rigid ): — 1. Forward. 4. Left. 2. Back. 5. Diagonal. 3. Right. 0. Rotation. Movement Exercises: Elbow [right, left, alternate, both ): — 1. Finger tips on shoulders, elbows at sides, shoulders level — straighten arm side- ways. 2. Same position — straighten arm upward. 3. Elbow high, fist near arm])it— thrust downward. 4. Arm at side — raise forearm till linger tip touches shoulder. Position. APPENDIX 133 5. Elbow raised sideways, shoulder level, finger tips touch in front of chest — straighten elbow. 6. Same position — raise elbows. Knee {right, left, alternate ): — 1. Raise foot backward till leg below knee is parallel with floor, keeping knees together. 2. Raise knee till foot is level with opposite knee. 3. Touch floor with finger tips, knees rigid. 4. Knee rigid, four positions, pendulum. Ankle {up, dawn, left, right, alternate, half rotation ): — 1. Raise foot from floor, bend ankle. 2. Hop on ball of foot, strain on ankle (right, left). 3. Stationary, cross-footed hop. Strength : — All exercises tend in this direction, as good health means strength. 1. Four positions of arm— imaginary rope pulling. 2. (a) Arms to front, shoulder level, hands apart width of shoulders, palms back, push back horizontally in imaginary swimming movement. 2. (b) Same position, palms forward, as if gathering into the arms and crushing air out of an imaginary large rubber ball. A FEW INTERESTING FACTS. Oberlin College, Ohio, was the first college in the United States to admit women. The largest park in the United States is Fairmount at Philadelphia, containing 2,740 acres. July 4, 1776, was on Thursday. Postage stamps are counted eleven times during the process of manufacture. It would take 9,512 years to count a trillion. It costs $4,750 to fire one of Krupp’s 130- ton steel guns. Cost of gun, $95,000; range, 15 miles; weight of projectile, 2,600 tbs. They cannot be fired more than sixty times. The total number of deaths in Andersonville prison was 12,462, about one-third of which took place in the stockade and two-thirds in the hospital. The greatest num- ber imprisoned at any one time was 33,006. Number of escapes, .328. Mackinac Island Reservation has been given to our State l)y Congress for a State military site. The most powerful light in the world is located on Fire Island, near New York City. It throws light 100 miles. DATES OF FIRST OCCURRENCES. The first watches were made at Nuremberg in 1477. Telescopes were invented in 1590. The first printing press in the United States was introduced in 1629. The first society for the promotion of Christian knowledge was organized in 1698. The first balloon ascent was made in 1783. The first .steamboat yfiied the Hudson in 1807. 134 STATE MANUAL AND COURSE OF STUDY The first temperance society in this country was organized in Saratoga County, N. Y., in March, 1808. The first use of a locomotive in this country was in 1820. Kerosene was first used for lighting purposes in 1826. ’The first lucifer match was made in 1829. The first iron steamship was built in 1830. The first steel pen was made in 1830. Omnibuses were introduced in New York in 1830. The first telegraphic instrument was successfully operated by S. F. B. Morse, the inventor in 1835, though its utility was not demonstrated to the world until 1842. Ships were first “copper-bottomed” in 1837. Envelopes were first used in 1839. Anaesthetics were first used in 1844. The first complete sewing-machine was patented by Elias Howe, Jr., in 1846. ■Gold was first discovered in California in 1848. OPENING EXERCISES. These should be brief, pleasing, and have the elements of moral training; but a teacher should refrain from preaching morals. Variety here, as elsewhere, is “ spice.” We suggest the following: 1. Roll-call by number, each pupil responding one morning each week with some memory gem or important event. 2. Singing. (If teacher cannot sing, let some pupil lead.) 3. Recitation or reading by some pupil. Or the following may succeed roll-call: Monday: Music— Bible readings. (If there is objection, do not attempt to force the matter.) Tuesday: Memory gems. Wednesday: Music — recitations or Bible readings. Thursday: Music -current events. Friday: Music — (a) most interesting things learned during week; (b) things not understood. Let pupils discuss these freely, teacher making notes for further review of things least understood. MEMORY GEMS. BOOKS. 1. Laws die, books never. — Lytton. 2. Books are embalmed minds. — Bovee. 3. Books — Lighthouses built on the sea of time. — Whipple. 4. There is no past so long as books live. — Lytton. 5. Hark, the world so loud and they, the movers of the world, so still. — Lytton. 6. A taste for books is the pleasure and glory of my life. I would not exchange it for the glory of the Indies. — Gibbon. APPENDIX 135 7. Yes, there is a choice in books as in friends; and the mind sinks or rises to the level of its habitual society — for they, too, insensibly give away their own nature to the mind that converses with them. — Holmes. 8. No book can be so good as to be profitable when negligently read. — Seneca. 9 Books should to one of these four ends conduce. For wisdom, piety, delight, or use. — Denham. 10. That is a good book that is opened with expectation and closed with profit. — Alcott. 11. Books are the best things, well used; abused, among the worst. — Emerson. 12. If time is precious, no book that will not improve by repeated readings deserves to be read at all. — Carlyle. 13. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested. — Bacon. 14. God be thanked for books. They are the voices of the distant and the dead and make us heirs of the spiritual life of past ages. — Channing. EDUCATION. 1. Ignorance never settles questions. — Disraeli. 2. A learned man is a tank; a wise man is a spring. — W. B. Alger. 3. Education makes one an articulate member of the higher whole.— Dr. Wm. T. Harris. 4. I have a firm belief that the rock of our safety as a nation lies in the proper education of our population. — Benjamin Harrison. 5. Every man must educate himself. His books and teacher are but helps; the work is his. — Webster. 6. If a man empties his purse into his head, no man can take it away from him. — Franklin. 7. Education is the only interest worthy the deep controlling anxiety of the thoughtful man. — Wendell Phillips. 8. Those who think must govern those who toil. — Goldsmith. 9. Learning by study must be won, ’Twas ne’er entailed from sire to son. — Gay. 10. Education commences at the mother’s knee, and every word spoken within the hearing of little children tends toward the formation of character. — Ballou. 11. Education is to know for the sake of living, not to live for the sake of knowing. — Kate Douglass Wiggin. 12. Education begins the gentleman, but reading, good company, and reflection must finish him. — Locke. 13. Right education is such a preparation of the individual in physical, intellec- tual, and moral capacities, as will enable him to secure the higliest enjoy- ment from their use, here and hereafter. — Roark, 136 STATE MANUAL AND COURSE OF STUDY HABITS. 1. Habit is ten times nature. — Wellington. 2. Habit is the deepest law of human nature. — Carlyle. 3. We first make our habits, then our habits make us. — Dinjden. 4. The habits of time are the soul’s dress for eternity.— CZ/eerer. 5. Men are but children of a larger growth. — Dryden. 6. How use doth breed a habit in a maul— Shakespeare. 7. Habit is a cable; we weave a thread of it every day and at last we cannot break it. — Horace Mann. 8. Ill habits gather by unseen degrees; As brooks make rivers, rivers run to seas. — Dryden. 9. The chains of habit are generally too small to be felt until they are too strong to be broken. — Johnson. 10. Bad habits are as infectious by example as the plague itself by contact. — Fielding. 11. Sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny. — Boardman. 12. We sleep, but the loom of life never stops; and the pattern which was weaving when the sun went down is weaving when it comes up tomorrow. — Beecher. 13. Habits, though in their commencement like the filmy line of the spider^ trembling at every breeze, may in the end prove as links of tempered steel, binding a deathless being to eternal felicity or eternal woe. —Mrs. Sigourney. PERSEVERANCE. 1. I will find a way or make one. — Hannibal. 2. God helps them that help themselves. — Franklin. 3. All that’s great and good is done just by patient trying. — Phoebe Cary. 4. Be firm! One constant element in luck Is genuine, solid, old Teutonic pluck. — Holmes. 