The person charging this material is re¬ sponsible for its return on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. University of Illinois Library RUG 2! to 70 lo i J L161—0-1096 NEW BUILDING PRESCOTT, ARIZONA PUBLIC SCHOOLS 1906 BY THE AUTHORITY OF THE BOARD OF TRUSTEES 2 PUBLIC SCHOOLS BOARD OF TRUSTEES Rudolph Baehr, term expires March, 1906. Henry T. Andrews, term expires March, 1907. Wm. M. Claypool, term expires March, / 908 . CALENDAR—1905-6 First Semester opens Tuesday, September 5, / 905 . Thanksgiving Recess , Thursday and Friday, November 29 and 30, 1905. School closes for Holidays and Institute, Friday, December 22, 1905. Reopens, Monday, January 8, 1906. First Semester closes Friday, January 19,1906. Second Semester opens Monday, January 22, 1906. Spring Recess—Date to be fixed. Commencement — Thursday, June 7, 1906. CJe.lt K* 3*15 Pit I )C iOs/e>(p PRESCOTT ARIZONA 3 CORPS OF TEACHERS 1905-6 SUPERINTENDENT Mr. B. D. Billinghurst; B. S. graduate of the Ohio Wes¬ leyan University, Delaware, Ohio, 1897; was Principal of the Danville, Illinois, High School (1897-1900) before election to the Superintendency at Prescott, September, 1900; fifteen years’ experience in public school work. HIGH SCHOOL Miss Louise R. Gibbs; teacher of Mathematics and His¬ tory; B. L. graduate of Michigan University, 1899; was a teacher and Principal of the High School at Hinsdale, Illinois, five years before coming to Prescott. Miss Grace A. Garnett; teacher of Latin and History; B. A. graduate of the University of Illinois, 1901; Principal of the High School at Plano, Illinois, 1901-1905. Miss Katharine C. Miller; teacher of English and German; B. L. graduate of Michigan University, 1900, with an addi¬ tional year of graduate study; teacher in the Coldwater, Michi¬ gan High School, 1901-1905. Miss Florence M. Hallam; teacher of Physics, Chemistry, Stenography, Typewriting and Book-keeping; A. B. graduate of Wellesley College, Massachusetts, 1896; taught in the High Schools at Centralia and Dixon, Illinois, 1896-1904. GRADES Miss Gertrude G. Glass; eighth grade; graduate of the Warrensburg, Missouri, State Normal; taught in the High School at Warrensburg, Missouri, and eighth grade at Rapid City, South Dakota. 4 PUBLIC SCHOOLS Miss Mabel J. Langdon; seventh grade; graduate of the Whitewater, Wisconsin, State Normal; taught seventh grade at Madison, Wisconsin, and Aurora, Illinois. Miss Anna M. Beidleman; sixth grade; graduate of the State Normal College, Ypsilanti, Michigan; taught sixth grade at Norway, Michigan. Miss Clara G. Swanson; fifth grade; graduate of the State Normal College, Ypsilanti, Michigan; taught at Hudson, Wis¬ consin. Miss Catherine Allen; fourth grade; graduate of the State Normal at Madison, South Dakota; taught at Waubay, South Dakota. Miss Bertha E. Carpenter; third grade and music; grad¬ uate of the State Normal at DeKalb, Illinois; taught at Plano, Illinois. Miss Agnes D. Mason; second and third grades; graduate of the State Normal at San Jose, California; taught in Arizona. Miss Carlie A. Edwards; second grade; graduate of the State Normal at Normal, Illinois; taught at Danville, Illinois. Miss Mata E. Dexter; first grade; graduate of the State Normal at Edinboro, Pennsylvania; taught first grade at Ak¬ ron, Ohio, and Henderson, Kentucky. KINDERGARTEN Miss Mary McGill; graduate of the Chicago, Illinois, Free Kindergarten Association, Armour Institute; taught Kinder¬ garten eight years. Miss Augusta Raible; assistant in the Kindergarten. MANUAL TRAINING Mr. A. B. Clark; woodwork; graduate of the Chicago, Illinois, City Normal and Manual Training School; taught Manual Training at Boys’ Industrial School, Topeka, Kansas, and in public schools at Belvidere, Illinois. Miss Gertrude L. Allen; sewing and cutting; graduate of the Domestic Science Course at Pratt Institute, Brooklyn, New York; taught at Brooklyn. Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/prescottarizonap1905pres HALL AND STAIRWAY IN NEW BUILDING PRESCOTT ARIZONA 5 HISTORICAL The first public school in Prescott was opened in the year 1867, and was taught by Mr. S. C. Rogers, a gentleman who is now eighty-two years old and who yet resides in the county. In 1876 a four-room brick building was erected, which afforded ample accommodation for public school use for a number of years. In 1892, after the removal of the capital of the Terri¬ tory from Prescott to Phoenix, the district purchased the abandoned capitol building in order to provide more room for the growing number of pupils. In 1903 the old four-room building was torn down, and the new grade building was com¬ pleted. This building is now the most modern and sanitary public school building in Arizona, and cost, exclusive of furni¬ ture, $53,000. It contains on the first and second floors ten recitation rooms, besides the offices, library, and four teachers’ rooms. In the basement are the boiler and engine rooms, the toilet rooms, and the two large front rooms now used for manual training and sewing. The entire building has hardwood floors, cement wainscoting, and is artistically finished through¬ out. The lighting, heating, ventilating, and sanitation are the best that modern science affords. The heating and ventilating are done by the Sturtevant mechanical draft indirect steam radiation system, with the Johnson automatic temperature regulation. Fresh air is brought into the fresh air chamber in the basement, is heated over steam coils, and is forced upward into the rooms by a rotary fan direct connected to a steam engine. The air in each room is completely changed every seven minutes, and its temperature is controlled to within two degrees’ variation during the day. Oil is used for fuel. The plumbing fixtures in the toilet rooms and throughout the building are equally satisfactory and efficient. They were furnished by the J. L. Mott Company. The building is sup¬ plied with seven hose reels of inch and one-half hose, located at convenient points over the building for the control of any fire emergency that might arise. In 1904 the old capitol building was entirely remodeled at a cost of $7000, so as to be used for high school purposes only. 6 PUBLIC SCHOOLS The downstairs contains the office, recitation rooms, and chemi¬ cal and physical laboratories. The upstairs is given entirely to the assembly room. On one end is built a stage having an opening of twenty feet and a depth of sixteen feet. It is ex¬ cellently equipped with up-to-date scenery, and well lighted by electricity. This assembly room has seating of about forty by sixty feet, exclusive of the stage, and, with a ceiling seven¬ teen and one-half feet high, presents a fine appearance. This building is also heated by the mechanical draft system, the steam being brought by a pipe under the street from the one hundred horse-power boiler in the new building. The steam thus brought over operates the engine, fan, and coils in the high school basement. The high school building is also amply equipped with fire escapes and hose reels. The grounds have been improved very recently by excavating and leveling for basket ball and for two tennis courts. THE TEACHING FORCE By examination of the list of our corps of teachers printed on pages 3 and 4, it will be seen that all the grade teachers in the Prescott schools are State Normal graduates, many of the best State Normal Schools of the United States being represented; and that the high school teachers are all graduates of leading colleges and universities. All of them, in both grades and high school, have had successful teaching experience in their partic¬ ular line of work before coming to us. We believe that not one city in one hundred of equal or larger population in the United States can boast of as high a degree of preparation on the part of its teachers as can Prescott. The salaries paid in the grades range from $750 to $850 per school year; the sewing teacher is paid $750; the manual training teacher, $1150; the teachers in the high school, $1000 to $1200; and the Superintendent, $2000. It is the policy of the Board of Trustees to exercise the utmost care in the selection of teachers, to secure the best teachers that the income of the district will permit, and to retain superior teachers as long as their services are satisfac¬ tory. It is also the policy of the Board to employ or retain no teacher who does not receive the recommendation of the Superintendent. In Ohio and in many cities throughout the country, such a method is obligatory on the part of the Board. While the law is silent on this subject in Arizona, the Prescott Superintendent reelected for his seventh year, and his salary raised from $2000 to $2500. PRESCOTT ARIZONA 7 Board for a number of years has adopted this course. The members believe in giving the Superintendent substantial powers in the management of the school system and in holding him for results. DEPARTMENTS Kindergarten. In September, 1897, a Kindergarten depart¬ ment was begun as part of the public school system of Prescott. It was the first, and for a number of years the only public Kindergarten in Arizona. Miss Mary McGill has been the teacher from its inception until the present time. She has been given an assistant each year for this work. The Kindergarten room is supplied with a piano and other necessary apparatus. The privileges of the Kindergarten are open to all pupils be¬ tween the ages of four and six years. The session is in the forenoon only, from 9: 00 to 12:00 each school day. Grades. The grades are open to all pupils between the ages of six and twenty-one. The work extends through eight years. The course of study is drawn up under the direction of the Territorial Board of Education. It is essentially a com¬ pilation from some of the best state and city courses of the United States. All of the public schools of Arizona are sup¬ posed by law to follow this course. The text books used in the grades are also prescribed by the Territorial Board of Education. None of these books can be changed oftener than once in four years. As several of them have been in use for many years, the Territorial Board will no doubt be instructed to replace them soon by more modern and satisfactory adoptions. Boards of Trustees are liable to a fine of one hundred dollars and removal from office for requiring grade pupils to purchase text books other than those prescribed by law. High School. Until 1903, a high school course of two years, corresponding to ninth and tenth years’ work was all that was offered by the Prescott schools. In May of that year, an elec¬ tion was held, which provided for a complete four years’ high school course. Such a course was at once prepared, and has re¬ ceived the official sanction of the Territorial Board of Educa¬ tion, as is required by law. It is the third four years’ high school to be established legally in Arizona, and is designed to prepare students for the best colleges and universities, as well as to pre¬ pare them for the duties of life in giving them a well rounded 8 PUBLIC SCHOOLS elementary education. The first class, consisting of four mem¬ bers, to complete the four years’ course, graduated June, 1905. One of these graduates, the only one yet to attend a higher in¬ stitution of learning, was admitted to Michigan University the following September, without examination, on her credentials from our high school. Last January, at the invitation of the Board of Trustees, Prof. W. Scott Thomas, Ph. D., the Exam¬ iner of High Schools for the University of California, made official inspection of our high school, and left the following statement: “Berkeley, California, Jan . 