[Univ.of III. Library 52 TEACHERS' MANUAL AND COURSE OF STUDY FOR THE COMMON SCHOOLS OF THE STATE OF WASHINGTON. BY AUTHORITY OF THE STATE BOARD OF EDUCATION. This is tine Property of District No. County, Wash. OLYMPIA, WASH.: GWIN HICKS, - - - STATE PRINTER 1900. TEACHERS' MANUAL, AND COURSE OP STUDY, WITH / RULES AND REGULATIONS, / ADOPTED BY THE STATE BOARD OF EDUCATION FOR THE US THE COMMON SCHOOLS OF THE STATE OF WASHINGTON. BY AUTHORITY. OLYMPIA, WASH.: G WIN HICKS, . . . STATE PRINTER. 1900. Digitized by the Internet Archive in 2015 https://archive.org/details/teachersmanualcoOOwash INTRODUCTION. At the beginning of another period of five years for which new text books are selected for the common schools, it becomes necessary to prepare a course of study in harmony with the pro- gress of the educational thought of the state. In this manual it is thought best to make some departures from the previous manuals issued by the state, for the following reasons: 1. The plans of the past have prepared for certain progress- ive changes. 2. The problems of education so admirably worked out by the city school systems of the country are worthy of a broader application, and should reach the rural schools. 3. The standard of the rural teacher is higher than before, and he is ready to take new ideas and plans into his work, and the inspiration will more than compensate for what of error they may contain, and which experience will soon correct. 4. The state of Washington has not yet become ultra con- servative, and progressive thought, the ''new education," is readily accepted by a receptive teaching body. Hoping that exalted ideals, better morals, and a more patriotic citizenship will result from what this manual may inspire, I am. Very truly, Frank J. Browne. Superintendent of Public Instruction^ State of Washington. PROVISIONS OF THE CODE OF PUBLIC INSTRUCTION. powers and duties of the superintendent of public Instruction. Sec. 22. The powers and duties of the superintendent of public instruction shall be — Third : To prepare and have printed such blanks, forms, registers, courses of study, rules and regulations for the government of the common schools, questions prepared for the examination of teachers, and such other blanks and books as may be necessary for the discharge of the duties of teachers and officers charged with the administration of the laws relating to the common schools; and to distribute the same to the county superintendents. powers of the state board of education. Sec. 27. The state board of education shall have power — First : To adopt or to readopt, according to law, a special meeting to be called by the superintendent of public instruction, a uniform series of text books for the use of the common schools throughout the state. Second : To prepare a course or courses of study for the primary, grammer and high school departments of the common schools, and to prescribe such rules for the general government of the common schools as shall secure regularity of attendance, prevent truancy, secure efficiency and promote the true interests of the common schools. POWERS AND DUTIES OF COUNTY SUPERINTENDENTS. Sec. 33. Each county superintendent shall have the power, and it shall be his duty — First : To exercise a careful supervision over the common schools of his county, and to see that all the provisions of the common school laws are observed and followed by the teachers and school officers. COURSE OF STUDY FOR COMMON SCHOOLS. 5 Fotcrth : To enforce the course of study adopted by the state board of education. POWERS AND DUTIES OF DIRECTORS. Sec 40. Every board of directors unless otherwise spe- cially provided by law, shall have power, and it shall be their duty — Second : To enforce the rules and regulations prescribed by the superintendent of public instruction and the state board of education for the government of the schools, pupils and teach- ers, and to enforce the course of study prescribed by the state board of education. POWERS of directors OF GRADED SCHOOLS. Sec. 73. In all such city and town districts where the num- ber of children of school age is sufficient to require the em- ployment of more than one teacher, the board of directors shall designate one of such teachers as principal, and such principal shall have general supervision over the several de- partments of his school. The school or schools in such city or town districts shall be graded in such a manner as the directors thereof shall deem best suited to the wants and conditions of such districts : Provided, That the course of study estab- lished for such distrricts shall not be inconsistent with the laws of this state. POWERS OF DIRECTORS IN CITIES OF I0,000 OR MORE INHABITANTS. Sec. 92. Every board of directors shall have the power, and it shall be their duty — Second: To enforce the rules and general regulations of the superintendent of public instruction, and the state board of education ; to prescribe the course of study, the exercises, and the kind of text-books to be used in addition to the text- books prescribed by the state board of education for the use of the common schools of this state. duties of teachers. Sec. 54. Teachers shall faithfully enforce in the schools the course of study and regulations prescribed. 6 COURSE OP STUDY FOF COMMON SCHOOLS. PENALTIES. Sec. i66. Any teacher who willfully refuses or neglects to ENFORCE THE COURSE OF STUDY or the rulcs and regulations re- quired by the state board of education, shall not be allowed by the directors any warrant for salary due until said teacher shall have complied with said requirements. Sec. 174. Any district using text-books other than those prescribed by the state board of education, or any district fail- ing TO COMPLY WITH THE COURSE OF STUDY prescribed by the state board of education, or any district in which warrants are issued to a teacher not legally qualified to teach in the common school of the said district, shall forfeit twenty-five per cent. OF THEIR SCHOOL FUND FOR THAT OR THE SUBSEQUENT YEAR, and it is hereby made the duty of the county superintendent to deduct said amount from the apportionment to be made to any district failing in either or all of the above requirements, and the amounts thus deducted shall revert to the general school funds of the state, and the county treasurer shall return the same to the state treasurer for reapportionment. COURSE OV STUDY, GENERAL PLAN. Individuals differ in tastes and abilities. It is not reasonable to set the same limitations or to prescribe the same methods for all pupils and for all teachers. This applies equally to a system of schools administered by the state, the county, the city, or the village. The discretion of the individual teacher, and the abili- ties of the individual pupil largely determine w/iat shall be studied, wAen it shall be studied, and /low it shall be studied. This is well expressed by a contributor to one of the current school journals: ''The most reasonable objection that can be made against a system of thoroughly graded schools is that, in grouping pupils of similar attainments into large classes, the individuality of pupils is not sufficiently recognized. There is danger of the teacher's overlooking the importance of reaching the mind, heart, and will of each scholar in a large class; of re- lying too much upon the general machinery of class work. In primary work, reliance upon the class system, entirely, is fatal to good results. The teacher must go down to the level of each pupil, and draw out their powers, test their capacity for observa- tion and comprehension." There is need, however of a course of study: 1. To assist in studying toward a definite end. 2. To assist in classification of pupils. 3. To lead along the direction of broader culture. 4. To articulate the departments of the state school sys- tem, and bring to it the advantages of better or- ganization. 5. To overcome the evil of frequent change of teachers. 6. To give parents a basis from which to judge of the child's progress. (7) 8 COURSE OF STUDY FOR COMMON SCHOOLS. 7. To minimize the text book and to magnify the sub- ject. The course of study is made for the child — not the child for the course. It should be the constant aim of the teacher to fol- low the course, but the chief end in view should be the ultimate attainment of the pupil, and no teacher should feel restrained from exercising his or her individuality in bringing the pupil's mind in pleasant touch with the subjects to be taught. Keep in mind that "The letter killeth, but the spirit maketh alive." In harmony with these general principles, this course has been formed with a view to the development of all the powers of the mind, and to minimize the waste of time and energy on the part of both teacher and pupil. The physical body takes in food, then assimilates it, then acts upon the energy given by it. It is somewhat the same with the mind. The mind takes in knowledge, it judges and reasons from it, and finally acts upon it, gives expression to it. To this end, there is provided in this course of study: 1. Nature and science, for observation and research. 2. Mathematics, and to some extent formal grammar, to train in comparison and judgment. 3. Language, drawing, etc., to train in expression. These three departments of study will develop the individual, but there is another line which pertains more to society as a whole, to the relation between individuals; hence, there is pro- vided a course in 4. History and civics, to prepare for citizenship. These four lines of study include all the subjects required for complete mental development and good citizenship. CORRELATION OF SUBJECTS. They are arranged to relieve the progam of many short reci- tations. By correlation the program may be simplified, and rural schools will approach the same degree of efficiency in all lines of work as is found in the well graded schools of the towns and cities. ft COURSE OF STUDY FOR COMMON SCHOOLS. 9 1. The nature work and oral work in history should serve as development lessons for language and composition in the pri- mary grades, and after a text in grammar is introduced, but three lessons a week should be devoted to formal grammar, and the grammar period for the remaining two days of each week should be devoted to the development of the history and science lessons, and composition work based thereon. 2. In the formal studies the recitation period should fre- quently be taken for outlines and written reviews of the subject, with special attention to proper paragraphing and composition. 3. Drawing should be frequently introduced to illustrate other subjects, and can be taught by correlating with nature work and oral history. 4. Writing, drawing, and music should be taught in the rural schools to all grades together. Also work in nature, physics, chemistry, etc., may be given for general exercises, all grades together. 5. The writing period should frequently be given to writing, as models of neatness, outlines, paiagraphs, and essays on other subjects. 6. Mowry's Primary History is to be used in the fifth year as a reading book, alternating month by month, or in some other way, with the reader. In no case should it require an addi- tional recitation period. 7. "Why We Vote" is to be used in the sixth year as a read- ing book, alternating in some suitable way with the reader. In no case should it require an additional recitation period. 8. In the eighth year the text in United States History should be finished, and followed by Dole^s American Citizen, In no case should they require two recitation periods. Note. — The terms ''grade " and ''year " are to be used to denote the amount of work usually required in a term or year of nine or ten months, and the course should be followed when possible with this in mind. But where there is so much dif- ference in the length of time school is held in the rural districts, the "grade" or "year" cannot mean a year of time. They should, however, refer to a definite period in school life, and the 4 10 COURSE OF STUDY FOR COMMON SCHOOLS. subjects required for that period should be taken collaterally, whether more or less than a year is required to complete them. METHODS. Organization makes a school system somewhat of a ''ma- chine." Educators everywhere object to this. That is, they object to becoming automatons, to subordinating their mental activities to the will of another. Some teachers will not be pleased with the text books selected for use, others will not be pleased with the course of study. But the most serious results follow when any supervisory authority attempts to limit teachers to some particular method of teaching, or device in presenting a subject. The minds of teachers and pupils are infinite in their variations ; and the relations between them are so sacred, that they should be permitted to come into touch with each other and with each subject without any interference with their natural impulses. This manual, therefore, is not a book of methods. It is meant to inspire teachers in developing original methods, varying with each school, with each pupil. The Course of Study for the district schools of Michigan says of methods : The term method is a much-abused word. The true teacner 'sees the end from the beginning' and the pathway to it, then plans definite means to reach this end along the line of the least resistance. His every act has a purpose, clear and intelli- gent, directed toward this end. These acts, in the aggregate, constitute his method. " Disconnected devices, no matter how helpful, do not con- stitute a method. It is a systematic application of connected plans that succeeds, whether in school, business, or profes- sional life. " In every successful school, closely allied to method in teaching, is method in study.. The greatest teachers are those who not only arouse the minds of their pupils and create a thirst for knowledge, but also teach them how to search, in- vestigate and know. Therefore the teacher should know how COURSE OF STUDY FOR COMMON SCHOOLS. 11 his pupils study, correct their faults, and suggest methods of concentrating the mind and intensifying mental concepts. The steps in study are : a. To select the central points. b. To illuminate them with imagination. c. To associate them with past knowledge. d. To classify with each central point its system of lesser points that depend upon and reflect its truth. e. To state them in exact language." Teachers should be constant students of methods, as pre- sented in current publications, and should avoid every tendency to become slaves to any one system, method or device. Educa- tion comes from effort, and effort comes from interest. NATURE STUDY AND SCIENCE, Purposes.— Pestalozzi makes observation the basis of all knowledge. The habit of observation acquired in childhood is of more value than memorized pages or analyzed problems. But reading should go hand in hand with observation, the one reinforcing the other. Certain definite results will be reached which go largely to fix the character of the pupil. The reasons for Nature study are: 1. To arouse and establish a sympathy with Nature. 2. To train in observing, comparing, and expressing. 3. To develop a taste for the beautiful and ethical. To acquire classified knowledge. Methods. — There is so much literature at the command of teachers, that it is superfluous to make extended suggestions. Teachers should bear in mind, however, that success only comes through diligence in planning and inspiring. Therefore re- member: 1. Each lesson should be carefully prepared by the teacher. 2. There should be at least two lessons each week. If possible give a lesson each day. 12 COURSE OF STUDY FOR COMMON SCHOOLS. 3. Most attention should be given to life — to living things. 4. Each individual pupil should be led to make his own observations. 5. Each object studied should lead to comparison and to generalization, 6. Each object should be observed in its relation to the rest of Nature, as evidence of some great Cause or Planner. 7. Each object should be observed in its utility relation to man, as a part of man's home. 8. The results of observation should be manifested in some form. The work naturally leads to physical exercise, modelling, drawing, designing and writ ing (composition). It thus becomes the basis for other work, and leads to the co-ordination of all subjects about man, the highest product of Nature. 9. Literature about nature is not nature, but the study of nature literatu7^e is the best substitute for it. 10. The work in the lower grades should emphasize help and protection; the work of the higher grades should emphasize relation, system and order, lead- ing to design and purpose. FIRST YEAR. GROUP I.— FIRST ^ND SECOND YEARS. "In the work in nature study only so nauch should be attempted as can be well done. " The course in science furnishes an excellent basis for written work. "Simple object lessons, if possible, with the object under the eye and in the hand of the pupil ; conversational lessons on familiar thing-s, and on the phenomena of nature, designed to lead him to give attention,' to observe, to compare, to question, to remember. Familiar talks on the human body and the care of it; on common animals known to the child, their distinguishing characteristics and habits; on common flowers and plants, especially food plants and plants of use in the arts, as corn, cotton, etc. ; on stones and metals in common use which the COURSE OF STUDY FOR COMMON SCHOOLS. 13 child can learn to recognize. As early as possible he should have some care of plants in the school house or the school garden. "Correlations, especially with language and drawing, with geog- graphy and literature, should be kept in mind. ""In nature study the development of appreciation of and love for the beautiful should be made prominent.'' Report of the Committee of Twelve. september and october. Autumn Fruits. — Peach, pear, prune, apple, grape, melon, etc., as types of the sphere and its modifications, correlated with drawing. Griel's "Glimpses of Nature," pp. i, 3, 5, 27, 31, 83, and 93. "The Peach Tree" (Bass's "Plant Life," pp. 38-43). Autumn Leaves. — Begin a collection, and study the forms, colors, and parts. " From September to June," pp. 24-27. Beecher's "The Anxious Leaf" (McMurry's Classics, p. 17). Autumn Flowers. — The sun-flower, golden-rod, and aster. " From September to June," pp. 24-27. "Golden-rod and Aster" (Cooke's "Nature Myths," p. 17). Pratt's " Fairyland of Flowers," p. 218. Needham's " Outdoor Studies," pp. 29-43. Tell the story of "Clytie." See Burt's "Stories from Plato," p. 123. " Stories of Old Greece," p. 17. Wilson's "Nature Reader" (Myths), pp. 19-21. Judd's " Classic Myths," p. 91. Autumn Seeds. — Forms. How scattered by winds, water, and animals. Bass's "Plant Life," p. 90. " From September to June, " p. 14. "Cat Tails and Other Tales," p. 76. Bergen's " Glimpses at the Plant World," pp. 133-156. Birds. — Migration. "From September to June." p. 28. "My Saturday Bird Class," pp. 99-107. "The Cranes of Ibycus," from Burt's "Stories from Plato," p. 208. 