xil -1L Z 379.773 F16c m 1895 )(, I * > ■ Course of Stub^ an£> IRules an& IReeulattons jfalrfielb (Public School Of IfUmote- Bbopteb b$ tbc Boarb of Ebucation Bu0ust 15, 1895. FAIRFIELD, ILLINOIS. REPUBLICAN STEAM PRINT. 1895. COURSE OF STUDY AND RULES AND REGULATIONS FOR THE PUBLIC SCHOOL FAIRFIELD, ILLINOIS @ © /'■HW"' © ADOPTED BY THE BOARD OF EDUCATION AUGUST 15, 1895. FAtRFIELD, ILLINOIS. REPUBLICAN STEAM PRINT. 1895. IBoarO of Education: *1 0 / / — 5 FIGe |HF \\ NJ J. H. KRAMBR, President, J. L. Cooper, Secretary, G. B. Carter, T. L. Dickey, N. J. Hall, J. A. Cox, C. W. Rush. PURCHASING COMMITTEE: T. L. Dickey, J. A. Cox, G. B. Carter. ©/—w—w® TERM EXPIRES 1896: J. H. Kramer, President, J. A. Cox, C. W. Rush. 1897: N. J. Hall, T. L. Dickey. 1898: G. B. Carter, J. L. Cooper, Secretary. •/-K-H# Heacbevs Jfor 1895*6: Q C. H. Pugh .Superintendent A. E. Gilpin. Room 11 I. L. Garrison. “ 10 H. B. Winter. “ 9 J. W. Thompson. “ 8 Ida Dickey. “ 7 Stella Rice. “ 6 Mary Creighton. “ 5 Minnie Stinson. “ 4 Gladys Book. “ 3 Ora Van Buskirk. “ 2 Ella Hopper. . . “ 1 '* aJL ' - • Organization of the School. The School Embraces: I. The Primary Department. II. The Grammar Department. III. The High School Department. The Primary Department embraces: I. II. III. IV. The First Grade. The Second Grade. The Third Grade. The Fourth Grade. The Grammar Department Embraces: V. The Fifth Grade. VI. The Sixth Grade. VII. The Seventh Grade. VIII. The Eighth Grade. The High School Embraces: IX. The Ninth Grade, or Sophomore. X. The Tenth Grade, or Junior. XI. The Eleventh Grade, or Senior. |HE AVERAGE PUPIL can complete the work of a grade in one school year. Some require less time, others more time. Entering school at the age of six a pupil may complete the course by the age of seventeen. Some accomplish the work earlier. Pupils will be allowed to advance as rapidly as their physical and mental ability permit. The course embraces three departments: Primary, Grammar and High School. The Primary Department consists of four grades of one year each—First, Second, Third, Fourth. The Grammar Department consists of four grades of one year each—Fifth, Sixth, Seventh, Eighth. The High School consists of three grades of one year each—Ninth, Tenth, Eleventh. TO THE PATRONS OF THE SCHOOL. The prosperity of our schools is in your hands. Superintendent and teachers alike need your hearty co-opera¬ tion and support. Their desire, as well as yours, is to have our schools rank among the best in the state. Teachers, like everybody else, need apprecia¬ tion and sympathy. No other body of workers are more deeply interested in the out-come of their toil than are teachers. No others, except yourselves, are more anxious for the welfare of your children. Your interests and ours are identical and during school hours they center in the school-room. The school-room holds the heart of the city. It is a wonderful place, a place of untold responsibility. You can help us in many ways. Good schools can result only when teachers, parents and school officers work in hearty sympathy with one another. Each has his part and his place. Parents, by exerting a proper home influence in favor of teachers and school management can very materially aid the success of the school and advancement of their children. It is even their duty, and should be so re¬ garded by them. Regularity of attendance is essential to the best results. Irregular attendance is a source of great injustice to some pupils and they feel it most cruelly when the time comes for promotion and they are left behind their classmates. Hopeless and spiritless these pupils draw through the allotted school days, and leave the school-room with a mere smattering of knowledge and totally unfitted for the duties of life. “Punctuality is a Cardinal Virtue.” No pupil should be suffered to disregard this virtue. Your children have no better right to be tardy than their teachers. We ask that no light or trivial cause be allowed to interfere with the punctual attendance of your children. Parents should send their children to school every day. When the school term begins, its attendance becomes a business with them and must be attended to regularly if success is attained. Business principles should govern all the affairs of life. Parents have no right to detain their children from school a single day. Parents should require their children to take the full course of study in every room. The school curriculum has been made a matter of earnest and thoughtful study by eminent educators, and although parents may differ from them as to the utility of certain branches, prejudice should be set aside and the children given the benefit of all that the school course contains. Such things should be left to the judgement of men of wider experience. Parents should remember that the school is for their children. The better the school, the more benefit derived from it by their children. Each parent should therefore strive in every honorable way to uphold the work of the teacher and to upbuild the educational sentiment in the community. Thus only can good schools result. Children sometimes go home and relate exaggerated stories about the punishment received at school. In all such cases it is suggested that the parent, if he believes any injustice has been done the child, go to the Superintendent who will take pleasure in investi¬ gating any complaint which seems to have a just foundation. There can be no harm in the parents hearing the other side of the story, which course nearly always results in the justification of the teachers, and in the estab¬ lishment of more amicable relations between parents and teachers. Parents, the forgoing suggestions are made solely with a view to the welfare and prosperity of those whose lives are as precious to you as your own. Our plea is for unity of effort as well as unity of purpose. “Come, let us live with our children.” Remarks on the Course of Study INSTITUTIONS, like individuals, experience periods of growth and development. To meet the demands of advancement and to continue the former progress of our schools it became necessary to adopt a course of study. The course does not attempt to mark out in detail all features of the work in the school, but rather to sketch in outline the general plan. The meetings of the teachers and individual assistance of the Superintendent are intended to supplement the coarse, by the opportunity thev afford for a better under¬ standing of special features of the work, and the best methods of accomplish¬ ing it. in order to allow freedom to the individuality of the teacher, in the selection and use of methods, minuteness of detail and direction has been studiously avoided. It was meant to give only the matter, not the method. In the adjustment of the course to the schools, much is left to the skill and intelligence of the teachers. They will therefore make careful study of methods and select such as are best adapted to their work; the qual¬ ity and manner of instruction being regarded as of highest importance. We hope as a consequence substantial progress will be made in the studies of the curriculum, and above all, habits of study, industry and faithfulness in the discharge of duty, will be formed which will issue in good fruitage in the future lives of the children. Our teachers, as a rule, are keenly alive to the importance of the work entrusted to their hands, and feel that their office is one of great re¬ sponsibility—that a sacred trust has been committed to their keeping, and this conception of the office they have assumed will have its proper influence upon their daily work. It is but truth to say that our teachers as a body are dominated by a spirit of faithfulness to duty. We do not base the successful issue of our work upon the adoption of innovations upon the old and well tried plan of faithful and continuous work along approved lines of study. We aim to be thorough in our work of supervision, instruction, requirements, guidance and help. We deem it of the greatest importance to maintain a high standard of thoroughness and excellence in all school work, thereby inspiring high ideas in the minds of th« children. Pupils, who realize that their standing in school work depends upon their faithful and conscientious discharge of duty, are prompt and punctual in attendance, reliable and thorough in the preparation of lessons, thoughtful, considerate and correct in their deportment, and in consequence are developing into men and women who will be a credit alike to the community and to the state, while at the same time they are securing a thorough and practical education for the every day duties of life. Our central thought in the preparation of this ’course was to make it practical—to bring the pupils during their school life into closer touch with the great and busy world outside of the school room— to make the course of study not alone a means of education, but an actual in¬ troduction to the realities of life and living as well. If we succeed in this we will make the school life of the children more attractive and pleasing