9, 1906. “This is to certify that I have just spent two days in the examination of the Prescott (Ari¬ zona) High School; that I have found the school, its management, equipment, teaching, and attainment of the pupils of such quality that I shall gladly recommend to the Committee on Schools of the University of California, that the Prescott High School be accepted as an affili¬ ated school, whose graduates will be permitted, upon recommendation of the Superintendent, to enter the Freshman Class of the University of California without examination; this arrange¬ ment to remain in force so long as the Univer¬ sity of California has reason to believe the present efficiency of management is continued. “W. SCOTT THOMAS, “University Examiner of Schools, “University of California.” As the recommendation of the official examiner is invariably accepted by the university authorities, this means that our graduates may enter the University of California without ex¬ amination ; also that they may enter Stanford University, as Stanford does not send out an examiner, accepting instead the inspection that is done by the University of California. And it SEWING ROOM PRESCOTT ARIZONA 9 may be added, that many of the Eastern colleges or universities that accredit the better high schools, will probably honor the action of the University of California and accord our graduates the same entrance privileges. Those of our students who do not intend subsequently to enter college are permitted to take the commercial or business course, which substitutes Book-keeping, Shorthand and Typewriting, Commercial Arithmetic and Com¬ mercial Law, for the languages. The school provides both Rem¬ ington and Smith typewriters for the use of students. Since the establishment of the four years’ high school, first-class chemi¬ cal and physical laboratories have been built and equipped. In addition to the expense of building wall-cabinets, dark-room, laboratory tables, pneumatic troughs, and providing water and gas connections for each worker, about six hundred dollars have been spent in the purchase of necessary laboratory appara¬ tus. As fast as is expedient, additions are being made to the high school library. Last year the new sixteen-volume Encyclo¬ pedia Americana was added. This year we receive about two hundred standard new volumes on historical, mythological, and literary subjects. Manual Training. In August, 1903, Mrs. Hugo Richards of Prescott offered to pay the salary of a teacher of sewing and cutting for the girls of our schools. The offer was at once accepted, a teacher was elected and telegraphed for at a salary of $750 for the school year, a room fitted up and the work begun. This work has been splendidly successful from the be¬ ginning. During the year a movement was started among the ladies of the Monday Club to raise $1300 to employ a teacher and to put in the equipment for instruction in woodwork for the boys for the following year. A teacher was secured and the work was begun in September, 1904; and through entertain¬ ments given by the Club committee, and voluntary subscrip¬ tions of citizens, the entire amount was raised. A bill was pre¬ pared that winter under the direction of the Prescott Board of Trustees, providing for Domestic Science and Manual Train¬ ing departments in the public schools of the Territory. This bill was passed by the Legislature then in session. It is a pleasure to add here that Mrs. Richards continued to pay the salary of the sewing teacher the second year; and at the end of this time, when it appeared that this salary could not be met from the school fund for the next year, she came forward offering to meet this expense a third year. Fortunately, how- 10 PUBLIC SCHOOLS ever, there has been no necessity of accepting further of her generosity. The work in sewing and manual training has been open to the pupils both of the grades and the high school, and has been popular with them and with the patrons. Each pupil is given two lessons per week of an hour to an hour and a quar¬ ter each. The movement is extending to other schools in Ari¬ zona. There are many who believe that the introduction of this line of work marks the most notable advance educationally that has been made since the organization of our common school system. Music and Drawing. During the past two years, the third grade teacher has also been the special music teacher. Since the school law requires the pupils of the first three grades to be dismissed at 2:30 in the afternoon, the third grade teacher has the remaining time until four o’clock for music. Pupils are taught to read and sing from the vocal score. In the high school the students are given two or three lessons per week in chorus work by one of the high school teachers. A number of pupils, both from the high school and the grades, have recently formed an orchestra, which meets once a week for rehearsal, and now consists of eight or nine pieces. We have no special drawing teacher in the grades, but many of our grade teachers are doing excellent work in this line both in pencil and in water color work. As the regularly adopted drawing books are unsatisfactory, we are supplement¬ ing them by reference to the new Prang Text Books of Art Education. In the manual training work, shop drawings and designs are required by the instructor for many of the prob¬ lems and objects constructed by the pupils. The manual train¬ ing teacher gives also an elective course in mechanical drawing through the four years of the high school course. ENROLLMENT The total enrollment in the Prescott schools for the last school year was 655 pupils; of these, 67 were in the high school. For the first four months of the present school year, there have been 77 enrollments in the high school—39 girls and 38 boys. . MANUAL TRAINING ROOM PRESCOTT ARIZONA 11 ACKNOWLEDGMENTS In addition to the gifts to the sewing department amount¬ ing to $1500 by Mrs. Hugo Richards and her tender of $750 more if needed to continue the department, and $1300 to the manual training department by the Monday Club, heretofore referred to, it is with further pleasure that we mention other donations to the schools. In the early part of 1904, the Art Section of the Monday Club, at a cost of over $100, presented to the high school pic¬ tures selected from the Horace K. Turner exhibit as follows: Coliseum and Arch of Constantine, Castle and Bridge of St. Angelo, Arch of Titus, Court of Lions of the Alhambra, and the Chariot Race. At the same time, Mrs. E. W. Wells gave to one of the grade rooms Hofmann’s Head of Christ. The Monday Club has previously given pictures to various rooms of the school. Last June, Mr. P. M. Murphy presented to each member of the high school graduating class a trip to the Grand Canyon with all traveling and hotel expenses paid. Mr. Murphy an¬ nounces that the same privilege will be extended to subsequent graduating classes until further notice. In addition to these Canyon trips, he has donated $200 this year to the schools; $150 of this amount has been used in purchasing school library and reference books, and $50 will be expended in prizes for a declamation contest to be given by pupils in the high school. Mr. J. W. Wilson gave also last June to the three boys who made the best articles in the manual training department, a suit of clothes, a pair of shoes, and a hat respectively, and makes the same offer this year. FURTHER IMPROVEMENTS While the buildings, course of study, and equipment of the schools in general, are in first-class condition, there are some minor details that can be improved advantageously. As already stated, our library facilities will be added to as fast as is expedient. In this connection, it may be suggested that the library room in the new building, in addition to its regular use, could well be made the depository for pictures and other information relative to the history of the schools not only of Prescott, but of other parts of the Territory. Any contributions PUBLIC SCHOOLS 12 in this line will be carefully recorded and preserved. Through the efforts of our music teacher, a fund has been created for the purchase of a piano for the use of the rooms on the second floor of the new building, and for music for the lines marching in and out of the building. We have in addition one piano in the high school assembly room, and one in the Kindergarten. As soon as the weather will permit in the Spring, it is the inten¬ tion to build a cement sidewalk in front of the new building. As the funds of the district will allow, plans can be devised for the ornamentation of the grounds by setting out flowers and additional trees. As all the rooms in both buildings are now occupied, any considerable increase in the school popula¬ tion of the district will require additional room. This could best be provided by erecting a building for the primary grades in the western part of the city. In another year or so, we believe it would be well to sub¬ stitute instruction in cooking in the seventh and eighth grades for the sewing now given in those grades. This would vary the work for the girls from the present plan of continuing the sew¬ ing throughout the grades and the high school, and at the same time give them a broader experience in Domestic Science. The same teacher could handle both subjects, and gas could readily be installed as the fuel. The Board of Trustees seriously con¬ sidered the employment of a teacher for this year on the “Batavian” plan, and gave up the idea only as it was found that the funds apportioned were not sufficient. The “Batavian” teacher assists the regular teachers by giving slow pupils addi¬ tional instruction and help, so they are able to overcome diffi¬ culties that otherwise might get the better of them. Such a teacher would materially increase the efficiency of our schools. LENGTH OF SERVICE In an article in the Encyclopedia Americana on the Kansas City schools, Superintendent Greenwood says: “It is a note¬ worthy fact that since the organization of the Board of Educa¬ tion (of Kansas City) thirty-six years ago, with six men serv¬ ing all the time, only twenty-nine different men have composed its membership.” This makes the long average of nearly seven and one-half years of service for each member. Much of the superior excellence of the Kansas City schools is attributed to this fact. It may be said here that the citizens of Prescott PRESCOTT ARIZONA 13 have apparently endorsed the same idea as to length of service, inasmuch as two of the three members of the Prescott Board of Trustees have each been elected for their third term, which will make nine years continuously for each of them, if they serve out the time for which they have been elected. It may also be said that the present City Superintendent is now serving us for his sixth year. In the ten years previous, the Prescott schools employed as many as nine different persons in this capacity. We believe that no school can make a connected or substantial progress with changes of such frequency. EXPRESSION OF APPRECIATION In closing this sketch of the Prescott Schools, the Trustees desire to express their appreciation of the support and confi¬ dence they have long received from the patrons of the schools. Both in the cheerful payment of school taxes and in the civic pride taken in every laudable effort to advance our schools, our citizens have not been found wanting. Co-operation of this character has made possible whatever degree of success the Prescott Schools have attained. On the following pages are printed the Courses of Study for the Kindergarten, Grades, and High School; Rules and Regulations for Board of Trustees, Superintendent, Teachers, Pupils, and Janitor; and Extracts from the School Law. 14 PUBLIC SCHOOLS Kindergarten Course of Study The following outline, from the Chicago Normal School, indicates the nature of the work done in the two years in the Kindergarten: CHILD’S DEVELOPMENT THROUGH Language: Stories lift the child out of his personal ex¬ perience into a larger world; direct his imagination; pre¬ sent ideals. Songs awaken a sense of rhythm; develop a taste for good music; furnish a poetic form of expression for ideas. Talks give child opportunity to relate his individual exper¬ iences, to participate sympathetically in the experiences of others, and to gain power of expression through lan¬ guage. Games : Give opportunity for bodily activity; strengthen sense perceptions; develop social instincts through Rythmic Games for control of body, Sense Games for training of senses, Representative Games for imitation of life in na¬ ture; imitation of activities of man. Material : Constructive, as blocks, clay, folding paper, weaving mats, etc., stimulate observation of objects in environment, furnish means of expression through ma¬ terial, thus developing imagination, judgment, skill, ac¬ curacy, etc., and leading toward art. Nature, as leaves, seeds, nests, cocoons, stones, shells, etc., cultivate interest in and love for the life in nature; knowledge of processes of growth, thus leading toward science. Appeal to the esthetic sense. Through the use of these materials funda¬ mental perceptions are gained. Form —Solid, sphere, cube, cylinder, oblong and triangular prisms. Surface, circle, square, oblong, triangle. Line, curved, straight.. PRESCOTT ARIZONA 15 Color —Six standard colors. Black, white, gray, brown. Number —Knowledge of numbers from one to ten; number relations expressed by %, */ i, 1-3. Size —Large, small. Measurement —Long, short, thick, thin, wide, narrow. Weight —Heavy, light. Texture —Rough, smooth. Position —Front, back, top, bottom, right, left. Direction —Straight, slanting, curved; points of compass. PUBLIC SCHOOLS 16 Course of Study for the Grades The following Course of Study is substantially the same as that published by the Territorial Board of Education, with the exceptions that the work of each year is outlined by sem¬ esters, instead of by months, and that courses are added in Manual Training, Nature Study, and Music. The Manual Training course has been approved by the Territorial Board, as is required by law. The Nature Study outline is adapted from C. B. Scott’s Nature Study, published by D. C. Heath. The text books for the grades are those prescribed for all the schools of the Territory. FIRST YEAR The pupil should have: Progressive First Reader , 25c; slate or tablet , as directed. Reading. —Reading is the fundamental subject for the first three years at least. Too much care, therefore, can not be taken to see that the pupil in these grades acquires the power to recognize words quickly, to associate with them their proper meaning, to articulate them clearly, and to use them in the sentence in a natural and fluent manner. As the child learns the printed word, place all new words on the board, adding to the list from day to day. Review this list frequently, gradually leaving out words that are mastered. Do not let pupils at¬ tempt to read a new lesson orally until they have learned all new words by means of board or chart drill. By the end of the first year, the pupil should be able to read orally with a fair degree of readiness and accuracy any lesson in the first reader, and to tell in his own language the substance of what he has read. Writing. —If slates are used, have them ruled on one side, and pencils, at least four inches long, well sharpened. By the PRESCOTT ARIZONA 17 end of the year, the pupil should be able to make and combine all the small letters; to make capitals, and give the space in height of all the letters. Pupils should not use pen and ink this year. Numbers. —The year’s work should include the ready knowledge of all combinations and separations of numbers up to ten; counting to one hundred; the making of all the figures correctly, and the use of the signs: +, —, -r- ? and =. The idea of number should be developed by the use of objects; the facts thus gained should be drilled upon over and over until they become spontaneous in the child’s thought. Language. —While the work in language for the first two or three years should be mainly in connection with the reader, the aim in all lessons should be to cultivate the use of good language. By the end of the year, the pupil should be able to tell the story of his reading or language lesson in acceptable English; to write simple sentences from dictation, using therein the capital, period, and question mark correctly; to use is and are, was and were, in sentence building; to avoid the use of such contracted forms as don’t and won’t; and to write his name, post office address, date of month and year, using cor¬ rectly the capitals, punctuation marks, and abbreviations in the same. Spelling. —Spelling for the first year should be conducted in connection with the reading lesson. While words as wholes should be first taught, the child will soon begin to learn the letters of the alphabet. New words should be copied on the slate as seat work. The pupil should begin to spell by sound, and to recognize that words usually consist of two or more sounds. By the end of the year, pupils ought to be able to spell orally and in writing all common words in the first reader, to reproduce abbreviations found in the reader, to divide words into syllables, to spell syllables by sound, and to give the long and short sound of each vowel. Physiology and Hygiene. —In a simple way teach the parts of the body and their uses; the care of the body, cleanliness, proper exercise, correct posture, clothing, care of the teeth, proper food and fresh air. Teach bad effects of intoxicants, tobacco, and cigarettes. Calisthenics. —“In all primary schools exercises in free calisthenics and vocal and breathing exercises should be given 18 PUBLIC SCHOOLS at least twice a day and for a time not less than from three to five minutes for each exercise.’’ (Rule 18 of the Territorial Board of Education.) Nature Study. —First Semester: One or two plants as wholes. Formation of seeds. Caterpillars and butterflies. Dis¬ semination of seeds. Falling and coloring of leaves. Grass¬ hoppers or crickets. Fruits. Preparation of buds for winter. Evergreens. The cat. Second Semester: Water, its forms and work. Development of buds. Birds; their return, habits, mat¬ ing, songs of two or three. Cocoons and butterflies. General: One tree observed throughout the year. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts which pupils use with¬ out cost. Drawing. —Teacher will receive suggestions from pages 1-11 in the Course of Study for Prang’s Texts of Art Edu¬ cation. Paper and materials are furnished the pupils by the district. Manual Training. —Paper work or raffia for both boys and girls. SECOND YEAR The pupil should have: Sprague's second reader , 35c; and later Progressive second reader , 45c; Roudebush's Ver¬ tical writing book » No. /, 10c; slate or tableU as directed. Reading. —Sprague’s Second Reader, and later the Pro¬ gressive Second Reader, as directed by the teacher. Writing. —Roudebush’s Writing Book No. One. Pen and ink should not be used this year. Number Work. —All operations in which combinations or results do not exceed twenty. Writing and reading numbers in Arabic Notation to 1000; in Roman Notation to C. Language. —Continue suggestions for first year. Have pupils write brief stories they have learned to tell, using capi¬ tals and final marks of punctuation. Encourage conversation about their reader stories and see that they acquire correct PRESCOTT ARIZONA 19 habits of speech. Teach simple plurals. Avoid such contrac¬ tions as don’t, won’t, and ain’t. Give instruction on forms in letter writing. Write short, neat letter on board and let pupils copy. In same way practice on address on envelope. Teach the use of have and has, saw and seen. Spelling. — B Class: Continue first year’s work. Pupils should learn all new words in each reading lesson and review list of troublesome words frequently. Review previous dia¬ critical markings and learn long and short Italian and broad sounds of a, the sounds of e, i, o and u before r, the hard and soft sounds of c, and the z sound of s. Notice and mark silent letters. Have pupils pronounce words ending in silent e so that this letter is sounded. Spell many words by sound. A Class: Drill on difficult words from reading lessons. Have pupils write sentences using correctly such words as: to, too, two; here, hear; no, know; son, sun; flower, flour; by, buy; there, their; fare, fair. Review all diacritical markings previously learned. Continue the division of words into sylla¬ bles, and mark accented syllables. Physiology. —Expand the work of the first year. The use of bones and joints. Muscles, their use and exercise. Proper positions in sitting, standing, and walking. Note what meats, grains and vegetables are most wholesome. Unripe or overripe fruits unwholesome. Lungs, air and ventilation. Alcoholic drinks dangerous to health; forbidden to children. Same with tobacco. Calisthenics. —“In all primary schools exercises in free calisthenics and vocal and breathing exercises shall be given at least twice a day for a time not less than from three to five minutes for each exercise.” (Rule 18 Territorial Board.) Nature Study. —First Semester: Two plants, one a com¬ posite. Caterpillars and butterflies. Crickets or grasshoppers. Dissemination of seeds. Falling and coloring of leaves. Snails, spiders, galls, leaf-miners. Fruits and grains. Preparation of buds for winter. Domestic mammals. Turtle or fish. Ever¬ greens. Second Semester: Water, its forms and work. Air, its presence and uses. Lamps, stoves, and furnaces. Develop¬ ment of buds. Birds, their return. Life history of bean and pea. Uses and parts of leaves. Habits of two or three birds, and a little structure. Development of tadpoles. Flowers. General: Two trees observed throughout the year. Potted plants in school room. 20 PUBLIC SCHOOLS Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts which pupils use without cost. Drawing. —Teacher will receive suggestions from pages 12-24 in the Course of Study for Prang’s New Texts of Art Education. Paper and materials are furnished the pupils by the district. Manual Training. —Raffia work for both boys and girls. THIRD YEAR The pupil skauld have: Sprague's Third Reader, 40c; and later, Progressive Third Reader, 45c; RoudehusKs Ver¬ tical Writing Book, No. 1,10c; White's First Book of Arith¬ metic, 35c; Eclectic Industrial Drawing Book , No. 1, 15c; Water Color Box and Brushes, Prang's No. 1, recommended 25c; Slate or Tablet, as directed. Reading. —Sprague’s Third Reader, and later the Pro¬ gressive Third Reader, as directed by the teacher. Writing. —The use of pen and ink may be begun this year. Care should be taken with all written exercises as well as with copy books. Arithmetic. —Part I in White’s First Book in Arithmetic. See by repeated drills that all number facts therein are in¬ delibly fixed in the child’s memory. Language. —Continue the work of the previous year. Have pupils write many sentences, using singular and plural forms of nouns and verbs. Teach pupils to recognize different kinds of sentences, as telling, asking, commanding, and exclaiming, and to punctuate these. Two uses of period,—to close a sen¬ tence and to show abbreviation. Possessive form of nouns, capitalization of proper nouns, use of hyphen in dividing syl¬ lables at the end of lines, the use of commas to set off words of address, and the use of quotation marks. Let all of the formal work, be incidental, as far as possible, to the oral and written reproduction of stories and of letter writing. In addi- PRESCOTT ARIZONA 21 tion to the reader, the teacher will find much assistance in a good language work, such as DeGarmo’s Language Lessons, which supplies much good material from such fables and myths as appeal strongly to the child’s imagination and interest. Help pupils to acquire the habit of looking over all their writ¬ ten work when completed, and searching for errors in spelling, capitalization, manner of expression, etc. Spelling. —Drill on all difficult words from the reading les¬ son. Review previous diacritical markings, and learn the re¬ maining markings for the vowels and the sounds of hard and soft g. Select list of words of three syllables; let pupils pro¬ nounce the first syllable of all of them, then the second, and then the third. Have pupils copy the list, marking accented syllables, and pronounce the words correctly. Then let pupils mark the accent on the first syllable of each word and pro¬ nounce; on the second syllable and pronounce; and on the third. Drill much. Prepare list of short words, marking letters to change the regular pronunciation; have pupils pronounce as marked to test their knowledge of diacritical marking. Geography.