14 COURSE OF STUDY FOR COMMON SCHOOLS. Animals. — Change of covering caused by winter. How they prepare winter food. Insects. — Elementary facts about the caterpillar and the butterfly, the grasshopper and the spider. ''The Cocoon" (Bass's "Animal Life," p. io8). Wilson's ''Nature Reader" (Myths), p. 28. Wilson's "Nature Study, First Reader," pp. 19 — 21. "Arachne" (Cooke's "Nature Myths," p. 16). Kupfer's " Stories of Long Ago," p. 46. Firth's "Stories of Old Greece," p. 63, Needham's "Outdoor Studies," pp. 73 — 77. Judd's "Classic Myths," p. 114, " From September to June," p. 12. Aesop's Fable of the Ant and the Grasshopper. Is a spider an insect? Physiology. — Parts of the body compared with like parts of birds and other animals. Beauty of strength and health. Sympathy for sickness and deformity. "The strong should bear the burdens of the weak." Encourage clean hands, face, and nails, and well kept hair. Geography. — Clouds, rain, dew, frost, direction of wind, change of temperature. Make a record of the weather of each day. Note the change of the sun's shadow, and the hour of the rising and setting of the sun. The story of Phaeton (Judd's "Classic Myths," p. 29.) "Stories of Old Greece," p. 22. Stories of the Moon, (Wilson's "Nature Reader, Myths," pp. 54-68). The story of Diana (Judd's "Classic Myths," p. 34.) NOVEMBER AND DECEMBER. Plant Life. — Preparation for winter by bulbs, scales, roots, and falling leaves. Cbntinue the collection of leaves as before. Study the Christmas tree. " From September to June," p. 63. Bass's "Plant Life," p. 133. "Baby Bud's Winter Clothes " — PouUson's "Child World." " The Fir Tree " (McMurry's Classics, p. 37.) "The Discontented Pine Tree " .(Pratt's "Fairyland of Flowers," pp. 20 and 45). COURSE OF STUDY FOR COMMON SCHOOLS. 15 Cultivate house plants in the school-room. Animal Life. — Discuss the hibernation and migration of animals and birds. ''The Stork," by Andersen. The Broken Wing " (Emerson's Indian Myths). ''Hibernation of Bears" ("Readings from Nature's Book," p. 155). " From September to June," pp. 36 — 46. If possible, use a glass can or jar for a miniature aquarium, and note the development of tadpoles. Use Johonnot's " Cats and Dogs " to study the cat. Teach the change of clothing caused by change in seasons. Compare with the habits of animals. Discuss the inconveniences and sufferings of the poor in winter. (Read " The little Match Girl.") Discuss temperance in eating and drinking. Geography. — Same as before. The phases of the moon. Use of the thermometer. The North Star and the two " dippers." "The North Wind" (Hiawatha Primer, p. 131). "The Snow Flake" (Bass's Plant Life, p. 93). Story of Callisto. Kupfer's " Stories of Long Ago," p. 16. Judd's "Classic Myths," p. 46. Wilson's "Nature Study Reader" (Myths), p. 85. Compare the length of days in September and December. JANUARY, FEBRUARY, AND MARCH. Plant Life. — Plant beans, peas, corn, wheat, or other familiar seeds, in boxes of soil kept in the school-room. Develop the use of light, heat and moisture in plant growth. Note each change in the growth of root and stem. Newell's " From Seed to Leaf," pp. 15 — 36. Animal Life. — Food for animals in winter. How the bear sleeps. How the squirrel stores up winter supplies. How some animals freeze and revive in the springtime. Study the domestic animals. Johonnot's "Cats and Dogs." " Friends in Feathers and Fur," pp. 104 — no. "Neighbors With Claws and Hoofs," pp. 92 — 117. Observe and discuss the familiar winter birds. ^ 16 COURSE OF STUDY FOR COMMON SCHOOLS. ''Why the Crow is Black/' adapted from Chaucer. " How Coronis Became a Crow," from Burt's ''Stories From Plato," pp. 176 — 182. Review previous work in hygiene. Teach proper games and calhsthenics for exercise. Need of good air and ventilation ; office of the lungs. Geography. — Weather observations as before. Note the phases of the moon, and the change in the length of days and nights. Show by experiment the relation of heat to evapora- tion, and the cause of clouds, rain, snow, frost, dew. Does heat have the same effect on solid bodies as on water ? Bass's " Plant Life," pp. 116 — 130. APRIL, MAY, AND JUNE. Plant Life. — Review. Note the changes in plants, the flow of sap, the development of stems, roots, leaves, and flowers. Study the flowers to become familiar with the calyx, corolla, stamens, and pistil. Encourage pupils to bring flowers to the school-room. Study some tree of easy access to the pupils. "Mondamon," Hiawatha Primer, p. 132 ; also pp. 66 74- " Stories Mother Nature Told Her Children," p. 35. " The Apple Branch," McMurry's Classics, p. 88. Bass's "Plant Life" and Chase's "Buds, Stems, and Roots," for constant reference. Animal Z^/"^.— Return of the birds. How to treat a bird's nest. See Bulletin No. — . Ithaca Experiment Station, Cor- nell Agricultural College. "Hiawatha Primer," pp. 81-88, 128-138. Study of a Chicken; see "Friends in Feathers and Fur," pp. 11-24. Bass's "Animal Life," p. 114. " From September to June," p. 121. Read about the Frog; see "Friends in Feathers and Fur," p. 124. "All the Year Round," — Spring, p. 59. Judd's "Classic Myths," p. 89. Cooke's "Nature Myths," p. 24. I Burt's "Stories from Plato," p. 158. Do birds and other animals change their dress in the spring? COURSE OF STUDY FOR COMMON SCHOOLS. 17 Reappearance of insects, and general facts about bees, flies, ants, mosquitoes, etc. From September to June," pp. 125-127, 149-157. Bass's Animal Life," pp. 116-127. "Flyers, Creepers, and Swimmers," pp. 99-107. Observe marine life. Study the ocean beach and ru n'ng streams. See Page's "Heart Culture," Chap. XII. "Friends and Helpers," p. 141. Continue talks on proper eating, table manners, care of teeth. Bass's " Animal Life," pp. 166-172. Geography. — Review. Frye's "Brooks and Brook Basins," to p. 27. Long's "Home Geography," to p. 70. At the close of the year review the facts learned during the year. See "From September to June," pp. 181-184. Through- out the year refer to Page's "Heart Culture," for lessons on kindness and humane education. SECOND YEAR. AUTUMN. Plant Life. — Begin with Bass's "Plant Life," pp. i38-r47. Develop more facts about autumn flowers. Teach simple facts about the common grasses, and how cultivation (education) has developed the wheat, corn and other grains, from the grasses. Industry lessons in tracing the grain of wheat from the soil to the bread on our table. " How many people helped to make our bread?" Relation between plants and insects, with observations of bees among the flowers. The literature on this subject is abun- dant, and the teacher will adopt the method best adapted to the child. The Gall Fly, in "All the Year Round.— Autumn," p. 30. Bass's "Animal Life," pp. 70-75. — 2 18 COURSE OF STUDY FOR COMMOX SCHOOLS. " Leaves from Nature's Story Book/' Vol. I, p. 97. Needham's '''Outdoor Studies," pp. 18-26 and 29-43. "All the Year Round.- — Autumn. p. 69. Bass's Animal Life," p. 146. •'Glimpses at the Plant World," pp. 93-119. " Readings from Nature's Book," pp. 46-51. •'•'Seaside and Wayside, No. 3," pp. 56-66. Memorize "The Lilac" in " Fair^dand of Flowers," p. 168. Teach the Nature Myths, especially the story of Proserpina and Ceres. Fair\ land of Flowers,"" p. 51. "All the Year Round. — Autumn." p. 47. Judd's ''Classic iNIyths," p. 117. Kupfer's "Stories of Long Ago." p. 22. "Greek Gods, Heroes and ]\Ien,"' p. 48. Continue the comparison of leaves as in the first year. Spear's "Leaves and Flowers,"" to p. 50- AniniQi Life. — Butterflies and ]^Ioths. continued from first 3^ear. "From September to June.'" p. 125. "All the Year Round — Autumn,"' p. 60. Bass's "Animal Life," pp. 35, 69 and loi. " Half Hours in the Tiny World."" pp. 1-18. "Flyers, Creepers, and Swimmers,"' pp. 90-99. Continue the observation of. and study about bees. This can be done also in the spring as well as in the autumn. ••Glimpses of Nature,"' p. 64. '•From September to June," p. 38. "Seaside and Wayside No. i."' pp. 35-51. "All the Year Round — Autumn."' pp. 64-70. Bass's " Animal Life,'" pp. 38-42. Needham's '• Outdoor Studies," pp. 7-10. "Lessons m Natural History,"" pp. 46-50. "Flyers. Creepers and Swimmers,'" 103-105. " Half Hours in the Tiny World," pp. 49-81. Study the woodpecker as a t3'pe of bird life. '•All the Year Round — Spring," pp. 70-75. Murche's "Science Reader,'' Book HI, p. 49. Kelly's " Short Stories of Our Shy Neighbors," pp. 187, 189, 192 and 196. COURSE OF STUDY FOR COMMON SCHOOLS. 19 Wilson's " Nature Study Manual," p. 147. Wilson's Nature Reader," (First) p. no. " My Saturday Bird Class," p. 31. The Bird World," p. 40. ''Neighbors with Wings and Fins," p. 127. "Animal Memoirs No. 2," pp. 201-222. Test the sight of all pupils, and seat them to the best advan- tage. Teach the parts of the eye and ear, and simple rules for their proper care. Compare with the sight and hearing of birds and other animals. Awaken sympathy for the unfortunate deaf and blind. Emphasize the work of the first year in cleanliness, pure air, proper eating and care of the teeth. Geography. — Develop the plan of the schoolroom, the school grounds, a lot and block, a county, and a state. Use " The World and Its People," to page 79. Teach typical regions of the earth, basing the work on "The Seven Little Sisters," securing interest by comparison with conditions of our own times. See the History course for suggestions on the value of a well told story. Outline — " The Little Brown Baby." 1. Read the story. 2. Compare the climate with our own. 3. Discuss the people. a. Color. b. Home life. c. Dress. d. Food. e- Occupations. 4. Plant life. 5. Animal life. In like manner study "Agoonack." See "All the Year Round — Autumn," pages 57-70. WINTER. Plant Life. — Some roots, bulbs, and underground buds. "Buds, Roots and Stems," pp. 62, 73-77, 80-92. "Everything Sleeps," in "September to June," pp. 45-51- " A Turnip," in " Plant Life," p. 103. 20 COURSE OF STUDY FOR COMMON SCHOOLS. From Seed to Leaf," pp. 41-51. "Fairyland of Flowers," pp. 98-100. Memorize "Said Tulip, 'That is So','' P- 97- Animal Life. — -Talk about domestic animals. "From September to June," pp. 34-44. "Cats and Dogs," pp. 57-96. Study the crow as the type of bird life. "Introduction to Nature's Story Book," p. 137. Wilson's "Nature Study Manual," p. 144. " Seaside and Wayside No. 3," pp. 217-220. "Wings and Fins," p. 156. "Bird World," p. loi. Needham's "Outdoor Studies," pp. 47-50. "Animal Memoirs, part 2," p. 300. " Stories of Bird Land, Vol. 2," p. 55. Beard's "Birds of North America" (manual), p. 21. During the winter months give regular instruction on food, drink, digestion, the blood, the bones, the nerves, the brain, the skin, the special senses, etc. Use for a guide any good primary text. Baldwin's "Primary Lessons in Human Physi- ology," published by the Werner School Book Company, is an excellent book for the teacher's desk. Make a comparative study of each subject as much as possible. Geography a7id Physics. — Teach according to the previous outline the story of " Gemila the Child of the Desert," "The Little Mountain Maiden," and "The Story of Pense. " " All the Year Round — Winter," pp. 71-80. " The World and Its People, Book I," pp. 144-152. Teach by experiment the meaning of matter, molecule, solids, liquids, gases, substances, etc., as given in Smith's "Easy Experiments in Physics," pp. 1-20. This book is es- sential for the teacher's desk, unless the teacher is skilled in adapting more advanced texts to primary grades. SPRING. Plant Life. — Teach the twining plants, and continue to ob- serve leaves and flowers. Study the hop plant as a local pro- duct. "Bass's " Plant Life," pp. 72 — 54. " Buds, Roots and Sieuis, " p. 118. COURSE OF STUDY FOR COMMON SCHOOLS. 21 " Glimpses of Nature/' pp. 43, 45, 53, 56, and 58. ''From September to June," pp. loi — 184. ''AH the Year Round — Spring." Animal Life. — Make a special study of the ant, as an insect type. Bass's " Animal Life," pp. 116 — 122. "Lessons in Natural History," Vol. Ill, pp. 51—52. " Seaside and Wayside No. 2," pp. i — 35. " Half Hours in the Tiny World," pp. 177—218. Study the earth worm as a type of lower life. " Glimpses of Nature," p. 84. "From September to June," pp. 112 — 114. "Leaves From Nature's Story Book," p. 90. "Lessons in Natural History," Vol. HI, pp. 21 — 35. "Seaside and Wayside No. 2," pp. 35 — 51. Wilson's " Nature Study Manual," pp. 184 — 186. Study the robin as a type of bird life. "Glimpses of Nature," p. 67. "Friends in Feathers and Fur," p. 51. Bass's "Animal Life," p. 114. Wilson's " Nature Study Manual," p. 146. " Our Feathered Friends," pp. 107 — 116. " Stories of Bird Land," Vol II, pp. 27—33. "My Saturday Bird Class," pp. i — 9. " The Bird World," pp. 7—10. "Animal Memoirs, Part 2," pp. 78 — 130. "Wings and Fins," p. 201. Page's "Heart Culture," Chap. VIII. Geography and Physics. — From "Seven Little Sisters" study as per previous outline "The Little Dark Girl" and "Louise." Also study the American Indian as a type of human life. "The World and Its People," Book I, pp. 116-133. "The Hiawatha Primer" (H. M. Co.). "The Story of Hiawatha" (Ed. Pub. Co.). "Legends of the Red Children" (Werner Co.) "Docas" (D. C. H. & Co.) " Indians and Pioneers " ( Morse Co.) Teach by experiment the general properties of matter, im- penetrability, divisibility, porosity, compressibihty, density, ex- pansibility ; also physical and chemical changes in matter. 22 COURSE OF STUDY FOR COMMON SCHOOLS. Smith's "Easy Experiments in Physics," to page 28. Rick's Object Lessons and How to Teach Them/ 2 vols. Rick's Natural History Object Lessons." THIRD YEAR. GROUP II. THIRD AND FOURTH YEARS. " A graduated course of nature study following- a systematic order of development, but observing the child's standpoint as determined by his experience and interests, studying things, phenomena, processes, properties and classification of things, as animal, mineral, and vege- table. Conversational lessons on the human body, its principal parts, their movements and their uses; on common animals so conducted as to arouse interest in bird life, especially treating of the uses of birds to the farmer, and the necessity for their protection, to stimulate observa- tion regarding their habits, and to cultivate a sentiment of kindness in the treatment of them ; on plants and the care of them, their parts, as roots, stems, flowers, fruits, seeds, and their growth; on some common minerals and their uses. Lessons on transformation of material in manufactured articles of common use." Report of the Committee of Twelve. Animal and Plant Life. — The teacher will use McMurry's "Special Method in Science," selecting from the outline on pages 223-252 such material as may be suitable to the locality. Read Page's "Heart Culture" for ethical lessons. Use any primary book on hygiene as a guide for oral instruction. Kelley's "Health Chats for Young Readers" is an excellent book for supplementary reading in this grade. Geography. — " The World and Its People," Book HI, is an excellent supplementary book, and should be on the teacher's desk as a guide for the work of the grade. It should be studied in connection with wall maps, and emphasis should be given to the State of Washington and to the county in which the pupil lives. Physics. — Experiments illustrating the properties of bodies depending on cohesion; hardness, tenacity, brittleness, flexi- bility, elasticity, malleability, ductility. COURSE OF STUDY FOK COMMON SCHOOLS. 23 Experiments illustrating adhesion, capillary attraction, crys- tallization, magnetism. Use Smith's ''Easy Experiments'' to page 70, omitting pp. 54-60 for a more advanced grade. FOURTH YEAR, Animal and Plant Life.— The teacher will use McMurry's Special Method in Science," selecting from the outline on pp. 253-267 suitable material. Use Long's ''Ways of Wood Folk" for supplementary reading. Same work in hygiene as in third grade. Physics. — Experiments illustrating heat, solar heat, animal heat, heat caused by friction, chemical action, expansion of bodies by heat, melting, evaporation, condensation, freezing, conduction, convection, drafts of air, latent heat, radiation. Use Smith's "Easy Experiments" to page 100. FIFTH YEAR. GROUP in. FIFTH AND SIXTH YEARS. ''Preceding course so expanded and taug-ht as to give clearly some of the more important notions of natual science; the human body and the principal functions of life; distinguishing characteristics of animals taught from the study of types; useful and noxious animals, especially birds and insects; the study in typical specimens, of the principal organs of the plant; plant growth, its order and conditions; some typical trees and their characteristics, value and uses of their wood; fruit trees best adapted to the reg-ion; lessons on soils. "Every rural school should have a plot of ground prepared as a school garden, in which every pupil may cultivate and study plants. In this case the instruction in groups III and IV would be extended to include the preparation of soils for cultivation, the action of fertilizers, the simpler agricultural operations, and the use of garden tools." Report of the Committee of Twelve. The first regular text in nature and science is introduced in the fifth year. Effort is made to shorten the work given to geography by requiring a one-book text only in the fifth and sixth grades. If any district desires to take a higher book in 24 COURSE OF STUDY FOR COMMON SCHOOLS. the seventh and eighth grades, it can do so by using any book desired. In support of shortening the work in geography the following extract is given: " Geography is the great obstacle of today in the way of placing the study of nature on a sound pedagogic basis. It is an amorphous relic of pre-scientific days in education, the text book maker's pet and the true pedagog's abomination. If we could reduce it to a fourth or a tenth of its present time and dimensions, and substitute the rudiments of the leading sciences of which it is a kind of hash, resembling life only as an unlinked sausage resembles an organic and living snake, the efficiency of our entire school system would be greatly enhanced. ''I would by no means advocate the entire abolition of geography from the school courses, but I would not only greatly reduce the text books and time, but put the work much later, and teach most of the matter now included in it in the high school, in proper scientific con- nection,— part of it with history, part with astronomy, part with geol- ogy, part with natural history, etc.,— the elements of all these to be thus made room for at the expense of their common enemy. This in a way would respect and not actually injure the unity of the child's mind. I do not expect these changes to be sudden. The methods and text books of teaching nature which I would substitute are not yet sufficiently perfected, but we do now know, from the study of the child's mind and the order of development of both its interests and its powers, that all these are disregarded and sometimes outraged by the modern American school geographies.