5. The men who try to do something and fail are infinitely better than those who try to do nothing and succeed. — Lloyd Jones. 6. We shall escape the uphill by never turning back. — liosetti. 1. In the lexicon of youth which fate reserves for a bright manhood, there is no such word as faill—- Lylton. S. Attempt the end and never stand to doubt; Nothing’s so hard but search will find it out. — HerricL. 9. Heaven is not gained at a single bound. But we build the ladder by which we rise. From the lowly earth to the vaulted skies. And we mount to its summit round by round. Holland. APPENDIX 137 10. The heights by great men reached and kept Were not attained by sudden flight; But they, while their companions slept, Were toiling upward in the night. — Longfellow. 11. We rise by things that are under our feet. By what we have mastered of good or gain. By the hopes despoiled and the passions slain And the conquered ills that we daily meet. — Longfellow. KINDNESS. 1. Kindness has resistless charms. ^ — Rochester. 2. iW^ith malice toward none, with charity for all. — Lincoln. 3. It is true that he who does nothing for others, does nothing for himself. 4. Kind hearts are more than coronets, and simple faith than Norman blood. — Tennyson . 5. How far that little candle throws its beams, — So shines a good deed in a naughty world. — ShaJi'espeare. (i. Kindness — a language which the dumb can speak and the deaf can understand. — Bovee. 7. That best portion of a good man’s life. His little nameless, unremembered acts of kindness and of love. — Wordsworth . 8. Count that day lost whose low descending sun. Views from thy hand no worthy action done. — Anon. 9. There’s nothing so kingly as kindness. And nothing so royal as truth. — A7ion. 10. Be good, my child, and let who will be clever; Do noble deeds, not dream them, all day long; And so make life, death, and that vast forever, One grand, sweet song. — Kingsley. 11. In simple manners all the secret lies. Be kind and virtuous, you’ll be blest and wise. — Young. 12. Life is not so short but that there’s always time enough for courtesy..— K'mer.son 13. Oh, there are looks and tones that dart An instant sunshine through the heart; As if the soul that minute caught Some treasure it through life had sought. 18 Moore. 188 STATE MANUAL AND COURSE OF STUDY HONESTY. 1. Boys, keep your record clean . — John B. Gough. 2. An honest man’s the noblest work of God. — Pope. 3. Dare to be true; nothing can need a lie. — Herbert. 4. Falsehood is cowardice; truth is courage. — Ballou. 5. Truth is truth whether the individual man balieves it or not.— Moody. 6. The first and worst of all frauds is to cheat oneself. — Bailey. 7. Nothing is at last sacred but the integrity of our own minds.— Emer.^on. 8. You measure every man’s honesty by your own. — Anon. 9. The honest man, though e’er sae poor. Is king of men for a’ that. — Burns. 10. There is only one failure in life possible, and that is not to be true to the best one knows. — Farrar. 11. Oh, what a tangled web we weave when first we practice to deceive! — Scott. 12. This above all, — to thine own self be true; And it shall follow as the night the day. Thou canst not then be false to any man. — Shahespeare. 13. Truth crushed to earth shall rise again; Th’ eternal years of God are hers; But error, wounded, writhes in pain And dies among his worshipers. — Bryant. BRAVERY. 1. ’Tis more brave to live than to die. — Meredith. 2. None but the brave deserve the fair. — Dry den. 3. A brave soul is a thing which all things serve. — Alex Smith. 4. A man of courage is also full of iaiVn.— Cicero. 5. There is one thing of which I am afraid, and that is fear. — Montaigne. 6. Cowards die many times before their death; The valiant never taste of death but once. — Shakespeare. 7. Pear makes men look aside and so their footing miss.— Dryden. 8. The brave man seeks not popular applause. — Dnjden. 9. He is not worthy of the honeycomb that shuns the hive because the bees have stings. —Shakespeare. 10. True bravery is shown by performing without witness what one might be capable of doing before all the world. — La liochefocauld. 11. Courage — an independent spark from Heaven’s bright throne. By which the soul stands raised triumphant, high, alone. — Farquhar. APPENDIX 139 12. The brave man is not he who feels no fear, For that were stupid and irrational; But he whose noble soul its fear subdues, And bravely dares the danger nature shrinks from. —Joanna Baillie. FRIENDSHIP. 1. A true friend is forever a friend.— Geo. McDonald. 2. A'generous friendship no cold medium knows. — Homer. 3. Love all, trust few, do wrong to none.— >S7iafcespeare. 4. A friend is a person with whom I may be sincere. — Emerson. 5. To God, thy country, and thy friend be true. — Vaughan. 6. To suspect a friend is worse than to be deceived by him.— La Rochefoucauld. 7. A true test of friendship —to sit or walk with a friend for an hour in perfect silence -without wearying of one another’s company. — Mrs. Muloch-Craik. 8. Well-chosen friendship, the most noble Of virtues, all our joys makes double. And into halves divides our troubles. — Sir J. Denham. 9. Friendship above all ties does bind the heart. And faith in friendship is the noblest part. — Shakespeare. 10. We can never replace a friend. When a man is fortunate enough to have several, he finds they are all different. No one has a double in friendship. — Schiller. 11. The friends thou hast and their adoption tried, — Grapple them to thy side with hooks of steel. —Shakespeare. 12. A friend is gold: if true he’ll never leave thee; Yet both, without a touchstone, may deceive thee. — Thos. Randolph . 13. Friendship has a power To soothe affliction in her darkest hour. — Henry Kirke White. PATRIOTISM. 1. America means opportunity. — Emerson. 2. Liberty and Union, now and forever, one and inseparable. — Websitr. 3. Millions for defense, but not one cent for tribute! — Pinckney. 4. The patriot’s boast,— where’er we roam, His first, best country ever is at home. — Goldsmith. 5. Patriotism is not only a legitimate sentiment, but a duty. — King. 6. We join ourselves to no party that does not carry the fiag and keep step to the music of the Union. — Choate. 140 STATE MANUAL AND COURSE OF STUDY [Concord.) 7. By the rude bridge that arched the flood, Their flag to April’s breeze unfurled, Here once the embattled farmers stood And fired the shot heard round the world. — Emerson. 8. Up with our banner bright. Sprinkled with starry light. Spread its fair emblems from mountain to shore. While through the sounding sky Loud rings the nation’s cry, — Union and Liberty! One evermore! — Holmes. 9. Breathes there a man with soul so dead Who never to himself hath said “This is my own, my native land?” — Scott. 10. The stability of this government and the unity of this nation, depend solely on the cordial support and the earnest loyalty of the people. — TJ. S. Grant. 11. I was born an American, I live an American, I shall die an American; and I intend to perform the duties incumbent upon me in that character to the end of my career. — Webster. 12. This nation under God shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth. — Lincoln. 13. We cannot honor our country with too deep a reverence; we cannot love her with an affection too pure and fervent; we cannot serve her with an energy of purpose or a faithfulness of zeal too steadfast and ardent. — Anon. MISCELLANEOUS. 1. Progress — the stride of God! — Victor Huqo. 2. A merry heart doeth good like a medicine. — Proverbs. 3. Nothing great was ever achieved without enthusiasm. — Emerson. 4. The sober second thought is always essential and seldom wrong. — VanBuren. 5. Faces are a record in sculpture of a thousand anecdotes of whim and folly. — Emerson. 6. Let us beware of losing our enthusiam. — Phillips Broohs. 7. Bad men excuse their faults; good men correct them. —Ben Johnson. 8. The greatest of faults is to be conscious of none. — Carlyle. 9. It is the great woe of life to feel all feeling die. — Bail y. 10. Discretion of speech is more than eloquence. — Bacon. 11. To persevere in one’s duty and to be silent is the best answer to calumny. — Washington. 12. Childhood is the bough where slumbered Birds and blossoms many numbered, — Age that bough with snow encumbered. — Longfellow. APPENDIX 141 13. If you would live with ease, Do what you ought, not what you please. — Franklm. 14. If you wish a thing done, go; if not, send. — Franklin. 15. It is hard to be wise on an empty stomach. — George Eliot. 16. No wise man ever wished to be younger. — Swift. 