—Oral. B Class: Teach terms right, left, front, back. Point in these directions. Point north, south, east, west. Locate objects in the neighborhood by giving directions from school house. Draw diagram of school house; of school grounds. Draw map of school house with adjacent streets and neighborhood. Locate all objects by comparing directions. Talk about hills, mountains, plains, rivers, land, ocean. A Class. Oral: Drill on map of county. If no map is at hand, teacher should make a copy of one for class use. Tell pupils there are thirteen counties in Arizona, and show that the home county is a small part of the Territory. Towns, rivers, railroads, and prominent mountains should be placed on the map drawn. General outline of the map of Arizona. Teach the slope of the land by the direction of the rivers. Locate and describe the Colorado, Gila, Salt, Little Colorado, and Santa Cruz. Physiology. —Continue the work of previous years. Special sense organs and their use and care. Solid and liquid food. Solid must be changed to liquid; how this is done. Emphasize thorough chewing of food and mixing with saliva. Bad effects of rapid eating or over eating. Care of teeth; frequent cleans- PUBLIC SCHOOLS 22 ing. How cooking aids digestion. Evil effects of alcohol and tobacco on body and mind. Calisthenics. —“In all primary schools exercises in free calisthenics and vocal and breathing exercises shall be given at least twice a day and for a time not less than from three to five minutes for each exercise.” (Rule 18 of Territorial Board.) Nature Study. —First Semester: Spiders, galls, and leaf- miners. Ants, bees, beetles or flies, and their larvae. Cater¬ pillars and butterflies. Flowers. Two whole plants. Seed cases and fruits. Crayfish. Soil making. Formation of val¬ leys. Collections of rocks and fossils. Grains and vegetables. Preparation of plants for winter. Fish, turtle or frog. Ever¬ greens. Corals. Limestone and fossils. Second Semester: Quartz, sand and standstone. Feldspar, hornblende, mica, granite. Heat; its sources, and its effects on solids, liquids and gases. Thermometer. Life history of two unlike plants. Ger¬ mination. Buds. Leaves, their forms and structure. Birds; habits, development, structure, and a little classification. Flow¬ ers, their parts and plan. General: Recognition of common wild flowers. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use with¬ out cost. Drawing. —Teacher will study pages 25-36 in the Course of Study for Prang’s New Texts of Art Education, in connec¬ tion with the Eclectic Drawing Book No. 1. Paper and pencils are furnished the pupil by the district. Pupils have the refer¬ ence use of the Prang Art Texts with which the school is sup¬ plied. Manual Training. —Raffia work for both boys and girls. FOURTH YEAR The pupil should have: Sprague's Fourth Reader , 60c; Roudebush's Vertical Writing BoolNo. 2, 10c; White's First Book of Arithmetic , 35c; Modern Spelling Book * 25; Overton's Applied Physiology, Primary , 35c; Eclectic Indus - PRESCOTT ARIZONA 23 trial Drawing Book* No. 2, 15c; Water Color Box and Brushes , Prangs No. /, recommended , 25c; S/a/e or tablet , as directed. Reading. —Sprague’s Fourth Reader begun and completed. Writing. —The Writing Book as directed. The teacher should see that all written exercises are carefully done, and should see that margins and paragraphing are neat. Arithmetic. —Part II in White’s First Book in Arithmetic. Language. —The pupil will need no language text this year. Review the work of the third year. Have much story work and written dictation work done by the pupils. The pupil’s habit of criticizing his own work should be strength¬ ened. He should learn to go over his written work and ques¬ tion the spelling, form of expression, and punctuation. He should be encouraged to look into his reader or elsewhere for the correct spelling of words he is uncertain of. Marginal lines and paragraphing should be neat. In addition to marks of punctuation taught last year, show the use of the apostrophe in abbreviations, such as I’ll, I’m, can’t, don’t, etc. Teach proper use of such forms. Also the use of the comma before quotations. Have pupils fill blanks in sentences with is, was, were; have, has, had; this, that; these, those; boy’s. Practice upon the use of lie, lay; sit, set; rise, raise; teach, learn; etc. Continually look after such expressions as “them apples;” “these kind of seats;” “Was you there?” “I seen you;” “Can I leave my seat?” Geography.—Oral. Follow suggestions for the third year. Spelling.—B Class: Drill on difficult words in all other lessons. Review previous diacritical markings, and learn re¬ maining consonant sounds, diphthongs, triphthongs, digraphs, and trigraphs. Have pupils arrange lists of words alphabeti¬ cally; also according to accent. Follow suggestions for drill on syllabification and pronunciation given in the third year outline. Begin the Modern Spelling Book, and advance to page 35. A Class: Continue the work of the B Class. Al§o, teach some of the common abbreviations. Drill on common homonyms and synonyms. Classify sounds as vowels and con¬ sonants. Classify letters in the same way and give sounds of the same. Advance to page 50 in the Speller. 24 PUBLIC SCHOOLS Physiology. —Text to be used and completed as supple¬ mentary reader. Calisthenics. —See rule of Territorial Board in third year outline. Nature Study. —First Semester: Insects not studied before (such as dragon fly). Classification of insects. Roots and stems, their form and structure. One whole plant. Crayfish, structure and plan. Lobster and crab. Earthworm. Kinds of soil, soil making, work of water. Collecting rocks and fos¬ sils. Mammals and other vertebrates. Classification of ver¬ tebrates. Limestone and fossils. Sandstone and stratified rocks. Granite rocks, formation, properties, transportation and uses. Second Semester: Heat, production, absorption, radia¬ tion, conduction and effects. Engines. Careful observation of two or three trees. Leaves, their function, form and structure. Tree flowers. Cocoons and butterflies. Birds and their classi¬ fication. Frogs’ eggs and frogs. General: Recognition of common wild flowers and of poisonous plants. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use without cost. Drawing. —Teacher will study pages 37-48 in the Course of Study for Prang’s New Texts of Art Education in connec¬ tion with the Eclectic Drawing Book No. 2. Paper and pencils are furnished the pupil by the district. Pupils have the refer¬ ence use of the Prang Art Texts with which the school is supplied. Manual Training.—Sewing for Girls. Overhand stitching, combination stitching, and sewing on tape; making holders. Overhanding, blind looping, backstitching; making needle books. French seaming, hemming; work bags. Big doll’s wardrobe. Woodwork for Boys. Problems: blotter pad, pen¬ cil sharpener, tooth brush rack, book rack, foot stool, problem selected by the pupil with approval of the instructor. Princi¬ ples: Joints, butt, blind nailing, mortise and tenon; squaring of board to dimensions. Discussion: Use of tools, materials, finishes, etc. Drawing: Sketch of object, free hand drawing of designs. PRESCOTT ARIZONA 25 FIFTH YEAR The pupil should have: Progressive Fourth Reader , 55c; Roudebush's Vertical Writing Book> No. 2, 10c; White's First Book °f Arithmetic , 35c; Sheldon s Primary Language Lessons , 40c; Natural Elementary Geography , 65c; Modern Spelling Book , 25c; Overton s Applied Physiology , Intermediate , 55c; Eclectic Industrial Drawing J Book, No. 3, 15c; Water Color Box and Brushes , Prang's No. /, recom¬ mended , 25c; Dictionary , Webster's Grammar School or other good edition; Tablet , as directed. Reading. —Progressive Fourth Reader begun and com¬ pleted. Writing. —The Writing Book as directed. The teacher should see that all written exercises are carefully done, and should see that margins and paragraphing are neat. Arithmetic. —Part III in White’s First Book of Arithmetic. Note that the author does not teach H. C. F. or L. C. M. in the simple work presented in fractions. Give much drill in simple problems, and insist upon the use of good language in their explanation. Language. — B Class : Review work of fourth year. Much written work as before. Begin Sheldon’s Primary Language Lessons and advance to page 64. Supplement the text with similar additional work. A Class: To page 85. Geography. —Natural Elementary Geography begun. B Class: Study the earth as a whole; its shape and size. Land and water. Earth as a planet. Air. Forms of land and water. Surface of the earth. Moisture; drainage. Motions of the earth; daily, annual. Zones; parallels and meridians. Maps. Hemispheres. Use pictures to help pupils to proper concep¬ tions. North America as a whole. Location and outline. Loca¬ tion of boundary oceans. Coast line; principal forms of land and water located. Political divisions. Animal and vegetable life. Climate. Make daily use of outline map. United States as a whole. Follow suggestions for North America. Northern section. Read text and study maps. Location and boundaries. PUBLIC SCHOOLS 26 Name and locate two or three principal mountains, capes, islands, rivers, lakes, bays, cities. Capitals and metropolises. Compare industries; farming, manufacturing, mining, lumber¬ ing, stock-raising, dairying, fishing. Historical events and mat¬ ters of interest connected with places. Take imaginary voy¬ ages, speaking of matters of interest, scenery, soil, climate, etc. Map drawing. Frequent reviews and repetitions. A Class: North Eastern section, New England, Southern, Plateau, and Pacific sections, following suggestions for Northern section. Spelling.—B Class: Drill on difficult words in all other lessons. Advance from page 50 to page 65 in Speller. Review the sounds and markings of some one vowel or of the conso¬ nants each month. Classify words as monosyllables, dissylla¬ bles, trisyllables, and polysyllables. Each pupil should own a dictionary. A Class : Continue as in B Class, and study mean¬ ings of the common prefixes (not more than one each lesson) and suffixes with many words to illustrate. Pages 65 to 83 in Speller. History.—Oral. Many of the following history stories may profitably be made the basis for written work in language. B Class: Columbus. Discovery of America. Other early ex¬ plorers. The Indians. The Northmen. The Mound Builders. The discovery of Florida and the fountain of youth. First view of the Pacific. First voyage around the world. Discovery of the Mississippi. Cortez and Montezuma. Sir Walter Raleigh and his fate. Captain John Smith. Pocahontas. The May¬ flower. The Pilgrims. Miles Standish. The Negro in Vir¬ ginia. A Class: Salem Witchcraft. Rogers Williams. The Quakers. William Penn. Massasoit. Pequods. The Burning of Acadia. Washington and Dinwiddie. Braddock’s defeat. The Charter Oak. The Boston Tea Party. The Stamp Act. Battle of Lexington. Minute Men. Patrick Henry. Paul Re¬ vere ’s Ride. The Declaration of Independence. Revolutionary War. Liberty Bell. Continental Congress. George Washing¬ ton. The Civil War. Negro Slavery. Emancipation Procla¬ mation. Abraham Lincoln. Physiology. —Overton’s Intermediate Physiology to be used and completed as a supplementary reader. Nature Study. —First Semester: Ferns. Mollusks; life history, habits, relation to man, structure, classification. Same PRESCOTT ARIZONA 27 with corals, star fish and sea urchins. Falling and coloring of leaves. Common minerals. Gravitation. Pendulum and clock. Properties of matter. Second Semester: Pressure of liquids. Hydraulic elevator. Specific gravity. Pressure of gases. Pump. Barometer. Trees. Roots, stems and leaves. Horsetails (Equiseta). General: Systematic weather record during the year. Measurement and record of positions and movements of sun, and the movements and phases of the moon. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use without cost. Drawing. —Teacher will study pages 49-62 in the Course of Study for Prang’s New Text of Art Education, in connection with Eclectic Drawing Book No. 3. Paper and pencils are fur¬ nished the pupil by the district. Pupils have the reference use of the Prang Art Texts with which the school is supplied. Manual Training.—Sewing for Girls: Straightening ma¬ terial by thread, turning and basting hem, feather stitching; making waist protectors. French seaming, flat felling, gather¬ ing, hemming; making small garments. Napery hemming; making towels. Miter corner and square corner in paper. Mending; patches—overhand patch, flannel patch, hemmed patch; darns—on henrietta with silk and with threads of ma¬ terial, straight darn, bias darn, three-cornered tear, darn with patch underneath. Wood Work for Boys. Problems: book rack, tabourette, breadboard, towel roller, special problems selected by pupil, with approval of the instructor. Principles: Joints, additional to above, halved joint, half lap joint. Discus¬ sion: Construction and use of tools; materials, their sources and costs; finishes, different kinds, where used, reasons. Draw¬ ing: Of objects to be made and designs to be used. SIXTH YEAR The pupil should have: Sprague's Fifth Reader , 70c; Roudebush's Vertical Writing Book * A Jo. 2, 10c; White's Nerv Complete Arithmetic , 70c; Stoddard's New Intellec¬ tual Arithmeticy 45c; Sheldon's Primary Language Lessons , 40c; Natural Elementary Geography , 65c; Modern Spelling 28 PUBLIC SCHOOLS Book , 25c; Montgomery’s Beginner’s American History , 60c; Overton’s Applied Physiology , Intermediate y 55c; Eclectic Industrial Drawing Book , TVo. 20c; Water color box and brushes , Prang’s No. /, recommended , 25c; Dictionary , Webster’s Grammar or other good edition; Tablet , as directed. Reading. —Sprague’s Fifth Reader begun and completed. Writing. —The Writing Book as directed. The teacher should see that all written exercises are carefully done, and should see that margins and paragraphing are neat. Arithmetic. —B Class: Commence at first of complete Arithmetic. Insist upon accurate definitions, and correct use of terms. Teach numeration to six periods. The local value of figures. Practice adding long columns. Write numbers in the Roman notation. Drill for accuracy and speed in addi¬ tion. Teach proof in subtraction. Multiplication and divis¬ ion. Learn methods of proof. How to divide and multiply by 10, 100, etc., also by other numbers. Show that multiplier and divisor are abstract numbers. Properties of numbers; cancellation. Factoring, greatest common divisor, least com¬ mon multiple. See that pupils understand the difference be¬ tween divisor and multiple. Determine at sight all prime numbers to 100. Teach how to find G. C. D. and L. C. M. by factoring only. Show difference in selecting factors for G. C. D. and L. C. M. Introduce and use Stoddard’s New Intellec¬ tual Arithmetic in connection with the complete Arithmetic. During the recitation in Mental Arithmetic, the pupil should not be allowed the open text. A Class: Reduction of denom¬ inate numbers. Have tables and abbreviations mastered. Teach the common units of different measures. Show that the multipliers and divisors used in reduction are abstract. Re¬ quire pupils to mark denominations in their processes of re¬ duction. Teach board measure. Addition, subtraction, multi¬ plication, division of denominate numbers. Longitude and time. See that the pupil has a clear conception of latitude and longitude. Compare time east with time west. Standard time. Carpeting floors and papering walls. Addition and sub¬ traction of common fractions. Definitions thoroughly learned. Much practice in all processes. Require pupils to find L. C. D. by inspection when numbers are not too large. In addition PRESCOTT ARIZONA 29 and subtraction of mixed numbers, require pupils to use them as mixed numbers instead of reducing to improper fractions; write in columns same as whole numbers. Multiplication and division of common fractions. Compare effects of multiplying and dividing the numerator by the same number; same with the denominator; same with both terms. Show how a fraction may be multiplied or divided. Simplify the statement of a complex fraction by expressing it with the division ("*•). Re¬ view fractions. Language.—B. Class: Much written work as suggested in fourth year outline. Advance from page 85 to page 126 in Sheldon’s Primary Language Lessons. A Class: Continue written work. Complete text and review. Geography.—B Class : Review map of United States as a whole. Review map of Arizona and county map. Canada, Alaska, Newfoundland, Mexico, West Indies; location, boundaries, to what country it belongs, political divisions, principal productions, principal rivers, mountains, cities, in¬ habitants. Questions on map. Map drawing. Oral instruction. General review of North America. South America. Position, form, natural boundaries, surface, drainage, climate, produc¬ tions, occupations, political divisions, capitals, metropolises. Questions on map; map drawing. A Class : Europe. See out¬ line for South America. Asia, Africa, Oceania; see outline for South America. Spelling.—B Class: Drill on difficult words in all other lessons. Pages 83 to 100 in Speller. Review the sounds and markings of some one vowel or of the consonants each month. Teach the proper use of the hyphen in compound words. Classify words as simple, compound; primitive, derivative. Encourage the pupil to use his dictionary intelligently. The following rules with much practice on their application: (1) Rule for final e. (2) Rule for doubling final consonant. (3) Rules for formation of plurals. A Class: Continue the work of the B Class. Pages 100-116 in Speller. Prefixes, suffixes, abbreviations, synonyms. The following additional rules: (4) Words formed from full used as a suffix. (5) Words formed from ment used as a suffix. (Four exceptions.) 30 PUBLIC SCHOOLS (6) When a suffix is added to a word ending in y preceded by a consonant, the y is changed to i. Note exceptions. History. —Begin and complete Montgomery’s Beginner’s American History. Note that in the outline, and in the text, the facts are grouped about the lives of prominent Americans, the work being entirely biographical. B Class: Columbus, the Cabots, Balboa, Ponce de Leon, De Soto, Sir Walter Raleigh, Capt. John Smith, Henry Hudson, Miles Standish, Lord Balti¬ more, Roger Williams, King Philip, William Penn, Franklin, George Washington, Daniel Boone, Robertson, Sevier, Gen. Clark. A Class: Putnam, Whitney, Jefferson, Fulton, Har¬ rison, Jackson, Morse, Houston, Gray, Lincoln, and leading gen¬ erals and statesmen since Civil war. Physiology.—B Class: First half of Overton’s Inter¬ mediate Physiology to be studied and recited as a text, thus expanding the work of the fifth year. A Class: Study and recite last half of the text. Nature Study. —First Semester: Flowers and fertilization. Ferns. Family characteristics of flowering plants. Dissemina¬ tion of seeds. Preparation of plants for winter. Arthropods and worms; life history, habits, relation to man, structure and classification, with supplementary reading. Sculpturing of earth’s surface by water, air and ice. Coal; occurrence, forma¬ tion, properties, varieties, mining, transportation, uses. Second Semester: Gravitation, capillarity, osmosis, properties of matter. Mechanics; levers, pulleys, wheel and axle, inclined planes, machinery. Buds. Horsetails (Equiseta). Tree flow¬ ers. Flowers and fertilization. Family characteristics. Birds; life history, relation to environment (habits, food, movements), relation to man and comparison, classification, and related forms. General: The earth and its real relations to sun, moon, and to other planets. Recognition of constellations Great Dipper, Orion, Cassiopeia; of the stars Polaris, Sirius, Aldeb- aran, Capella, Vega; and of the planets visible in the early evening. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use with¬ out cost. Drawing. —Teacher will study pages 63-77 in the Course of Study for Prang’s New Texts of Art Education, in connection PRESCOTT ARIZONA 31 with Eclectic Drawing Book No. 4. Paper and pencils are furnished the pupil by the district. Pupils have the reference use of the Prang Art Texts with which the school is supplied. Manual Training.—Sewing for Girls: Basting, combina¬ tion stitching, overcasting, turning hem, hemming; making bags. Use and care of machine; making fancy aprons and easy garments. Papers written on silk manufacture, thimbles, needles, etc. Wood Work for Boys: Problems: tabourette, stand table, picture frame, specimen case, Roman chair, lamp stand. Principles: review of previous principles, bevel butt joint, dowel joint, miter joint. Discussion and drawing, as in fifth year. SEVENTH YEAR The pupil should have: Progressive Fifth Reader , 65c; Roudebush's Vertical Writing Book ♦ No. 3, 10c; White's New Complete Arithmetic , 70c; Stoddard's New Intellectual Arithmetic , 45c; Sheldon's Advanced Language Lessons , 70c; Natural Advanced Geography , $1.40; Modern Spelling Book » 25c; Montgomery's Leading Facts in American His¬ tory, $1.00; Eclectic Industrial Drawing Book » No. 5, 20c; Water Color Box and Brushes , Prang's No. /, recommended , 25c; Dictionary , Webster's Grammar School or other good edition; Tablet , as directed. Reading. —The Progressive Fifth Reader. Writing. —The Writing Book as directed. The teacher should see that all written exercises are carefully done, and should see that margins and paragraphing are neat. Arithmetic.—B Class: Review common fractions. Deci¬ mal fractions. Require all definitions and principles to be thoroughly learned. Train pupils to tell what they do, and why they do it. Ratio, simple proportion, compound proportion. Show that when any three terms of a proportion are given the fourth can be found. In compound proportion train the pupil to reason from what was done to what is proposed to be done. Percentage, profit and loss. Insurance, customs or duties, capi¬ tal and stocks, taxes. In all this work bring illustrations and problems as near home as circumstances will permit. A Class: 32 PUBLIC SCHOOLS Interest; simple, compound, and annual. Partial payments. True and bank discount, bonds and exchange. Give practical examples. Equation of payments, partnership, average of ac¬ counts, brokerage. Review the year’s work, giving especial attention to subjects least understood. Grammar.