— G. Stanley Hall. Geography.— The New Pacific GeogTaphy. Hygiefie. — Outlines as before, using any elementary book for a guide. See teacher's edition of adopted text. Aniinal Life. — Review with lower grades the previous work, or read ''Ways of Wood Folk," or ''Robinson Crusoe," devel- oping all references to plant and animal life and geography. Physics. — Experiments illustrating the cause of sound, trans- mission of vibration, loudness of tones, pitch of tones, effect of changing the size of strings, effect of the tension of vibrating strings, vibrating air columns. Also experiments illustrating the source of light, the ray and beam, the umbra and pen- umbra; transparent, translucent and opaque bodies; inverted images through a small opening; reflecting of light. Use Smith's Easy Experiments to page 134. COURSE OF STUDY FOR COMMON SCHOOLS. 25 SIXTH YEAR, Geography.— text, Tlie New Pacific (jeograpliy, com- pleted. Hygierie. — Same as in fifth year. Animal a?iJ Plant Z//"^.— Use Rick's '^Natural History Object Lessons" to supplement the Geography. Physics. — Experiments illustrating refraction, images with convex lenses, a simple microscope, the solar spectrum. Also experiments illustrating gravity, center of gravity, stable and unstable equilibrium, the pendulum. Use Smith's " Easy Ex- periments," to page i6o. SEVENTH YEAR. GROUP IV, SEVENTH AND EIGHTH YEARS. Revision and extension of the course in Group III, giving more of completeness and of scientific arrangement and form to the instruction. Cabinets should be collected for the schools. Physiology.— Genevol review by use of a text book, giving special at- tention to hygiene and to the effects of stimulants and narcotics. Sanitation of school and home. Zoc/(9^j.— Observation of the habits of animals throughout the year ; study of available types ; general classifications ; geographical dis- tribution. Botany. — Essential parts of the plants ; order and conditions of growth ; principal groups ; geographical distribution of plants ; uses of plants ; study of trees. Mineralogy.— Gqxxq'cqI treatment of the structure of the crust of the earth ; soils, rocks, fossils, with illustrations from the neighbor- hood. Excursions and collections by the pupil. Physics and Chemistry elementary facts and principles of these sciences should be taught by simple experiments. The course will vary according to the qualifications of the teacher and the means of instruction. Various courses for this instruction have been prepared, giving methods in detail. Only such selections from the above as can be well done. Report of the Committee of Twel\t]. Physiology. — The adopted text, (jracled LeSSOnS in Hygiene. 26 COURSE OF STUDY FOR COMMON SCHOOLS. Animal and Plant Life. — Work in English composition, by- outlining and describing the work of the previous grades. Physics. — Experiments illustrating pressure of liquids, ^ 'water seeks its level," pressure of air, the pump, the siphon, potential and kinetic energy, inertia, friction. Also experiments illustrat- ing the action of two forces acting together, two parallel forces, the three classes of levers, forces acting at an angle. Use Smith's ''Easy Experiments," pages 172-196. EIGHTH YEAR. There is no required science for the eighth year. One of the following is recommended, at the option of the district: Shaler's " First Book in Geology;" D. C. Heath & Co. Bert's "Primer of Scientific Knowledge;" J. B. Lippin- cott & Co. James' " Practical Agriculture;" D. Appleton & Co. Bailey's " First Lessons with Plants;" The Macmillan Co. Avery and Sinnott's "First Lessons in Physical Science;" Butler, Sheldon & Co. Review Geography. Physics. — Experiments illustrating simple measurements by the common and metric scales, relation of circumference to diameter, diameter of a sphere, volume of a cylinder. Use Smith's " Easy Experiments," from p. 196 to the end. Also vol- taic electricity, pp. 54-60; and specific gravity, pp. 162-170. HISTORY AND CIVICS. "History is humanity becoming- and being- conscious of itself. * * * History is humanity's knowledge of itself, its certainty about itself. It is not 'the light and the truth,' but a search therefor, a ser- mon thereon, a consecration thereto. It is like John the Baptist, 'not that Light, but sent to bear witness of that Light.' " Droysen. The theory on which this course in history is based differs from that followed by most schools. It has been the custom to teach the facts about our own country and people to the primary COURSE OF STUDY FOR COMMON SCHOOLS. 27 and grammar grades, and leave the subject of general history to high school instruction. This course, however, is based on Herbert Spencer's idea: ''There can be no correct idea of a part without the corresponding idea of the correlative whole." Hence the grade work in history consists in teaching something of the history of the race, leading up to and including the his- tory of our own people. If the pupil is led to see the order and UNITY of all history, the history of the United States can be in- terpreted with more profit, and a better citizenship will result. Progress is the underlying principle of history; more par- ticularly, mental and spiritual progress. With each change of environment old ideas give way, institutions crumble, and from the ruins grow new creations. ''And the thoughts of men are widening- with the process of the suns." Tennyson. " New occasions teach new duties ; time makes ancient good uncouth ; They must upward still and onward, who would keep abreast of Truth ; Lo ! before us gleam our camp-fires, we ourselves must pil- grims be, Launch our Mayflower, and steer boldly through the des- perate winter sea, Nor attempt the Future's portal with the Past's blood- rusted key." Lowell. In the study of history by young pupils, the logical relations must give way to the psychological conditions. The child can- not grasp the logic of history, but he can feel the motives of men in making history, if their acts are put before him in such manner as will enable him to compare them with his own acts. The purposes of history in a school course are: (i) To provide material out of which the imagination may construct historical pictures; (2) To cultivate the habit of careful obser- vation in the search for truth; (3) To cultivate the habit of judging the thought and feeling of men through their actions; (4) To give a closer knowledge of the origin and nature of pres- ent conditions and institutions. No other subject so touches both the head and heart of man- kind. The ethical impulse should be the basis of all instruc- 28 COURSE OF STUDY FOR COMMON SCHOOLS. tion in all grades. It is the goodness of mankind that has evolved the good of civilization, and the child should be taught to appreciate the nobility of those whose acts constitute the his- tory of the race and have determined the progress of ideas. A child's imagination is vivid, and the history work should be in harmony with this psychological condition. The story should be made the basis for the cultivation of the imagination. The myth should be read because it is in harmony with the child's mental development, and likewise represents the cl^ild- period of the race. After the myth should follow the traditions of a people, representing the transition from the purely imaginary stage of history to the stage of realities, modified by their touch with the generations through which they pass. Then should follow real heroes or fictitious ones, around whom cluster the great actions which determme social con- ditions and constitute real history. At all times touch the subject from the child's point of view, and appeal to child-impulses and experiences. Emphasize the fact that in all ages the same emotions and passions actuate man; that strength is ever encroaching upon weakness, that tyranny is ever trying to hmit human liberties. THE STORY, IN HISTORY AND LITERATURE. ''Of all things that a teacher should know how to do, the most im- portant, without any exception, is to be able to tell a story."— G. Stanley Hall. "At the heart of the great dramas of the world, lies the story as the nucleus of interest. It is the story that delights, that thrills, that awes, that gives impetus to the philosophic thought that they have inspired."— Hamilton Wright Mabie. I. What is it?— It is a picture, a word picture that helps us to see more clearly, to feel more heartily, and to act more faithfully. Qualities of a good story. — 1. It should be interesting and dramatic. 2. It should be instructive and significant. COURSE OF STUDY FOR COMMON' SCHOOLS. 29 3. It should be simple and in concise language. 4. It should be complete, a logical unity. 5. It should cultivate a taste for good literature. 6. It should lead to the formation of moral judgments. 7. It should be related to the daily school work. 8. It should embody an ideal. Stories should always embody ideals — ideals of courage, strength, wisdom, patience, generosity, unselfishness, kindness. Children imitate what they admire, thus an ideal becomes an unconscious influence upon character. ■■ Ideals are the end as well as the center and source of our living — ah the other powers are but means by which we seek to realize our ideals in our lives.'" III. Kinds of stories. — 1. Imaginative — to cultivate the sesthetic emotions. 2. Realistic — to teach a moral and to inspire imita- tion. 3. Historic — to discover individual relations to society. 4. Scientific — to form habits of observation and to convey information. Through the historic tale the child discovers how environ- ment influences work and habits, and how environment may be overcome. He also discovers relation between the individual and societv. the growth of the state and the changes therein whereby it has become the institution of a free people. IV. Treataiext of the story. — 1. Preparation. — Prepare the child's mind for the thought to be presented, by skillful questioning, and thus bring to the child's consciousness the concepts which are related to those about to be presented. 2. Presentation. — Give the story complete. If it is a long one, give it in sections, each section forming a complete whole in itself. Develop it in all relations, and require the pupil to reproduce it. In the reproduction of stories, do not interfere with the continuitv of thought by correcting faults in language and pronunciation, but leave that until the close of the narrative. 30 COURSE OF STUDY FOR COMMON SCHOOLS. 3. Abstraction. — Lead the child to reach the general con- clusions which are important and significant to his life, by (a) developing clearly the new concepts, (b) by co-ordinating and associating them with his old concepts, and (c) by deriving the general notion underlying the story. 4. After the general truth is abstracted, it should be ex- pressed in good English. It should also be related to the pupil's daily living, in the most direct manner. Let the story point its own moral. V. To THE TEACHER. 1. Know the story. Read many books for the fullest pos- sible information. You must see all that there is in it if you are to lead the pupil to see it. 2. Feel the story. You must first be touched by the story before you can touch your pupils with it. Dr. Walter L. Hervey, in his " Picture Work," says: ''The secret of story-telHng lies not in following rules, not in analyzing processes, not even in imitating good models, though these are all necessary, but first of all in being full — full of the story, the picture, the children; and then in being morally and spiritu- ally up to concert pitoh, which is the true source of power in everything. From these comes spontaneity; what is within must come out; the story tells itself, and of your fullness the children all receive." 3. Shorten it by cutting out details which do not intensify the picture. Brevity is the soul of story-telling. 4. Expand it by giving a background of such details as are necessary for a clear conception. 5. Repeat it, and have pupils repeat it. A good story is always worth re-telling. FIRST AND SECOND YEAR HISTORY, About the only historic impulse that can be given children in the beginning grades is such as arise in connection with the various hoHdays and anniversaries through the year. These exercises should be given by all grades. COURSE OF STUDY FOR COMMON SCHOOLS. 31 Books For the Teacher's Desk. Essential. — History Reader for Elementary Schools, by Mrs. L. L. W. Wilson. Teacher's Manual (to accompany the Reader), by Mrs. L. L. W. Wilson. Santa Rosa Story of Washington, Helpful. — ''American History Stories," 4 vols. " Pilgrims and Puritans." " From Colony to Commonwealth." Any good texts on United States History. Teachers' Journals giving special programs. " The Rescue of Cuba." '' Stories of Other Lands " to p. 50. SEPTEMBER AND OCTOBER. Columbus. — It is clear that these months can be used to em- phasize the events related to the discovery of America. The time up to October 12 should be devoted to Columbus, and the rest of the time can be given to the Norsemen and the Cabots and other explorers. NOVEMBER. Thanksgiving and the Pilgrims. — The troubles of the Pilgrims, their worship, dress, wanderings, and landing at Plymouth Rock. Read Mrs. Hemans' "Landing of the Pilgrims." Teach the facts about the first Thanksgiving. On the day before Thanksgiving a program should be ren- dered, the boards decorated, visitors invited, and a day of gratitude be spent with the greatest liberties consistent with propriety. If situated to make it possible, children should be encour- aged to bring contributions to the school for proper distribution to the needy. DECEMBER. John Smith and the Virginia Colony. — Since the London Company sent the first settlers to Virginia from London, December 19, 1606, the work of the month clusters around 32 COURSE OF STUDY FOR COMMON SCHOOLS. Virginia and John Smith, and collateral with this may be taught the story of Henry Hudson, of William Penn, and other leaders in colonial times. Emphasize the treatment of the Indians by Penn to illus- trate the power of kindness and justice. JANUARY. Benjamin Franklin. — Franklin was born January 17. Dur- ing this month pupils should learn facts about his early life, and some of the short sayings from his writings. FEBRUARY. February 12 and 22. — The teacher needs no suggestion for the work of this month. MARCH. The Boston Massacre, March 5. — The story of the troubles which led to the Revolution. Prepare for the work of the next month. APRIL. The Battle of Lexington. — Continue the story of the Revolution to the end, touching with emphasis the stories of Bunker Hill, the Declaration of Independence, capture of the Hessians, Valley Forge, Benedict Arnold, surrender of Corn- wallis. Give a program on the 19th of the month. may. May 30, Decoration Day. — As a preparation for this day, the month should be devoted to the study of Grant and the Civil war, with such stories as will teach the ideas of freedom, bravery and loyalty. -The first of the month, as a variation, may be given to the story of Dewey's victory at Manila. JUNE. A Flag Day Program. — A study of National flags. The story of Betsy Ross, and the Star-Spangled Banner. The flag salute and the national airs. Or, The Merrimac in Santiago Harbor, June 3. — Lieutenant Hobson and his companions sank the Merrimac in the channel to prevent the escape of Cervera's fleet. The month may be devoted to the events of the Spanish war. COURSE OF STUDY FOR COMMON SCHOOLS. 33 THIRD YEAR. Books for the Teacher *s Desk. Essential, — Same as for First Year. Scott's "Organic Education" (Vol. XXXV. of Heath's Ped. Library). " Ten Boys Who Lived from Long Ago to Now." The Story of the Chosen People." Helpful. — Same as before. Kemp's " OutHne of Method in History." ''Stories of the Olden Time," pp. 71-116. Stories of Croesus, Cyrus, Babylon, the Jewish Captivity. " Old Stories of the East." Any good text on General History. The year is given to the study of the pastoral period of the race, as shown by the Aryan and Persian. Ample opportunity is given to develop Ideas of property rights. Sense of danger and caution. Benefits of Co-operation. Individuality of character. Sense of mastery. Ideas of military life. KABLU, the ARYAN BOY. Read and explain the complete story, and review orally by developing the following outline: 1. The ideas of "A long, long time ago," and "Along, long way off." 2. Description of a mountain. 3. How the house was built. / 4. Morning worship — prayer to the Sun. a. Is the sun very important to the comfort of man? b. Should we be thankful for all things given to us? c. Do people still worship the Sun? d. Is it our duty to express our thanks for the bless- mgs we enjoy? 5. Occupation of each member of the family. — 3 34 COURSE OF STUDY FOR COMMON SCHOOLS. a. In the house. b. In the fields. c. Relation of occupation to environment. 6. Implements and tools. a. Plows, knives, etc. b. Use of metals. c. Mill for grinding grain. d. Earthenware and work in clay. 7. The storm. a. The evening prayer. b. The thunder and lightning; cause and effect. c. The swollen mountain stream; cause and effect. d. The home destroyed. 8. The home re-built. a. Who built it? b. Of what material is it built? c. How came the stone to be used? d. Compare with homes of to-day. e. How was the roof made? • 9. The change in the seasons. a. Length of summers and winters. b. Famine and its effects. c. Migration to the plains. d. Reasons for and against the migration. e. Relation of climate to occupation. f. Plant and animal lite. g. The savage inhabitants. h. A thinking people rules an ignorant people. i. Is slavery right. JO. Emphasize the following thoughts: a. Each one at home has something to do. b. We should pray to our God, "Gladden our hearts to do Thy will." c. ''The brothers will come and work for the one who is in need." d. " Man means one who thinks." COURSE OF STUDY FOR COMMON SCHOOLS. 