17. The groves were God’s first temples. — Bryant. 18. Every man stamps his value upon himself. — Schiller. 19. Facts always yield the place of honor in conversation to thoughts about facts. — Holmes. 20. He that is slow to anger is better than the mighty, and he that ruleth his spirit than he that taketh a city. — Proverbs. 21. Plow deep while sluggards sleep. And you shall have corn to sell and to keep. — Franklin. 22. God has put something noble and good into every heart which his hand has created. — Mark Twain. 23. Small minds are captivated by trifies. — Ovid. 24. Any nobleness begins at once to refine a man’s features, any meanness to imbrute them. — Thoreau. 25. Sweet flowers are slow and weeds make haste. — Shakespeare. 26. My tongue within my lips I rein. For who talks much must talk in vain. — Gay. 21. No soul is desolate so long as there is a human being for whom it can feel trust and reverence. — George Eliot. 28. Genius can never despise labor. — Abel Stevens. 29. The great man is he who does not lose his child’s heart. — Mencius. 30. The setting of a great hope is like the setting of the sun. — Longfelloiv. 31. Our grand work is not to see what lies dimly at a distance, but to do what lies clearly at hand. — Carlyle. 32. We do not count a man’s years until he has nothing else to count. — Emerson. 33. Too low they build who build beneath the stars. — Young. 34. Never leave till tomorrow what you can do today. — Franklin. 35. Mind unemployed is mind unenjoyed. — Bovee. 36. Heaven never helps the man who will not act. — Sophocles. 37. Things don’t turn up in the world unless somebody turns them up. — Garfield. 38. Recollect that trifies make perfection and perfection is no trifle. — Michael Angelo. 39. There is always room for a man of force and he makes room for many. — Emerson 40. There is no substitute for thorough-going, ardent, sincere earnestness. — Dickens. 41. It is well to think well; it is divine to act well. — Horace Mann. 42. Seize the ])i*esent, trust tomorrow E’en as little as you may. — Horace 142 STATE MANUAL AND COURSE OF STUDY 43. Lost time is never found again; and what we call time enough always proves little enough. — Franklin. 44. A word fitly spoken is as apples of gold in pictures of silver.— P?m'er?>s. 45. Never does a man portray his own character more vividlj" than in his manner of portraying another. — Richter. 46. I would rather be right than president. — Henry Clay. 47. Be noble; and the nobleness that lies In other men sleeping, but never dead, Will rise in majesty to meet thine own. — Lowell. 48. No one was ever lost on a straight road.— D)-. Ouyler. 49. To live in hearts we leave behind is not to die. — Camphell. 50. Discretion of speech is more than eloquence. — Bacon. 51. Whatever creed be taught or land be trod, Man’s conscience is the oracle of God. — Byron. 52. Thought takes man out of servitude into freedom. — Einerson. 53. Sin has many tools, but a lie is the handle that fits them all. — Holmes. 54. The Emancipation Proclamation is the true sister of the Declaration of Independence. — Carl Schurz. 55. It is the function of civil government to make it easy to do right and difficult to do wrong.— Gladstone. 56. Only he who lives a life of his own, can help the lives of other men. — Phillips Brooks. 57. I set a greater value on the charaeter of a doer of good than any other kind of reputation. — Franklin. 58. My dear boy, observe the postage-stamp; its usefulness depends upon its ability to stick to one thing until it gets there. — Joseph Chamberlin. 59. The chief want in life is somebody who shall make us do the best we can. — Emerson. 60. Merit and good breeding will make their way everywhere. — Lord Chesterfield. 61. Faith is a higher faculty than reason. — Bailey. 62. Faith is the substance of things hoped for, the evidence of things not seen. — Hebrews. 63. My words fly up, my thoughts remain below; Words without thoughts never to heaven go. —Shakespeare. 64. And thou, O Lord! by whom are seen Thy creatures as they be, Forgive me if too close I lean My human heart on thee. — Whittier. 65. Whichever way the wind doth blow. Some heart is glad to have it so; And blow it east or blow it west. The wind that blows, that wind is best. — Caroline Ik. Mason. APPENDIX 143 66. I believe that in the long- run the right side will be the strong side. — Garfield. 67. After all the best thanksgiving is thanks living. — Anon. 68. Cigarettes in boyhood are about as useful in building up a strong body as dynamite would be in building a house — W. F. Crafts. 69. Genius is to wit as the whole is to its parts.— De la Bruyere. 70. Fortune has rarely condescended to be the companion of genius. — Disraeli. 71. It isn’t the thing you do, dear, It’s the thing you’ve left undone. That gives you a bit of heartache. At the setting of the sun. — Margaret Sangster. 72. He prayeth best who loveth best All things both great and small; For the dear God who loveth us. He made and loveth all. —Coleridge. 73. I hold it truth with him who sings To one clear harp in divers tones. That men may rise on stex^ping stones Of their dead selves to higher things. — Tennyson. 74. We live in deeds, not years; in thoughts, not breaths; in feelings, not in figures on a dial. We should not count time by heart throbs. He most lives who thinks most, feels the noblest, acts the best. — Bailey. 75. Spake full well in language quaint and olden One who dwelt beside the castled Rhine, When he called the flowers so blue and golden. Stars that in earth’s firmament do shine. — Bryant. 76. Blessings on thee, little man. Barefoot boy with cheek of tan! With thy turned-ux) pantaloons. And thy merry whistled tunes; AVith thy red lij) redder still. Kissed by strawberries on the hill; With the sunshine on thy face. Through thy torn brim’s jaunty grace; From my heart I give thee joy — 1 was once a barefoot boy. — \\ hit tier. 144 STATE MANUAL AND COURSE OF STUDY FOR THE LITTLE ONES. In the main only classic selections should be used as “memory gems,” though for the little ones the teacher may often use simpler quotations that fall within the comprehension of the childish mind, such as the following: — 1. Politeness is to do and sau The kindest thing in the kindest way. 2. Roses of the cheek will fade; Beauty pass away; Loving words and gentle deeds Never can decay. 3. To do to others as I would that They should do to me. Will make me honest, kind, and true, As children ought to be. 4. If a task is once begun. Never leave it till it’s done; Be the labor great or small. Do it well or not at all. b. Hearts, like doors, will ope’ with ease. To very, very little keys. And don’t forget that they are these, — “I thank you, sir,” and “If you please.” b. If you’re told to do a thing And mean to do it really. Never let it be by halves; Do it fully, freely. 7. If you would have your learning stay, Be patient, — don’t learn too fast; The man who travels a mile each day Will get ’round the world at last. 8. Do your best, your very best, And do it every day — Little girls and little boys, That is the wisest way. b. “1 can’t” is a sluggard too lazy to work. From duty he shrinks, every task he will shirk; No bread on his board and no meal in his bag. His house is a ruin, his coat is a rag. APPENDIX Beauty lies within ourselves, After all, they say; And be sure the happy heart Makes the happy day. Wynken and Blynken are two little eyes. And Nod is a little head. And the wooden shoe that sailed the skies Is a wee one’s trundle-bed. Where two ways meet, the children stand, A fair, broad road on either hand. One leads to right and one to wrong. So runs the song. These are little temperance feet. So you’ll never find them Walking to a beer saloon. Dragging me behind them. I’ll try ” does great things every day. “I can’t” gets nothing done; Be sure, then, that you say “I’ll try,” And let “I can’t” alone. Kind hearts are the gardens. Kind thoughts are the roots. Kind words are the blossoms. Kind deeds are the fruits. 