—R Class: Composition Work, two lessons per week, from such subjects as the following: A letter to a pupil’s mother who has been away from home two weeks. An account of a social in the neighborhood, telling when, where, and why it was held, and how the people were entertained. Write note of invitation to a party to be given at your house Thanksgiving evening. Write a note accepting or declining invitation—if the latter, give reason. Write a page on why I like winter or why I do not. Write an account of a visit to a ranch or a mine. Retell a funny story you have heard, keeping the amusing part to the last. What I saw on my way to school. Write a descrip¬ tion of the school house, so that a person who had never seen it would have an intelligent idea of it. Write a letter to a friend, asking him to write you a letter of recommendation. Write a description of some domestic animal at your home or at your neighbor’s. Technical Grammar: Drill pupils, com¬ petitively, if desired, by having them take words consecutively in paragraphs from reader or elsewhere, and tell what part of speech each is and give its construction. Repeat this exercise frequently throughout the year. Train pupils in the use of the index of the text (Sheldon’s Advanced Language Lessons) so they may be able of themselves to find all the text may say on any particular subject. Have them preserve briefly and in an orderly manner the results of their development of the science of grammar. Sentences; define. Subject and predicate. Classify with respect to use; to form. The noun. Common nouns; class, abstract, collective, verbal. Proper nouns. Study properties of nouns and give special attention to construction and case. The verb. Regular, irregular. Transitive, intransi¬ tive, copulative. Learn list of copulative verbs. Study parti¬ ciples and learn the participles of a transitive verb; of an in¬ transitive verb. Study voice and mode. Learn the list of auxiliaries and study their uses. Note especially the correct use of may, can; shall, will; should, would. Tense; how each tense is formed. Person and number. Note change for third person singular and for solemn style. Conjugate the verbs, be, PRESCOTT ARIZONA 33 go, see. A Class.—Composition Work, two lessons per week from such subjects as these: A letter to some boy or girl about some particular event. A brief business letter to John Doe ask¬ ing for $50.00 past due. A newspaper account of a runaway telling only the things the people want to know. Write applica¬ tion for a position as clerk to William Doe, Phoenix, Arizona, stating your experience and other qualifications. Write a description of any game you play at school so that one who is unacquainted with the game will understand it. Write a description of some character in a book you have read. Bene¬ fits of examinations. Reproduce in writing a short conversa¬ tion you have heard which amused you; paragraph and quote what each speaker said. Technical Grammar : Construe words in paragraphs as suggested for the B Class. Continue the verb. Conjugate: lie, sit. Note the corresponding forms with their differences in meaning of the transitive verbs, lay and set. Define synopsis. Make synopsis in full of all verbs studied. Study emphatic, progressive, and solemn forms. Defective and redundant verbs. Study table of irregular verbs. Review the entire verb. Study pronouns. Classify. Note especially the double relatives, the restrictive and explanatory use of rela¬ tives and the correct use of pronouns in the predicate. Study adjectives. Classify. Study comparison and note classes that admit of comparison. Study adverbs, prepositions, conjunc¬ tions, and expletives. Review. Geography.—B Class: The earth as a whole. Shape and size. Circles. Latitude and longitude. Motions of the earth. Day and night. Change of seasons. Tropics and polar circles, where located and why. Equinoxes and solstices. Line of il¬ lumination shown on globe or blackboard at each of the above dates. Zones. Divisions of land and water. Form of the same. Climate. Winds. Races of men. Forms of government. Social conditions. Questions on maps of hemispheres. North America and United States as a whole: 1. Position; form; size. 2. Natural boundaries. 3. Coast lines—smooth or indented; forms of land and water. 4. Surface—mountain systems, ranges, peaks, hills, trend; valleys, plains, plateaus. 5. Drainage—river systems, water sheds, basins; lakes 7 outlets, inlets. 34 PUBLIC SCHOOLS 6. Climate—temperature, moisture, elevation, mountain ranges, location as inland or seaboard, winds, rainfall, ocean currents. 7. Productions—animal, vegetable, mineral. 8. Occupations—agriculture, stock-raising, manufacture, commerce, mining, lumbering, fishing. 9. Political divisions—boundaries, highlands and lowlands, rivers and lakes, coast line, principal cities and towns (noted for what industries, what historical events), government, char¬ acteristics and social conditions of people. 10. Questions on map and map drawing. In a similar manner study the Northeastern, Northern, Southern, Plateau, and Pacific Sections of the United States. Associate Geography and History. Locate places mentioned in the current news of the day. A Class: Study in same way Canada, Greenland, Mexico, and Central America; also, South America and each of the countries of South America. Review, including map of the United States, map of Arizona and county map. Spelling.—B Class: Complete the Speller from page 116. Drill on difficult words in all other lessons. Review the sounds and markings of some one vowel or of the consonants each month; also learn the names of all the marks employed in diacritical markings. Define elementary sound. How many of them? Classify them. Define letters and alphabet. Distin¬ guish : capitals, small capitals, small or lower case letters (why so called), Roman, Italic, and script. Also, Nonpareil or 6 point, Brevier or 8 point, Long primer or 10 point, Pica or 12 point, etc. Any interesting facts about the history of our al¬ phabet. Have pronouncing contests throughout the year. A Class : Review portions of the Speller most needed. Review the rules for spelling in the sixth year outline. Learn and practice the following rules for pronunciation: (1) The letter u should not be sounded as long double o (oo) except when immediately preceded by the sound of r, sh, or zh. (Exceptions: sumac, tulle, hurrah, pugh.) (2) A, constituting or ending an unaccented syllable, is short Italian a. (Exceptions: as a, followed immediately by a vowel; aerial, chaotic, etc.) (3) E or o, constituting or ending a syllable, is long. PRESCOTT ARIZONA 35 (4) I, constituting or ending an unaccented syllable not initial, is always short. (5) E before terminal n should always be silent in parti¬ ciples, and also in most other words; as, given, taken, etc. But in the following words, e must be sounded: aspen, chicken, gluten, hyphen, kitchen, lichen, linen, marten, mitten, patten, rowen, sudden. It must also be sounded in any word (not a participle) in which terminal en is immediately preceded by 1, m, n, orr; as, women, Helen, etc. History.—B Class: Geographical ideas of the fifteenth century. Show what effect the following had on the discovery and settlement of America; printing press; revival of learning; the reformation; persecution; compass and astrolabe; water route to India. Marco Polo. Northmen and their discoveries. Indians: clans and tribes, locations, characteristics, modes of living. Mound builders. Columbus. Ferdinand and Isabella. Compare the three ships of Columbus with modern ocean steamers. Discovery of the New World. The several voyages. How America was named. Leading Spanish Explorers; what each discovered; territorial claims of Spain. Same with France, England, Holland. Show how these claims overlapped. Teach only principal dates by association with leading events. Locate all historical places on the map. See that the pupil has access to one or more reference books, and interest him in con¬ sulting them. Early attempts at colonization by the French, Spanish, and English. Huguenots. St. Augustine and Santa Fe. Gilbert and Raleigh. Settlement of Virginia. London Company. Jamestown. John Smith. Culture of tobacco. In¬ troduction of slavery. First legislative assembly. New York. The Dutch. Henry Hudson. Manhattan Island and New Am¬ sterdam. Patroons. Peter Stuyvesant. The English. Duke of York. Settlement of Pennsylvania. William Penn. The Quakers. Boundary of Pennsylvania. Treatment of Indians. Philadelphia. New Hampshire, Connecticut, Maryland, Rhode Island, Delaware, The Carolinas, New Jersey, Georgia. Show by what class of people settled; about what time; object of set¬ tlement ; where first settlement was made; government, religion, education, industries. A Class: Review and point out on map, French and English territorial claims. Note how these claims interfered. King William’s War. Queen Anne’s War. King George’s War. Causes in Europe; how brought to 36 PUBLIC SCHOOLS America; results; treaties. French and Indian War. Causes. Braddock’s defeat. Fort Du Quesne. Capture of Quebec. Indian Allies. Treaty of peace. What America gained by the War. Revolutionary War. Causes, direct and indirect. Eu¬ ropean idea of a colony and its usefulness. Restrictions in manufacture and trade. Taxation without representation. The Stamp Act. Tax on tea. Boston Tea Party. Boston Port Bill. Quartering soldiers. First Continental Congress. Benja¬ min Franklin. King George III. Lexington and Concord. Leading patriots. Review this period by reading the Declara¬ tion of Independence, calling attention to the charges it makes against the mother country, and explain the grounds for those charges. The Bunker Hill Campaign; evacuation of Boston. Long Island Campaign; retreat from New York through New Jersey; surprise at Trenton. Brandywine Campaign; Philadel¬ phia captured; Germantown; Valley Forge. The Hudson Cam¬ paign; capture of forts on Lake Champlain; Bennington; Burgoyne’s Surrender. Arnold’s treason. Capture and execu¬ tion of Andre. Southern Campaign; Marion, Sumpter, Pickens. Greene’s retreat. Surrender at Yorktown. Independence won. Whigs and Tories. Foreign aid: France, Holland, Poland. Prominent leaders: English, American, foreigners assisting Americans. Treaty of Peace. Summarize important events. Government after the war. Articles of Confederation. Execu¬ tive business; how transacted. Congress under the Confedera¬ tion. Shay’s Rebellion. Slavery. Free schools. Religion. The Constitution; why necessary. Leading men of the con¬ stitutional convention. Opposing views. Leading men for and against ratification. Political parties. First presidential elec¬ tion. Study the constitution of the United States from outline prepared by teacher. Commit the preamble to memory. En¬ courage pupils to read biography as one of the best methods of studying history. Nature Study. —First Semester: Vertebrates; fishes, rep¬ tiles, and mammals: life, history, habits, relation to man, struc¬ ture and comparison, classification and related forms. Classi¬ fication of animals. Iron; occurrence, formation, properties, varieties, mining, transportation, manufacture, uses. Second Semester: Magnetism and electricity. Germination. Develop¬ ment and function of root, stem, leaf, and flower. Family characteristics. Liverworts. Algae. Fungi. Bacteria. Class¬ ification of flowering and of flowerless plants. General: Sys- PRESCOTT ARIZONA 37 tematic weather record during the year, including temperature, precipitation, direction of prevailing wind, sky, and barometer reading. Music. —As directed by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use with¬ out cost. Drawing. —Teacher will study seventh year outline in the Course of Study of Prang’s New Text of Art Education, in con¬ nection with Eclectic Drawing Book No. 5. Paper and pencils are furnished the pupil by the district. Pupils have the refer¬ ence use of the Prang Art Texts with which the school is supplied. Manual Training.—Sewing for Girls: Basting, combina¬ tion stitching, overcasting, overhanding, basting a hem, chain stitching; making duster bags and dusters. French seam, but¬ ton holes, sewing on buttons, machine work in making gar¬ ments. Papers on sewing machines. Wood Work for Boys: Problems: comb and brush case, plate rack, table, chair, hall tree. Principles: joints same as sixth grade, but more accurate work. Discussion: composition, construction, comparison of tools; tool action, care, sharpening as in knife, chisel, plane blade; composition of paints, stains, varnishes, adaptability; harmonious effect in house furnishings, etc. Drawing: work¬ ing drawings for problems and designs; introduction of me¬ chanical drawing. EIGHTH YEAR The pupil should have: Riverside Literature Classics, as directed; White's New Complete Arithmetic, 70c; Stod¬ dard's New Intellectual Arithmetic, 45c; Sheldon's Advanced Language Lessons, 70c; Natural Advanced Geography, $1.40; Montgomery's Leading Facts in American History, $1.00; Modern Spelling Book , 25c; Stowell's Essentials of Health, 85c; Eclectic Industrial Drawing Book * No. 6, 20c; Water Color Box and Brushes, Prang's No. 1, recommended, 25c; Roudebush's Vertical Writing Book , No. 3, 10c; Dic¬ tionary, Webster's Grammar School, or other good edition; Tablet, as directed. 