35 e. Man, the thinker, can bring good out of disaster, wisdom out of misfortune, because he can think." f. ''It took the thought of many men to learn how to bring wisdom out of misfortune." (Beginning of social life and government), II. Drill pupils in illustrating the story by original draw- ings of the home, the jars, the swollen stream, the rising sun, the plow, etc. DARIUS, THE PERSIAN BOY. Read and explain the complete story, and review by develop- ing the following outline: 1. Relation of Darius to Kablu. a. Migration of the mountain people westward. b. Parting at the Black Sea. c. Arrival of the family of Darius. d. The religion of the Medes and Persians. 2. The education of the Persian boy. a. Early rising, and hastening to the open field. b. The dress and equipment of each boy. c. The subjects taught. The sling and bow. Use of iron. Horsemanship, Moral instruction. d. Daily meals, and self support. e. Crossing the river. 3. Zadok, the Hebrew boy. a. The story of the salt sea, and its commerce. b. Captivity of the Jews in Babylon. 4. Darius on the farm, a. Rural occupations. b. Lesson from the Zendavesta. c. The locusts. 5. Return to Babylon, a. Location. b. Walls. c. Euphrates, 36 COURSE OF STUDY FOR COMMON SCHOOLS. d. Temple of Belus. e. Hanging Gardens. f. Palaces and bridges. 6. Religion. a. Ormuzd and Jehovah. b. Religious festival of the Nevv^ Year. c. The freedom of the Jews. 7. Drill on the following thoughts: a. Do not let us forget the traditions of our Fathers. " b. Do you also serve the Father of Light and Life?" c. ''There are two spirits, the good and the base. Be good, not base. The good is holy, true, to be honored through truth, through holy deeds. You cannot serve both. d. ''And he promised to bring us again out of our cap- tivity. " e. "One of man's chief duties is to till the soil which the F'ather of Life and Light has given to him, and to plant trees, that the fruitful earth may blossom and be glad." f. "Purity and glory will grow and bloom forever for those who are pure and upright in their own hearts. " g. "Truth, courage and obedience." 8. Drill in illustrative drawings as before. FOURTH YEAR. Books for the Teacher^s Desk, Essential — Same as for third year. "Greek Gods, Heroes and Men." "The Story of the Greeks." Helpful — "Old Greek Stories." "The Story of Troy." Firth's "Stories of Old Greece." COURSE OF STUDY FOR COMMON SCHOOLS. 37 Kupfer's ''Stories of Long Ago." Judd's ''Classic Myths." Any books on mythology. Any good text on Grecian History. "Ten Great Events in History," to p. 23. " Stories of the Olden Time," to p. 20. The whole year is to be given to the study of Greek history and mythology. Following the story of Cleon, some of the Grecian myths should be retold and others read, and where pos- sible, interpreted to show their relations to physical conditions and environments of Greece. Any Greek history or mythology will be helpful, but perhaps the best books for the teacher's desk is one published by Scott, Foresman & Co. of Chicago, entitled "Greek Gods, Heroes and Men." This book is comprehensive for the purpose de- sired and delightfully interesting. Keep in view in all exercises The cultivation of a healthful imagination. Development of ethical perceptions. The influence of environment. The dignity of body and mind. The emphasis of ideals. Supplement "The Wanderings of Odysseus" by an ac- count of the voyage of ^Eneas, thus preparing for the next story about Horatius. Teach the story of Damon and Pythias in "Stories of the Olden Time," p. 36. CLEON, THE GREEK BOY. 1. The valley where the Olympic games are held. a. On the march to the valley. b. From whence they come. 2. The child and his pedagogue. a. Meaning of "pedagogue." b. Price of an intelligent slave. Is intelligence always valuable? c. School days and school hours. d. Method of teaching writing. 38 COURSE OF STUDY FOR COMMON SCHOOLS. e. How Atticus learned his letters. f. Cleon's inclination to oratory, and how he learned Homer. g. His games. 3. The Olympic races. a. Cleon starts for the races. b. His dress, and the dress of the horseman. c. How time was counted. d. The noon-day meal. e. The laurel staff. f. Aristodemus, the Spartan boy. g. The victorious race. h. The wrestling contest. 4. Their return home. a. The garland on the door. b. The wool on the neighbor's door. c. Structure of the house. d. The sacred hearth. e. The golden ear-rings. 5. The Acropolis. a. The statue of Pallas-Athena. b. The festival and torch race. c. Daldion, the orphan, reared and educated by the state. 6. The christening festival of Cleon's baby brother. a. Preparation of the food. b. The amusements. c. The guests, their dress and reception. d. How the feast was served. e. Cleon's share in the festivities. f. He retires to his bed. 7. Drill on the following thoughts: a. ''We know that no image can represent God, the Father of us all." b. "These boys are too poor to pay a teacher, and yet they have a great love of learning, so they are working for the schoolmaster, who will pay them in teaching." 39 c. ''The body must be educated as well as the mind. d. ''Obedience is one of the duties of a good citizen." e. "He who toils is beloved by God and men." f. "It was not ear-rings of gold that the oracle meant, but jewels of thought set in golden words." 8. Drill in drawing the plan of the Greek house. FIFTH YEAR, Books for the Teacher's Desk. Essential. — Same as before. Pratt's "Stories of Old Rome." "The Story of the Romans." Helpful. — Books on mythology as before. "The Story of ^Eneas." "The Story of Caesar." Any good text on Roman History. "Stories of the Olden Time," pp. 1 17-168. Shakespeare's " Coriolanus " and "Julius Caesar." During the fifth year Mowry's Primary History of the United States is required- in the hands of the pupils, not as a separate recitation, but to be used alternately with the reader. The whole year is to be given to the study of Roman history and life. Following the story of Horatius, attention should be given to Roman heroes and decisive events of Roman history. Any Roman history will be helpful, but perhaps the best book for the teacher's desk is published by the Educational Pub- lishing Company, " Stories of Old Rome." Develop in a general way Power based on selfishness and cruelty cannot endure, Decisive character overcomes opposition. Heroism is closely related to patriotism, Power through law and order will endure. HORATIUS, THE ROMAN BOY. 1. A sail in a Trireme. 2. The slave market in Rome. 40 COURSE OF STUDY FOR COMMON SCHOOLS. a. The slaves. b. The buyers and their costume. c. Horatius and Horatia. Family names. 3. The Roman house. 4. The household gods. 5. The vestal virgins. 6. The Roman calendar. 7. The shield festival. 8. What Horatius learned at school. a. Writing. b. Reading and declaiming. c. Numbers. d. Geographical ideas. e. The Twelve Tables of the Law. g. The mock trial. 10. The vacation festivals. a. To the temple of Minerva. b. To the temple of Diana. c. The sacrifices at night. d. To the temple of Apollo. 11. Horatius visits the senate. a. The boys play ''senate." b. They elect a tribune. c. They study the veto power. 12. Scipio's arrival from*Spain. a. The march from Campus Martius to the Temple of Jupiter. b. The General's costume. c. The crown of oak leaves, etc. 13. Valerius' story of the Temple to Castor and Pollux. 14. Funeral celebrated by public exhibitions. 15. Saturnalia Holidays. a. Gifts to the poor. b. Gifts from friends. c. Gift of freedom. d. The " The Game of Troy." COURSE OF STUDY FOR COMMON SCHOOLS. 41 i6. The Lupercal feast. a. The sacrifice. b. The German Gladiators. Drill on the following thoughts : 1. What is punishment for ? It is to make us better. Now if the man is made really better, let us be thankful that it was by the sight of pure and good, rather than by the stern and dreary imprisonment. There is severity and punishment enough, and more than enough, in Rome. So we will cherish this little glimpse of gentleness and mercy. 2. No Roman ever rises to distinction who is not capable of eloquent pleading. 3. And thus early the boys learn that it is also their duty to advance the grandeur of Rome. 4. This man I will to be free." 5. It is not a manly nor kindly thing that they should be made to hurt or kill each other as an amusement for the Romans. SIXTH YEAR. Books for the Teacher^s Desk. Essential. — Same as before. Dickens' ^' Child's History of England," or Blaisdell's ''Short Stories from English History." Scott's ''Tales of Chivalry." Helpful. — "The Story of the EngHsh." "England" (Evolution of Empire Series). Rannie's "Outline of the English Constitution." Any good text on English history. Scott's works based on English history. Shakespeare's plays based on EngHsh history, as " Henry VIII," "King John," etc. THE ANGLO-SAXON BOY. 1. The race to the eagle tree. 2. The village boundaries. 42 COURSE OF STUDY FOR COMMON SCHOOLS. 3. The swine herd. 4. Grendel." 5. The message of old Elric. a. Description and arms. b. Derivation of the names of the days of the week. 6. The Saxon home. " a. The mother's reception. b. Grandfather's news. c. Equipped for war. 7. The voyage to England. a. Description of the fleet. b. Hengist's opinion of the Britons. c. Reception by Vortigern, the British king. d. Wulf's oath of allegiance. 8. The march against the Picts. a. Description of the Picts. b. The old Roman roads. c. Thong castle. 9. The Saxon settlement on the Isle of Thanet. 10. Their learning and lore. a. Their education. b. The old gleeman's tales. c. How they signed their names. d. Anglo-Saxon words in the English language. Continue the year by similar study of Gilbert, The Page; Roger, The English Lad; Ezekiel Fuller, The Puritan Boy,' Jonathan Dawson, The Yankee Boy; and Frank Wilson, The Boy of 1885. II. Drill on the following: a. ^' To be a free man is as good as to be a king." b. '^A true knight should have his feet steady, his hands diligent, his eyes watchful, and his heart resolute. " c. '^Loyalty, the first and greatest lesson for every Englishman." d. The school-room motto— Either teach, or learn, or leave the place." COURSE OF STUDY FOR COMMON SCHOOLS. 43 e. ''Do unto others as you would have others do to you." f. " Many a simple thing the skillful New Englanders could make for themselves if their mother country would allow them to do so." g. " He will live to call it Independence Day, and to think of it as the birthday of a great nation." h. "It is not what a boy has, but what he is, that makes him valuable to the world, and the world valuable to him." Teachers should lead pupils to 'develop parliamentary and forensic power through organized societies, either in the regular school exercises, or in debating societies meeting one evening each week for the benefit of the entire district. For information on this subject refer to Robert's " Rules of Order;" Scott, Foresman & Co. Reed's "Rules of Order;" Rand, McNally & Co. Fish's " Guide to the Conduct of Meetings;" Harper & Brothers. Robert's "Parliamentary Syllabus;" Scott, Foresman & Co. During the sixth year, the text Why We Yote, is re- quired in the hands of the pupils, not as a separate study, but to be used alternately with the reader. Wherever possible, the school should be organized into the various municipal depart- ments of local government for concrete illustration of public business methods. "In connection with the history, which should be closely connected with the geography, the teacher who keeps her pupils informed upon the " current events " of the day will give them a clearer conception of what the history of the country is. They will get the idea that we^ as well as the people of the past, are a part of history, and that the history of the future will consist of a record of the deeds of to-day." Miss Sadie Rogers, Principal Training Dept., New Whatcom Normal School. I 44 COURSE OF STUDY FOR COMMON SCHOOLS. SEVENTH YEAR. The seventh and eighth years are devoted to the study of the history of the United States and the fundamental principles un- derlying good citizenship. Attention will be given to related topics in geography and literature. Suggestions to Teachers of U. S. History. 1. Study by topics — not by pages. 2. Study related events rather than dates. 3. Express the thought in the best possible original English. 4. Do not memorize, except choice collateral literary se- lections. 5. Constantly refer to related facts by proper reviews. 6. Briefly explain all alusions to history, science and litera- ture. 7. Dwell on good deeds — the lives of good men. 8. Use topical outlines for composition. 9. Give programs based on noted days in history. 10. Encourage the narration by the pupils of supplemental matter. 11. Develop the biographies of leaders in politics and learn- ing. 12. Study current events and the proper use of newspapers and magazines. 13. Make and use simple outline maps to illustrate and sup- plement the lesson. In the seventh grade, study at least to the constitutional period, using the adopted text. The New Era U. S. History. Books for the Teacher^s Desk. Essential — Rice's Course in History and Literature." Mace's Method in History." Starr's ''American Indians." ''Our Country in Prose and Poem." Carrington's "Columbia Selections." Kemp's "Outline of Method in History." COURSE OF STUDY FOR COMMON SCHOOLS. 45 EIGHTH YEAR. Complete the text, and take collateral or alternate with it Dole's American Citizen. Emphasize as in previous grade the related facts in geography and literature. Read to the class Chap. Ill of Dole's Coming People," Thos. Y. Crowell, & Co., Boston. Books for the Teacher^s Desk. Essential — Same as for seventh grade, Taylor's History of Washington." For complete lists of books on history, see Rice's "Course in History and Literature." Scott's Organic Education." Kemp's ''Outline of Method in History." Mace's " Method in History." ARITHMETIC. The course in arithmetic is left optional for the first three grades, that the districts may use any particular system or method of primary numbers desirable. For aid in teaching, teachers are referred to "Psychology of Number;" D. Appleton & Co. " Prince's Arithmetic by Grades;" Ginn & Co. " Nichol's Arithmetic by Grades;" Thompson, Brown & Co. "The Wooster Arithmetic, Grade I;" Crane & Co. " Speer's Arithmetic for Primary Teachers;" Ginn & Co. " McLellan and Ames' Primary Arithmetic," Teachers' Edition; The Macmillan Co. Brooks' "Philosophy of Arithmetic;" The Normal Pub- lishing Co., Lancaster, Pa. The course by grades is as follows: First Year. — Optional. Second Year. — Optional. Third Year.— Walsh's Primary Arithmetic in the hand of the teacher. 46 COURSE OF STUDY FOR COMMON SCHOOLS. Fourth Year. — Walsh's Primary Arithmetic in the hands of the pupils. Fifth Year.— Grammar School Arithmetic, Chapters VI and VIL Sixth Year.— Grammar School Arithmetic, Chapters VIII and IX. Seventh Year.— Grammar School Arithmetic, Chapters X, XI, and XII. Eighth Year.— Grammar School Arithmetic, Chapters XIII, XIV, XV, and XVI. READING. Reading is more and more considered as a means, not an end. Not only is a child given the mechanical power to read, but it is taught what to read. Good literature is brought to the pupils of all grades. The publishing houses are supplying the schools with the best literature in the form of biography, myth, legend, history, geography, and nature books. The pupils should be drilled on the regular lessons of the text in reading, but in addition they should be led to select other books from the Hbrary for home reading, and each school district should provide supplementary books suitable for each grade. These books should be selected with a view of correlation with other subjects, and the reading period will then become one of information as well as oral drill. For information on methods of teaching reading, the teacher should refer to — ''Bronson's Reading Methods;" D. C. Heath & Co. '^Phonics and Reading;" Public School Publishing Co. How to Teach Reading;" Silver Burdett & Co. ''Special Method m Reading;" Public School Publishing Co. ''How to Teach Reading in the Public Schools;" Scott, Foresman & Co. "Burt's Literary Landmarks;" Houghton, Mifflm & Co. "Hall's How to Teach Reading;" D. C. Heath, & Co. COURSE OF STUDY FOR COMMON SCHOOLS. 47 Le Row's How to Teach Reading;" Maynard, Merrill & Co. Any Treatise on Elocution. Oral expression cannot be taught apart from thought com- prehension. Lead pupils to see clearly and to feel deeply, and they will find that expression is natural and easy. Arouse in- terest, excite emotion, and expression will be effective. Child- ren love to read (f they have something to read, but they do not ove to read when they merely have to read something. Encourage rhetorical exercises, recitations, debates, and public readings. A literary society on Friday afternoon of each week is one of the very best means of cultivating oral expression. Each grade should commit to memory some choice selections, and practice in articulation, emphasis, quality of voice, inflection, pitch, rate, etc. See list on page 51. FIRST YEAR, The adopted text: Lights to Literature, Book One, Rand, McNally & Co. Supplementary books recommended: Rice's "First Year Book," The Westland Publishing Co. Bass's Beg-inner's Reader," D. C. Heath & Comany. " The Wooster Primer," Crane & Company. " Home and School Series," Book One, . . .Eaton & Company. "Stories from the Poets," The Morse Company. " The Hiawatha Primer," Houghton Mifflin & Company. For all schools using- a reading chart for beginners, Wooster's Reading Chart, Crane & Co., is recommended. See library list for other books. SECOND YEAR. The adopted text: Lights to Literature, Book Two, Rand, McNally & Co. Supplementary books recommended: Rice's " Second Year Book," The Westland Publishing Co. The "First Year Nature Reader," Werner School Book Co. "Around the World," Geographical First Book, ; The Morse Company. "Nature's Byways," , The Morse Company. -" Stories of Indian Children," Public School Publishing Co. 48 COURSE OF STUDY FOR COMMON SCHOOLS. ''The Plant Baby and its Friends" Silver, Burdett & Company. "Griel's Glimpses of Nature" D. C. Heath & Company. See library list for additional books. THIRD YEAR. The adopted text: New Century Reader^ Book Three, Rand, McNally & Co- Supplementary books recommended: "Ten Boys," Ginn & Company. "Health Chats for Youngs Readers," Educational Publishing Co. "Seven Little Sisters," Ginn & Company. "Legends of the Red Children," Werner School Book Co. " Old Stories of the East," American Book Company. McMurry's "Classic Stories," Public School Publishing Co. " Lessons in Humane Education," Parts I and II, Whitaker & Ray Company. See library list for additional books. FOURTH YEAR. The adopted text: New Century Eeader, Book Four, Rand, McNally & Co. Supplementary books recommended: "Lessons in Humane Education," Part III. Whitaker & Ray Company. Bashford's " Nature Stories of the North- west," Whitaker & Ray Company. Long's "Ways of Wood Folk" Ginn & Company. Guerber's "Story of the Greeks," American Book Company. Baldwin's "Old Greek Stories," American Book Company. Clarke's " Story of Troy," American Book Company. Clarke's "Story of ^5]neas," American Book Company. Dicken's " Little Nell," Educational Publishing Co. Kupfer's " Stories of Long Ago," D. C. Heath & Company. " Greek Gods. Heroes and Men," Scott, Poresman & Company. Hawthorne's " Tangle wood Tales," Maynard, Merrill & Company. See library list for additional books. FIFTH YEAR. The adopted text: New Century Reader, Book Five, Rand, McNally & Co. Supplementary books recommended : "Lessons in Humane Education," Part IV.. Whitaker & Ray Company. COURSE OF STUDY FOR COMMON SCHOOLS. 