146 STATE MANUAL AND COURSE OF STUDY LIBRARY LIST. Since the preparation of our former library list, not only have many new books been published, but many districts have gained the nucleus of a good library and are now ready to add other and even better volumes to the list. We are glad to note that a sentiment in favor of district libraries is abroad in the land; and with the increasing prosperity evidenced on every hand, by the close of another year we hope to see a good working school library in the majority of our rural schools. We therefore now publish a much more extended list, containing all the best of those formerly given and many others equally good or better. A large number are very finely illustrated. Believing that experience has shown that cheap bindings are poor economy, most of the prices quoted are for cloth bindings, and many of the books can be pro- cured in boards from ten to twenty cents less. As the prices all include postage, the books may be bought at the same rate either at local book stores or through publish- ers direct. In ordering this list should always he mentioned. These prices are for single copies, and if several books are included in one order, from ten to twenty-five per cent additional discount can be given. It will be noted that none of Shakes- peare’s plays appear on the regular list, but some fine editions specially prepared for students are published at thirty cents (cloth) for separate plays (boards twenty cents) by each of the following companies: Educational Publishing Co., American Book Co., Harper & Bros., Ginn & Co. Houghton, Mifiiin & Co. furnish them in cloth binding only, at 25 cents. The dagger used in list indicates that numbers so marked are included in the State Traveling Libraries. The asterisk shows that the prices of these numbers is given for the Biverside Literature Series; they can also be procured for ten cents addi- tional in the uniform binding (red cloth and full leather back) of the Biverside School Library., which includes fifty literary classics selected by various leading educators from a list of 500 submitted to them for examination. The whole fifty can be procured for $24.82, making a fine addition to any library. SUPPLEMENTARY READING. Under this head in the various grades we give some hints regarding the kind of reading to be selected, but have not attempted to make special selection from the abundance of material which the various book companies offer for this purpose. Teachers can so easily supply themselves with catalogs giving this information that we will content ourselves with mention of a few series which seem to us specially adapted to this purpose. '‘'‘Stepping Stones to Literature,^ ^ published by Silver, Burdett & Co., is a series of beautiful readers, the material of which is selected and arranged by two such skilful people as Sarah L. Arnold, supervisor of the Boston schools, and Charles B. Gilbert, superintendent of schools Newark, N. .1. Its scope covers eight grades, the first four of the series selling for ‘12 cents, 40 cents, 50 cents, and 60 cents respectively. The other four volumes ard yet in press. APPENDIX 147 “ The World and its Feople,^^ also by Silver, Burdett & Co., is a series of geograph- ical readers edited by Larkin Dunton, head master of Boston Normal School, which is being extensively introduced for supplementary reading. It comprises eight books with titles and prices as follows: — First book — First Lessons, 36 cents. Second book — Glimpses of the World, 36 cents. Third book — Our Own Country, 50 cents. Fourth book — Our American Neighbors, 60 cents. Fifth book — Modern Europe, 60 cents. Sixth book — Life in Asia, 60 cents. Seventh book — Views in Africa, 60 cents. Eighth book — Islands of the Sea (in press), 60 cents. “ The Picturesque Geographical Readers,''^ by Charles F. King, author of “ Methods and Aids in Geography,” is another finely graded series published by Lee & Shepard, and includes five books: — First book — Home and School, 50 cents. Second book — This Continent of Ours, 72 cents. Third book — The Land We Live In (Part I), 56 cents. Fourth book — The Land We Live In (Part II), 56 cents. Fifth book — Rocky Mountains and Pacific Slope, 56 cents. The “ Five-cent Classics,'’ issued by the same company and sent postpaid at 60 cents a dozen, include much good literature. The Standard Literature Series,” by the University Publishing Co., is well arranged for supplementary use. It includes many standard historical and geograph- ical novels in neat paper or cloth binding, costing by yearly subscription $1.40 for twelve numbers issued monthly. It is the intention to have these novels cover the entire period of English and American history, with possibly French history from the time of Louis XIV. The needs of elementary classes and those making a study of literature are both provided for in this series. The '‘^Riverside Literature Series,” of Houghton, Mifflin & Co., single numbers of which can be procured in paper covers at 15 cents, is an almost inexhaustible source of supply for supplementary reading, and being the pioneer series for this purpose., it has long been well and favorably known. 148 STATE MANUAL AND COURSE OF STUDY ADDRESS OF PUBLISHERS. A. B. Co. American Book Co., Chicago. A. FI. A. Flanagan, Chicago. A. & Co. D. Appleton & Co., Chicago. A. L. B. A. L. Burt, New York City. A. S. B. & Co. A. S. Barnes & Co., New York City. B. Co. Milton Bradley Co., Springfield, Mass. C. Co. The Century Co., New York City. C. P. Co. Cassell Pub. Co., New York City. Cr. & Co. T. Y. Crowell & Co., New York City. C. W. B. C. W. Bardeen, Syracuse, N. Y. C. M. P. C. M. Parker, Taylorville, 111. D. A. W. *D. A. Wright, Lansing, Mich., State Agent for E. P. Co. D., H. & Co. Donahue, Henneberry & Co., Chicago. D., M. & Co. Dodd, Mead & Co., Chicago. E. & L. Estes & Lauriat, Boston. Ed. Co. Editor Pub. Co., Cincinnati, O. E. P. Co. Educational Pub. Co., Chicago. G. & Co. Ginn & Co., Chicago. H., M. & Co. Houghton, Mifflin & Co., Chicago. H. & Bros. Harper & Bros., Chicago. H. & Co. D. C. Heath & Co., Chicago. H. R. P. H. R. Pattengill, Lansing, Mich. H. T. C. & Co. H. T. Coates Co., Philadelphia, Pa. L, B. & Co. Ivison, Blakeman & Co., Chicago. J. & Co. George W. Jacobs & Co., Philadelphia, Pa. L. Co. D. Lothrop Co., Boston. L., G. & Co. Longmans, Green & Co., New York City. L., S. & S. Leach, Shewell & Sanborn, Chicago. L. &S. Lee & Shepard, Boston. Macm. Co. The Macmillan Co., Chicago. McC. & Co. A. C. McClurg & Co., Chicago. M. Co. The Morse Co., Chicago. M. Bros. March Bros., Lebanon, Ohio. M., M. & Co. Maynard, Merrill & Co., Chicago. P. Sons. G. P. Putnam’s Sons, New York City. Penn. Co. Penn. Pub. Co., Philadelphia, Pa. P. E. Co. Prang Ed. Co., Chicago. P. S. P. Co. Public School Publishing Co., Bloomington, 111. R. Bros. Roberts Bros., Boston. R. & M. Rand & McNally, Chicago. S., B. & Co. Silver, Burdett & Co., Chicago. S. Sons. Chas. Scribner’s Sons, Chicago. S. & Co. J. V. Sheehan & Co., Ann Arbor, Mich. U. P. Co. University Pub. Co., New York City. W. Co. The Werner School Book Co., Chicago. W. A. Co. Wood-Alien Pub. Co., Ann Arbor, Mich. ♦(Those who desire to avoid trouble of corresponding with the various companies, can address D. A. Wright, Lansing, Mich., who will furnish any of them at the prices quoted.) Lyon, Heecher, Kymer & Palmer Co., (successors to Eaton, Lyon & Co..) Grand Rapids, Mich, will furnish any of the books at the prices quoted. No. 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 c. 80 40 40 40 60 40 60 25 50 60 40 60 60 25 15 00 25 00 00 00 50 50 60 50 30 60 60 50 50 50 50 50 50 35 20 50 50 25 30 50 50 25 50 50 00 20 20 36 50 60 30 37 40 25 25 25 40 60 50 40 25 15 60 APPENDIX LIBRARY LIST. Author. Title. PROSE. Hawthorne Hawthorne .. Bunyan Richardson.. - Lincoln W arner Holmes Hughes Dickens Brown. Franklin. Webster Palmer Burke Scudder Wyss Defoe ... Farrar... Swift Hamlin.. Addison. Pratt Lamb Chapman. Irving Scott S win ton and Cathcart... Lane Church Irving Kirkland Griswold Foulke Vedder Keysor Smythe Holmes Macaulay Longfellow -. Whittier Little Daffydowndilly, etc Tales of the White Hills and Sketches. Pilgrims Progress'll Pilgrims Progress (for children) Stories from Old English Poetry (Riverside Sch. Lib.) Gettysburg Speech and other Papers, with Schurz’ Life of Lincoln Being a Boy (R. S. L.)+ A Hunting of the Deer and other Essays Autocrat of the Breakfast Table*! Tom Brown’s School Days (R. S. L.)t Christmas Carol and Cricket on the Hearth! Twice Told Tales! Rab and His Friends (R. S. L.) Poor Richard’s Almanac First Bunker Hill Oration (paper) The Odyssey Speech on Conciliation Masterpieces of American Literature! “ “ English Literature! American Prose.. Swiss Family Robinson (edited for children) ! — “ “ “ (Stickneyed) Robinson Crusoe (R. S. L.)!. ^ “ “ (edited for children) Young Folks’ Robinson Crusoe Gulliver’s Travels Pictures from English Literature Selections from the Spectator Stories from Shakespeare (3 vols.) Taies from Shakespeare!. “ “ “ (Comedies— Kolfe) “ “ “ (Tragedies— Rolfe) Arabian Nights Sketch Book (six selections) “ “ (ten selections) Tales of a Traveller! Ivanhoe! fEasy Steps for Little Feet J Golden Book of Choice Reading I Seven American Classics Stories for Children..