38 PUBLIC SCHOOLS Reading. —Classics, as directed. Writing. —The Writing Book, as directed. The teacher should see that all written exercises are carefully done, and should see that margins and paragraphing are neat. Arithmetic.—B Class: Involution, square and cube root. Arithmetical and geometrical progressions. Make problems in which any three of quantities considered in the progressions are given and require pupils to find the other two. Demand proof, using written series. Measurements of surfaces. Master definitions and terms. Find areas of squares, rectangles, circles, etc. Find length of lines, such as base, perpendicular, hypothenuse, circumference, diameter, radius, etc. Train pupils to reason out rules for themselves, so they may become independent of their memorization. Measurements of solids. Find solid contents of parallelopipeds, cylinders, cones, pyr¬ amids, spheres, etc. Find areas of same. A Class: Measure¬ ments of bins, tanks, cisterns. Practical problems. Carpeting, papering, plastering rooms. Government land surveys. Meas¬ urement of lumber, stone, brick and grain. Business forms. Teach the form and explain the use of: receipts in full; re¬ ceipts on account; negotiable notes; bank drafts; bank checks; certificates of deposit; county and city warrants on treasurer; how to endorse a note, a draft, a check; meaning of debit and credit. Review. Grammar.—B Class: Study technical grammar this year in earnest. Use method described in the seventh year outline for technical grammar. Drill pupils, competitively, if desired, by having them take words consecutively in paragraphs from the reader or elsewhere, and tell what part of speech each is and give its construction. Repeat this exercise frequently throughout the year. Review cases of nouns and pronouns. Study declensions. Review the whole of the verb. Conjugate a few irregular verbs with three unlike principal parts and note their uses. Practice making written synopses. Review the adverb. Analyze and diagram sentences. Study classification of, according to use. Search readers and text books until class¬ ification is easy to pupils. Classify as to form. Study complex sentences carefully. Subordinate propositions are joined to principal propositions by four classes of words. Review classes of conjunctions. Define subordinate element. Three classes of PRESCOTT ARIZONA 39 modifiers—objective, adjective, adverbial. Independent ele¬ ments. Three forms of modifiers—word, phrase, clause. De¬ fine each. Phrases are substantive (subject, predicate or ob¬ ject), adjective, or adverbial. Clauses are principal or subordi¬ nate. Subordinate clauses are substantive (subject, predicate or object), adjective (relative or appositive), adverbial. Study elements, as simple, complex, compound. Compare and classify same in reading lessons. Study contracted sentences. Abridged propositions. A Class: Construe words in paragraphs, as sug¬ gested for the B Class. Study all rules and notes for construc¬ tion of nouns. Same for pronouns, adjectives and verbs. Teach correct forms where errors are apt to be made; as in predicate- nominative, objective in apposition, objective form of inter¬ rogative and relative pronouns, position of relatives, of preposi¬ tions, parts of the infinitive, number of pronouns, and forms of verbs to agree with two or more subjects, etc. Study rules for construction of adverbs, prepositions and conjunctions. An¬ alyze and write neatly in diagrams well selected sentences. Lists of words used as different parts of speech. Study punc¬ tuation on this plan: Have pupils read carefully all the rules and notes in the grammar for the use of the comma. When the class is called, have pupils bring readers, and with the book open, endeavor to find and state a reason for the use of every comma found; same with all other marks. Same with figures of speech. Make a brief study of prosody, kinds of verse, stanza, poetic feet. Learn what is meant by. long, and short meter. Review. Geography.—B Class: Eurasia, map study. Europe (fol¬ low outline for North America in seventh year). Northern coun¬ tries of Europe. Southern countries of Europe. A Class : Asia. Special attention to India, China, Japan and Siberia. Follow outline for North America. Africa. Special attention to Egypt, the Sahara, the Transvaal, and the Congo Free States. Re¬ sults of recent explorations. Railroads. Cairo and Cape Town. Questions on maps. Oceanica. Special attention to Australia, New Zealand, Hawaiian Islands and the Philippines. Review. Spelling. — B Class : Drill on Spelling book as a whole dur¬ ing the eighth year, and spell difficult words in all other lessons. The following rules for pronunciation: (6) E before terminal 1 should usually be sounded; as, level, bevel, nickel, etc. But in the following words the e PUBLIC SCHOOLS 40 should not be sounded; betel, chattel, drivel, easel, grovel, hazel, mangel-wurzel, mantel, mussel, navel, ravel, shekel, shovel, shrivel, snivel, swingel, swivel, teazel, weasel, and their derivatives. (7) In all but the following words, i before terminal 1 or n, must be sounded; devil, evil, weevil, basin, cousin, raisin. (The i is sounded, e. g., in Latin, satin, anvil, council, coffin, etc.) (8) The eight words: bath, cloth, lath, moth, mouth, oath, path, wreath, and these only, require sonant ths in the plural. (9) 0 in a final unaccented syllable ending in a consonant, frequently verges towards the sound of short u; as in: custom, felon, bigot, bishop, method, carol, Briton. But it has its regu¬ lar short sound in pentagon, hexagon, octagon, etc. When, however, the termination on, is immediately preceded by c, ck, s, or t, the o is commonly suppressed (examples: bacon, reckon, lesson, button). (10) Too much stress upon unaccented syllables should be avoided. A Class : Have pupils review and learn all rules and terms in the outlines of previous years for the subject of spell¬ ing. Review all sounds and diacritical markings. Drill on the pronunciation of words liable to be mispronounced. History and Civil Government. — B Class: Washington’s administration. Organization of National government. Seat of government. Vice-president, how chosen. Cabinet, how many members. Hamilton’s financial policy. Jay’s treaty. Indian troubles. Minister Genet. Whisky insurrection. New States admitted. Washington’s farewell address. John Adams. President and Vice-president of different political parties; explain. Alien and sedition laws. Trouble with Prance. Napoleon Bonaparte. Death of Washington. Washington City made capital. Jefferson. Elected by house of representatives. Why? Louisiana purchase. Trouble with the Barbary States. North¬ west Territory. Steamboat invented. Duel and treason. Embargo Act. Madison. War of 1812. Causes. Campaigns. Burning of Washington. “The Star Spangled Banner.” Tecumseh. Bat¬ tle of New Orleans. Treaty of Peace. Results of the War. Monroe. Missouri Compromise. Purchase of Florida. Ma- PRESCOTT ARIZONA 41 son and Dixon’s line. Monroe doctrine. Seminole war. La- Fayette’s visit. Henry Clay. John Quincy Adams. How elected and why. Protective tariff. Death of Jefferson and John Adams. Fourth of July. Internal improvements. Jackson. Black Hawk war. Seminole war. Indian Ter¬ ritory. Tariff and nullification. National Bank. Veto power. France. Webster. Calhoun. Van Buren. Sub-treasury bill. Financial panic of 1837. Slavery. Abolitionists. Queen Victoria. Harrison. Death of president. Inauguration of Tyler. National Bank. Webster-Ashburton treaty. Resignation of Cabinet. Annexation of Texas. Polk. Mexican War. Causes. Results. Wilmot Proviso. Discovery of gold. “Fifty-four, forty, or fight.” Taylor. Death of president. Fillmore inaugurated. Omni¬ bus bill. Fugitive Slave Law. Underground railroad. Free soil party. Pierce. Gadsden purchase. Kansas-Nebraska bill. “Squat¬ ter Sovereignty.” Border ruffians. Stephen A. Douglas. John Brown. Buchanan. Dred Scott decision. John Brown’s raid. Acts of Secession. Star of the West. The Lincoln and Douglas campaign. Election of Lincoln. Abraham Lincoln. New party in power. Secession of eleven states. Civil war. Causes: slavery; the doctrine of states’ rights; John Brown’s raid; election of Lincoln; firing upon Fort Sumpter. Mistakes of southern leaders: That the North would not fight; that all the slave states would secede; that help would come to them from the North; that they would receive foreign help. Review the administrations frequently. Civil government. The family. School district. Civil district. The state. Form of government. Legislative, execu¬ tive, and judicial departments. A Class : Lincoln’s administra¬ tion continued. Call for troops. Battle of Bull Run. Blockade of southern ports. The Trent affair. The Merrimac and Moni¬ tor. Forts Henry and Donelson. Battle of Shiloh. New Or¬ leans captured. Efforts to open the Mississippi. Army of the Potomac. Battle of Fair Oaks. Seven Days’ Battle. Second Bull Run. Antietam. Emancipation Proclamation. Reverses of Fredericksburg and Chancellorsville. Thirteenth Amend- PUBLIC SCHOOLS 42 ment. See that the pupils have a good acquaintance with all leading characters, civil as well as military, and that they com¬ prehend the objective point in each great movement of the war. The Gettysburg campaign. Fall of Vicksburg. Opening of the Mississippi. Chickamaugua. Grant made lieutenant-general. Capture of Atlanta and march to the sea. Battle of the Wilder¬ ness. Lee’s surrender at Appomattox. Assassination of Lin¬ coln. Andrew Johnson inaugurated. The army disbanded. Cost of the war. Results of the war. Reconstruction. Four¬ teenth amendment. Freedmen’s bureau. Impeachment of the president. The French in Mexico. Alaska. Atlantic cable. Review the Civil War, by campaigns and locate movements on map. Arizona organized. Grant’s administration. Alabama claims and Geneva award. Pacific railway. Indian troubles. Horace Greeley. Fifteenth amendment. Centennial exposition. Electoral com¬ mission. Hayes. Resumption of specie payment. Chinese immigra¬ tion. Garfield. Star routes. Assassination. Inauguration of Arthur. Standard time. Yorktown centennial. Cleveland. Interstate commerce. Free Trade. An¬ archists. Harrison. McKinley bill. Reciprocity. Blaine. Colum¬ bian exposition. Cleveland. World’s Fair. New Tariff. Income tax. Sil¬ ver agitation. Bond issues. Venezuelan difficulties. Utah ad¬ mitted. McKinley. Hawaii annexed. Klondike excitement. War with Spain. War in the Philippines. Roosevelt. Current events of national interest. Review administrations. Civil Government. Necessity of Government. Justice. Law and liberty. Parties and party machinery. Legislation. Revenue and Taxation. Brief study of the Constitution of the United States. Government of Territories of the United States. Organic Act of Arizona. Review. Physiology.