to them. They will have a living interest in their school work and will be absorbed by it. Their minds will be attentive to school duties and in con- 8 sequence rapid and thorough-progress will be made in the studies; and not only this, but interest and activity in the work of the curriculum having dispelled idleness and consequent mischief, our teachers will experience but very little difficulty in the management and control of their pupils. Thus we hope the course of study to touch the life, habits and character of the pupils, and how important it is, not only that it should be arranged upon sound psychological principles, but that it should be taught in accordance with those principles as well. As expressing my views regarding the educational value of the com¬ mon branches, I will deal with each separately. Numbers I regard the importance of number work much above the average. Neatness, rapidity and accuracy of work in all slate and black-board exercises are required, while in oral work, correctness of speech is insisted upon in all the grades. In the first steps the lessons are objective. There are two reasons why this is the best method. The first is, that in the experience of children number is essentially associated with objects, and the second is embodied in the pedagogical principle that children more readily understand through the medium of sight. In all our work in arithmetic we aim to bring the arithmetic of the school room into touch with the arithmetic of the every day, practical life into which the pupil will be ushered when he steps out of the public schools into actual business, as do a large majority of our pupils. Spelling. Spelling should always rank high among the exercises of the schools,and special attention should be given to this branch in the primary grades. I do not believe that pupils can make adequate progress in this study without the use of a spelling book, and I have, therefore, placed a primary spelling book in the hands of the pupils of the Third Grade. The pupils of the Fifth Grade begin the advanced book, which is completed in the Eighth Grade. Thus, the spelling book with daily oral and written lessons, is carried throughout the schools from the Third Grade to the Ninth. In the High School it is our purpose to conduct frequent drills and reviews in spelling. “No blunder is so reluctantly excused as a blunder in spelling.” Reading. No one will question the importance of Reading among all the studies of the curriculum. It lies at the foundation of all studies. Inability to read will be found, upon close scrutiny to be one of the chief causes of poorly pre¬ pared lessons in all departments of the school. Inability to read embarrasses and hinders pupils in the preparation of arithmetic lessons, grammar lessons, geography lessons, history lessons, and so on throughout the list, in the elementary Schools and in the High Schools as well. Ability to read readilv *7 9 and understanding^ is one of the first and essential conditions to the acquisition of knowledge. Learning to read is perhaps one of the most complex and difficult of all the tasks which the mind of childhood encounters. It involves a com¬ plete and thorough mastery of all the printed forms and symbols of English language. During the past years I have given considerable attention and thought to this branch, and I believe that much is to be done by the teachers of the primary and intermediate grades to secure better results in reading. The need in this direction is more supplemental reading matter in the pri¬ mary grades. Our school rooms need books—bright, sparkling with thought of real life, with pictures in words and pictures engraved, pictures of the old, round, work-a-day world and its people, its plants, its animals and its stirring, rushing stream of human life—live books, written by living men and living women—men alive to child life, and women living among and with the children—books that will appeal to the living mind. There are books and books, but the one great, open, wonderful book—God’s great child¬ ren’s book—the only book that children always and intuitively love—the one only book they never tire of reading, the great Bible of Nature. We do well to bring photographs from its pages into the school room and rank them high among our choicest educational means. Among the many excellent supplemental reading books of the day, which would aid much to the value and efficiency of the reading work in the primary and intermediate grades, I mention “Geographical Readers,” “The World and Its People” and other numbers of Young Folks Library. Language. No exercise in the course of study, can be made of more practical value to the pupils than language study; and when I say language here, I mean the English tongue—the language of Americans and America. I speak advisedly in saying that ability to use our mother tongue correctly and fluently, both orally and in written form in all the daily avocations of life, adds materially to our usefullness and success. Our scholarship is very largely measured by our use of language. All desire to be influential in life, and this is praise-worthy. What more potent factor of human influence than human speech. Of all the various exercises of the school room, but one will be brought into daily and hourly use throughout life, and that one is lan¬ guage. In view of these recognized facts, I have added a graded course of language, beginning with oral work in the primary grades and culminating in the practical study of English Language and Literature in the High School, as will be seen by reference to the course of study. American History. In this branch of study we do not aim to teach lists of dates and isolated and disconnected facts, however interesting these facts may be in themselves. We rather aim to direct the minds of the pupils into lines of inquiry regarding the causes and effects of the great events in the develop- 10 ment of our country. The purpose is to develop and fix the habit of thought¬ ful inquiry into the governmental problems and policies of the American Republic. History is not alone a record of past events. It is. the treasure house of human experience and human knowledge. The progress and devel¬ opment of the race have been possible because of this fountain of past expe¬ rience. The civilization of the present strikes its roots deep into history. The study of American History ought to make better American citizens and a higher civilization in the future, otherwise its study has been mere pass¬ time. Penmanship. We will use Practice Paper and the “Normal Review Course” in writ¬ ing, and in general throughout the schools, fair results will be obtained. Our him is to make plain, practical writers, rather than to teach fancy work in penmanship. Writing is an art and is best acquired by practice under intelligent and painstaking guidance. Drawing The value of Drawing as a branch of instruction has long been recog¬ nized. Properly taught and in connection with form study it is scarcely second to any branch, as a means of mental development, and is almost in¬ dispensable in the education of every child. It is made an essential part of the work in each grade. The study of drawing is calculated to lead pupils, through the cultivation of their observing powers, to take a lively interest in the forms of objects around them, and also to become conscious of the power of expressing their ideas of such forms by drawing; while at the same time the eye has been trained to observe, the hand to execute, and the mind developed through perception, thought, and expression. use prang’s shorter course. We also do some work in perspective and in drawing from objects. Geography. In no other study has there been more improvement made in subject matter and in methods of teaching of recent years than in the study of geography. Geography is a more or less systematic treatise about the w( rid —its lands and its waters, its plant and animal life, its people and how they live. What a variety of subjects of surpassing interest to the inquiring mind of childhood is presented in the study of geography ! How intensely interesting must this study be to the pupils, and with what keen pleasure must they anticipate each and every lesson. If such is not the case, teachers have grave reasons to question their methods of teaching the subject. Moral Training. There can be no question about the importance of moral instruction. The highest intellectual education without moral character to direct it, only renders its possessor more potent for evil to the social fabric. Our duty 11 to educate tlie children of the Republic intellectually, therefore, only serves to emphasize our duty to educate them morally. Without regular, systematic and continuous training desultory and unsystematic instruction in any department of human education, is ever attained. I have therefore deemed it my duty to add to the curriculum a course in Morals and Manners, taking as a basis the outline prepared by Dr. E. E. White. General Information. It is too often the case that children are ignorant of common-place facts. There are many useful items of knowledge which children have no means of acquiring, except as it happens, and it not unfrequently happens that children grow to adult age in ignorance of many things they ought to know about the every day affairs of life and the world in which they live. In this department of school work, system and regularity are essential as elsewhere. I have added general information one or two lessons per week, to be taught from outlines furnished by the Superintendent. Teaching Patriotism. Teachers will find abundant opportunities for teaching patriotism in connection with the reading lesson, history and geography lessons. The lives of the statesmen and heroes of the Republic, the resources of our wide domain and the deeds of American soldiery, all furnish subjects which the judicious teacher will use to inspire the young with love of home and country In this connection I propose the following days to be known as flag days: Feb. 14—Birthday of Lincoln. Feb. 22—Birthday of Washington. Feb. 27—Birthday of Longfellow. Mch. 9—Battle of Monitor and Merrimac. Apr. 9—Surrender of Appomattox. Apr. 19-Battle of Lexington. 