*. Stories of the Iliad “ “ “ Odyssey Alhambra (students’ edition)! Short History of English Literature for Young People! Home Life of Great Authors! Twilight Stories American Writers of Today Sketches of American Authors (2 volumes) Old Time Stories Retold by Children .-. Modern Classics (Alta edition) POETRY. Grandmother’s Story and other Verse and Prose*. Lays of Ancient Rome! Evangeline (biographical sketch and notes) Courtship of Miles Standish Song of Hiawatha (notes and vocabulary) Three preceding numbers combined (R S.-L. ) Tales of a Way.side Inn* Leaflets Snow Bound and other Poems (biographical sketch and note.s) Tent on the Beach and other Poems.. Two preceding numbers combined (R S. L.) 150 STATE MANUAL AND COURSE OF STUDY Library List.— C ontinued. No. Pub Co. Author. Title. Grade. Price. 64 H,, M. & Co... Whittier Child Life in Poetry and Prose* 4-6 $0 40 65 6-10 40 66 (( (( 7-12 25 67 “ “ Lowell Vision of Sir Launfal and other Poems (bio- graphical sketch)* 8-9 25 68 (( (( A Fable for Critics 9-12 80 .69 “ Tennyson Enoch Arden and other Poems (Rolfe edition)... 8-10 53 70 “ The Princess (Rolfe edition) 8-10 53 71 4t U Gray Elegy and Minor Poems. 8-10 40 72 K tt 8-10 40 73 “ Goldsmith The Deserted Village (biographical sketch) 8-10 25 74 (i 44 Poems and Essays! . . 9-12 40 75 4 4 4 4 Holmes Leaflets .”. 6 10 40 76 4 4 4 4 Scudder American Poems 9-12 1 00 77 4 4 4 4 Milton Minor Poems and Paradise Lost, Books I-HI*. 10-12 40 78 4 4 4 4 9-12 53 79 11 w Scott ■ Lady of the Lake (Rolfe edition) 8-10 53 80 G. & Co.- Scott 8-10 50 81 Marmion 8-10 50 82 H. T. C. & Co. Meredith Lucile (Alta edition) 6-8 37 83 S., B. & Co. .. Carrington. .. Beacon Lights of Patriotism ^ 8-12 60 84 S. F. Smith.. Poems of Home and Country 6-10 1 50 85 S. Sons Field Love Songs of Childhoodt 3-5 75 86 3-5 75 MYTH, FAIRY TALE, AND FABLE. 87 E. P. Co Grimm Fairy Tales, illustrated.t 5-6 $0 50 88 H., M. & Co... German Household Tales (R. S. L.) 6-8 50 89 Anders’en Fairy Tales*!. ' 3-5 40 90 4 4 4 4 Scudder Fables and Folk Stories* 2-4 40 91 H. & Co Kupfer Stories of Long Ago GO Greek Myths, illustrated). 8-12 35 92 M. Co Fairy Tale and Fable 2-3 35 93 Cr. & Co Mulock.. Adventures of A Brownie 4-7 80 94 A. S. B. Co... Guerber . _ . Legends of the Rhine! .. 8-12 1 50 95 H. & Bros. Rolfe Tales of Chivalry 10-12 36 96 Ed. Co Kane. Myths and Legends of the Mackinacs! 8-12 80 97 W. Co. - Pratt. Legends of the Red Children 3-5 30 98 A. B. Co Baldwin Fairy Stories and Fable 2-4 45 99 Old Greek Stories 3-4 45 100 4 4 4 4 Holbrook Around the World in Myth and Song 2-4 60 101 G. &. Co. Church Stories of the Old World 6-8 50 102 E. P. Co.. Pratt ^®sops Fables (large type edition) 1-2 40 103 G. & Co Stickney 5-7 50 104 King.sley Water Babies 4-8 50 105 4 4 4 4 Greek Heroes 4-8 50 106 4 4 4 4 Ruskin King of the Golden River . .. 4-5 25 107 4 4 4 4 Lamb Adventures of Ulysses . 7-11 35 108 E. P. Co... . Carroll Alice’s Adventure in Wondeidand! 3-4 50 109 Through a Looking Glass 3-4 50 110 4 4 4 4 Pratt Legends of Norseland 4-5 60 111 4 4 4 4 Stories from Old Germany 4-5 60 112 4 4 4 4 44 Myths of Old Greece (Vol. I) 4-5 40 113 4 4 4 4 44 “ “ “ “ (Vols. II and HI) 6-7 ea. 60 FICTION. 114 H., M. & Co.., Jewett Tales of New England (R. S. L.)!. 9-12 $0 60 115 Wiggin. Bird’s Christmas Carol! 4-8 40 116 4 4 4 4 Timothy’s Quest! 5-8 80 117 4 4 4 4 44 The Story Hour 2-3 80 118 4 4 4 4 44 The Story of Patsy! .. 3-4 48 119 Polly Oliver’s Problem (R. S. L.)! 6-8 60 120 Craddock Down the Ravine 8-10 1 20 121 4 4 4 4 Harris. Uncle Remus 9-12 1 20 122 4 4 4 4 White . . When Molly was Six 5 6 80 123 4 4 4 4 Whitney Faith Gartney’s Girlhood! 8-10 1 00 124 Aldrich Story of A Bad Boy (R. S. L.)f. 6-8 70 125 4 4 4 4 Phelp.s The Trotty Book 3-5 80 126 4 4 4 4 Eliot Silas Marner* 9-12 40 127 4 4 4 4 Hawthorne .. House of the Seven Gables! t. 11-12 60 128 D., II. 4fe Co.!! “ “ “ “ “ “ (Alpine edition) 8-12 25 129 4 4 4 4 Scott Kenilworth (Alpine Edition)! 9-12 25 130 4 4 4 4 Eliot Romola (Alpine edition) 10 12 25 131 c. Co !! Barr Prisoners of Conscience 8 12 1 20 132 McC. & Co. .. Bouv'et “A Child of Tuscany”! 9-10 1 25 133 ‘‘Sweet William”! 9-10 1 25 134 E. P. Co. Dickens Little Nell (From Old Curio.sity Shop)! 4-5 50 135 Paul Dombey (From Dombey and Son)! 4-5 50 APPENDIX 151 Library List.— C ontinued. No. Pub. Co. Author.. Title. Grade. Price. 136 A. L. B. 9-10 $0 62 137 A. & Co. Story of Oliver Twistt 5-7 54 138 8-12 1 25 139 A. L. B. 4-7 48 140 Blackmore Eorna Doone 10-12 62 111 J. & Co Your Little Brother James 7-9 56 142 R. Bros. Little Women!'... 8-12 1 10 143 Little Men!'.. 8-12 1 10 144 S. Sons Burnett Little Lord Fauntleroyt 3-5 1 25 145 Sarah Crewe & St. Elizabeth, with other stories bound in 1 Vol.t 3-5 1 25 146 E. & L. Richards 5-7 50 147 5-7 50 148 (( 4( 44 Melodyt 5-7 50 149 U (( Timlow- 5-7 1 00 150 L. & S. Trowbridge.. 5-7 67 151 7-8 67 152 (4 44 5-7 88 153 (4 44 44 7-8 1 00 4 4 4 4 44 8-10 1 00 4 4 4 4 7-8 70 R. & M. Smith .5-8 75 157 C. M. P. Butler • 5-8 45 158 6-8 90 HISTORY. 159 A. B. Co. 7-8 $0 75 160 7-8 1 00 161 4 4 4 4 44 7-8 1 00 162 4 4 4 4 Child’s History of Englandf. 7-10 60 163 H. T. C. & Co. 7-10 37 164 A. B. Co Hale.. . . Lights of Two Centuries . 9-12 1 20 165 Johonnot. Ten Great Events in History. 7-8 54 166 “ “ Gail Hamilton English Kings in a Nut Shell. 6-8 60 167 G. & Co. Grote Two Great Retreats of History .. 8-10 50 168 L. Co. Yonge Young Folks’ History of Greecet 8-10 1 00 169 “ “ “ “ Romet 8-10 1 00 170 44 44 “ “ “ “ Francet.- 8-10 1 00 171 44 44 “ “ “ “ Germanvt 8-10 1 00 172 44 44 “ “ “ “ Englandt 8-10 1 00 173 H. T. C. & Co. Laing Conquests of the Seven Hills (Alta edition) . . 6-8 37 174 Heroes of the Seven Hills (Alta edition) 6-8 37 175 i* ii 11 ■ “ Seven Kings of the Seven Hills (Alta edition) .. 6-8 37 176 L, & S ’ Towle Young People’s History of England. 8-12 60 177 “ “ “ “ Ireland 8-12 60 178 McC. & Co... Noll “Short History of Mexico ’’t 8-12 80 179 Kirkland “ “ “ France for Young People’’... 8-12 1 00 180 “ “ “ “ “ England “ “ “ 8-12 1 00 181 P. Sons White Herodotus for Bovs and Girlst 6-8 1 88 182 Plutarch’s Lives for Boys and Girlst 6-8 1 39 183 A. & Co Clodd The Story of Primitive Mant 10-12 30 184 Anderson The Story of Extinct Civilizationst 10-12 30 185 H., M. & Co... Fiske War of Independence*! 6-8 40 186 Dodge Bird’s Eye View of Civil Wart 8 10 1 00 187 L. & S Drake 1. Battle of Gettysburgt 8-12 35 188 E. & L. Butterworth. History of Americat 6-8 75 189 A. L. B Creasy Fifteen Decisive Battiest 10-12 60 190 McCarthy History of Our Own Times 10-12 93 191 H., M. & Co.. Griffis Brave Little Holland (R. S. L.)t 7-10 60 192 C. Co. Brooks Century Book of the American Revolutiont 8-12 1 20 193 “ “ “ Famous A mericji.ns'!- 8-12 1 20 194 A. S. B. & Co. Barnes Popular History of United States 8-12 2 80 195 H. T. C. & Co. Harrison Battles of the Republic (Alta edition) 6-8 37 196 H. & Bros.... Coffin Old times in the Coloniest 7-8 1 60 197 Building the Nation! 7-8 1 80 198 ii >1 44 Boys of ’76t.. . 7-8 1 35 199 E. & L 44 Boys of ’61+.. . . . 7-8 1 50 200 D., M. & Co... Abbott Ben,iamin Franklin and the Struggles of our In- fant Nation 88 201 4 4 4 4 44 Battlelields of ’61 1 7-8 1 40 202 4 4 4 4 44 Battlefield and Victory! 7-8 1 40 203 4 4 4 4 44 Battlefields and Camp Fires! --- 7-8 1 40 204 “ “ !! “ Naval History of United States (includes all three vols. of the famous Blue Jacket Series.)! 8-12 2 63 205 E. P. Co Pratt Our Fatherland 6-8 50 206 'Phe Gre:i.t West 5-6 50 207 E. & S Brown Beneath Old Rooftrees! 8-12 1 00 208 Beside Old Hearthstones! - -- 8-12 1 00 152 STATE MANUAL AND COURSE OF STUDY Library List.— C ontinued. No. Pub. Co. Author. Title. Grade. Price. BIOGRAPHY. 209 L. & S. Father of His Country 6-8 $0 50 210 Friend of Washington 6-8 50 211 (( (( French Presidents of U. S. from Washington to Cleveland 8-12 1 OO 212 A. FI Ellis Lives of the Pre.sidentst 7-9 44 213 H., M. & Co. 6-8 40 214 H. T. C. & Co. 8-10 37 215 P. Sons 10-12 1 18 216 Life of Columbus 1 10-12 1 15 217 McC. & Co. 6-8 1 00 218 8-12 1 16 219 G. & Co. 7-11 1 00 220 10-12 5C 221 L. & S Fighting Phil (Sheridan) 10-12 50 222 Old Salamander (Farragut) 10-12 50 223 t( (i a 10-12 50 224 10-12 1 25 225 Strickland Queens^of England.." 8-12 1 17 226 Abbott 6-8 80 227 (( 6-8 80 228 P. Sons Robert Bruce 10-12 1 16 229 H. T. C. & Co. 8-12 37 230 8-12 37 231 >1 it (( Ellis Daniel Boonet. 