—B Class: Chapters I-XVT of Stowell’s Es¬ sentials of Health. A Class: Chapters XVII-XXXV. Nature Study. —First Semester: Intensive study of sev¬ eral plants, such as corn and flax, emphasizing morphology, PRESCOTT ARIZONA 43 structure and classification and relation to man (cultivation, processes of manufacture, importance in commerce, etc.). Sound and light. Second Semester: Birds, dwelling on econo¬ mic aspects, and literature on, identification by markings, song, flight, and on classification. Oxygen, hydrogen, nitrogen, car¬ bon, the chlorine group, sulphur, several metals, and some im¬ portant compounds of these. General: Observation, measure¬ ment and record of movements of two stars, two planets, and two constellations during the year. Recognition of stars and constellations, as in the sixth grade. Music. —As directed, by the music teacher. The Modern Music readers, published by Silver, Burdett & Co., are used. The district has a supply of these texts, which pupils use with¬ out cost. Drawing. —Teacher will study eighth year outline in the Course of Study for Prang’s New Text of Art Education, in connection with Eclectic Drawing Book No. 6. Papers and pencils are furnished the pupil by the district. Pupils have the reference use of the Prang Art Texts, with which the school is supplied. Manual Training.—Sewing for Girls. Turning hems, hem¬ ming, gathering and stroking gathers, putting on bands; mak¬ ing bib aprons. Hand and machine work and the use of at¬ tachments in making undergarments. Making plain shirt waists from patterns. Wood Work for Boys. Problems: pic¬ ture frame, book case, magazine case, checker board, tabour- ette, plate rack, table. Principles: joints, additional, half-lap- miter, mortise-tennon-key, haunched tenon, edge joining, in¬ laying. Discussion: composition of woods, comparison of woods, best suited for various uses; continuation of tool dis¬ cussion. Drawing as in seventh grade. MANNERS AND MORALS The school law of Arizona requires that instruction be given during the entire school course in manners and morals. In order that teachers may have a definite outline for such instruction, the following lessons in morals and manners here given are taken verbatim from White’s School Management, published by the American Book Company. It is suggested PUBLIC SCHOOLS 44 that the teachers in the lower grades select such topics as are suited to their pupils and that the teachers in the upper grades include all of these topics in lessons during the year. Some of them will be suggested by the conduct of pupils in or out of school, others by the reading lesson, or by stories or poems read to pupils, and some will best be taught by talks and discus¬ sions between the teacher and pupils. Aside from incidental instruction, it will be well for the teacher to give this work an assigned place in the weekly program. The outline is as fol¬ lows : 1. Cleanliness and Neatness.—Body, hands, face, hair, nails, etc., clothing, shoes, etc. Books, slates, desk, etc. Every¬ thing used or done. 2. Politeness (children).—At school. At home. At the table. To guests or visitors. On the street. In company. 3. Gentleness.—In speech. In manner. Rude and bois¬ terous conduct to be avoided. Patience, when misjudged. Docility, when instructed. 4. Kindness to Others.—To parents. To brothers and sis¬ ters. To other members of the family, and friends. To the aged and infirm. To the unfortunate. To the helpless and needy. The Golden Rule. Forms: Sympathy; deference and consideration; helpfulness; charity; no cruelty or injustice. 5. Kindness to Animals.—To those that serve us. To those that do not harm us—the killing of birds. The killing of those that do us harm. The killing of animals for food. Cruelty to any animal wrong. 6. Love.—For parents. For brothers. For other mem¬ bers of the family, and friends. For teachers, and all bene¬ factors. For one’s neighbors—“Thou shalt love thy neighbor as thyself.” 7. Truthfulness.—In words and actions—“Without truth there can be no other virtue.” Keeping one’s word—promises to do wrong. Distinction between a lie and an untruth. Telling what one does not know to be true. Prevarication and exaggeration. The giving of a wrong impression, a form of falsehood. Telling falsehoods for fun. 8. Fidelity and Duty.—To parents—to assist, comfort, etc. To brothers and sisters—older to assist, etc., younger. To the poor and unfortunate. To the wronged and oppressed. PRESCOTT ARIZONA 45 9. Obedience.—To parents. To teachers in authority. To law. To conscience. Nature: Prompt; cheerful; faithful. 10. Nobility.—Manliness. Magnanimity and generosity. Self-denial and self-sacrifice for others. Bravery in helping or saving others. Confession of injury done another. 11. Respect and Reverence.—For parents. For teachers. For the aged. For those who have done distinguished service. For those in civil authority. 12. Gratitude and Thankfulness.-—To parents. To all benefactors. 13. Forgiveness.—Of those who confess their fault. Of those who have wronged us. Of our enemies. Generosity in dealing with the faults of others. 14. Confession.—Of wrong done another, manly and noble. Denial of faults—“The denial of a fault doubles it.” Frankness and candor. 15. Honesty.—In keeping one’s word. In school and out of school. In little things. Cheating, ignoble and base. “Hon¬ esty is the best policy.” Honesty is right. 16. Honor.—To honor one’s self; i. e., to be worthy of honor. To honor one’s family. To honor one’s friends. To honor one’s home. To honor one’s country. 17. Courage.—True courage—daring to do right and to defend the right. False—daring to do or defend the wrong. In bearing unjust censure or unpopularity. In danger or mis¬ fortune. Heroism. 18. Humility.—True greatness—not blind to one’s own faults. Modesty becoming to the young. Avoidance of pride and vanity. Self-conceit, a sign of self-deception. True humility, not servility or time serving. 19. Self-respect.—Not self-conceit—based on conscious moral worth. Not self-admiration. Resulting in personal dig¬ nity. Distinction between self-love and selfishness. “Be not wise in your own conceit.” 20. Self-control.—Control of temper. Anger, when right. Avoidance of hasty words—“Think twice before you speak.” Self-restraint when tempted. Self-restraint under provocation —“Bear and forbear.” Rule your own spirit. 21. Prudence.—In speech and action. When one may be misunderstood. Respect for the opinions of others. “Judge not, that ye be not judged.” 46 PUBLIC SCHOOLS 22. Good Name.—Gaining a good name when young. Keeping a good name. Keeping good company. Reputation and character. 23. Good Manners. (Youth.)—At home. In school. In company. When a visitor or a guest. In public assemblies. Salutations on the street. Politeness to strangers. Trifling in serious matters to be avoided. 24. Health.—Duty to preserve health. Habits that im¬ pair health, foolish as well as sinful. The sowing of “wild oats”—“What a man sows, that shall he also reap.” The body never forgets or forgives its abuse. An observance of the laws of health, a duty. 25. Temperance.—Moderation in the indulgence of ap¬ petite in things not harmful. Total abstinence from that which is injurious. Dangers in the use of alcoholic liquors. Courage to resist temptations to indulgence. Injurious effects of tobacco on growing boys. Cigarette smoking by boys a serious evil. 26. Evil Habits.—Those that injure health. That destroy reputation. That dishonor one’s self and family. That waste money. That take away self control. That incur needless risks, as gambling. That are offensive to others, etc. 27. Bad language.—Profanity, foolish and wicked. Ob¬ scenity, base and offensive. Defiling books or other things with obscene words and characters, a gross offense. The use of slang, vulgar and impolite. 28. Evil Speaking.—Slander a serious offence. Tale bear¬ ing to injure another. Repeating evil which one has heard without knowledge that it is true. “Thou shalt not bear false witness against thy neighbor.” 29. Industry.—Labor a duty and a privilege. Right use of time. Manual labor honorable. Self-support gives manly independence. Avoidance of unnecessary debt. When beg¬ ging is right. An opportunity to earn a living by labor, due every one. 30. Economy.—Saving in early life means competency and comfort in old age. Duty to save a part of one’s earnings —“Lay up something for a rainy day.” Extravagance wrong —“A spendthrift in youth, a poor man in old age.” The hoarding of money needed for comforts or culture or charity, wrong. Charity—“No man liveth unto himself.” PRESCOTT ARIZONA 47 31. Patriotism.—Love of country. Reverence for its flag. Respect for its rulers. Its defense when necessary. Re¬ gard for its honor and good name. 32. Civil Duties.—Obedience to law. Fidelity in office— bribery. Honor in taking an oath—perjury. Duty involved in the ballot—buying or selling votes. Dignity and honor of citizenship, etc. REMARKS ON THE COURSE OF STUDY 1. The course of study for the grades is designed to give pupils a good common school education, as well as to prepare them for the high school. It suggests what should be taught, but does not attempt in general to interfere with the individu¬ ality of the teacher in the presentation of the various subjects. The essential thing is that the work as outlined shall be well done. 2. No home study is required of pupils below the fifth grade. From the fifth to the eighth grades not more than from half an hour to one hour of home study should be expected. Supplementary reading may be additional. 3. Literary or rhetorical exercises for Friday afternoons or for special days or programs are a part of the prescribed work. Each pupil may be called upon twice a year for such exercises. 4. It is suggested that teachers require pupils to commit choice poems or prose classics for opening exercises or in con¬ nection with the reading or language lessons. The pupil will thereby enlarge his vocabulary, perfect his command of the best English, and will be the gainer permanently from the influence of refined sentiment and inspiring thought. Teachers will find it worth while also to encourage pupils to keep them¬ selves informed on current news of national or general interest. 5. In the report cards furnished the parent at the end of each month, the monthly estimates of the teacher are indi¬ cated by the letters A, B, C, and D; and these estimates or grades are based on daily recitations and oral and written re¬ views. A indicates a grade of from 90 to 100 (excellent); B, 80 to 90 (good); C, 70 to 80 (passable); D, below 70 (poor). An examination is given at the end of the semester upon work done during the semester. The semester grade in each sub- 48 PUBLIC SCHOOLS ject takes into consideration both the monthly estimates and the final examination. In recording the semester grades the teacher transfers the letter values A, B, C, or D, as nearly as possible, into their numerical equivalents. If the general averages of the semester grades is not less than 75. and if the semester grade for any subject is not less than 65, the pupil is entitled to promotion at the end of the semester 6. Pupils who complete the eighth grade \v ith the re¬ quired averages are promoted to the high school. Because of the limited number of classes that can be formed in a small high school, it is impracticable to receive beginning pupils into the same at any other time than at the opening of the school in September. If it appears, therefore, that any pupil would regularly complete the eighth grade work at the end of the first semester in January—beginning with the seventh grade— he either will be required to take a half year more than the regular time for the seventh and eighth grade work; or, if he be strong in scholarship and of robust health, be may be permitted to complete these two grades in a half year less than the usual time. In the latter case, the parents will be con¬ sulted in ample time, and if they prefer not to have the pupil crowded, their wishes will be respected. In general, it is advised that pupils will do better to take a half a year longer on the foundation work in the grades, rather than enter the high school poorly prepared. Pupils who begin the work of each grade regularly in September of each year, will have time neither to make up nor to lose, before admission to the high school. HIGH SCHOOL COURSES OF STUDY FOR THE HIGH SCHOOL HIGH SCHOOL COURSES OF STUDY—Continued ELEVENTH YEAR © © 03 h ogSSg 1 S s 'O'w u •* 5 »gS~° % £3-5 C ° oi 1 ! 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