A SUPPLEMENT TO THE STATE MANUAL OF THE ELEMENTARY COURSE OF STUDY m Prepared by L. J. HANIFAN State Supervisor of Rural Schools IS Issued by DEPARTMENT OF SCHOOLS M. P. SHAWKEY, State Superintendent Charleston, W. Va. 1913 TRIBUNE PRINTING CO., CHARLESTON, 30 /Mv IS FB, l,s. • 3 7 '0 . Yv A SUPPLEMENT TO THE State Manual of the Elementary Course of Study Prefatory Note. This little supplement aims to meet the needs of those teachers who have difficulty in following the directions of the State Manual and in determining how much of the adopted texts should be com- pleted in any given year. It also contains at the beginning a few suggestions on the grading and promotion of pupils. It is prepared with the hope that teachers will find in it a help in organizing and teaching rural and town schools. Grading of Rural Schools. I For a number of years we have been trying to grade the rural schools. The statutes say that we must do so. A Manual of the Course of Study has been prepared as a guide to teachers in organ- izing and grading their schools. And yet many of our rural schools have been but roughly graded, many in fact not graded at all. Never- theless we recognize the fact that most of our rural teachers have made an honest effort to grade their schools, some having done it well while others have not succeeded. These failures are due in many cases, doubtless, to the difficulty teachers have had in following the State Manual. Furthermore, teachers have had difficulty in deter- mining how much of a given text should be completed for a given year’s work in that subject. It is confidently believed that by taking this little supplement, noting its reference to the Manual and then following the Manual carefully year by year, teachers will be able to grade their schools. We see no good reason why they should not do so if they are willing to give their work a little serious effort. 4 How To Do It. Briefly, all that any teacher has to do is to find what pupils should do the work of the first year ; then read the Manual pp. 32-53 to see what subjects are to be taught in this grade, and then see supplement as to what texts are to be used and how much of these should be covered in the first year’s work. Then, find out what pupils belong in the second grade, and consult the Manual and this supplement as to their work in the same way as for the first year’s work. Continue to do the same for the other grades. I believe any one can do this. Now if all pupils be regularly classified, all the six-year olds would be in the first year; all the seven-year olds in the second year, etc. But this condition is not likely to exist in any school. So, we must determine what pupils should do first-year work, what pupils should do second-year work and so on for all the grades regardless of age. There may be pupils 10 or 12 years old who must be placed in the first grade, because of the fact that they have not had opportunity to do this work earlier. In such cases these over-age pupils should be promoted just as soon as the teacher believes them to be able to do the work of the next grade. They might even be promoted three times in a single year, for their age will enable them to go faster than the younger pupils. It may be that a pupil lacks only one or two subjects of being ready for the next grade. In such cases he should be promoted to the next higher grade and be allowed to take the back subjects with the grade from which he is promoted. The teacher’s judgment must determine such matters. There is a given amount of work to be done in the eight elementary grades, normally one year for each of the eight grades. It may take longer for a given pupil to do this, especially if the term be short, or the brighter pupils may gain a year and thus finish the course in seven years. The guiding principle for the teacher to follow should be, in question form, “Is this child able to do the work of this grade, or should he do the work of that grade?” First Year. Reading. (Texts:) White’s Story Reader (Primer). Jones’ Reader — Book I. Supplementary Readers : Art Literature Readers. Primer and First Reader. 5 Free and Treadwell’s Literature. Primer and First Reader. If both primer and first reader cannot be completed in the first year, Book One of Jones Readers may be reviewed and completed at beginning of second year before taking up Book Two. The sup- plementary readers referred to may be used at the discretion of the teacher. (For' directions for teaching first year reading see pages 32-37 of the Manual.) For directions for teaching the following subjects see the Manual : Nature Study pages 37-39. Drawing and Construction work pages 39-47. Picture Study — pages 47-49. Motion Songs and Games — pages 49-51. Writing — pages 51-53. Berry’s Writing Books Nos. 1-8 are the adopted writing books. Book No. 1 is intended for first grade. Teachers should get “Sug- gestions for Teaching Writing” from B. D. Berry & Co., 623 So. Wabash Ave., Chicago, 111., which is free to teachers. The adopted text for Drawing and Construction Work is Pro- gressive Drawing Books, The Prang Co., New York. This is a series of drawing books, Nos. 1-8. No. 1 should be used in first year. “A Teacher’s Manual” prepared by the publishers will be sent free to teachers upon application to The Prang Company, New York, This manual outlines the work