1 Apr. 30—Inauguration of Washington, as First President of the IT. S. May 30—Memorial Day, (half mast). July 4—Declaration of Independence. Oct. 21—Discovery of America, by Columbus. Nov.-Thanksgiving Day. Dec. 22—Landing of the Pilgrims. Promotions. One of the important duties developing upon the Superintendent is that relating to promotions. I, submit the following as embodying my views and practice in this department of school supervision. They are in harmony with the advanced pedagogical thought and practice of the day. 1. Examinations, as a basis of promotion, are not only untrust¬ worthy, but manifestly unjust to the pupils. They are testsiof mem- 12 ory rather than education or mental development. It has not infrequently happened that pupils who had been regular in attendance and industrious in study, failed to pass because the anticipated examination time brought worry and excitement causing nervous prostration to them, while others who had been less faithful succeeded in passing. The examination alone does not show the worth of a pupil’s work. 2. There are several factors to be taken into account in determining a pupil’s fitness for promotion. Chiefly among these are, the pupil’s educa¬ tional power, the teacher’s judgment of the every-day excellence of the pupil’s work as shown by the record, and the length of time spent by the pupil upon the studies of his grade. In addition to these, occasional tests, oral and written, should be given by the teacher to assist his judgment. These tests, or reviews, should be wholly informal and divested of all semblance to the set examination, and the pupil should understand that they are not the decisive factors, but are subordinate to the every day tests, commonly called recitations. 3. In making promotions, reference should be had to the individual pupil rather than to the class. The welfare of the child is paramount, not the grade. The question is, Can the child go on? Not, will his promotion slightly vary the perfect sameness of the grade above? Should there be doubt, the child is entitled to its benefit beyond question. Superintendent and teachers must live largely in the realm of child life whilst withal their knowledge and experience of mature life shall enable them to be safe guides and mentors of the little ones whose destinies they so largely control. Such a superintendent and such teachers will pause and take sober thought before they cause a child to lose a year in school. They will seriously consider the effect such a measure will have upon the courage and inspiration of the child. 4. It is not too much to expect that every boy and girl of average ability and industry should move steadily up the ascending and widening grade of school instruction without loss of time until he or she graduates from the High School. If they do not, something is at fault, either with the administration, with the teaching, or with the course of study. The graded school system should be made sufficiently flexible to enable pupils of more than ordinary ability to gain some time in the elementary schools. We will have a system of class records by means of which the -superintendent, teach¬ ers and pupils know every month the relative value of the work done by any pupil in any class throughout the entire school and we will be able to give the standing of any pupil who has attended the schools one month, one term or a year. The High School. The modern American High School may appropriately be called the ‘•College of the Masses.” It has very largely displaced the old time academy as a preparatory school for college and higher institutions of learning. The additions made in the course of study will, without doubt, add much to the 13 efficiency and prosperity of our High School, and will, in the end, induce many more students not only to enter the high school, but also to complete a full course of study. Respectfully submitted, C. H. PUGII, Supt. City Schools. Outline of Work—Primary Senool FIRST GRADE. READING. ✓ 1. Oral expression of thought in complete answers to questions (con¬ versations). This is to secure the correct form for the unit of thought, the sentence. 2. The written form of action words, for the action word is the-soul of the sentence; the idea presented before the word. 3. Pictures with action-words forming sentences. 4. Names of members of class with action-words forming sentences. 5. Analysis of words in sentences. 6. Synthesis of sounds into words. 7. Other words are needed; connecting words, require special drill. 8. Print introduced after thorough mastery of about one hundred words in script. The equivalent of three easy First Readers, the first year. Translating print into script by copying words and sentences from the readers. Original sentences as soon as possible. Conserve energy by preventing errors. Secure right thinking and correct habits by so conditioning the child that the right will be easier than the wrong. To be profitable, thought must be in ever step. Working Materials.— In this grade the teacher should use crayon in picture-making, and she should be a good penman. Many objects are use¬ ful: Chart with Primer, Harper’s First Reader, parts of other First Readers, etc. LANGUAGE AND LITERATURE. 1. * Language is a training that should result in correct and fluent use of English. The first steps toward this end are teaching correct sentence forms and correcting prevalent errors. 2. The material for the drill is furnished by the children, as they report daily on things they see and hear, and in re-telling stories told to them. 3. Select stories from flEsop, Grimm, Anderson and others and tell them. Several poems are spoken to the children and they attempt to repro¬ duce them. Written.— At first merely imitative, copying words or sentences. Some portion of the reading lesson, should be copied daily, from the black¬ board or reader, to accustom the pupils to correct spelling, punctuation, capitilization, by unconscious imitation. They should be taught to write sen¬ tences of their own as soon as the number of words learned will permit. I 14 SPELLING. Taught in connection with reading, language and writing. Have oral and written spelling. Spell by sound and name. Be sure pupils can spell all common words used in the grade. The simple diacritical mark's may be learned. WRITING. Material.— Special ruled slate and paper. Writing is first mere copying of word learned in the reading and other lessons. Accurate mental pictures of single letters are produced by writing in the air and by tracing ’ on slate or paper. Correct position and movement are attempted from the first. Copies of large size and accurate form. The entire alphabet of small letters and some capitals are learned the first year. NUMBERS. 1. Determine the child’s knowledge of numbers. The child learns to observe “how many” in objects, actions and sounds. He is led to see a two. a three, or four objects in and among other objects. 2. Children are led to abstract the number from objects before them by asking them to tell the “how many” of objects and parts of objects at home. 3. Children are taught to make accurate and rapid observations about the “how many” by means of sight cards. All the fundamental oper¬ ations in numbers below eleven are learned the first year. The halves of 2, 4, 6, 8,10; thirds of 3, 6, 9; fourth ot 4, 8, and fifth of 5, 10, are learned and tested as ones. 4. The work of the year is carried on under three heads, namely: (1) Finding out the number of facts. This is done by requiring pupils to handle sensible objects. When the fact has been reached, much care is taken that the child states the fact in clear and concise language. (2) Fixing the number-fact in the mind as a part of itself. This is done by requiring each pupil to state in clear concise language, which is afterwards fixed by concert drill. (3) Applying the number of facts in making and solving of problems. The children make these problems concerning the buying and selling of pen¬ cils, oranges, marbles, etc.: also about birds, eggs, pigs. Materials. —The materials are the splints, beads, shells, spools, pebbles, inch cubes, foot rules: pint, quart, and gallon measures. The four fundemental rules through 10 by the “Selley’s GrubeMethod.” Each number must be completely developed by the use of objects. Instructions, at first, oral, so the child may fully comprehend num¬ ber before the symbol is given. Notation.