8-12 37 232 Cr. & Co. 5-8 1 15 233 6-8 1 15 234 (( U “ “ Leaders Among Ment 6-8 1 15 235 ii H (( “ “ “ “ Woment 6-8 1 15 236 U U (( Poor Boys Who Became Famoust 6-8 1 15 237 U U Girls Who Became Famoust - 6-8 1 15 238 W. Co. Baldwin Four Great Americans 6-8 50 239 Biographical Booklets, specially prepared for young readers, (Washington, Webster, Clay, Franklin, Lincoln) 5-7 ea. 10 HISTORY STORIES. 240 W. Co. Burton The Story of Our Country 6-8 $0 60* 241 E. P. Co. Prn.tt “ “ “ Columbus 6-8 60 242 Cortez and Montezuma 5-6 50 243 U U (( Pizarro, or The Conquest of Peru 5-6 50 244 (i ii (( DeSoto, Marquette, and LaSalle 5-6 50 245 ii ii W Stories of American Pioneers 3-4 50 246 ii ii it “ “ Colonial Children 3-4 60 247 ii ii ii American History Stories (Vol. 1) 3-4 50 (Vols, 2, 3, 4) 5-6 50 248 ii ii ii Stories of Old Rome 7-8 60 249 it ii IjOvering “ “ New York 7-8 60 250 ll u Pratt & Lovering “ “ Massachusetts 7-8 75 251 ii ii Gordon Patriotism in Prose and Verse 7-8 60 252 ii ii Stories of Great Men (illustrated) 3-4 40 253 ii ii Macomber “ “ “ Inventors 3-4 40 254 >1 l( Davis “ “ the U. S. (large type edition) 1-2 40 255 Brooks “ “ “ Red Children (large type edition) 1-2 40 256 M. Co Burton Story of the New England Indians 5-7 60 257 A A; Co Cl a, SCOP. Ir Stories of Columbia 8-10 84 258 R. Bros. Hale “ “ Invention 5-7 74 259 “ “ Discovery 5-7 74 260 H., M. & Co... Parton Captains of Industry (2 vols. — Ih S. L.)t 6-8 ea. 60 261 F. P Co Chase & Clow Stories of Industry (2 vols.) 6-7 ea. 60 262 H. & Bros Eggleston Strange Stories from History (French, German and English) 6-8 80 263 G & Co Scott Tales of a Grandfathert 6-10 50 264 A ndrc ws Ten Boys, etc 3-5 50 265 H. T. C. & Co. F4rn.yTnn,n Daring Deeds of American Heroes 5-8 37 266 t/ & S Blaidsdell “ “ the Civil War+ 5-7 30 267 DT’fi.kc Watch Fires of '76 1 8-12 88 268 (( (( W atson Boston Tea Party 6 8 30 269 (( (( V arncy Story of Patriot's Day 6-8 40 270 H. M. & Co... Coffin Daughters of the Revolutiont 6-8 1 20 271 Hawthorne .. Grandfather's Chair* 4-8 50 272 A H Co Pii.ld win Fifty Famous Stories Retold 2-3 35 273 Old Stories of the East 3-4 45 Nos. 218 and 228 are from the “Story of the Nations,” including over forty books, each of which is an original work written by an acknowledged authority on the special subject. Send to Putnam Sons for catalog. Or to Lyon, Beecher, Kymer & Palmer Co., Grand Rapids. APPENDIX 153 Library List.— C ontinued. No. Pub. Co. Author. Title. Grade. Price. 274 A. B. Co Eggleston Stories of Great Americans for Little Americans. 2-3 $0 40 275 (( H 44 “ “ American Life and Adventure 3-5 50 276 ti it Story of the Greeks 5-7 60 277 U it “ ” “ “ Romans 5-7 60 278 ti it 44 “ “ “ Chosen People 5-7 60 279 ti it The Story of Troy 5-7 60 280 ti it Stories of Heroic Deed 2-3 30 281 “ “ Our Country 3-4 40 282 44 7-9 40 283 tt “ “ the Olden Time 4-5 54 284 44 Grandfather’s Stories 1-2 27 285 Stories of Georgia 5-7 60 286 li u Stockton “ “ New Jersey 5-7 60 287 a it 5-7 60 HISTORIC FICTION. 288 A. L. B Otis With Washington at Monmouth 6-8 $0 62 289 Henty .. . St. George for England. 8-10 62 290 G. & Co.. - . Tale of Two Citiest 8-12 75 291 Last Days of Pompeiit 8-10 62 292 H. T. C. Co. 8-10 37 293 P. Sons Historic Girlst 6-8 1 15 294 Historic Boyst 6-8 1 15 295 (( (( A Young Macedoniant 6-8 1 15 296 R. Bros. . Hale The Man Without a Countryt ... 8-12 92 297 A. & Co Butterworth. In the Boyhood of Lincolnt". 6-10 1 25 298 The Patriot Schoolmastert 6-10 1 25 299 (( (( Little Jarvist 7-9 84 300 A. & Co. Paul Jones 7-9 84 301 7-9 84 302 (( 11 Stoddard Little Smoket 5-7 1 25 303 E. & L Coffin Winning His Wayt 7-8 68 304 Following the Flagt 7-8 68 305 L. & S Tomlinson Guarding the Border 7-8 1 00 306 D., H. & Co... Hawthorne .. Scarlet Letter (Alpine edition) 8-12 25 307 it (( Cooper The Pathfinder (Alpine edition) 8-12 25 308 Penn Co. Otis At the Siege of Quebec 8-10 90 309 Graydon. In the Days of Washington 8-10 90 310 H., M. & Co... Cooper Last of The Mohicans*! 8-10 60 311 D., H. & Co... “ “ “ “ (Alpine edition) 8-10 25 312 44 Deerslayer (Alpine edition)! 8-10 25 313 H. T. C. & Ca 44 “ (Alta edition) 8-10 37 314 Bruce Romance of The Revolution (Alta edition) 8-10 37 315 U (( (( Brayman Thrilling Adventures (Alta edition) 8-10 37 316 (> It Scott Ivanhoe (Alta edition) 8-10 37 317 H., M. & Co... “ (R. S. L.) 8-10 70 318 Stowe Uncle Tom’s Cabin* 6-8 60 319 H. T. C. & Ca “ “ “ (Alta edition) 6-8 37 320 H., M. & Co... Baylor Juan and Juanita! 6-9 1 20 321 “ “ Larcom New England Girlhood (outlined from memory).. 5-8 60 322 It tt Perry Three Little Daughters of The Revolution! 7-10 80 323 S. Sons Eggleston Hoosier School Boyt 7-11 1 00 324 H. & Bros Wallace Ben Hurt 9-12 1 20 325 A. & Co Parker The Seats of The Mighty! 10-12 1 25 GEOGRAPHY AND TRAVED. 326 A. B. Co Carpenter Geographical Reader (Asia) 5-6 $0 60 327 S., B. & Co. . Heilprin The Earth and Its Story! 10 12 1 00 328 A. & Co Hutchinson .. Autobiography of the Earth! 9-10 1 25 329 L. & S Sparhawk Miss West’s Class in Geography 2-4 30 330 Heighten Life at Puget Sound 6-8 1 00 331 H. T. C. & Co. Ballantyne... Shifting Winds (Alta edition)! 5-8 27 332 tt tt tt Northern Lights By Swedish and Finnish Authors. 8-12 27 333 E. P. Co. Baker Here and There — Geography for Young Folks 2 3 40 334 Pratt People and Places (5 vols.) 4 5 ea. 60 (Stories of Australia, India, Cliina, Northern Europe, England.) 335 Cr. & Co Dickens Pictures of Tfilv^ (Astor edition) , iictures or itaiy^ (Standard edition) 8-12 50 80 336 H., M. & Co... Andersen Pictures of Travel 8-12 80 337 (( 41 Dana Two Years Before the Mast*! 7-8 60 338 “ “ !! Bacon A Japanese Interior (R. S. L.)! 8 10 60 339 ' 4 4 4 4 Higginson Java, The Pearl of the East 6 7 60 340 S. Sons Drummond Tropical Africa! 8-12 1 00 341 A. & Co Souvestre An Attic Philosopher in Paris 10 12 50 342 P. Sons Tavlor. Bovs of Other Countries 5-7 96 20 154 STATE MANUAL AND COURSE OF STUDY Library List.— C ontinued. No. Pub. Co. Author. Title. Grade. Price. 343 P Sons Taylor Views Afoot-' (illustrated edition)! \ lews Aioot , (ip^rary edition) 7-11 $1 82 1 14 344 E. & L Butterworth. Zigzag Journeys (ttnely illustrated)! 5-7 ea. 1 20 Around the World, " In India^ In the Antipodes, In the Levant, In Classic Lands, In the Occident, In Northern Land.s, In Australia, In the British Isles, In Acadia, In Europe, On the Mlsstssippi, In the Mediterranean, In the Sunny South, In the White City. 345 M. Co Carroll Around The World 1-2 30 346 C. P. Co Children of the Cold 3-5 70 347 L. Co j Humphrey ( Little Folks of Other Lands 3-5 44 348 G. & Co / & Chapin f 4-6 50 349 Each and All 4-6 50 350 ti (( 4-6 58 351 (i (( Ballou 7-10 70 352 Macm. Co. . Yonge Little Lucy’s Wonderful Globe. 2-4 50 SCIENCE AND NATURE STUDY. 353 E. P. Co. Gib erne 6-10 $1 50 354 Flagg A Year with the Birds 6-8 1 00 355 6-8 1 00 356 (t (( Chase Stories from Animal Land 5-6 75 357 Nature Stories for Youngest Readers 1-2 35 358 tl t( Pratt 5-7 1 00 359 (1 4t Little Flower Folks (2 vols.) 4-5 ea. 40 360 5-6 50 361 U (( Kelly Introduction to Leaves from Nature 2-3 40 362 (( (( Leaves from Nature’s Story Book, Vol. 1 3-4 60 363 (1 a 44 “ “ “ “ “ Vol. 2. 4-5 60 364 H it 44 “ “ “ “ “ Vol. 3 5-6 60 365 u a Stories from Garden and Field 2-3 40 366 a a D' Anviei’s Science Ladders (3 vols.) 3-4 ea. 40 l 1. Forms of Land and Water. •< 2. Vegetable Life. i 3. Lowest Forms of Water Animals. 367 A. B. Co Gray.. How Plants Behave 5-6 54 368 Hooker Child’s Book of Nature? (Part 1) 4-5 44 369 it “ “ “ “ (3 vols. in 1) 4-7 1 00 370 a w Kelly Short Stories of Our Shy Neighbors 4-5 50 371 44 44 Dana Plants and Their Children 5-7 65 372 4t 44 Treat Home Studies in Nature 6-8 90 373 4 4 4 4 Monteith. Living Creatures of Water, Land and Air 4-5 50 374 4 4 4 4 Familiar Animals and Their Wild Kindred 3-4 50 375 4 4 4 4 Johonnot. Cats and Dogs 1-2 17 376 4 4 4 4 Friends in Feathers and Fur 2-4 30 377 4 4 4 4 44 Neighbors with Wings and Fins. 4-5 40 378 “ “ “ Some Curious Flyers, Creepers, and Swimmers.. 4-6 40 379 4 4 4 4 Some Neighbors with Claws and Hoofs, etc 5-6 54 380 4 4 4 4 44 Glimpses of the Animate World 8-12 1 00 381 L, B. & Co.... Lockwood... Animal Memoirs (Part 1— Mammals)! 4-6 60 382 “ “ “ “ “ (Part 2— Birds)! 4-6 60 383 S., B. & Co... Brown. The Plant Baby and its Friends 2-3 48 384 Lovejoy.. Nature in Verse . 