week by week throughout the year. Second Year. Reading. (See directions for first year’s work.) Text: Jones’ Reader — Book Two. Supplementary Readers : Art Literature Readers. Free and Treadwell’s Second Reader. (See Manual pp. 53-54.) Nature Study. See directions for first year’s work. — Manual pp. 37-39. Drawing and Construction Work. Same as first year. See Manual pp. 39-44. Prang’s Book Two. Motion Songs and Games. Text: The Congdon Music Primer, Number One. 6 The State Text-book Commission has adopted the Congdon Music Books for use in the schools — Nos. One and Two. Number One should be introduced in the second year and Number TWo in the third year. It is strongly advised that teachers use these for teach- ing the whole school to read music and sing the little songs. The order pupils, with few exceptions, have not learned to read music and they will be interested in it. Arithmetic. See Manual pp. 54-56 for instructions on teaching second-year numbers. Writing. Same as first* year. See Manual pp. 51-53. Berry’s Writing Book No. 2. See Berry’s “Suggestions for Teaching Writing”. Third Year. Reading. Text: Jones’ Reader — Book Three. Finish this book and have class read also Art Literature Readers, Third reader and Winslow’s “The Earth and Its People,” of the Geographic Readers, or some other book of equal grade. See Manual pp. 56-57. Nature Study. Same as first year, using different materials, of course. See Manual pp. 37-39. Drawing and Construction W orh — Prang’s Book Three. See Manual pp. 39-44 and page 58. Arithmetic. Text : Appleton’s Primary Book, Chapters I, II and III. Lippincott’s Mental Arithmetic should be used for drill work. The teacher will select such parts of it as will best serve this pur- pose. See Manual pp. 58-60. Language. It is assumed that language will be taught in con- nection with reading and other subjects. The teacher may introduce Book One of Modern English the last half of this year. Part I, but it is thought best not to use a text until the fourth year. See Manual page 60. Music. Congdon’s Music Books. Number Two. Writing. Same as first year using Book Three of Berry’s Writing Books. See Manual pp. 51-53. Spelling. Section I of the Champion Spelling Book. Fourth Year. Reading. Text: Jones’ Readers, Book Four. Supplement with Art literature Readers, Fourth Book and Winslow’s “The United States” of the Geographic Readers. See Manual pp. 61-62. 7 Nature Study. Same as third grade, using different materials. See Manual pp. 57-58. Physiology and Hygiene. It is assumed that teachers will use every opportunity to teach sanitation and hygiene from the very first day of the first year. No text is advised until the beginning of the Fourth Year when the Ritchie Caldwell Primer of Hygiene is intro- duced. The text adopted has Primer of Hygiene and Primer of Sanitation bound in a single volume. The fourth year's work should cover the first twenty-one chapters, or pages 1-102 inclusive. See Manual pp. 62-65. Arithmetic. Appleton's Primary Book should be completed. If the book is put into the hands of the pupils before the fourth year, the first three chapters should have been completed by the end of the third year, leaving chapters four and five for the fourth year's work, one chapter each half year. Supplement with Lippincott's Mental Arithmetic. See Manual pp. 65-66. Language. If Modern English — Book One, has been introduced in third grade, the work covered could well be reviewed at beginning of fourth year. In this year parts I and II should be completed. Follow closely instruction in the Manual — pp. 66-71. Geography. Frye's First Course in Geography may be introduced in the fourth grade and completed to page 98, or as the Manual sug- gests, this year may be given to the study of home geography, leaving the text to be taken up in the fifth year. See Manual pp. 71-80 for a very valuable outline of the work in geography. Note the refer- ence books listed on pp. 79-80. Spelling. Champion Speller, Section II. The text should be sup- plemented with word lists made from the work connected with other subjects. For instructions see Manual pp. 80-81. Music. See Motion Songs and Games, second year. Writing. Use Book Four of Berry's Writing Books. See Manual pp. 51-53. Drawing. Prang's Book Four. See Manual pp. 45-46. Fifth Year. Reading and Literature. Jones’ Readers, Book Five. Supplement the text with “Our American Neighbors" of 'the Geographic Readers and Book Five of the Art Literature Readers, or Book One of the Elson Grammar School Literature series may be used for supple- mentary reading. See Manual pp. 81-83. 