— Read and write numbers to 100 by Arabic method and to XX by Roman method. Fractions.— Teach objectively 4, 4, 4, one-fifth and apply them to the numbers learned: as 4 of 2, 4, 6 or 8: 4 of 3, 6 or 9; 4 of 4 or 8; one-fifth of 5 or 10. Compound Numbers.— Teach pint, quart, peck, inch, foot, yard. PREPARATORY GEOGRAPHY. Teach the cardinal points, also the semi-cardinal points, and the idea of distance. Measurement of school room and of objects in the school room. Eising and setting of the sun. Eeview directions. Talk on woods, lakes creeks, ponds, hills, in the neighborhood. Capitals of the county and state. DRAWING. The work of this year is designed to develop the perceptive powers. By it the child learns to observe and gains a means of expressing his ideas. It is to help him in all of his studies and is taught with this end in view. The year’s work gives the child ideas of form as he handles the solids and makes them in clay. The* type forms used are the sphere, cube, cylinder, lie hnds, thinks or, ana molds objects like these. He learns to use and write the names of type forms. The circle, square and oblong are developed from the type forms made in ciay; the same forms are cut in paper, the square and oblong are laid with sticks. Taper folding is a feature of interest and culture to be taught during the year. The primary colors, red, yellow and blue, are taught this year. Set ino. zo Prangs Models for Form Study and Drawing, Prang’s Pri¬ mary Course, slate and practice paper. SCIENCE. Purpose.—T o enlarge the child’s sympathy and to extend his range of knowledge ana judgement; 10 cultivate perception, memory and judgement, that he may become a close observer, an accurate reporter and a discriminat¬ ing judge. Material.— Chiefly what is seen and heard. Insects and birds in the fall. Domestic animals in the winter. Birds, leaves, seeds, flowers in the spring. IN. B.— All the general principles and directions given for the first year applies through the entire school. MORALS AND MANNERS. Obedience, truthfulness, politeness, punctuality, cleanliness and other virtues taught and practiced. SECOND GEADE. READING. The distinctive features of the work of this year are two: (1) Quick sighting of words by means of their phonic elements, and (2) writing words from dictation (spelling). The facts to be learned of a word are the letters needed for writing the word; and the sound, tne syllables, and fne accent needed for reading the word. The ability to cover these four points depends upon the power to abstract the word. To some extent this power is acquired in the first year, but there are hundreds of words read by the children which they cannot 16 write from memory. In the second year they begin to bring the power of reading and that of writing more nearly parallel. Until the child is inde¬ pendent of such help, he is assisted to the correct pronunciation of the diffi¬ cult words before studying. Simple homonyms,—as to, too, two; hear, here; no, know; there, their; see, sea: be, bee; write, right; new, knew; blew, blue, are taught by their use in sentences. Materials. —The equivalent of two advanced First Readers, Harper’s Second Reader, are read this year. Nature stories for young readers, black¬ board and crayon for picture making, etc. LANGUAGE AND LITERATURE. The work of the second year is similar to that of the first, except that the children are required to do more written work. vEsop's Fables, and stories of familiar animals are used chiefly for language. Many of these stories are reproduced in writing, but before the pupils are asked to write, the forms are made familiar to them, and also such technical points as will be needed to put into correct form the story which they are asked to write. The pupils may use DeGarmo’s Language Book No. 1, the last part of the year. Copying sentences or paragraphs from black-board or reader. Supply¬ ing omitted words. Writing short descriptions of pictures or objects. From dictation. Composing sentences containing given words. Relating accounts of things seen or done. Punctuation. —The use of the comma, in a series of words; before and after the name of a person addressed. The exclamation point. Period as a mark of abbreviation. Comma and period as punctuating dates and addresses. Capitals. —At the beginning of names of counties, cities, streets and months. Review and teach use of capitals as found in First Reader lessons. Abbreviations. —The meaning and use of the following: Esq., ans., Av. (avenue), ct., cts., doz., yd., ft., pt., qt., lb., and all found in the Reader. Names of days and months. Conventional Forms. —Teach each pupil to write his address in full; also to write heading and salutation of letter. Grammatical Forms.— The correct use of a, an, the, this, that, these, those, is, are, was, were, has and have. Names to denote one and more than one. The use of verbs to agree with each form. Give systematic drills in the correction of colloquial errors. Also the wse of adjectives, adverbs, per¬ sonal pronouns. Forms of common irregular verbs; as, go, sit, set, lie, lay, see, run, do. The literature of this year consists of the oral analysis of several simple poems, recited by the teacher to the pupils. Some part of the poem must be remembered and given back to the teacher. Before the end of the year pupils are asked to reproduce some of these poems in writing, from memory. SPELLING. All the new words of reading lessons and,other familiar words not in reader, but used in language exercises. Often review words frequently mis- IT spelled. All diacritical marks used in reader. Daily phonic drill. WRITING. Copy book No. 1, Normal Review System, pen and ink and practice pa¬ per, or improvement tablet. Daily practice of free movement exercises. All the letters large and small, in order of the alphabet. Peculiar joining of the letters. NUMBER. The work of the first year reviewed to secure familiarity with the forms of thinking in number. Numbers between 10 and 20 are shown to be ten and a certain number of ones. Bundies of ten worked with as ones. Children interpret from board the written forms for the fundamental opera¬ tions, and illustrate them by means of splints, blocks, etc. Solve problems, giving a very simple analysis. A few of the simpler measures are handled by the children in actual measurements. All the number facts learned are applied in the making and solving of original problems by the pupils. The work of the year should result in an ability on the part of the pupils to interpret symbols (figures) of numbers, and signs (+, —, X, of numerical operations through twenty. Study the relations of numbers by means of objects. Gradually free thought from dependence upon sense per¬ ception. Materials.— These are the same as in the first year, with the ad¬ ditional of work with pencil and paper, and actual divisions of objects to teach fractions, measures, foot and yard learned and used, also the pound is taught. Number Work.— Continue the development of numbers to 30, and have tables completed and learned to within limits of that number. Notation.— Read and write numbers in Arabic to 1000, and Roman to LN. Fractions. —Review fractions of First Grade and teach in same way 1-6, 1-7, 1-8, 1-9, 1-10, 1-11 and 1-12. Compound Numbers. —Ounce, pound; days in w r eek; weeks in month; months in year; number of inches in linear foot; feet in yard. Square foot and square yard as wholes. Things in a dozen. Mechanical Work.— Add columns-of 0’s, l’s, 2’s, 3’s, 4’s, thesumnot to exceed 30. Add and subtract by 5’s and 6‘s to 30. Subtraction.—The subtrahend composed of 0’s, l’s, 2’s, 3’s, 4’s, and each figure of the minu¬ end greater than corresponding figure of subtrahend. Multiplication.—Multi¬ plier not to exceed 6. Division.—Divisor not to exceed 6. Thorough drill in rapid work and solution of concrete problems. Count forward and backward by 2’s, 5’s and 10's to 100. The formation of tables of addition, subtraction, multiplication, and division. Much oral and written work requiring the solution of concrete problems involving one operation. PREPARATORY GEOGRAPHY. Talks on rain, hail, sleet, frost, snow, ice, air, fogs, dew, mist, clouds, water-spouts, lightning, rainbow and wind. Review previous work. 18 DRAWING. The work of the second year follows the same plan as that of the first, and the same objects are held in view. The type forms used are the hemi¬ sphere, square prism, triangular prism, semi-circle, and equilateral and isosce¬ les triangles. Use “Prang’s Small Guide Took.” The colors are orange, green, purple, with those taught the first year. Same set of models as used in the previous grade. SCIENCE. Field Work.