49 " *Matka, a Story of the Mist Islands". . . . Whitaker & Ray Company. "Robinson Crusoe" Ginn & Company. Hawthorne's Wonder Book " Houghton, Mifflin & Co. Guerber's "Story of the Romans" American Book Company. Guerber's "Story of the Chosen People ".American Book Company. Guerber's " Story of Cse.-ar " American Book Company. " Pioneer History Stories " Public School Publishing Co. " Plants and Their Children " American Book Company. "Swiss Family Robinson " Ginn & Company, See library list for additional books. SIXTH YEAR. The adopted text : New Century Eeader, Book Six, Rand, McNally & Co. Supplementary books recommended : " Pacific History Stories " Whitaker & Ray Company. "Tales of the Philippines" Whitaker & Ray Company. Blaisdell's " Short Stories from English History " Ginn & Company. Dickens' "Child's History of England . Guerber's "Stories of the English " American Book Company. " Great American Industries " (2 vols.) ... A. Flanagan. See library list for additional books. SEVENTH YEAR. No reader, as such, is adopted for the seventh and eighth years, and the drill in reading will be incidental to other sub- jects, and to such regular literary and rhetorical exercises as may be provided for the weekly program. Supplementary books recommended : Taylor's "History of Washington" J. M. Taylor, Seattle. "Franklin's Autobiography " Maynard & Merrill. "Evangeline" A. Flanagan. Kingsley's " Westward Ho " University Publishing Co.' Cooper's " Spy " "Evolution of Dodd " Rand, McNally & Company. See library list for additional books. EIGHTH YEAR. Supplementary books recommended : American Masterpiecs Houghton, Mifflin & Co. Last of the Mohicans *This is a most interesting story of the seal life in Alaska, written by Pres. David Starr Jordan. — 4 50 COURSE OF STUDY FOR COMMON SCHOOLS. Select from the library list such books as will supplement the other subjects required in the grade. SPELLING. Spelling is taught in all grades and with all subjects. The spelling book is introduced in the fourth grade, and studied through the eighth. The text is divided into parts, and one part is taken each year. LANGUAGE. GROUP I. FIRST AND SECOND YEARS. a. Conversational lessons on familiar experiences and familiar things. Reproduction of stories told by the teacher; invention of stories sug-g-ested by pictures, etc. All this will be training in obser- vation and thinking as well as expression. Great care is necessary as to choice of words and tones of voice. b. Similar to (a), adding written to oral expression ; instruction in correctness of the written forms, as the form of the sentences, the use of capitals and punctuation. Memorizing of choice selections. Report of the Committee of Twelve. GROUP II. THIRD AND FOURTH YEARS. a. See (b), Group I. Combination of oral and written work. Seek variety in subjects. Base lessons on nature lessons, readings, etc. Careful attention to form and use of complete sentences in recitation and conversation, to purity of tone, clearness of enunciation, correct- ness of pronunciation in speaking, to legibility and neatness in writing. b. Work of previous years continued and expanded ; oral nar- ration, invention (from pictures, etc.), description, with written sen- tences from the same; letter writing, with special attention to the general form of the letter ; careful attention to the vocabulary of the child. Memorizing of choice selections. In much of this work all the group can be taught as one class, but pupils of very unequal advancement should be classed together. Report of the Committee of Twelve. GROUP III. FIFTH AND SIXTH YEARS. See Group II. Much written work in connection with and based upon the school work in its various departments. The sentence in its COURSE OF STUDY FOR COMMON SCHOOLS. 51 parts; general classification of work into parts of speech according- to their use in the sentence, not teaching- definitions nor treating of subdi- visions. Careful teaching of the construction of the paragraph. Letter writing, with special reference to correct forms of social and business letters. Readings in literature by teacher and by pupil in school and home. Memorizing of choice selections long enough to have unity in themselves. Some text book of language lessons must be used in the rural schools, in order that a course of teaching may be carried out eventually. Report of the Committee of Twelve. group iv. seventh and eighth years. a. Letter writing, with special reference to subject matter, to form and expression. Much writing in connection with school work, and from outlines wrought out by teacher and pupils. Throughout the course careful at- tention should be paid to the correction and enlargement of the pupil's vocabulary. b. A course in grammar by rational use of text book. Preparation of plans for themes by the pupils, and writing from them. c. Readings in literature by pupils in school and home. Memoriz- ing of choice selections long enough to have unity in themselves. All written lessons and examinations should be so planned that they will be lessons in composition as well. By this course of instruction the pupil should now be able^to ex- press his own thoughts clearly, in correct form, and in well chosen words. Report of the Committee of Twelve. SELECTIONS TO BE MEMORIZED. Pupils should commit to memory not less than six selections each year. For additional helps, the " Humane Educator and Reciter," and Songs of Happy Life," by the Art and Nature Study Pub. Co., Providence, R. L, are specially recommended. First and Second Years. Baby Bye " Theodore Tilton A Visit from St. Nicholas " Clement C. Moore Sweet and Low " Alfred Tennyson " Dutch Lullaby Eugene Field Obedience " Phoebe Cary The Brown Thrush " Lucy Larcom Twinkle, Twinkle, Little Star " Jane Taylor *^ Seven Times One " Jean Ingelow 52 COURSE OF STUDY FOR COMMON SCHOOLS. " Little Boy Blue " Eugene Field Suppose " Phoebe Gary Marjorie's Almanac " T, B. Aldrich Little by Little " Luella Clark "The Dream Peddler " Lucy Blinn ''Do All That You Can M. E. Sangster " Nobility " .Alice Gary " The Vicar's Sermon " Charles Mackay ''America " Samuel F. Smith " Little Birdie " Tennyson "The Frightened Birds," ("Humane Educa- tion" ) Anonymous " Jack-in-the-Pulpit " Whittier " If I Were a Sunbeam " Lucy Larcom " Wynken, Blynken, and Nod Eugene Field "Wishing," (in "Heart Culture " ) Emma E. Page Others from the readers. Third and Fottrth Years. "The Barefoot Boy " .' John G. Whittier " The Children's Hour " Henry W. Longfellow " Lullaby ". Alfred Tennyson " Snow Bound," first ninety-two lines. John G. Whittier " Old^ronsides " Oliver Wendell Holmes " The Sand Piper " Celia Thaxter " Robert of Lincoln " William GuUen Bryant "Paul Revere's Ride " Henry W. Longfellow " The Builders " Henry W. Longfellow Selections from "Hiawatha" Henry W. Longfellow " Rainy Day " Henry W. Longfellow " The Corn Song " Whittier " The Death of the Flowers " Bryant "The Butterfly Fad Ella Wheeler Wilcox " The Frightened Birds," ( " Heart Culture " ). . " The Holidays," ( " Heart Culture " ) " Good Queen Bess " ( " Heart Culture " ) " Catching Beautiful Beck " Marian Douglass " Our Happy Secret," ( Humane Educator ) Others from the readers. Fifth and Sixth Years. "The Chambered Nautilus" Oliver Wendell Holmes "Over and Over Again " Josephine Pollard "The Crow's Children " Alice Gary " Old Ironsides " Oliver Wendell Holmes COURSE OF STUDY FOR COMMON SCHOOLS. 53 " The Boys " Oliver Wendell Holmes ''The Good Time Coming " Charles Mackay " The Blue and the Gray " Francis Miles Finch The Brook " Alfred Tennyson " Whittling- " John Pierpont "What Might be Done" Charles Mackay Battle Hymn of the Republic" Julia Ward Howe Ring Out, Wild Bells " Tennyson The Planting of the Apple Tree " Bryant '' The Village Blacksmith " Longfellow The Mountain and the Squirrel " Emerson The Common Question " Whittier A Little Brown Wing," ( " Heart Culture") . . ''Tom" ("Heart Culture). . " A Bloodless Sportsman Sam Walter Foss " The Dawn of Peace " ( " Heart Culture ").... Ruskin Others from the readers. Seventh and Eighth Years. " Song of Marion's Men " William CuUen Bryant " The Landing of the Pilgrims" Mrs. Hemans "The Ship of State " Henry W. Longfellow " The Centennial Hymn " John G. Whittier " Abou Ben Adhem " Leigh Hunt " The Manliest Man" George W. Bungay " The Way to Heaven " J. G. Holland "Love of Country " W^alter Scott " Daily Work " Charles Mackay " The American Flag " Joseph Rodman Drake " Gettysburg Address " Abraham Lincoln " My Country " James Montgomery " The Concord Hymn " Ralph Waldo Emerson " Marmion and Douglas ". Walter Scott " Westward — ( Columbus ) " Joaquin Miller " Order for a Picture " Alice Cary " What Did We Catch," ( " Heart Culture " ) . . . Kate Kelsey " The Bell of Atri " H. W. Longfellow Others from the readers. THE POEMS I HAVE TAUGHT, AND HOW THE THOUGHT HAS BEEN DEVELOPED, ( Third Grade. ) The following report from teachers in the Tacoma schools will be suggestive to others: 54 COURSE OF STUDY FOR COMMON SCHOOLS. I commenced my work in this, as in all other studies, with a review. The pupils recited ''The Children's Hour," but I found they had no clear ideas as to the thought. I told them how fond the author was of the little ones, and that grave Alice and laughing- AUegra, and Edith with Golden hair," were his own little girls; how busy he was all day in his study, but when the the lights began to lower, the children knew he was ready for them; and he would hear the patter of little feet, and voices soft and sweet, as they would rush to his room for an evening romp. Hence the name, " Children's Hour." I made them acquainted with the author and interested them in his life; then I selected a poem which seemed in harmony with our nature study—" The Birthday of Agassiz." I spoke first of Agassiz's life work, then placed the first stanza on the board. We spoke of " the pleasant month of May" and ail the beauties of that month; of the beautiful scenes which must have been in that mountain home; I pictured the little child asleep in his cradle. "And nature, the old nurse," we talked of the things of nature. "The Story-book" was flowers, birds, trees, etc. In the third stanza, " Come wander with me into regions still un- trod,"I questioned the meaning,' and received the answer: "A place where people had never been." The manuscript of God was explained by some type written sheets. " Whenever the way seemed long Or his heart bee^an to fail, She would sing a more wonderful song, Or tell a more marvellous tale." The "wonderful songs" were the songs of birds and brooks; the "marvellous tales" were the more beautiful things which were un- folded to him in nature. I told them that those who studied nature and spent their lives among birds, trees, flowers, etc., kept the heart younger; hence, "she keeps him still a child." " The rush of the mountain stream From glaciers clear and cold." We talked of our own beautiful mountain with the glaciers at its base, and the clear streams we find in our mountain wilds. And the mother at home says, " Hark ! For his voice I listen and yearn, It is growing late and dark, And my boy does not return." Here I told them of the old mother in her mountain home, and how she missed her boy who was still a boy to her, though a man of fifty, but his work drew him to other lands, and " He wandered away and away. With nature the dear old nurse. Who sang to him night and day, The rhymes of the universe." 55 PLAN FOR TEACHING MEMORY GEMS. [Fifth Grade.) The following- poem was placed on the blackboard: " True worth is in being, not seeming, In doing each day that goes by. Some little good, not in the dreaming Of good things to do by and by. For whatever men say in blindness, And spite of the fancies of youth, There's nothing so kingly as kindness. And nothing so royal as truth," —Alice Gary. The poem was first read by the pupils in concert, and then explained by them with some assistance from the teacher by means of skillful questioning-. Questions similar to the following were asked: "What do you understand by 'true worth?"- "What is the difference between 'being and seeming? ' The distinction was made clear, and the pupils were encouraged to give illustrations from their own experience. The next three verses were taken together as a whole, and the pupils called upon to explain them and tell the difference between doing the little good each day and dreaming of great things to do by and by. In the fifth verse pupils were asked, "What is meant by 'men say in blindness? - " "Are the men really blind? " The pupils were told that people were often called blind when they cannot understand clearly. The pupils were called upon to explain what is meant by the " fan- cies of youth." Pupils were led to understand that the "fancies of youth" are the thoughts and plans which young people have for the future, and of the "great things " they will do " by and by." In the last two verses "kingly" and '"royal" were explained as something belonging to a king, that is of the highest value. Pupils were told that if a king, even, is not kind or truthful he can not be truly noble, and that however lowly one's station in life may be, he may be a true king in character, by being kind to every living thing and truthful in word and act. Pupils then copied the selection carefully, noting the marks of punctuation and the author's name, which should be pronounced for and with them; and then committed the poem to memory. Exercises in developing and outlining oral lessons in nature and history, and also in outlining lessons in the text, form a basis for the best language work. The following are given to suggest a general method, to be modified according to condi- 56 COURSE OF STUDY FOR COMMON SCHOOLS. tions. In all language and composition exercises, children should be drilled in speaking and writing statements and para- graphs as the expression of their own thoughts and discoveries. THE MUSCLES, [Primary Grades.) Well, little girls and boys, I am glad to see by your bright eyes that your telegraph offices are all in good working order this morning, and I am now going to tell you some more about those wonderfull little little nerves we talked of. I want you to know how it is that they can make you snatch your hand away from the hot stove, or put it to your eye to remove the cinder. Of course you know that our arms and legs, our lingers and toes, our mouth, our eyes, our heart, all move by means of muscles. Raise your hand to your shoulder, and you can both see and feel the action of the muscle that lifts it. Move your fingers and you can see the play of the cords that run from the muscles in your arm to your finger-ends. You have about 500 of these muscles in your body, and they are long, short, fiat, round, and even fan-shaped; but all are made up of fine, dark red, thread-like fibers bound together like skeins of thread. With each little strand one of the telegraph lines is connected, so that the brain in a second can send a message to the whole muscle, telling just what motion you want to make. Isn't that wonderful? These muscles are just like the nerves about being injured by ill health. Don't you know how weak a person gets when he is sick ? It is because the little muscular threads are injured. Now you will under- stand why the drunken man's hand trembles so, and why he falls down so easily; and have you ever noticed that a smokers's hand generally trembles when he is lighting his pipe ? If you want to have strong muscles and steady nerves, don't ever drink or smoke or chew; for the alcohol and tobacco shrink up and harden the tender fibres so that they cannot work well. There is another queer thing about these nerves and muscles; that is the way they are fed, for you must know that with so much work to do they would soon wear out if they were not constantly strengthened. It is because your bones and muscles and nerves are in need of refresh- ment, that you get so hungry. A great writer has said ''Boys eat as if their legs were hollow ; " and it is no wonder, when we come to think how many motions all you boys make every day and how busy you keep every nerve and muscle in your lively bodies; but, boys, if you want to be first-class hands at foot-ball or base-ball or any of the nice games that big boys play, don't overload your stomachs, and don't fail to eat good, nourishing food at regular hours. COURSE OF STUDY FOR COMMON SCHOOLS. 57 I must stop now and put some more questions on the board for you.* 1. What do we call that part of our bodies with which motions are made ? 2. Are there many of them? 3. What shape are they? 4. Of what use are they? 5. Can you see them move? 6. Can you see the nerve move? 7. Are the muscles strong? 8. How do they know when to move? 9. How do alcohol and tobacco affect them? 10. In what respect are the nerves and muscles just alike? From the Michigan Course of Study. EARTHWORM. ( Study for Primary Grades. ) AIM OF WORK. To lead the children to appreciate the use of the earthworm, to see that such an apparently unattractive, insignificant worm has a beautiful work to do, which is of value to plants and to mankind. LESSON L Some morning question the children in regard to the small holes and deposits of earth around them that appear in count- less numbers of places along their paths. Some may know how they come to be there. Let them observe during the day. Take the children out to the home of the earthworm. Note the number of little mounds and openings, the places in which the earthworm lives, hard earth as well as soft. Cut into earth showing directions which the openings take. Note the shape of the earthworm's home. LESSON II HABITS. Movement. Note the way in which she moves on the surface of the earth. Rapidity of movement. Note effect of handling earthworm. Does she run away from danger ? Does she protect herself from harm ? *The answers to these questions will be written as a paragraph or composition. 