4-8 72 385 Macm. & Co.. Gaye The Great World’s Farm 10-12 1 50 386 W right Tornmy-Anne and the Three Hearts 6-8 1 50 387 “ “ ! Wright-Coues Citizen Bird 6 8 1 50 388 4 4 4 4 Kingsley Madam How and Lady Why 5-7 50 389 M. Co Ford Nature's Byways 1-2 35 390 H., M. & Co._. Thorea\i Succession of Trees 6-8 50 391 Walden, or Life in the Woods 8-12 1 00 392 4 4 4 4 Greene. Coal and Coal Mines 6-8 60 393 4 4 4 4 Merriam Birds Through an Opera Glass 6-8 60 394 4 4 4 4 Miller Bird-ways (R. S. L.) 6-8 60 395 4 4 4 4 Scudder Frail Children of the Air 8-10 60 396 4 4 4 4 Bam ford Up and Down the Brooks 6-8 60 .397 Burroughs Bird.s, Bees, and Sharp Eye.s* 6-8 40 398 4 4 4 4 Wake-Robin 1 10-12 1 00 399 G. & Co. 1 lurt Little Nature Studies (Vols. 1 & 2) . . 1-2 ea. 25 400 Hale Ijittle Flower People 5-7 . 40 401 4 4 4 4 Morley Seed Babies 4-6 25 402 4 4 4 4 S t.rong All the Year Round (3 Vols.) 2-4 ea. 30 403 4 4 4 4 A rul re ws Stories Mother Nature Told 3-5 50 404 4 4 4 4 Bergen Glimpses at the I’lant World 5-7 50 405 Cr. & Co Cooper Short Stories in Botany 4-7 80 APPENDIX 155 Library List.— C oncluded. No. Pub. Co. Author. Title. Grade. Price. 406 P. Sons Ballard Moths and Butterflies 2-4 $1 50 407 McC. & Co. A Song of Life 5-7 1 00 408 In Birdland-- 8-10 1 00 409 (( (( Familiar Talks on Astronomv 8-12 80 410 H. & Bros Herrick The Earth in Past Ages (Geology for Young People) 8-10 60 411 A. & Co.. Archibald Story of the Earth’s Atmosphere 10-12 30 412 t( (( Allen The Story of Plants 10-12 30 413 (( (( Martin The Story of a Piece of Coal 10-12 30 414 (( <( Buckley Life and Her Children 7-8 1 25 415 (( a Beard Curious Homes and Their Tenants 6-8 59 416 Baskett Story of Birds 8-12 59 417 Bayliss In Brook and Bayou - 5-7 54 418 J. & Co. McCook Old Farm Fairies 6-8 1 12 419 Tenants of an Old Farm 6-8 1 12 MISCELLANEOUS. 420 P. Sons Phyfe 7,000 Words Mispronounced $0 77 421 H., M. &Co.- Chester Girls and Women (ethical) 60 422 Black Photography — Indoors and Out 60 423 (( a It American Authors and their Birthdays (paper) 15 424 W. A. Co. ... Allen Marvels of our Bodily Dwelling 1 10 425 McC. & Co Kirkland Speech and Manners for Home and School 60 426 A. & Co Austin Uncle Sam’s Secrets 65 427 Penn. Co Morton Letter Writing 40 428 Pittenger The Debater's Treasury 40 429 Bechtel Practical Synonyms 40 (Harper & Bros, have issued a very complete book for teacher’s use, English “Synonymes” •by Crabb, price, $1.00.) 156 STATE MANUAL AND COURSE OP STUDY FOR TEACHER’S LIBRARY. The following list contains some helpful books along various lines of work: No. Pub. Co. Author. > Title. Price. 1 C. W. B Van Liew PSYCHOLOGY AND PEDAGOGY. $1 00- 1 20 2 DeGuimps Laurie 3 (( (( 80 4 U (( Froebel 1 20 5 (( (( 40 6 (( (( Hughes 40 (( (( Young 25 8 A. & Co Boone 1 25 9 Froebel 1 25 10 Preyer Infant Mind 84- 11 E. P. Co McLellan 1 25 12 A. B. Co Koark 1 00 13 Halleck 1 00 14 U ti White 1 00 15 ti a King “ Interests and Duties 1 00 16 (( U 60 17 S. & Co Scott 1 25 18 S., B. & Co. .. Arnold 1 25 19 Putman 1 50 20 S., B. & Co. -- Mooney LITERATURE. $1 25 1 00 21 Tappan. 22 it it Maertz New Method for Study of English Literature 75 23 “ “ Key to New Method for Study of English Literature 45 24 “ “ Anderson Sixty Composition Topics 36 25 it a Pattee History of American Literature 1 25 26 A. B. Co k Brander Matthews’ Introduction to American Literature 1 00 27 A. & Co Parker / GEOGRAPHY. How to Study Geography $1 25 30 28 E. P. Co Baker Geography for Young Folks 29 Carver How to Teach Geography .. 15 30 Macm. Co. Geikie The Teaching of Geography 60 31 A. B. Co Long Home Geography. . . 25 32 H. & Co Redway Manual of Geography 45 33 Trotter Lessons from the New Geography 67 34 P. S. P. Co. .. McMurry Special Method in Geography.. 40 35 G. & Co. Frye Child and Nature .. . 80 36 L. & S. . King Methods and Aids in Geography 1 20 37 L., S. & S - Tilden Commercial Geography 1 25 38 S., B. & Co. .. MacCoiin Historical Geography of the United States .... 90 39 M. Bros MacLeod Talks about Common Things 25 40 A. & Co.. Eggleston HISTORY. History of United States (illustrated) $2 50 41 it it Beginners of a Nation . 1 25 42 it a Hin.sdale . How to Teach and Study History 1 25 43 L. G. & Co... Thwaite The Colonies 1 00 44 Hart Formation of the Union 1 00 45 It 11 Wilson Division and Reunion 1 00 46 L. & S Gordy & (The three preceding cover the entire period of U. S. history.) 47 A. B. Co Twitchell .. White Pathfinder in American History Outline Studies in U. S. History . 1 20 30 48 Fisher General History . .. 1 50 49 H. & Bros H. M. & Co. . Smith The Student’s Series (average price) 1 25 50 Morse (Rome, Greece. Continental Europe, England, etc.) The Statesman Series ea. 1 00 51 Macm. Co. Bryce (Select names from epochs— Hamilton, Morse, Clay, Calhoun, Webster, Adams, etc.) CIVICS. The American Commonwealth $1 60- 70- 52 Davenport ... Elementary Economics 53 S., B. & Co... Enebuske CALISTHENICS. Progressive Gymnastics Days’ Orders (Ling System of 54 E. P. Co Nissen Swedish Gymnastics) Swedish System of Gymnastics $0 75. 75. APPENDIX 157 For Teacher’s Library.— C oncluded. H. R. Pattengill publishes a little series of twenty-five cent books that are very helpful to teachers; — No. Pub. Co. Author. Title. • 55 Cox Primer of Michigan History. Civil Government of Michigan. Civil Government of the United States. 56 67 Hewitt 58 Hammond Michigan School Law. Manual of Punctuation. 59 Ford 60 Putnam Primer of Pedagogy. “Old Glory’’ Speaker, (compiled). Memory Gems, (compiled revised edition). School Knapsack. (For above list address D. A. Wright, Lansing, Mich.) 61 Pattengill 62 63 (( Or Lyon, Beecher, Kymer & Palmer Co., Grand Rapids, Mich. 158 STATE MANUAL AND COURSE OF STUDY SUGGESTIVE LIST FOR MUSIC AND DRAWING. MUSIC. Fi^om the following list an ungraded school should be able to select material fon both singing and note reading: — Pub. Co. Author. Title. Price. B. Co Smith MUSIC. Songs for Little Children $1 00- 1 50 Hailmann Songs, Games, and Rhymes S., B. & Co Child Life in Song 60 Glover & Harris. Sunshine Melodies 36 11 Tufts Common School Course (ungraded) 4S 11 11 Common School Course (complete) 60 H. M. & Co. Lawrence Riverside Song Book 40 H. & Co Whiting Young People’s Song Book 28 G. & Co Tilden Common School Song Reader 36 S., B. & Co.-.. A. B. Co Johnson Songs of the Nation 60 Betz Gems of School Songs 70 DRAWING. The list given below offers quite a wide choice both for teachers’ aid and pupils’ use. We suggest correspondence with publishers for circulars regarding prices and phase of work covered by each, so that teachers may make an intelligent selection for the especial need of their schools. Publishing Co. Author. Title. P. E. Co. Hicks & Locke Clarke, Hicks & Locke.. - Elementary Course in Art Education. Complete Course in Form Study and Drawing. Shorter “ “ “ “ “ “ S., B. & Co. G. & Co H. & Co White Shaylor ... Cross Thompson. E. P. Co. Augsburg New Course in Art Instruction. Normal Course in Drawing. National Drawing Course. Manual Training Course (I and II). Shorter Course. Esthetic Course. Mechanical Course. Elementary Drawing Simplified. FORM STUDY. P. E. Co. E. P. Co. Prang Augsburg Gilmore .. Schwartz Cutler Form Study Manuals (I and II). Drawing Simplified. Lessons in Industrial Drawing. Sloyd, or Educational Manual Training. Primary Manual Training. (Method in-form study, color work, etc.) P. E. Co Prang G. & Co. Cross B. Co Maycock G. & Co Cross <( (( ti U (( P. E. Co Rouillion Suggestions for Instruction in Color. Color Study. Color in the School Room. Elementary Color. A Class Book of Color. MISCELLANEOUS. Free Hand Drawing. Mechanical Drawing. Light and Shade. Historic Ornament and De.sign. A Course in Mechanical Drawing. APPENDIX 159 READING TABLE. That school is fortunate which is able to supplement its other equipments with a well stocked reading- table, and for such use we would especially commend the following: — “The Week’s Current” (weekly— 40 No’s) $1 00 Pub. — E. O. Vaile, Oak Park, III. “ Timely Topics ” (weekly — 40 No’s) 1 00 Pub. — H. R. Pattengill, Lansing, Mich. “ The Youth’s Companion ” (weekly) 1 75 Pub. — Perry Mason & Co., Boston, Mass. “ The Pathfinder ” (weekly) 1 00 Pathfinder Publishing Co., Washington, D. C. Little Journey Series (monthly) 1 09 Pub. — G. P. Putnam’s Sons, N. Y. (The series of 1898 comprises journeys to the homes of American Statesmen.) “ The Great Round World ” (weekly) 1 50 Great Round World Pub. Co., New York City. (This bright little periodical began its existence February, 1897, and the 30 numbers of Vol. I, bound in linen as Part I and II, comprise a fine resume of recent history and make a good addi- tion to any library. Price, 90 cents each.) 160 STATE MANUAL AND COURSE OF STUDY MICHIGAN STATE TEACHERS’ READING CIRCLE. BOARD OF DIRECTORS. Ashley Clapp, President, Kalamazoo. C. E. Palmerlee, Secretary, Lapeer. A. Hamlin