8 Nature Study. See Manual pp. 83-84. Physiology and Hygiene. The Primer of Hygiene should be com- pleted in the fifth year, Chapters 22 to 34, pages 103-179 inclusive. See Manual page 84. Arithmetic. Appleton’s Grammar School Book. First half-year to page 85 and second half-year to page 121. Supplement text with Lippincott’s Mental Arithmetic and with problems taken from home life of the children. See Manual page 84. Language. Book One should be completed in the fifth year. The teacher may review Part II and then take up Part III going to page 175 the first half-year and completing the book the last half-year. See Manual pp. 84-85. Geography. Frye’s First Course pp. 98-164 completed or if the text is taken up this year for the first time it must be completed this year, the class doing each half-year the amount suggested for each year’s work by the former arrangement. See Manual pp. 85-91 for some very valuable suggestions as to what to teach. U. S. History. No text book is to be used. The teacher may use as many reference books as she will. See Manual pp. 91-95 for valu- able suggestions. Spelling. Champion Spelling Book, Section III. See Manual page 81. Writing. Use Book Five of Berry’s Writing Books. See Manual pp. 51-53. Drawing. Prang’s Book Five. See Manual pp. 45-46. Music. See Motion Songs and Games, second year. Sixth Year. Reading. The text is Elson’s Grammar School Literature, Book One. “Europe” of the Geographic Readers may be used to supple- ment the text. Note that the emphasis is now placed on literature, it being assumed that the student has learned the mechanics of reading by this time. Teachers should write the publishers of the Elson Readers, Messrs. Scott, Foresman & Co., Chicago, 111., for manuals on the teaching of these readers. They will be furnished free to teachers upon request. Teachers will find these manuals very helpful. See Manual pp. 95-96. Nature Study. For directions see Manual pp. 83-84. Physiology and Hygiene. Primer of Sanitation is the text. First half-year pp. 1-100, second half-year, pp. 100-194. Note that this subject comes only once a week. See Manual pp. 95-96. Arithmetic. Appleton’s Grammar School Book — first half-year chapters four and five ; second half-year, chapters six and seven. See Manual page 97. Supplement text with Lippincott’s Mental Arith- metic. Language. Modern English, Book Two, first half-year to chapter 42, page 83; second half-year to chapter 77, page 156. See Manual pp. 97-98. Geography. Frye’s Higher Geography — First half-year to page 42; second half-year to page 88. For a careful outline of the work for this year see the Manual, pp. 98-100. History. No text used in this grade. See Manual pp. 91-95. Spelling. Champion Speller, Section IV. See Manual page 100. Writing. Berry’s Writing Books, Book Six. See Manual pp. 51-53. Drawing. Prang’s Book Six. See Manual pp. 45-46. Music. See Motion Songs and Games, second year. Seventh Year. Reading. Elson Readers, Book Two. Supplement the text with “Distant Lands” of the Geographic Readers. See Manual pp. 95-96 and page 100. Agriculture. Soule and Turpin’s Agriculture. Read carefully pp. 100-105 of the Manual. Correlate field work with the lessons where possible. Arithmetic. Appleton’s Grammar School Arithmetic, first half- year pp. 231-300; second half-year, pp. 300-354. Supplement Text with Lippincott’s Mental Arithmetic. See Manual p. 105. Bookkeeping. No text-book used this year. See Manual p. 106. Language and Grammar. Modern English, Book T\vo, completed to Part III. First half-year pp. 156-235; second half-year, pp. 325-313. See Manual pp. 106-107. Geography. Frye’s Higher Geography completed. First half- year pp. 88-161 ; second half-year pp. 161-195 and West Virginia Geography following, pp. 1-16. See Manual pp. 107-111 for outline of work for this year. History. Montgomery’s Beginner’s American History. This ele- mentary text should be completed in first half-year. In second half- 10 year use Montgomery's American History (Bevised) pp. 1-134, up to the Bevolutionary War. See Manual pp. 111-113. Spelling. Champion Speller, Section Y. See Manual p. 100. Writing. Berry's Writing Books, Book Seven. See Manual pp. 51-53. Drawing. Prang's Book Seven. See Manual pp. 46-49. Music. See Motion Songs and Games, second year. i Eighth Year. Reading. Elson Grammar School Beaders, Books Three and Four, one each half-year. See Manual pp. 113-114. Agriculture. See Manual pp. 100-105 for outline and general suggestions. Arithmetic. Appleton's Grammar School Arithmetic; first half- year pp. 354-409 ; second half-year, pp. 409-456. Supplement text with Lippincott's Mental Arithmetic. See Manual p. 114. Bookkeeping. Text: Montgomery's Modern Bookkeeping, Part I, Single Entry. Blanks to accompany Part I, Hos. 1-5. Correlate this work with Arithmetic wherever possible. See Manual pp. 114- 115. Language and Grammar. Modern English, Book Two. First half-year pp. 313-352; second half-year, pp. 352-392. Emphasis this year should be placed on composition writing. See Manual pp. 115- 116. U. S. History. Montgomery's American History (Bevised) ; first half-year, pp. 134-280; second half-year, pp. 280-405. See Manual pp. 116-119. General History. It is suggested that, unless there is a strong demand for it, General History should not be attempted in the elementary grades. If attempted the first .half-year's work should cover pp. 1-382; the second half-year's work, pp. 382-752. See Manual, pp. 119-120. Civil Government. Civil Government and State History should be taught together and carefully correlated, or Civil Government may be taught the first half-year, State History the second half-year. See Manual pp. 120-122. 11 State History. See Civil Government above and Manual p. 122. Physiology and Hygiene. Ritchie-Caldwell’s Human Physiology complete, five times a week. See Manual pp. 122-123. Spelling. Champion Speller, Section VI. See Manual p. 123. Writing. Berry’s Writing Books, Book Eight. See Manual pp. 51-53. Drawing. Prang’s Book Eight. See Manual pp. 46-49. Music. See Motion Songs and Games, second year.