58 COURSE OF STUDY FOR COMMON SCHOOLS. Home. Place. Making. Moving. She makes her home in the ground and eats the earth and piles what she doesn't want at the door. She moves often so she can get more work done. Now when does she move ? We will have to watch several days to find that out. Watch the piles of earth as you come to school and as you come home. (They will see that the earth is fresh in the morning, and will see that they must work at night.) Does she eat anything besides earth ? We will have to take some to visit us and offer it different things to eat, to see. See it eats only such things as make soil, as dried leaves, etc. Summary of Habits. Mrs. Earthworm lives in the same house only one day, and builds a new one every night. She eats the earth out of her house as she builds it — she likes earth better than anything else to eat. She is a little gardener and makes the soil fine so we can raise flowers. God made her so she liked to do this to help us, and we must be kind to her. LESSON III ADAPTATION OF STRUCTURE TO HABITS. Study the live worms in the schoolroom — shape of body, how adapted to locomotion, absence of legs. It can stretch its body out until it is very long. This helps it in digging its house. Its head is very pointed and very small because it is easier to push it into the ground. We sharpen a stick to make it go into the ground easier. It has no ears nor eyes, because they would get full of earth in the ground and they don't need them, as they hve in the earth and couldn't see if they had eyes. LESSON IV. Give simply what the children can see. The earth that is taken up with the worms is full of tiny baby worms looking Hke fine white thread, and not one-half an inch long. Look at them under the microscope and see that they move around more and COURSE OF STUDY FOK COMMON SCHOOLS. 59 faster than the mother worm does. Watch them eat earth. They don't live in the house with their mother because she moves so often and has to work so hard that she couldn't take care of them. So they live in the softer earth and dig little houses of their own. Keep them in the room and watch them from time to time, measuring the parent worm and also the children to see how fast they grow. GENERAL SUMMARY. 1. Home. In the ground. Known by a pile of earth at its door. Is a long round hole. 2. Habits. Builds a new home every night. Earth from the building passes through body. Live on substances taken from the earth. Good gardener and breaks up the soil for us. Works at night so we won't bother. 3. Adaptation to habits. Body stretches like rubber so it can work faster. Head pointed and very small so it can work its way into the ground easier and better. Has no eyes nor ears for it needs none. 4. Life History. Little worms build their own houses and get their own food, grow up to be big worms. Read the story of ''The Little Gardener," in Florence Bass' '' Nature Stories for Young Readers." Miss Mary A. Grupe, Prin. Trainii^g Dep' t. , Ellensburg Normal School. WATER: ITS FORMS AND USES. [Primary and Intermediate. ) I. OBJECT OF THIS WORK. I. To interest children in one of the most common things about them, and to help them observe and learn how much the water does and how it works. 60 COURSE OF STUDY FOR COMMON SCHOOLS. 2. To give them something based on their own observation to think and talk obout. 3. To lead them to watch and see what is going on about them. 4. To serve as a basis for future work in geography. To prepare them for the study of the work of water in soil and earth making, and to help them to better understanding the use and work of water in plant life. II. USES OF WATER. Lead the children to think and talk about the use of water. To man. To other animals. To plants. To the earth (form of rain and snow). III. WHY WATER IS USEFUL. a. Show dissolving power of water by dissolving salt, sugar, snow, etc., in water. b. Show cleansing power of water by washing something sticky or dirty. c. Show power to float things such as wood, sawdust. d. Bring out by questioning the fact that water is useful to man, animals and plants because it dissolves their food; salt, sugar, tea, coffee for man; lime and soil for plants, cleansing them outside and inside; and that rain and streams are useful in cleansing the earth. IV. FORM OF WATER, EVAPORATION AND CONDENSATION. Have children dampen slates and leave them on desk; some dampen cloth and hang in schoolroom; put a little water in a shallow dish; let it stand several hours and note what happens. Put some in a quart measure and measure each day. Try same near heat, and have children note how heat aids evaporation. Boil water over fire in an open vessel. a. What takes place? b. What becomes of the water? c. Into what is it changed. COURSE OF STUDY FOR COMMON SCHOOLS. 61 d. What causes the change ? Boil a measured quantity of water. a. How long does it take for it to boil away? Compare with time it took the same quantity in previous ex- periment. b. What is the effect of heat on water? Boil water in a tea-kettle. a. What comes from the spout of the tea-kettle? b. Hold slate over it. What forms? Water dust. c. Can you see this close to the spout? d. Hold the slate there. What forms on it? Water. Then there is water there that we cannot see. Heat turned it into something we call vapor. a. Hold a cold slate in the water dust. What forms? b. Into what does the slate turn the water dust? c. Hold cold slate in vapor between water dust and spout. What forms on slate? d. Into what does the cold turn the vapor? e. Let some water stand»in a warm place in a glass ves- sel. What forms on the under side? f. Breathe on a cold window pane. What forms? g. Notice breath on cold day. Why? Have children study evaporation from sidewalks, roofs, and study at home on washing days. a. Why do windows and ceiling get wet? b. Why does kitchen get so full of water dust when out- side door is open ? ■ c. Why do they spread out clothes to dry? V. FORMS OF WATER. A. Fog. 1. Seen on wash day. 2. Breathe on cold surface to show formation. B. Clouds. 1. Uses. 2. Have children notice steam floating from some engine. Note : When children have a clear idea of what evaporation is, give them the term. 62 COURSE OF STUDY FOR COMMON SCHOOLS. 3. Study forms, colors, movements of clouds. 4. Sunrise and sunset clouds. C. Rain. I. Cold slate held over tea-kettle shows how rain is formed. D. Frost, snow and ice. 1. Notice windows and see how frost is formed. 2. Children watch snowflakes. 3. Bring out use of snow. a. To plants — covering. b. To earth — pure white cover. c. To man — sleighing, etc. — Miss Mary A. Grupe, Pri7i. Trai7iing Dep't., Ellensburg Normal School. HISTORY STORY WORK. LESSON PLAN ON JOAN OF ARC. [Fifth or Sixth Grade.) Aim. — To show the beauty of perseverance, self-denial, patriotism, courage and justice. Also, that pupils may know the story for its historical value, and for the benefit they may derive by reproducing, both orally and by writing, so that they may learn to express themselves in good English. Preparation. — Talk to pupils concerning the political affairs of France during the fifteenth century. Also a little concern- ing the people — their manners and customs, war equipments, dress. Show pictures illustrating these things. Presentation. — Place and time of Joan's birth. Tell of conditions and character of her parents. Question. — Considering her parentage, what would the sup- position be as regards Joan's life in her younger days? Relate to pupils some of her daily life. Question. — What effect would this kind of life have upon Joan? What kind of a character would you suppose she would acquire? 1 COURSE OF STUDY FOR COMMON SCHOOLS. 63 Speak of her religious training, of her first vision, and effect of this vision upon herself. Question. — What would these visions finally lead her to do? Tell exact circumstances after pupils have made their answers. Question. — What does this show us in regard to Joan's character? Relate how she was received by Baudricourt. Relate her repeated efforts to see the Dauphin, even after her brutal re- ception. Question. — \Miat indication of character have we? Tell of attitude she assumed about seeing the Dauphin. Question. — Considering the kind of people of that day. how would they regard Joan? Question. — Do you think she finally saw the Dauphin^ Relate this event to pupils after their own replies. Tell of her journey, her reception at the court. (Read a description of it). Tell the Dauphin's attitude toward her, result of her interview with the ecclesiastics after the Dauphin sent her there, of the g athering at Blois, of her trip to Orleans, arrival there, and of the attitude of populace toward her. Question. — How would Joan feel about her success, and how did she show this feeling? Tell of her invariable reply as to the power of God. when the success of her enterprise was doubted. Question. — How would her religious zeal affect the people? Relate the treatment of the English toward her. Tell of her vision connected with her first victory over the English, and describe the battle. Question. — How did the sight of the dead soldiers affect Joan? How would she act toward the Avounded^ Tell how the political leaders regarded Joan — that is, with envy. Tell of subsequent victories, and how received, ^len- tion again her religious zeal. Tell of the final deliverance of Orleans: of her reception after the victory; tell of her behavior during the battle. Question. — AA'hat does this indicate of her character? 64 COURSE OF STUDY FOR COMMON SCHOOLS. Relate her actions toward and concerning the French prisoners and their ransoms. Question. — What indication of character ? Read a descrip- tion of the coronation at Rheims. Question. — How would the common people regard Joan after all these victories ? How would she receive this regard ? What of her character is brought out ? Tell of the attempt to regain Paris. Question. — How would this retreat make Joan feel ? How would the King's courtiers feel about Joan's many successes ? How would this make Joan feel ? Tell of her presentiment of her downfall ; of her failures in successive battles ; of her resistance. Question. — What motive did she have? Relate her capture by the English. Tell of the ingratitude of the French Kmg. Question. — What does this show of the King's character ? Tell how the English regard Joan — as a witch. Question. — How was she treated accordingly ? Tell all about her imprisonment, her attempted escape, and her deliverance to the English by the French King, and treat- ment received from the English. Question. — What would you suppose was Joan's behavior during this imprisonment. Tell of further visions, attitude toward the priests. Question.— What indication of character have we on her part ? Tell how she was regarded by the English as a heretic. Question. — What was the result of this feehng on part of the English ? Read about her trial before the judges. Tell of the result of the trial. Tell of her execution. Question. — Knowing her religious zeal, how did she act at the execution ? Tell how the people felt about it after her death. Summary. — Have pupils give a written and oral character sketch of Joan, bringing out as many attributes as the story in- COURSE OF STUDY FOR COMMON SCHOOLS. 65 dicates. x\lso a written and oral reproduction of the historical incidents of the story. This story will take a week for presentation, oral and written summaries of each day's lesson should be made at the close of the presentation. Material. — Use the map freely, so that the pupils will understand the geography of the w^hole story. Also use pictures very freely wherever convenient. Allow pupils to illustrate parts of the story themselves. Read interesting parts to the children from different authors. Miss Mary A. Grupe, Prin. Training DepU., Elleiisburg Normal School. OUTLINE STUDIES, The following outlines are suggested by Miss Mary E. Page, author of "Heart Culture." OUTLINE OF LANGUAGE LESSON ON BIRDS. [For Firsts Second and Third Grades). 1. How many kinds of birds have you seen in your town? 2. Which w^ould you like better, to be free or in a cage? 3. Which do you think the birds like better? 4. What can you do that will help you to make friends w4th the birds? 5. In winter, tie a piece of bread to a sheltered branch in a tree and watch for the birds. Tell what you see. 6. If we love the birds will we throw at them, shoot at them, or wear their feathers? OUTLINE OF LANGUAGE LESSON ON THE CAT. [For Fourth and Fifth Grades.) 1. What kinds of food are best for your cat? 2. Do you keep clean, fresh water w4iere your cat can get it when she wants it? 3. Does your cat like a warm place? 4. Is it kind to put her out of doors on cold nights, after keeping her in the house through the day? —5 66 COURSE OF STUDY FOR COMMON SCHOOLS. 5. What makes a cat purr? 6. In what ways can you make your cat happy? 7. What good does it do you to be kind? OUTLINE OF ESSAY ON THE COW. [Grammar Grades.) 1. The origin and development of the cow. 2. The wide distribution and large use of her products. 3. What constitutes right care of the cow? 4. The economic value of kindness and intelligent care of her. 5. The health value of kind and intelligent care of the cow to those who use her products. 6. The claim of the cow upon man's kindness because of her timid nature. 7. The effect of kindness, upon the character of the one who bestows it. 8. Some of the great pictures and poems having the cow or her kind for subject. The teacher may abbreviate or vary this to suit the grade taking it up. The texts books will be used in the fourth grades and above. FOURTH GRADE. Elementary Lessons in English, to page 75. FIFTH GRADE. Elementary Lessons in English, finished. SIXTH GRADE. One Book Course, to page 151. SEVENTH GRADE. One Book Course, to page 237. EIGHTH GRADE. One Book Course, finished and reviewed. COURSE OF STUDY FOR COMMON SCHOOLS. 67 WRITING. Two systems of vertical penmanship have been adopted, but the similarity in general plan is so marked that the transition from one to the other at the beginning of the fifth year will be easily made. The basis of each system is the getting of clear concepts of letters by detailed analytic perception. From the Teachers' Manual for the Natural System of Vertical Writing is quoted the following : TRAINING IN GETTING CLEAR CONCEPTS. It must be remembered that the child does not try to reproduce directly on paper the copy before him. It is rather the mental image acquired by looking at the word or letter that his hand tries to repre- sent on paper. Hence, an important part of the writing lesson is to train the pupils in accurate perception of the forms and relations of the letters. This requires on the part of the pupil a careful, scrutinizing observation of each word of the copy so that the first general percep- tion of the word as a whole is followed by a detailed analytic perception of the letters, tbeir proportions, and relations, and then a re-grouping of these detailed concepts in a clear image of the whole word. For this reason, when taking up a new copy, especially in the primary grades, it is best for the pupils to have separate sheets of practice paper. Let the pupils look at the copy for a short time, then close the copy-book and write it on their practice paper. They should then open the book, compare their reproduction with the copy, and this should be repeated until the pupils show that they have a fair concept of the form of the copy. From the Teachers' Manual for St. John's \'ertical Writing is quoted the following : THE ANALYTIC WRITING TABLET. No copy book is used. Tablets are used with a special ruling at the top of the page. This special ruling is illustrated by any one of the plates in this book, but with the key-diagram, reduced, at the left. All are not on the same scale. The page below the special ruling is the same as ordinary writing paper. The best size of page is about six by nine and one-half inches. The quality of paper should be such as to allow the use of a pen of medium fineness. The pages are torn off as fast as they are filled, and are collected by the teacher. They may be preserved for future reference to note im- 68 COURSE OF STUDY FOR COMMON SCHOOLS, provement or again distributed to be used for exercises in other lessons. One side only is ruled. These pages may be used for compositions and examinations. This will secure the much desired uniformity in size and quality of paper for these purposes. Seldom is anything well done when not done according to a precon- ceived plan. We do not have copies for our business letters. The form must be learned. But with many, the knowledge of form has not be- come a habit of mind^ ( memory ) but a habit of the hand. Without a mental picture of the form of the letter, there is nothing to guide the hand in the absence of the copy. If, then the hand move, nothing will direct the movement except the abiding tendency from former acts— habit — and if the habit be not yet fixed, some of the move- ments will be wrong. Wrong habits are as easily formed as correct ones. One great reason, therefore, why there are so many poor writers, is because there was no knowledge oj the form to guide the hand while learn- ings and bad habits were formed. The proper way, then, is to teach the correct form before the habit becomes fixed; that is, teach first form ^ then movement. Each letter writen by the pupil is made from the copy in his mind. The copy on the paper is simply his expression to us of What his concept is. It is not from this copy that he writes below. The St. John tablet is very suitable for spelling blanks, com- positions, language exercises, etc., wherein the pupil's writing is put to the test for legibility and neatness. For general or specific directions the teacher should consult the manuals of the respective systems. The copy books are to be used for the first four grades, and the tablets are to be used in the grammar grades. ART, PRIMARY GRADES. In these grades the children are not to be burdened with formal work, such as perspective, type, solid study, etc. Their work is to be free, representative, decorative and industrial. The teacher must guide and direct, else no progress is made. Making the drawing work correlate with the other work of the school. Model, paint, and cut objects and scenes met with in Nature Study, Geography, History, and Literature. The reading furnishes a fund of material. Whittier's "Barefoot Boy,-' in lead pencil or cut COURSE OF STUDY FOK COMMON SCHOOLS. 