Smith, Lansing-. A. G. Randall, Tekonsha. T. Dale Cooke, Detroit. While professional reading by all teachers is of g-reat importance, the reading and study of a systematic course is to be commended. Such work always adds interest to the meetings of teachers and becomes a means of mutual improvement. We are glad to make note of the teachers’ reading circle in Michigan and heartily indorse its course. Planned and managed by the association of county commissioners, it should have a large membership and should interest every teacher. CERTIFICATES AND DIPLOMAS. At the close of the year the county commissioner is furnished with certificates for each member who has done the reading outlined for the year. At the end of the fourth year a neat diploma is granted to all who have completed four years of the reading. ' THE COURSE. Each year’s reading is outlined to be done in the eight months following the first of October. The enrolling and procuring of books should take place at the summer or fall institute, but may be done at any time. The only expense to members is the purchase of books, amounting to about two dollars a year. The course for each year consists of a professional book and a book along some line of popular academic study. Teachers who can arrange to meet frequently for read- ing and discussion, should do so. The outlines and suggestions accompanying the books will, however, enable any who so choose, to pursue the work alone. The work fen* the past three years has been — 1 j Boone’s History of Education. ^ ( Parker’s How to Study Geography. -iQQr « j White’s School Management. ( Wood’s How to Study Plants. i King’s School Interests and Duties. 1896-7 \ Select American Classics with American Literature or Skinner’s ( Folk-lore. For the current year, — 1897-8 ^ Halleck’s Psychology and Psychic Studies $1 15 I Needham’s Elementary Studies in Zoology 85 These are new and practical books upon thoroughly practical subjects. They are published by the American Book Company, Chicago. N. B. — The county commissioner is manager for each county, and from him circu- lars or any information concerning the work may be obtained, as also from the secretary, C. E. Palmerlee of Lapeer. APPENDIX 161 MICHIGAN PUPILS’ READING CIRCLE, 1897-8. BOARD OF DIRECTORS. D. A. Hammond, President, Ann Arbor. P. E. Arbury, Treasurer, Battle Creek. J. W. Simmons, Secretary, Owosso. C, L. Bemis, Ionia. C. O. Hoyt, Ypsilanti. Course of Reading for 1897-8. Common school course: Lane’s Stories for Children, . . . . Crosby’s Our Little Book for Little Folks, Baldwin’s Fairy Stories and Fables, Eggleston’s Stories of Great Americans, - Baldwin’s Fifty Famous Stories, Eggleston’s Stories of American Life and Adventure, - Kelly’s Our Shy Neighbors, - . . - Baldwin’s Old Stories of the East, - - - - Dana’s Plants and Their Children, Baldwin’s Old Greek Stories, . . . . DeFoe’s Robinson Crusoe, . . . . Stockton’s Stories of New Jersey, - - - . Carpenter’s Geographical Reader — Asia, Guerber’s Story of the Greeks, - - . . Harris’ Stories of Georgia, - - . . Guerber’s Story of the Romans, * ' ; - High school course: Eliot’s Silas Marner, . . . . . Irving’s Sketchbook, . . . . . Scott’s Lady of the Lake, . . . . Sir Roger de Coverley Papers, . . . . Goldsmith’s Vicar of Wakefield, Matthews’ American Literature, - - . . Shakespeare’s Merchant of Venice, Scott’s Ivanhoe, ------ Alden’s Studies in Bryant, - - - . Skinner’s Readings in Folk-lore, - - - - Shakespeare’s Julius Caesar, - - - - Emerson’s American Scholar, - $0 25 30 35 40 35 50 50 45 65 45 50 60 60 60 60 60 $7 70 - $0 30 20 30 20 35 I 00 20 50 35 I 00 20 20 4 80 $12 50 It will be seen that the courses comprise nature study, character study, descriptive geography, history, mythology, and studies in literature. All the books are of recent publication and all are true culture books. The reading is correlated to the work of the school room; and since the habit of reading good books is a potent factor 21 162 STATE MANUAL AND COURSE OF STUDY in educational development, county commissioners, city superintendents, teachers, and parents are all earnestly solicited to g'ive attention to the scheme of work that has this year been arranged so as to suit the varying needs of city and country. PLAN OF COURSE. Three plans have been provided as follows: 1. Pupils may purchase for individual use, the books suited to their respective grades. 2. Sets of the books may be purchased by the school authorities for use as sup- plementary reading, to which purpose they are admirably suited. 3. The teacher may be able to secure at least one set for the school library, in which case the volumes can be read in rotation. DIPLOMAS. Full credit will be given piqnls for work done by any of these plans, and a handsome diploma is given on the completion of either course. VALUABLE PREMIUMS TO SCHOOLS. To the school in each county having the largest number of pupils, in proportion to the enrollment, actually doing the work upon any one of the -plans set forth above, the Pupil’s Reading Circle Board will present either a set of four large physiological charts in colors, or a blackboard wall-map of either the United States or Europe. These maps are large, having the land areas in jet black and the water areas in blue. Crayon can be used upon them, and can be easily erased. They can be used in teaching geography or history, and will be found to be an unique and invalu- able aid. The county commissioner is asked to arrange the method for determining what school in his county is entitled to the prize under this offer, award to be made w^hin the month of February, 1898. HOW TO PROCURE THE BOOKS. Most of the high school books are issued by various publishers, and can be ordered from them directly or through your local dealers. Any and all of the books of both courses can be supplied by the American Book Company, and will be sent postpaid on receipt of the prices stated above. The house has also made the following offer of special net prices: — A set of the books of the Common School Course will be sent, in a single parcel (express charges not prepaid), at a net cash price of $6.20; a set for the High School Course at a net cash price of $3.85: the entire set of both courses at a net cash price of $10.00. For supplies of circulars and for any further information write to the secretary .1. W. Simmons of Owosso. TABLE OF CONTENTS The St. Nicholas Flag- Preface Introduction The Plan Outline of Course Reading: — First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Spelling: — First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Orthography — Eighth Grade Writing: — First Year Second Year Third Year Fourth Year Penmanship: — Fifth Year Sixth Year Seventh Year Eighth Year Language: — First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Grammar: — Seventh Grade 71 Eighth Grade 84 Numbers: — First Grade 19 Second Grade 26 Third Grade 39 Arithmetic: — Fourth Grade 46 Fifth Grade 56 Sixth Grade 59 Seventh Grade 72 Eighth Grade 84 Drawing: — First Year 23 Second Year 34 Third Year 44 Fourth Year 51 Fifth Year 57 Sixth Year 63 Seventh Year 81 Nature Study: — First Year 125 Second Year ? 125 Third Year 125 Nature Study and Science: — Fourth Year 126 Fifth year 126 Sixth year 127 Suggestive Order of W ork 127 Physiology: — Second Year 31 Third Year 42 Fourth Year 50 Physiology and Hygiene: — Fifth Year 57 Sixth Year 62 Geography: — First Year 22 Second Y ear 33 Third Year 43 3 5 7 8 12 13 24 36 45 54 59 71 84 17 25 37 45 54 59 71 84 18 25 37 46 58 59 71 84 18 25 37 46 55 59 164 STATE MANUAL AND COURSE OF STUDY Geography — Continued. Fourth Year Fifth Year Sixth Year Seventh Year Commercial Geography — Sixth Y ear Michigan History — Sixth Year U. S. History: — Seventh Year Eighth Year Elementary Civics — Sixth Year Civil Government: — Seventh Year Eighth Year Book-keeping — Eighth Grade Ninth Year Outline Tenth Year Outline Some Principles of Pestalozzi Gleanings from Report of Com- mittee of Fifteen Suggestive Oral Lessons in Phy- siology 110 Busy Work 129 Morals and Manners 129 Calisthenics 131 A Pew Interesting Pacts 133 Opening Exercises 134 Memory Gems 134 District Libraries 146 Supplementary Reading 146 Address of Publishers 148 Library List 149 Teachers’ Reference Books 156 Suggestive List for Music and Drawing 158 Reading Table 159 State Teachers’ Reading Circle 160 Pupils’ Reading Circle 161 51 57 62 76 66 68 77 85 70 81 81 97 108 108 109 109 UNIVERSITY OF ILLINOIS-URBANA 375M58M C002 State manual and course o1 study lor the 3 0112 088202012