— Observation as in the first year, but pupils will see and hear more things in the second year, and they will hear and see these things more particularly. In the fall, notice seeds, fruits, birds and trees. The preparation of trees and animals for winter. In the winter notice birds, domestic animals, wild life, snow flakes. In the spring, notice returning birds, vegetation, insects, flowers, etc. Materials. —Colored crayon, colored pencils, miscroscope, objects brought by pupils for examination. MORALS AND MANNERS. Lessons on kindness, patience and cleanliness one day each week. THIRD GRADE. READING. During the third year the child is thrown more upon his own resources, lie is asked to do original work, but the chief drills are intended to give him increased power in the use of words, to establish correct habits in form, to cultivate his memory and to increase his power to bring his thoughts to bear upon any subject desired. Some of the methods used for these purposes are given below: Dictation of words, stories and poems; reproduction of stories; pro¬ nunciation drills and memory forms learned by concentration of thought, developed by substituting for the word used in the book, words from the children’s vocabulary. Homonyms learned as children discover them. Materials.— Two Second Readeis or the equivalent are mastered during the year. Games and other devices are used to keep the interest sustained. As far as practicable the objects read about are brought before the class. Papers and magazines should be used to some extent. Harper’s Third Reader used. LANGUAGE AND LITERATURE. ■ Lessons in Zoology, Botany and Biography furnish the material for oral and written work. Accuracy ana neatness required in all the work. Daily correction of errors. Composition work consisting of the reproduction of stories read by the teacher, more fully. Dictation exercises to teach para¬ graphing, punctuation, etc. Have pupils explain how the contractions don’t, doesn’t, can’t, I’m, I’ll, wouldn’t, isn’t, are formed. Don’t for doesn’t, is for are, done for did, seen for saw, are mistakes that must be persistently cor¬ rected in the oral language as well as in the written work. Punctuation.— Use of apostrophe in possessive nouns, and in omis¬ sions. 19 Capitals. —In headings and titles of books. Abbreviations.— Rev., Capt., Gen., M. (noon), A. M., P. M.. P. S., P. O. Conventional Forms.— Letter writing. Copy a model of letter form from blackboard, giving a proper knowledge of (1) heading, (2) address, (3) salutation, (4) close, (5) superscription. Write short letters. Grammatical Forms. —Correct common errors in conversation. Teach definition of noun. Review singular and plural. Rule for forming plural by adding ‘s’. Teach the verb. Develop idea of sentence. Drill upon tilling blanks in sentences with verbs and nouns. Continue the drill upon the use of words suggested for preceding year. Use Southworth & Goddard’s First Language Lessons to lesson 120 on page 69. The literature must be choice poems studied and memorized. SPELLING. In connection with the reading, language and other work of the grade, oral and written; by sounds and name. Remark.—Be sure pupil can spell all words learned and used in the grade. Do not permit pupils to guess at the spelling of words; re-write until thoroughly learned; spell mostly by writing, as that is the mode used in practical life; teach your pupils to be¬ come good spellers; this can only be done by much practice. These two classes of words should not be dwelt upon: First, those simple one3 that pupils already know; second, those unpracticable ones that they will never use, or which can better be learned when needed. Continue exercises in phonic analysis.and synthesis of monosyllables. Syllabication of words of two and three syllables. Marking of accent. A primary spelling book to be used this year. WRITING. Material. —Copy book No. 2, and pens. Movement book. Daily practice of three movement exercises. The small letters in allied groups; ‘a’ group (a, d, g, q); ‘i’ group (i, u, w, t); ‘m’ group (m, n, h, y); ‘1’ group (b, 1, k, f, j, z); mixed group (c, d, p, b, s, x, v); single letter (o). Capitals in groups. .Peculiar joinings and words difficult to write. Careful attention to spacing. The copy for the day, after being traced with dry pen should be written on drill paper before writing in books. ARITHMETIC. . , The work for the year includes operations in numbers through 100. Tens are worked with as ones were in the second year. “Place value” of figures taught with objects. Pupil adds, subtracts, multiplies, divides (also partitions) tens as ones. He learns to count to 100 by 2’s, 3’s,4's, 5’s, etc., and he also learns that any number, as 76, is made up of seven tens (bundles) and six ones. He reads it seven tens and six ones or seventy-six. Toward the close of the year the pupils do simple written work in the fundamental operations. This written work is illustrated with objects by teacher and pupil, until the pupil can give a class statement of the process without the presence of the objects. Material— During the year the pupils use a text book, by the use 20 of wliich they learn to interpret problems through words. Fix number facts by drills. The pupils bring, from time to time, the written solutions of simple problems and other written matter connected with the study of numbers. Continue the development of numbers to 100. Complete the tables, to the limit of this number. Notation. —Read and write numbers to 10,000,000 by Arabic method to D by Roman. Fractions. —Teach to add and subtract both common and decimal fractions by the use of objects. Compound Numbers.— Review tables learned and extend same. Mechanical Work. —Develop definitions of addition, subtraction, multiplication, and division. Multiply and divide by numbers consisting of two places. Rapid oral work. Solution of practical problems. White’s Elementary Arithmetic to page 63. PREPARATORY GEOGRAPHY. Time. How divided? Day; night. Cause. Summer and winter. Cause. Length of day in each season. Seconds in a minute. Minutes in an hour. Hours in a day. Days in a week. Weeks in a month. Months in a year. Name the seasons. The months. Study city. Draw map. Size, po¬ sition, settlement, railroads and city officers. Bound and draw map of the township, and locate the railroads, towns, rivers, etc. Capital, Area. Climate, different kinds. Farmer, what he does. Who uses the products of the farm? What products are exported? Merchant, from what countries are his goods obtained? Mechanics, tell why each is needed. Tell what minerals there are in our State. The most important. Tell of savage life, giving examples. Half-civilized. Name some lialf-civilized nations. Tell what nations are civilized. To wliat division does our country belong? Prepare for and devel¬ op as far as possible the following topics in relation to the Country: Dnw, position, boundary, size, surface, soil, vegetation, minerals, rivers, lakes, creeks, railroads, towns, cities, manufactures, industries, officers, noted men, schools and colleges, history. DRAWING. Follow same general plan as in first and second years. The type forms are ellipsoid, ovoid, cone and pyramii. Dictation exercises on the black-board and on paper, and some drawing from objects give the opportu¬ nity to apply these type forms and those learned in previous years. See Prang’s Manuel. Book No. 1, Prang’s Shorter Course. SCIENCE. For the Fall.— Fruits, seeds, fall flowers: preparation of trees for winter; preparation of insects and animals for winter; migratory birds as they disappear: home birds in winter. For the Winter.— The sky and landscape, rainfalls, snows, coats of animals, fuel. For the Spring. —Coming of the birds, buds, leaves, seeds, flowers, insects. 21 Material.— Same as previous years. MORALS AMD MANNERS. Truthfulness, obedience to parents and respect to the aged taught one day in each week. FOURTH GRADE. READING. Study long and short vowels, diphthongs and consonants. Phonic analysis. New words pronounced in the class when the lesson is assigned. Nat¬ ural expression of thought. Pupil reads to himself before reading aloud. Children relate the story of the lesson. Proof required that the pupil under¬ stands b3fore he is asked to read aloud. He is led to glance from the book when within a few words of the close of the sentence. Attention given to the meaning of new words. Pupil’s acquaintance with words shown by his using them in sentences. Pupils use their own language in the explanation of sentences or paragraphs. Copy paragraphs from the readers. Attention to spelling by sound and letters. Silent letters noted. Selections memorized. Accent, emphasis and inflection should be made prominent. Cultivate distinct articulation by phonic spell¬ ing and careful pronunciation. Lessons short and well-mastered, often reviewed. Pupils of this grade should be provided with Webster’s Common School Dictionary, and its use carefully taught. A few words should be assigned with each lesson to be looked up, the diacritical marks, pronuncia¬ tion and meaning learned. Harper’s Third Reader completed. Supplementary Reading.