69 in paper; ''The Village Blacksmith," Mother Goose Rhymes," ''Seven Little Sisters," all are rich in subjects. The animal and plant life studied in Nature and Geography furnish material for expression in clay, color, lead and cutting-. For an appreciation of the function of drawing, and the adaption of drawing to the children, the teacher is advised to read, Col. Parker's "Talks on Pedagogics." The "Art Education," published by J. C. Witter Co., New York, " The Perry Magazine," published by The Perry Pictures Co., Maiden, Mass., are valuable art magazines. The Art Number of the Chicago Record ; Elmer Brown's " Studies of Children's Drawings." Miss Mary A. Grupe, Prin. Training Dept. Ellensbnrg Normal School. ART AND ART EDUCATION IN THEIR RELATION TO THE SOCIAL WELFARE OF THE PEOPLE. By F. H. Simons. True civilization and social welfare are very closely connected. It is therefore worth while before discussing the theme, to say a few words about this social quality called civilization. It will help us to see more clearly and quickly the great necessity of bringing civilization — that is, the general intelligence — to a higher standard. Art influences the development of the mind in the right direction It calls for close and strict observation, and thus cultivates the power of seeing. And as true seeing is more than a mere ocular phenomenon, as it is rather a reciprocal mental process, the culture of seeing means the culture of the mind, the generation of intelligence. Art trains the judgment, because accurate, definite seeing leads to definite thinking, and definite thinking increases general wisdom and prompts the individual to better judgment. Better judgment means better taste, and better taste means better selection, and better selec- tion produces progress, better industry, better trade and commerce, better general conditions. Art alTords the best opportunities for the culture of productive im- agination and intellectual originality. This means a great deal, be- cause the faculty of intellectual self-activity and creative inventiveness forms the mainspring of achievement. It is the promoter of progressive evolution, the vital cause of an industrial life that makes "life worth living." Imagine a life without industry ! It would be mere animalism; and industry without art, mere barbarism. Art is the soul of life; with- out it life would be dull and aimless, trade would almost cease, and 70 COURSE OF STUDY FOR COMMON SCHOOLS. commerce become unknown. Commerce thrives, not on tramps, not on low wage earners, but on well-to-do customers. Art feeling- creates new wants, new desires, new aspirations, which not only cause industry and commerce to flourish, but which stimulate the intellect of the people to a higher development, broader views, loftier and grander emotions. It is art, not material, which generates wealth. Industry flourishes not on account of the intrinsic value of the raw matter, nor the quantity of raw unguided imagination; industry flourishes because of the new wants art creates and because there is scarcely any limit to the market value that intelligent taste and cultured imagination can confer upon an object through beauty of form or decoration, however inexpensive the material of which the object is made. It is the art spirit and art skill that makes a block of marble or a lump of clay or a few pounds of iron worth thousands of dollars. To lead the children in school and home life to this mode of right self-activity and original expression should be our aim, and they should, therefore, have ample chance in their early days to develop along these lines, because youth is the time for forming habits, and every day the power that is not used is failing. The schools must give their pupils the opportunity for development and self-expression in art. Not mere expression, but guided self-expression, rightly stimulated self-activity, is the key-note. Activity we may find in the most slavishly conducted communities or schools, or in a community of active rascals, but cul- tured self-activity only where free thinking and free doing have been fostered and encouraged for the general wellfare. Mere doing some- thing does not necessarily induce growth. Our homes must be provided with children's rooms, where the youth finds ample space and liberty for testing by actual work the inborn art impulse and inventive spirit. The child needs a workroom as the adult needs a study or laboratory for developing and perfecting individual thinking and doing. How little in our country the child is taken into consideration in home life in the right light and spirit can easily be seen by the fact that one must be an expert hunter to find a children's workshop. "Who has the schools has the future " is a well-known fact. The schools are the formative agencies for the coming generations. Thus whatever appears in the life of a nation must first appear in the schools. For this reason, if we want an art-loving people, an art industry, better feeling and thinking, we must begin in the schoolroom with the em- bodying of such needed qualities. This will force the educator not only to investigate the arts as to their quality for promoting progress and welfare, but to acquaint himself thoroughly with the very means and ways of giving instruction in the same, of arousing the children's in- terest in this line of work. Not where we stand, but the direction in which we move, will tend to great things. COURSE OF STUDY FOR COMMON SCHOOLS. 71 POINTS OF VITAL IMPORTANCE IN ELEMENTARY ART EDUCATION. /. Education, The culture (development) of the moral (healthy) qualities of the human being individually^ and of the human race collectively (wel ire of the being). 2. Motto: Mens sana in corpore sano. Crippling of hand, eye, and other organs. Proper material (pencil, brush, paper, writing books, models, school desks, schoolroom). Proper position (in drawing, reading, writing). Proper place (near, far- sighted). Health of pupil— Health of teacher. (Work of science all for health.) ( Work of art all for health.) J. Educational equation. Child+Experience (Teacher) = Welfare (aimed at). ^. Experience. Direct experience: Experimental self-knowledge; direct knowledge produces; direct knowledge necessary for. Indirect experience: Book knowledge; books; understanding of books, art works, etc.; critic of skill and time put in art works; individ- uality, character. ' ^a. Teacher. Liberal education; good health (pay). Time for self-culture; time for recreation. 5. Child. The child is best known by its activities: 1. Physical activity (play work — gymnastics). 2. Language activity (language work — literature). 3. Artistic activity (art work — art). 4. Historical activity (history work — history, geography). 5. Scientific activity (science work — science). 5a. Tendencies of these activities of a twofold nature. Moral (to develop), healthy, social, altruistic. Immoral (to annihi- late), unhealthy, antisocial, pure egotistic. (Duty of education: Cultivation of taste, art feeling, altruistic sen- timent.) (Self-love and self-respect — Flobbier.) 72 COURSE OF STUDY FOR COMMON SCHOOLS. 6. Culture of the activities. [a] Exterior absorbing organs.— \. Eye (sight). 2. Ear (hearing). 3. Hand (touch). 4. Nose (smell). 5. Mouth (taste). 6. General senses. {b) Mind laboratory .—T\iq interior organs, with the hereditary qual- ities of intuition. [c] Exterior expressing organs. — 1. Tongue. 2. Hand. (Every day the power that we will not use is failing us.) (The mind speculates, the hand tests by the law of practical appli- cation.) /. The three leading school systems. 1. The classic. 2. The trade. 3. The true liberal (practical). 8. The true liberal [modern practical) school. Common nucleus of all studies in the kindergarten. Code of education: Extension of mind and subject code. Co-relation of studies and concentration of thought. Too early bifurcation of studies in the high schools. p. The different branches of study. 1. Literature. 2. Science. 3. Art. 4. History. 5. Music. 6. Gym- nastics. Proper balance depends upon the child's natural growth; educa- tional and practical value (time, quantity, quality). The educational value of a study depends on its influence in devel- oping: (1) The receptive external organs; (2) the interior assimilating and creating organs; (3) the expressing external organs; (4) the general senses for general health. 10. The arts [classification). Space arts, time arts, etc.: Their educational value; their practical value; ethical life. II. Sequence of work arid method in art instruction. Pictorial. Decorative. Constructive. Chief secret: Ample chance — we learn to do by doing. Central idea: Development of selfhood (often crippled through lack of technical skill). 12. The main aim in all work. A wakening of the latent powers and developing of the capacities in the right direction. \ Taste and inclination for a profession. Self-respect and true respect for others. COURSE OF STUDY FOR COMMON SCHOOLS. 73 CONDENSED OUTLINE OF WORK FOR THE GRADES. Synopsis of art work for first four years. Pictorial work. Decorative work Constructive work (form and manual training. Coloring of outline pictures (printed picture books). Object drawing and painting: (a) Natural objects (appro- priate to the season and in connection with nature work) : (6) industrial objects (in connection with trades studied). Human figure (in action). Illustrative and imaginative: Sketching and illustrating stories, nature work, etc. Blacliboard sketching. Models: Use simple objects with essential features and present them in groups. The children should be familiar with the objects through work in previous lessons. Color, sensation, and recog- nition: («) From the round (balls, beads, sticks, etc.). (5) From the fiat (col- ored paper) ; no theory in regard to combin- ing or mixing. Color nomenclature. Arrangement of patterns. with sticks, tablets, etc. Decorative painting of — (a) CJay ornaments (tiles, etc.). {h) Paper, life forms (boxes, baskets, fur- niture). {c) Ornamental paper forms (drawings, cov- ering with flat washes, elaborating). Dictation exercises. Clay modeling: Natural and artificial objects. Type and ornamental forms. Folding, cutting, and pasting of— (0) (Geometrical forms (types). Qj) Life forms, (fur- niture, etc.). (c) O rnamental forms. N. B.— As the art work is so closely connected with the different subjects taught, the teacher should be the best judge as to the immediate need of her class, but she should see to it that the children under her care get, systematically, some work from each branch and as much as the health of the child permits. Synopsis of art work for the fifth and sixth years. Pictorial work. Decorative work. Object drawing and painting (sketching easel) : (a) Industrial \ Objects (&) Natural in (c) Type forms ) Groups. Silhouette painting. Human figure (in action). Illustrative and imaginative sketching in pencil, pen and ink, water colors. Blackboard sketching. Free-movement drill. (Pictorial painting with the brush in masses without pre- vious outline sketching.) Drtiwing and painting of original designs: (fl) Geometrical. (&) Vegetable. Direct brush designing in connection with the pic- torial silhouette work. Decoration of the card- board forms. Dictation work. (In all decoration work lead the child from its free realistic expression of decoration to idealism and conventionalism, in- troducing the principles of spacing, repetition, va riety symmetry.) Constructive work (man* ual training). Making o f cardboard forms. Reading of working drawings. Making working draw- ings (from hand). From the objects: (o) Typical forms, (Jj) Industrial forms (box, towel roller, etc.). Use for making working drawings, '-the shop method." N. B.— Each branch should be taken up, if possible, once a week and in connection with other work. Never interfere with the free expression of the pupil in regard to technic or thought expression as long as there is artistic feeling. Help to develop individuality. All models should be as large, interesting, and beautiful as possible. 74 COURSE OP STUDY FOR COMMON SCHOOLS. Synopsis of art work for grades seven ^ eighty and eight and one-half Pictorial work. Decorative work. Constructive work (man- ual training). Object drawing: Sketching easel, in pencil, water colors, pen and ink. Compositions of type solids —still life of industrial'and natural objects. Human figure (in action). Illustrative and imaginative: Sketching in pencil, pen and ink, water colors. Time sketches: Indoor and outdoor. Blackboard sketching. Free-movement drill. Perspective: Lead the child by the inductive method from seen and recognized facts to find the elementary rules of perspective. Light and shade: All pictorial work should, as much as possible, be expressed in light and shade. Drawing and painting of original patterns and ap- plied designs (initials, headings, covers, calen- dars, tidies, etc.). Principles of principality, progression, parallelism, continuity, leading lines. Plant analysis and conven- tionalism from flat stud- ies and plants according to the season. Historic forms of orna- ments. Springfield Industrial Drawing Kit No. 2, 13 by 19 inches (free-hand and Instrumental). Geometrical drawing ^ge- ometrical problems.) Working drawings (natu- ral size or to scale) from models and given prob- lems without models. Lettering. Art is a culture study, the aim of which is primarily to cultivate, refine, and elevate aesthetic ideals. Art develops originality, and qualifies men to aid in the increase of human wisdom and power and the promotion of human happiness by the production of new thought, new appliances, new forms of beauty, and new conceptions of aesthetic evolution. In teaching art, the teacher has to deal chiefly with the three duties: (1) The en- largement of the receptive and reflective powers; (2) the training of the powers of ex- pression or external representation; (3) the stimulation of the selfhood to original directive activity. They should be regarded as a unity, with the development of self- hood as the central idea. Refer e7ice books for teachers'^ desk. Grade, 1. Paper Folding and Cutting. By K. M. Ball 1-4 2. A First Year in Drawing. By H. T. Bailey 1-4 3. Color in the School Room. By Milton Bradley Co 1-4 4. Drawing and Designing. By Leland 1-6 5. With Brush and Pen. By James Hall 1-7 6. Sloyd— Educational Manual Training. By E Sshwartz 1-8 7. Illustrative Blackboard Sketching. By W. B. Hintz 1-8 8. DrawingSimplified— Text Book of Form Study and Drawing. By D. B. Augsburg 1_8 9. Sketches for Object Lessons. By G. Zimmerman 1-8 10. Drawing in the Public Schools. By A. K. Cross. 1-8 11. Uniform Examination Questions in Drawing (State of New York). By C. W. Barden 1_8 12. Lessons on Decorative Design. By T. G. Jackson 1-8 13. Esthetic Manual (Designing) for Teachers. By L. Thompson. . 1-8 14. The Fine Arts. By G. B. Brown ]-8 COURSE OF STUDY FOR COMMON SCHOOLS. 75 15. Teachers' Manual— Part IV. Prang Educational Co 5-8 16. Mechanical Drawing. By F. Aborn 5-8 17. Mechanical Drawing — Manual for Teachers. By A. K. Cross. . 5-8 18. Students' Alphabets. By Keuffell and Esser 5-8 19. Light and Shade. By A. K. Cross 5-8 20. Color. By Church 5-8 21. School of Art Geometry. By Ben Johnson 7-8 22. The Essentials of Perspective. By L. W. Miller 7-8 23. Study of Ornamental Plants. By F. Moser 7-8 24. The Manual Training School. By Woodward 7-8 25. Wood Carving. By Leland 7-8 26. Bench Work in Wood. By W. F. Goss 7-8 27. History of Art, By Lubke 7-8 — Report of Superintendent of Indian Schools^ i8g8. The rural schools cannot give art the time given to it in graded shools. Some work should be attempted, however. The value of drawing, in giving emphasis to other subjects, be- comes more evident to the teacher who trys to teach it. For rural schools are recommended Thompson's Two Book Course; D. C. Heath & Co. Augsburg's Elementary Drawing Simplified; a teacher's manual for primary grades; Educational Pub. Co. Augburg's Drawing Simplified, in four parts, for pupils of the grammar grades; Educational Pub. Co. For teachers desiring to make a more extensive study, the following are recommended: Thompson's Course in Drawing; D. C. Heath & Co. Art Instruction in Primary Schools; First Year; Prang Education Co. Art Instruction in Primary Schools; Second Year; Prang Education Co. Parti., Elementary Course; Third Year; Prang Educ. Co. Part II,, Elementary Course; Fourth Year; Prang Educ. Co. Part HI., Elementary Course; Fifth Year; Prang Educ. Co. Part IV., Elementary Course; Sixth Year; Prang Educ. Co. All schools should be supplied with Great Artist Series (lo cents a number); Educ. Pub. Co Picture Study in Elementary Schools. 76 COURSE OF STUDY FOR COMMON SCHOOLS. Part I., for primary grades; Macmillan Co. Part II., for grammar grades; Macmillan Co. Pupils' edition for each part. The elementary text in English, fourth and fifth years, gives emphasis to picture study in the language and composition work. MUSIC. A school is not fulfilling its usefulness unless it abounds with song. National airs should be familiar to all children, and the theory of music should be taught where time permits. The following books are recommended as suitable for general use. A graded school may desire a graded series of books, which can be secured by addressing the various publishers. Johnson's School Songs, 15 cents per copy, ^1.80 per doz. ; Fillmore Bros., Cincinnati, Ohio. Johnson's Song Twigs, 20 cents per copy, ^2.25 per doz.; Home Music Co., Logansport, Indiana. National Songs and Hymns; The Orville Brewer Pub. Co., Chicago. Merry Melodies, 15 cents per copy, ^1.65 per dozen; A. Flanagan. The New Century Songs; A. Flanagan. Golden Glees; A Flanagan. American Music Reader. Primary Grades; Whitaker & Ray Co. Grammar Grades; Whitaker & Ray Co. Songs of The Nation; Silver, Burdett & Co. SCHOOL LIBRARIES. " It seems to be true that the gfreatest amount of reading- is done by children between the age of twelve and fourteen, and that by the end of high- school course pupils settle down to one class of reading matter, what ever that may be. [Proceedings of the National Educational As- sociation, 1897, p. 1019.) The importance of deciding what books are suited to children at this period, and of placing such books within their reach, will be readily conceded. Children will read what they like. If we can find out what they like and then provide it for them from literature true to life, now accessible, we may be reasonably certain that COURSE OF STUDY FOR COMMON SCHOOLS. 