— Nature stories and current litterature. LANGUAGE AND LITERATURE. Continue work of previous grades. Complete Southworth & God¬ dard’s First Language Lessons, from lesson 120 on page 69. Pains taken to secure systematic and connected thought. Neatness. Children encouraged to talk freely of what they have seen, and to relate their own experience. (Teacher must be a good listener.) The children helped to the right habits of thinking. Insist on correct forms, whether written or spoken; false forms, even when under criticism, to be rarely repeated. Pupils led to give full descriptions of objects. (Few questions.) Let the language be sup¬ plemented by work in science, “The House I Live In”.as a text. Oral.— Read directions of previous grades. Conversations on objects as before. Reproductions of the story of the reading lesson. Incidents of knowledge outside of school related. Written.— Writing from dictation, applying rules for punctuation . and capitals. Description of. objects studied. Reviews of lessons or stories. In written reproduction require proper paragraphing of work. Short compo- ; sitions on subjects discussed in conversations or oral object work. Punctuation.— Use of the colon before a formal question. Teach the separation of a. quotation from the rest of a sentence by commas: the dash to express interruption of speaker, or abrupt change in the sentence. Review. i, > Capitals.—A ll proper nouns and words derived from them should be- 22 gin with capitals. Begining the first word of a line of poetry; a noun per¬ sonified; name of Deity and pronouns standing for His name. Abbreviations.— Names like Chas., Jas., Geo., Wm., No., Co., etc. Contractions.—I’ d, ’tis, there’s, they’re, lie’s. Conventional Forms.— Letter writing; business letters; brevity and exactness. Grammatical Forms. —Verbs: present, past, perfect, (complete); forms of those in common use. Careful drills on sit, set, lay, lie, raise, rise, teach, learn. Adjectives—Use and comparison. Singular and plural posses¬ sive of nouns. Correct Colloquial Errors. —Teach the forms and uses in sen¬ tences of personal, relative and interrogative pronouns. Use of each, every, either and neither. Use of the adverb. Distinguish between adjectives and adverbs, prepositions, participles. Literature.—M emorized selections from the reading recited; have stanzas and paragraphs from the reading recited in connection with the reading; other short, appropriate selections properly recited, observing the same method as in reading. SPELLING. New and more difficult words. Close attention to syllabication, ac¬ cent, silent letters and use of diacritical marks. Phonic analysis. Begin the study of simple English derivative words by giving onedesson each week; as er—one who or that which—bak-er, baker—one who bakes. The final e of bake is dropped before a suffix begining with a vowel. In a similar way teach some of the most important prefixes and suffixes: e, ab, con, pro, pre, ex, trans, sub, tri, ed, ant, in, un, ad, re, tion, age, or, ble and such others as may be used to advantage in this grade. The Primary Spelling Book to be completed this year. WRITING. Copy-book No. 3 for first term, No. 4 for second term. Drills to cul¬ tivate movement, ease and rapidity. Make use of black-board to call atten¬ tion to any common error and to show how to correct it. ARITHMETIC: Exercise in rapid addition, subtraction, multiplication and division. Promptness. Problems in U. S. money made and performed by pupils. Drill work, oral and written. Fractions, illustrated by the use of money, dry measure, counters, sticks or lines. No opportunity given for guessing. Re¬ view all the tables of fundamental rules learned and proceed with same method to 150. Be sure the pupil knows instantly the forty-five combinations of numbers. Notation.— Write by Arabic method to 100,000,000. Complete the Roman method. Give sufficient practice in reading and writing numbers to be sure the pupil can write any number with ease and accuracy. Fractions.— Illustrate the meaning of the terms, numerator and denominator. Multiply and divide fractions by intergers rot to exceed 12. Reduce mixed numbers to improper fractions, vica versa. Work objectively. 23 Decimals: Teach addition, subtraction, multiplication and division of tenths, hundredths and thousandths. Fix the equivalents of £, J, 4, 4, Apply the work to U. S. money. Compound Numbers.— Teach reduction, addition, subtraction of compound numbers, tables of U. S. money, Dry measure, Land measure, Avoirdupois, Troy, Apothecaries’ weights and liquid measure. Mechanical Work.—D rill in addition, subtraction, multiplication and division of small and large quantities. Per Centage.— Teach meaning and what part of anything 50, 25, 75, 334 and 100 per cent. is. White’s Elementary Arithmetic, pages 63-125. Work to be done thoroughly. GEOGRAPHY. 1. Review map of county: maps of contiguous territory. 2. Tne State in outline with map. 3. Soil, resources (agricultural and mineral), and the chief indus¬ tries. 4. Questions pertaining to the people, their habits, customs, occupa¬ tions, should be such as to lead pupils to seek and bring to school information upon these subjects and thus awaken in them a desire for fuller information and at the same time teach them how to gain it for them¬ selves. 5. By the use of a large map, developed in the presence of the pupils on the black-board, familiarize pupils with the Mississippi River from Galena to Cairo; Missouri River, from Kansas City to its junction with the Missis¬ sippi; the Illinois River, Kaskaskia River, Rock River, Ohio River, Wabash River and Lake Michigan. The location of Chicago, Bloomington, Spring- field, Alton, Decatur, Danville, Peoria, Rockford, Rock Island, Quincy, Chester, Cairo, etc., in Illinois; and St. Louis, Jefferson City, Kansas City and Hannibal, in Missouri; and Des Moines, Dubuque and Burlington, in Iowa. Present these points so that pupils may get correct impressions (a) of the direction of the points named, from Fairfield, as (b) from other points, (c) of the relative distances of the cities named from Fairfield, and from one an¬ other, (d) of actual distances (approximate miles) from Fairfield, and (e) of relative size (population) of each of the places named compared with Fair- field. DRAWING. Note points in previous grades. Neatness insisted upon. Book No. 2, Prang’s Shorter Course. SCIENCE. Continue the work of previous grades. Notice the preparation ani¬ mals make for the year, change of color, storing away food and the manner in which they live during the winter. Insects, injurious and beneficial. Teach the name and habits of birds common to this locality. Make collec¬ tions of plants and seeds. MORALS AND MANNERS. Good name, reputation and character. Keeping good company. See White’s Outlines on Industry, Economy and Health, one day each week. FIFTH GRADE. HEADING. Harper’s Fourth Reader, Part I. All biographical, historical and scientific allusions to be explained by the pupils or teacher, and these explan¬ ations are to be reproduced by the pupils in review lessons. Give special attention to the expression of the meaning of the writer. The meaning and rendering of a phrase or sentence should be considered, as well as the mean¬ ing of the words. Continue sight reading and silent reading, and phonic analysis, daily. Supplementary reading continued. Give frequent drill in articulation,inflection and emphasis. Let the work in this grade be to teach good tone of voice; to analyze the thought of the author, and give such thought in the best of English, as well as to read intelligently at sight any selection outside of the text book. Have such selections as are found in other books, papers or magazines, frequently read before the school, without previous preparation. Continual use of Dictionary (“Webster’s Common School.”) GRAMMAR. Maxwell’s Introductory Lessons in English Grammar to Page 81. Oral. —Review of lessons read in pupil’s best language. Study of objects still as an aid to ready expression. Stories in U. S. History presented by teacher and reproduced by pupils. Written. —Abstracts of lessons. Compositions on familiar subjects, in which pupils give the results of their observation. Punctuation. —Review by dictation; selections to be written and punctuated. Parenthesis, brackets, braces, diaeresis, section, index, para¬ graph, caret and marks of ellipses. Abbreviations. —Teach the abbreviations for names of States. Conventional Forms.— Letters of introduction, application for po¬ sition, answer to advertisements, forms of check and due bill. Grammatical Forms. —More thorough work on properties of nouns and pronouns. Modes of distinguishing gender. Rules for forming plurals. Declension and parsing. Pronouns: Kinds. Compound forms. Special use of we, you, it; of mine, thine, yours. Double relative what. Adjectives: Review. Modes of comparison. Kinds of definitive adjectives. Frequent exercises in synthesis of sentences; distinguishing the kinds of sentences as to form and use. Analysis of each kind and parsing of words. SPELLING. Advanced Speller to page 01. Select twenty words daily from all sub¬ jects of study. Have them spelled and defined orally. This in addition to the spelling and defining in connection with spelling book. Written spelling. Continue diacritical marking. WRITING. Normal System of Penmanship, copy-book No. 41. Use practice paper as in previous grades. arithmetic. Drill pupils in the figure work of the four fundamental processes, 25 aiming at accuracy and rapidity. Pay special attention to accurate and rapid addition. Fractions.— Continue the work of the preceeding term and teach multiplication and division of fractions. Lead pupils to deduce rules for written work from the objective work. Teach relation of numbers: To find what fractional part one number is of another, as what part of 9 is 5? To find a number when a fractional part is given; as, 9 is f of what num¬ ber? Teach the aliquot part of 100, and give pupils practice in finding the cost of things bought by 100, by 1,000 and by the ton, etc. Decimals. —Reduction of decimal fractions to common fractions, and common fractions to decimal fractions. Compound Numbers. —Review and teach division. Percentage. —Apply the language of decimals to per centage, and make the step from the objective to the written work and drill by giving simple problems. Simple Interest.— Continue the work begun, avoiding needless dif¬ ficulties. Give much mental work. Do not allow or accept slovenly written work. White’s Elementary Arithmetic to be completed this year. Stod¬ dard's American Intellectual Arithmetic, studied in connection with the subject being studied. GEOGRAPHY. Rand-McN ally’s Primary Geography to page 59. Review the earth as a whole; shape; motions and consequences; latitude and longitude; zones; uses of parallels and meridians; natural divisions of land and water; physi¬ cal features; atmosphere and climate: the distribution of plants, animals and minerals; and the political divisions with definitions. A general descrip¬ tion of North America as a whole, including its physical divisions and features. HISTORY. Eggleston’s First Book in American History to be taken up and com¬ pleted this year. Make much use of bigoraphies and interesting stories. Read historical poems in connection with principal events. Make use of all illustrations and the principal characters. Make heroes of those who fought for home, liberty and native land. Instill into each the love of country and honesty, by the examples history affords. DRAWING. Prang’s Shorter Course, Book No. 3. Same method as in previous grades. More drawing from objects. morals and manners. Obedience, courage and self-control. Effects of evil speaking, bad language and bad habits. One lesson each week. SIXTH GRADE. READING. Harper's Fourth Reader completed. The suggestions for the preced¬ ing grades to be observed as far as applicable. Pupils should often be required to read from teacher’s platform, and declamations and recitations from memory must be made frequent features of the instruction in reading. Give thorough instruction in emphasis, inflection, pitch, tone and volume of voice. Supplementary and sight reading continued. Cultivate distinct articulation by phonic spelling, and careful pronunciation, and give special attention to the expression of the meaning of the author. Sight reading from magazines, newspapers and books of a grade similar to the Fourth Reader. Voice cul¬ ture, training in the correct rendering of thought, dictionary work, phonics and diacritical marks continued. GRAMMAR. Complete Maxwell’s Introductory Lessons in English. Oral. —Reproduction of lessons and history stories. Study of object. Narration of events. Written. —Regular written reviews of lessons. Descriptions of objects. Biographies of great men. Compositions on familiar objects. Punctuation.— Review work of preceding term. Use of commas to separate words and phrases in same construction. Use of semi-colon. Abbreviations. —Review and teach all abbreviations as opportunity and necessity require. Conventional Forms. —Review business correspondence. Grammatical Forms. — Verb: transitive, intransitive, copulative; regular, irregular; properties: voice, mode, tense, person and number; auxil¬ iary, principal parts; infinitive participle. Adverb: of time, place, cause, manner, degree; comparison. Preposition, conjunction: co-ordinate, subor¬ dinate, correlative. Interjection. Continue study of sentences, analysis and parsing. Follow the work as laid out by the author. spelling. Complete book, pages 61-109. Pupils held for difficult words in all subjects. Spelling, both oral and written. Rules for spelling taught; dia¬ critical marking and dictionary work. WRITING. Normal System of Penmanship, copy-book No. 5. ARITHMETIC. White’s Complete Arithmetic to page 176. Much supplementary work and drill upon practicable problems Drill on accuracy and rapidity. Require definitions and analysis. Give a great deal mental work. Review common and decimal fractions. Tables: measure of extension, capacity, weight, time arid miscellaneous tables. Reduction of compound numbers; addition, subtraction, multiplication and division of compound numbers. Measurement of surface, i. e., plastering, painting, carpeting, etc. Cubic measure, including board and timber measure INIeasurements of rectangles, bins, tanks, cisterns, etc. Stoddard’s American Intellectual Arithmetic used in connection with each lesson. GEOGRAPHY. Iland-McNally’s Primary Geography completed. 1. A description of the United States, (1) as a whole; (2) by groups of States, and (3) by States—requiring pupils to learn only most important items of information regarding each. 2. Mexico, Central America and the West Indies. 3. Description of Danish America, Alaska, the Dominion of Canada, Newfoundland, South America, Europe, Asia, Africa, Oceanica and Aus¬ tralia. HISTORY. Epoch I. and II. Barnes’ Brief History of the U. S. Be thorough in this. Review often. Use maps. Put life and interest in the work. Make it a live study or a life-long aversion to this most interesting branch will be formed at the out set. Learn principal dates as land-marks for this study and associate all other with these few. DRAWING. Prang’s Shorter Course, Book No. 4. Draw largely from object and from memory. Teach pupils to represent exactly what they see, not what they imagine an object to be. Demonstration of how easily the eye may be deceived. Work all free hand, without measurement. MORALS AND MANNERS. Inspire pupils with a just pride in polite conduct. Cultivate the feel¬ ing as well as the intellect. Teach them to be just, fair and true in their re¬ lations as pupils—so they may grow into just, fair and truthful men and women. One day each week. See outline following course of study. SEVENTH GRADE. READING. Complete the Fifth Reader. Sight reading and supplementary read¬ ing from magazines. Critical instruction on all the elements of gpod reading should be given as the need of it becomes apparent. The teacher should so fully enter into the spirit of the selection read that his spirit will communi¬ cate itself to the pupil, and thus help him to read with the natural accom¬ paniment of voice, look and gesture. Observe suggestions for previous grades as far as applicable. Seek to cultivate in pupils a love for good literature. Some account of the authors of standard selections read should be given and pupils encouraged to read other works of theirs. The classification of ideas and elements of reading must be completed in this grade. GRAMMAR. Maxwell’s Advanced Lessons in English Grammar to page 222. Composition Work—Oral. —Distinguish between the different kinds of composition as narrative, biographical, historical and descriptive. Written. —Carefully written productions every two weeks upon suit¬ able subjects from outlines. Grammar. —Study parts of speech thoroughly. Special attention to sub-divisions and properties. Analyze and parse continuously. spelling. Complete the Advanced Spelling Book from page 109. See previous grades. Continue the rules for spelling, and definitions of Orthography. 28 WRITING. Business forms. Dictation exercises. ARITHMETIC. White’s Complete. Pages 170-290. Percentage, Application of Per¬ centage, Protit and Loss, Commission and Brokerage, Capital stock, Insurance, Taxes, Customs and Duties, Bankruptcy, Interest, Bank Dis¬ count, Partial Payments, Annual Interest, Compound Interest, Simple Interest, Stocks, Exchange, Equation of Payments, Ratio and Propor-s tioD, Partnership, to Involution and Evolution. Accuracy and thorough¬ ness must be insisted upon. Much practical work to be given. Stoddard’s American Intellectual Arithmetic. See previous grade. GEOGRAPHY. Rand-MoNally’s Grammar School, Geography to page 110. Teach position, form, direction, distance: township, county and State. The earth as a whole, shape, motion and its place in the heavens; latitude and longi¬ tude. Proofs of rotundity, poles, axis, equator, zones, meridians and parallels studied and explained. Thoroughly illustrate mathematical geog¬ raphy. North America, position, contour, relief, drainage and surface, with map drawing. Political North America; special study of Illinois and the United States, physical features made prominent. South America, physical and political divisions; comparison made a prominent feature. Use a com¬ plete schedule of topics for study and recitation; explain standard railroad time. Show the drainage systems of the different countries, studied by means of relief maps. Follow plan of previous grades. Read to the pupils, as time permits, from natural or geographical readers. Talk to and with the class about commercial trips around the world, pleasure trips around the globe; places visited for scenery and health, manners and customs of people of all the countries, education in representative countries, noted buildings in our continent, drainage, glaciers, icebergs, ocean currents, and causes affecting climate. Vegetation and animals of the various countries studied, noting those kinds most useful to man. Make this study interesting and profitable. U. S. HISTORY. Brief Review of Epoch I. and II. and study III. and IV. In the study of the administrations keep the constitutional powers of the Presi¬ dent and of Congress constantly before the minds of the pupils. Have much reading of important biographies. Tabulate important events, inventions, etc. See previous grades. DRAWING. Prang’s Shorter Course, Book No. 5. When possible draw from the objects. Special work on the cube, cylinder and cone, square, pyramid, hexagonal prism, decorative designs, modification of units and miscellaneous drawings. Special work on shading and sketching. MORALS AND MANNERS. Lessons taken from history to aid in character building. One day each week. Review topics of preceding grades. See outlines. 29 EIGHTH GRADE. * READING‘OR LESSONS IN LITERATURE. Reading books should be of a literary character and should not attempt to teach physical or natural history. They should make very sparing use of sentimental poetry. From the beginning of the third year at school, the pupil should be required to supplement his regular reading-book with other reading matter of a distinctly literary kind. At the beginning of the eighth school year the reading-book may be discarded, and the pupil should henceforth read liter¬ ature-prose and narrative poetry in about equal parts. Complete works should usually be studied. When extracts must be resorted to, these should be long enough to possess a unity of their own and to serve as a fair specimen of an author’s style and method. Children should be taught to read distinctly and with expression, but without exaggeration or mannerisms. They should be taught to comprehend the subject-matter as a whole and to grasp the signifi¬ cance of parts, as well as to discover and appreciate beauties of thought and expression. Due attention should be paid to what are sometimes thought¬ lessly regarded as points of pedantic detail, such as the elucidation of involved sentences, the expansion of metaphors into similes and the com¬ pression of similes into metaphors, the tracing of historical and other refer¬ ences, and a study of the denotation and connotation of single words. Such details are necessary if the pupil is to be brought to anything but the vaguest understanding of what he reads, and there is no danger that an intelligent teacher will allow himself to be dominated by them. It should not be forgotten that in these early years of his training the pupil is forming habits of reading and of thought which will either aid him for the rest of his life, or of which he will by-and-by have to cure himself with painful effort. GRAMMAR. Complete Maxwell’s Advanced Lessons in English Grammar. Composition Work.— Bi-weeidy compositions. Care in neatness and form. Exercises in outlining subjects. Grammar.— Study the sentence in all its forms. Contracted and abridged propositions. Diagram and analyze. Study Syntax and rules for construction. Follow text-book in use for details of work. SPELLING. Review Advanced Speller and continue work of previous grades. Study word building and word analysis, also rules for spelling and pronunciation. “Dictionary Work for Common Schools” by Metcalf & DeGarmo to be used by the teacher. WRITING Business Forms. Dictation Exercises. ARITHMETIC. White’s Complete Arithmetic completed and reviewed. Preliminary definitions; notation and numeration; fundamental operations; drill pupils in adding, subtracting, multiplying and dividing 30 until they can perform these operations accurately and rapidly ; have oral work; multiples and measures; addition, subtraction, multiplication and division of fractions; give much work under this head, combining exercises and reasoning difficult problems not found in the book. Many practical problems should be given; compound quantities; units of length, surface; volume, weight and time, with much, practice in the actual measuring of these quantities, and many practical problems. Have wood piles of various shapes measured, and compute number of cords; measure land of various shapes, such as yards, small fields, gardens, lumber, rooms, etc., and calcu¬ lations, involving proht and loss, commission, and brokerage, insurance, taxes, interest—difficult methods; bank discount; commercial discount; par¬ tial payments, involving practical problems; stocks and bonds; proportion, partnership, companies and corporations; powers and roots, worked out with blocks at first; measuration, involving carpeting, plastering, papering, floor¬ ing, triangular and circular forms ; measuration of volumes, actual measuring of volumes and surface by pupils, and solution of problems from data thus produced. Metric system and measures, actual measurement of objects, with meters and other measures of the system and solutions of problems. GEOGRAPHY. Complete Rand-McNally’s Grammar School Geography. Review' Mathematical Geography. Review and teach thoroughly each country of !North America, of South America, of Europe, of British Isles, of Asia, of Africa, of Oceanica. Draw maps. Let pupils associate ali his ;oric events as they reach them in this study. Do much molding. Be sure all places are exactly located. HISTORY. Review discoveries, explorations and claims to territory in the new world by European nations ; colonization, character, hardships and motives of the early settlers. Indians, their habits and relations with colonists. Colonial forms of government; charters; royal proprietary; slavery in the colonies ; religious freedom and education ; British oppression; inter¬ colonial wars ; Revolutionary war and its results ; Constitution of the United States and departments of government. Early administrations, principles of government admissions of states, increase in area and population, inventions and progress. Foreign wars, political parties and principles. Monroe Doc¬ trine, protective tariff ; financial panic of 1873; gold of the United States, ^National Banking system; Political and Military Leaders; Seceded States; settlement of difficulties with England, France and Mexico; important treat¬ ies and recent acts of legislation. Draw' maps showing early discoveries by the Spanish, English, French and Dutch, explorations and attemps at colonization. Motives and character of settlers should be enlarged on ; growth in ideas of popular liberty, and religious toleration. Articles of confederation and their defects; acquisition of territory and conditions. 31 Remark.— English History should be studied in connection with United States History where they are closely connected as in settlements, colonization, inter-colonial wars, French and Indian war, Revolutinary period, and the Civil war. Barnes’Brief School History of the United States to be completed and reviewed the first term. The ‘'Illinois and the Nation” is studied the latter part of the year giving much attention to the Constitution of the U. S., and also of the State. PHYSIOLOGY, Steele’s Hygienic Physiology studied with the use of Physiological Charts. DRAWING. The studies will furnish sufficient drawing work for this year. MORALS AND MANNERS. Lessons taken from history. All topics of preceeding grades reviewed. One lesson each week. See outline Morals and Manners. COURSE OF STUDY. FAIRFIELD HIGH SCHOOL. FIRST YEAR. FIRST TERM. Recitations per week. SECOND TERM. Recitations per week. Algebra. 5 Algebra. 5 Civil Government. 5 Civil Government. 5 High School Arithmetic. 3 High School Arithmetic. 3 Bookkeeping. 2 Bookkeeping. 2 Physical Geography. 5 Physical Geography. 5 Physiology. 5 Physiology. 5 SECOND YEAR. Geometry, Plane. 5 Geometry, Plane and Solid. 5 Latin. * 5 Latin. * 5 \ Physics. } \ Physics.| £ { Mechanical Drawing, j { Mechanical Drawing, f 0 Zoology. 5 Zoology. 5 Botany. 5 Botany. 5 THIRD YEAR. Latin. * 5 Ratin. 7r 5 General Hisory. 5 s General History. 5 Rhetoric. 5 - Steele’s Zoology — Gray’s Botany. ^•Hill’s Rhetoric. William’s Introduction to Chemistry. Cathcart’s Literary Reader (Literature). Patton’s Political Economy.