77 the class of reading- settled down to later will never drop below the level of the taste thus formed. But to beg-in our selection for the child at the age of twelve is too late for best results. We must begin as soon as he learns to read, or even before if possible, by reading- to him and by story-telling-. Not the least of the difficulties is the selection of a few appropriate books from the vast number available." — N. E. A. Committee on Libraries. '•Pupils should, while in school, be trained to know and love good literature, to use reference-books, to economise time in reading-, throug-h the use of tables of contents, page-headings, etc. Training- pupils to read and love good literature is by far the most important work done in school. There is nothing else that a teacher can do at all comparable to it in value. It is the one thing- the school does that continues to contribute to one's education so long- as he lives. We should never forg-et that it is not the ability to read, but the use made of that ability, that contributes to the destiny of a child." — N. E. A. Committee on Libraries. "Children must be directed and trained in regard to their reading. Tdey can no more be trusted to g-et their own knowledge of and taste for literature, unaided, than they can get their scientific and mathemat- ical training in the same way. If it is the duty of the state to see that its citizens know how to read, it is certainly no less its duty to see that they are trained to do the right kind of reading; otherwise the ability to read may be harmful rather than beneficial, both to the individual and to the state." — N. E. A. Committee on Libraries. A GRADED LIST FOR SCHOOL LIBRARIES AND SUP- PLEMENTARY READING BOOKS* Iwards, $ 25 FIRST GRADE. Wiltse's Stories for Kindergartens and Primary Schools Ginn & Co Wiltse's Stories for Kindergartens and Primary Schools Ginn & Co Wiltse's Kindergarten Stories and Morning Talks. .Ginn & Co Stickney's First Reader Ginn & Co Stickney's Earth and Sky. No. 1 Ginn & Co Thompson's Fables and Rhymes for Beginners Ginn & Co Burt's Little Nature Studies for Little People, Vol. I Ginn & Co Hodgkin's Little People's Reader Ginn & Co Turner's Primer and First Reader Ginn & Co hoards, Lane's Oriole Stories Ginn & Co boards, Bass' The Beginners Reader D. C. Heath & Co cloth, cloth, cloth, boards, cloth, boards, cloth. 78 COURSE OF STUDY FOR COMMON SCHOOLS. 25 25 30 Grlel's Glimpses of Nature for Little Folks . . . . D. C. Heath & Co 25 5 5 5 Some Bird Friends 5 5 Flower Friends— III 5 T * +1, O • 5 5 Nature Study for Youngest Readers — Chase . . , — Educational Pub. Co 30 25 Three Little Lovers of Nature. A T^^l nnti era n i 25 Primary Nature Reader — W^ilson Home and School Reader Nature's Byways 35 Easy Steps for Little Feet 25 Johonnot's Cats and Dogs 20 Lane's Stories for Children ....A. B. Co 25 Stories of Child Life— Book I 25 40 Riverside Primer and First Reader 30 SECOND GRADE, story of Bryant 5 Story of Israel Putnam 5 5 5 5 5 Story of Lincoln 5 5 Story of Whittier 5 5 5 Story of the Pilgrims 5 Story of the Boston Tea Party Story of Eli Whitney 5 Story of Edison 5 Story of Hawthorne 5 5 5 Story of Cyrus W. Field 5 Story of Holmes 5 Story of Longfellow — Educational Pub. Co 5 COURSE OF STUDY FOR COMMON SCHOOLS. 79 stories of Revolution. I. (Lexington and Con- cord) Educational Pub. Co. Stories of Revolution. II. (British Driven from Boston Educational Pub Co. Stories of Revolution. III. (Battle of Long Island) .Educational Pub. Co . Stories from Birdland Educational Pub. Co. Introduction to Nature's Story-Book Educational Pub, Co. -^sop's Fables. Vol. II Educational Pub. Co. In Mythland Educational Pub. Co. Stories of the United States. (Large Type.) Educational Pub. Co. Stories of the Red Children. (Large Type.) Educational Pub. Co. Stickney's Pets and Companions Ginn & Co boards, Grimm's Fairy Tales. Part I Ginn & Co cloth, Turner's Short Stories Ginn & Co boards, Burt's Little Nature Studies for Little People. Vol. 11. Ginn & Co boards, Scudder's Fables and Folk Storie&. (Riverside Series, Nos. 47 and 48.) H. M. & Co Old Greek Folk Lore. (Riverside Series, Nos. 47 and 48.) H. M. & Co Warren's From September to June in Nature D. Badlam's First Reader D. Bass' Stories of Plant Life D. Heart of Oak Readers. Book I D. H. & Co. H. & Co. H. & Co. H. & Co.. H. & Co. H. & Co. H. & Co. Co B. Co B. Co Sneeden's Docas, the Indian Boy D. C. Bass' Stories of Animal Life D. C. Wright's Nature Readers. No. 1 D. C. Fairy Stories and Fables— Baldwin A. B Fifty Famous Stories Retold— Baldwin A Stories of Great Americans— Egg leston A Home Geography— Long A. B. Co Golden Book— Swinton & Cathcart A. B. Co Science Reader, Book I— Murche Macmillan &Co. Nature Study Reader, Book II— Wilson Macmillan & Co. Stories of Child Life, Book II— Badlam S. B. & Co Stories of Child Life, Book III— Badlam S. B. & Co The World and Its People, Book I— Dunton S. B. & Co Victor in Buzzland— Bell A. Flanagan Nature Myths and Stories— Cooke A. Flanagan Davis' Nature Stories for Young Readers 25 THIRD GRADE. Grimm's Fairy Tales.— 1 Educational Pub. Co ? 5 Grimm's Fairy Tales.— 2 Educational Pub. Co 5 Little Red Riding Hood Educational Pub. Co 5 Jack and the Bean Stalk Educational Pub. Co 5 Selections from Grimm.— 1 Educational Pub. Co, 5 Selections from Grimm.— 2 Educational Pub. Co 5 Stories from Garden and Field. I Educational Pub. Co 5 Stories from Garden and Field. II Educational Pub. Co 5 Story of Tennyson Educational Pub. Co 5 Story of S. F. B. Morse Educational Pub. Co 5 Story of James Watt Educational Pub. Co 5 Story of the Norsemen Educational Pub. Co 5 Puss in Boots Educational Pub. Co 5 80 COURSE OF STUDY FOR COMMON SCHOOLS. Story of Stephenson Educational Pub. Co 5 Story of Irving Educational Pub. Co 5 Story of Boone Educational Pub. Co 5 Pioneers of tbe West Educational Pub. Co 5 Fremont and Carson Educational Pub. Co 5 Stories and Rhymes of Woodland. I , Educational Pub. Co 5 Stories and Rhymes of Woodland. II Educational Pub. Co 5 Stories and Rhymes of Birdland. I Educational Pub. Co 5 Stories and Rhymes of Birdland. II Educational Pub. Co 5 Stories and Rhymes of Flowerland. I Educational Pub. Co 5 Stories and Rhymes of Flowerland. II Educational Pub. Co 5 Grimm's Fairy Tales Educational Pub. Co 40 Robinson Crusoe Educational Pub. Co 40 Swiss Family Robinson Educational Pub. Co 40 Hawthorne's Wonder Book Educational Pub. Co 30 Geography for Young Folks Educational Pub, Co. 30 Nature's Story Book. Vol.1 Educational Pub. Co. 40 Lessons in Humane Education, Parts I and II Whitaker & Ray Co 20 Strong's All the Year Round Series, Part I, Autmmn Ginn & Co cloth, 30 Strong's All the Year Round Series, Part II, Winter Ginn & Co cloth, 30 Strong's All the Year Round Series, Part III, Spring Ginn & Co cloth, 30 Open Sesame. Vol. I .' Ginn & Co boards, 50 Open Sesame. Vol. I Ginn & Co cloth, 75 Andrews' Seven Little Sisters Ginn & Co : cloth, 50 Andrews' Each and All Ginn & Co cloth, 50 Burt's Stories from Plato Ginn & Co cloth, 40 Grimm's Fairy Tales, Part II Ginn & Co cloth, 35 Morley's Seed-Babies Ginn & Co boards, 25 Hans Andersen's Stories (Riverside Series, Nos. 49 and 50 H. M. & Co cloth, 40 Verse and Prose for Beginners in Reading (River- side Series, No. 59) H. M. & Co cloth, 15 The Bird's Christmas Carol— Wiggin H. M. & Co 50 Heart of Oak Readers, Book II D. C. H. & Co 35 Sneddon's Docas, The Indian Boy .D. C. H. & Co 35 Wright's Nature Readers, No. 1 .D. C. H. & Co 35 Miller's My Saturday Bird Class D. C. H. & Co 35 Firth's Stories of Old Greece D. C. H. & Co 30 Bass' Stories of Animal Life D. C. H. & Co 35 Spear's Leaves and Flowers D. C. H. & Co 25 Old Greek Stories— Baldwin American Book Co 45 Old Stories of the East— Baldwin American Book Co 45 Stories of American Life and Adventure— Eggleston American Book Co 50 Short Stories of our Shy Neighbors— Kelly American Book Co 50 Books of Tales— Swinton & Cathcart American Book Co Neighbors with Wings and Fins— Johonnot American Book Co 40 Flyers, Creepers, and Swimmers— Johonnot American Book Co 40 Stories of Child Life, Book IV— Badlam S. B. & Co 42 The World and its People, Book II— Dunton S. B. & Co... 36 The PJant Baby and its friends— Brown American Book Co 48 Child Life, Book II Macmillan & Co Science Reader. Book II— Murche Macmillan & Co 25 COURSE OF STUDY FOR COMMON SCHOOLS. 81 Animal Life on the Globe— Chisholm B. S. S. Co 30 Classic Stories— McMurry P. S. P. Co 40 Robinson Crusoe for Boys and Girls P. S. P. Co 40 Stories of Indian Children P. S. P. Co 50 Anderson's Fairy Tales M., M. & Co 20 Grimm's Fairy Tales M., M. & Co 20 Ruskin's King of the Golden River M., M. & Co 20, Paul's Trip to the Moon M., M. & Co 12 Craik's Little Lame Prince M., M. & Co 12 FOURTH GRADE. Tommy Arm and Three Hearts.— M. O. Wright Educational Pub. Co. Black Beauty.— Se well Educational Pub. Co. Hawthorne's Golden Touch Educational Pub. Co. Hawthorne's Three Golden Apples Educational Pub. Co. Hawthorne's Miraculous Pitcher Educational Pub. Co. King of the Golden River.— Ruskin Educational Pub. Co. The Chimsera.— Hawthorne Educational Pub. Co. Paradise of Children.— Hawthorne Educational Pub. Co. Evangeline. —Longfellow Educational Pub. Co. Story of La Salle Educational Pub. Co. The Minotaur.— Hawthorne Educational Pub. Co. The Pygmies.— Hawthorne Educational Pub. Co. The Dragon's Teeth.— Hawthorne Educational Pub. Co. De Soto Educational Pub. Co. Marquette Educational Pub. Co. Audubon Educational Pub. Co. Great Stone Face Educational Pub. Co. Snow Image Educational Pub. Co. Jefferson Educational Pub. Co. Nathan Hale Educational Pub. Co. Stories of Great Men Educational Pub. Co. Stories of Colonial Children Educational Pub. Co. American History Stories.— 4 Vols Educational Pub. Co. Dickens' "Little Nell" Educational Pub. Co. Dickens' " Dombey & Son " Educational Pub. Co. Legends of Norseland Educational Pub. Co. Ethics. —Dewey Educational Pub. Co. Stories of Australasia Educational Pub. Co. Stories of India Educational Pub. Co. Stories of China Educational Pub. Co. Nature's Story-Book.— Vol. II Educational Pub. Co. Little Flower Folks.— Vol. I and II Educational Pub. Co. Lessons in Humane Education.— Parts III and IV. .Whitaker & Ray Co. . Bashford's Nature Stories of the Northwest Whitaker & Ray Co. . ^sop's Fables Ginn & Co Hall's Our World Reader, No. 1 Ginn & Co. Andersen's Fairy Tales, First Series Ginn & Co Weed's Stories of Insect Life Ginn & Co Andrews' Stories Mother Nature Told her Child- ren Ginn & Co Blaisdell's Stories from English. History Ginn & Co Frye's Brooks and Brook Basins Ginn & Co Bird World.— Stickney and Hoffiran Ginn & Co cloth, cloth, cloth, boards, 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 40 40 36 40 40 40 40 40 40 40 40 40 20 50 35 50 40 25 cloth, 50 cloth, 40 cloth, 58 82 COURSE OF STUDY FOR COMMON SCHOOLS. Hawthorne's Little Daffy do wndtlly, etc. (Riverside Series No. 29) H. M. & Co 15 Longfellow's Song of Hiawatha. Part L (River- side Series No. 13) H. M. & Co 15 Longfellow's Song of Hiawatha. Part II. (River- side Series No. 14) H. M. & Co 15 Hawthorne's Biographical Stories. (Riverside Ser- ies No. 10) H. M. & Co 15 A Selection from Whittier's Child Life in Prose. (Riverside Series No. 71) H. M. &. Co 15 A Selection from Whittier's Child Life in Poetry. (Riverside Series No. 70) H. M. & Co .• 15 Heart of Oak Readers, Book III D. C. H. & Co 45 Brown's Through the Year with Alice and Tom D. C. H. & Co 40 Kupper's Story of Long Ago D. C. H. & Co 35 Grinnell's Our Feathered Friends D. C. H. & Co 30 Wright's Nature Readers, No. 3 D. C. H. & Co 50 Robinson Crusoe Am. Book Co 50 Arabian Knights Am. Book Co 60 Story of the Greeks.— Guerber Am. Book Co 60 Story of Troy.— Clarke Am. Book Co 60 Story of .Eneas.— Clarke Am. Book Co 45 Outdoor Studies.— Needham Am. Book Co 40 Stories of Animal Lire Am. Book Co 40 Neighbors with Wings and Fins.— Johonnot. . Am. Book Co 54 Neighbors with Claws and Hoofs.— Johonnot Am. Book Co , 60 Animal Memoirs, Part I.— Lockwood Am. Book Co... 60 Easy Lessons in Popular Science.— Monteith Am. Book Co 75 .^Esop's Fables M. M. & Co 20 Carroll's Alice's Adventures M. M. & Co 20 Hawthorne's Wonder Book M. M. & Co 20 Kingsley's Water Babies M. M. & Co 24 Hawthorne's Tanglewood Tales M. M. & Co , 12 Science reader, Book III, Murche Macmillan & Co Home Geography, Tarr & McMurry Macmillan & Co 60 FIFTH GRADE. story of Macbeth Ecucational Pub. Co The Deserted Village— Goldsmith Educational Pub. Co Othello, etc.-Lamb Educational Pub. Co The Tempest, etc.— Lamb Educational Pub. Co Ancient Mariner.— Coleridge Educational Pub. Co Rab and His Friends Educational Pub. Co Pied Piper of Hamelin— Browning Educational Pub. Co John Gilpin, etc.— Cowper Educational Pub. Co The Elegy, etc.— Gray Educational Pub. Co Declaration of Independence Educational Pub. Co Stories from Old Germany Educational Pub. Co 4 Myths of Old Greece. Vol. I Educational Pub. Co 3 Myths of Old Greece. Vol. II Educational Pub. Co 4 Stories from Shakespeare. 3 Vols Educational Pub. Co. each. . . 5 Cortes and Montezuma Educational Pub. Co 3 Pizarro ; or the Conquest of Peru Educational Pub. Co 3 Nature's Storv-Book. Vol. Ill Educational Pub. Co 4 COURSE OF STUDY FOR COMMON SCHOOLS. 83 Storyland of Stars Educational Pub. Co 40 Stories of Industry. Vol.1 Educational Pub. Co 40 Wyss' Swiss Family Robinson Ginn & Co cloth, 45 Andrews' Ten Boys on the Road from Long Ago. . .Ginn & Co cloth, 50 Hale's Little Flower People Ginn & Co cloth, 40 Bird World— Stickney Ginn & Co cloth, 50 De Foe's Robinson Crusoe Ginn & Co cloth, 35 Kingsley's Water-Babies Ginn & Co cloth, 35 Those Dreadful Mouse Boys Ginn & Co cloth, 80 Andersen's Fairy Tales, Second Series Ginn & Co cloth, 40 Fouque's Undine Ginn & Co cloth, 30 Weed's Seed-Travellers Ginn & Co . boards, 25 Beginners American History— Montgomery Ginn & Co 60 Hawthorne's Wonder-Book. Part I. (Riverside Series, No. 17.) H. Mc. & Co 15 Hawthorne's Wonder-Book, Part II. (Riverside Series, No. 18.) H. Mc. & Co 15 Hawthorne's Wonder-Book. In one volume H. Mc. & Co cloth, 40 Longfellow's Children's Hour, etc. (Riverside . Series, No. 11.) H. Mc. & Co 15 Longfellow's Paul Revere's Ride, etc. (Riverside Series. No. 6.3.) H. Mc. & Co 15 Hawthorne's Grandfather's Chair : True Stories from New England History. (Riverside Series, Nos. 7. 8. 9.) H. Mc. &Co each... 15 Matka. A Story of the Mist Islands Whitaker & Ray Co 75 Brown's Through the Year With Alice and Tom. . .D. C. H. & Co 40 Bull's Fridtjof Nansen , D. C. H. & Co 30 Grinnell's Our Feathered Friends D. C. H. & Co 30 Heart of Oak Readers. Book III D. C. H. & Co 45 Wiight's Nature Reader, No. 3 D. C. H. & Co 50 Kupfer's Stories of Long Ago D. C. H. & Co 35 Science Book— Troeger Sherwood Arabian Nights Am. Book Co 60 Living Creatures Am. Book Co Story of the Greeks— Guerber Am. Book Co 60 Stcry of the Romans— Guerber Am. Book Co 60 Story of Caesar— Guerber .Am. Book Co 45 Story of the Chosen People— Guerber Am. Book Co 60 Readings in Nature's Book— Swinton and Cathcart.Am. Book Co Plants and their Children— Dana Am. Book Co 65 Animal Memoirs— Lockwood. Vol.11 Am. Book Co 60 First Book in U. S. History— Eggleston Am. Book Co 60 Stories of Other Lands— Johonnot Am. Book Co 40 The World and Its People— Smith. Book IV S. B. & Co 60 Science Reader— Murche. Book IV The Macmillan Co 40 Pilgrim's Progress— Bunyan Rand, McNally & Co 60 Scottish Chiefs-Porter Rand. McNally & Co 60 Swiss Family Robinson— Wyss Rand. McNally & Co 60 Prisoners of the Revolution P. S. P. Co 30 The Story of Lincoln P. S. P. Co 30 Pioneer History of Miss. Valley— McMurry P. S. P. Co 60 Arabian Nights M.. M. & Co 20 Ramee's The Nurenberg Stove M.. M. & Co 20 Hawthorne's Grandfather's Chair— I M., M. & Co 20 Hawthorne's Twice Told Tales M., M. & Co 24 Ramee's The Dog of Flanaers M., M. & Co. 20 84 COURSE OF STUDY FOR COMMON SCHOOLS. SIXTH GRADE. Lays of Ancient Rome, No. 1— Macaulay Educational Pub. Co. Enoch Arden— Tennyson Educational Pub. Co, Legend of Sleepy Hollow— Irving Educational Pub. Co. Rip Van Winkle, etc.— Irving Educational Pub. Co, Philip of Pokanoket— Irving Educational Pub. Co. The Voyage, etc.— Irving. ., Educational Pub. Co. We Are Seven, etc.— Wordsworth Educational Pub. Co. Christmas Eve, etc.— Irving Educational Pub. Co. Thanatopsis and Other Poems— Bryant Educational Pub. Co . The Great West Educational Pub. Co. De Soto and La Salle Educational Pub. Co. Stories of Northern Europe Educational Pub. Co. Stories of England Educational Pub. Co. Scott's Talisman (Abridged) .Educational Pub. Co. Lamb's Tales from Shakespeare Educational Pub. Co. Stories of Industry. Vol. II Educational Pub. Co. Pacilic History Stories Whitaker & Ray Co. . Tales of the Philippines Whitaker & Ray Co. . Ruskin's King of the Golden River Ginn & Co Arabian Nights Ginn & Co.. Bergen's Glimpses at the Plant World Ginn & Co, Moore-Tiffany's Pilgrims and Puritans. . ; Ginn & Co. Moore-Tiffany's From Colony to Commonwealth Ginn & Co Francillon's Gods and Heroes Ginn & Co Montgomery's Beginner's American History Ginn & Co Open Sesame. Vol.1 Ginn & Co Open Sesame. Vol.11 Ginn & Co Twilight Thoughts., Ginn & Co Hawthorne's Tales of the White Hills, and Sketches (Riverside Series, No. 40) H. M. & Co Whittier's Mabel Martin, etc. (Riverside Series, No. 5) H. M. &Co Franklln'scPoor Richard's Almanac. (Riverside Series, No. 21) H. M. & Co Holmes's Grandmother's Story of Bunker Hill Battle, etc. (Riverside Series, No. 60) H. M. & Co The World and Its People, Book V— Coe .S. B. & Co Science Reader, Book IV— Murche Macmiilan & Co Tales from Shakespeare— Lamb Rand, McNally & Co., The Deerslayer— Cooper Rand. McNally & Co., Starr's American Indians D. C. H. & Co Bull's Fridtjof Nansen D. C. H. & Co Heart of Oak Readers, Book IV D. C. H. & Co Wright's Nature Readers, No. 4 D. C. H. & Co Dole's The Young Citizen D. C. H. & Co Stories of the English- Guerber Am. Book Co Stories of the Olden Time— Johonnot Am. Book Co., Ten Great Events of History Am. Book Co Living Creatures— Monteith Am. Book Co Four Great Americans— Baldwin W. S. B. Co Four American Patriots— Burton W. S. B. Co Four American Naval Heroes— Beebe W. S. B. Co Four American Poets— Cody W. S. B. Co Lamb's Tales from Shakespeare M. M. & Co cloth, cloth, cloth, cloth, cloth, cloth, cloth, boards, cloth, cloth. COURSE OF STUDY FOR COMMON SCHOOLS. 85 Brown's Rab and His Friends , Church's Story of the ^neid , Church's Story of the Iliad Swift's Gulliver's Voyage to Lilliput, Church's Stories from Herodotus Defoe's Robinson Crusoe , • M. M. & Co 12 ,M. M &Co 12 M. M. & Co 12 .M. M. & Co 12 M. M. &Co 24 M. M. &Co 24 SEVENTH GRADE. Lays of Ancient Rome. I Educational Pub. Co. Enoch Arden.— Tennyson Educational Pub. Co. L'Allegro and Other Poems.— Milton Educational Pup. Co. As You Like It.— Shakespeare Educational Pub. Co. Merchant of Venice.— Shakespeare Educational Pub. Co. Henry the Eighth.— Shakespeare Educational Pub. Co. Lady of the Lake. Canto /.—Scott Educational Pub. Co. Lady of the Lake. Canto //.—Scott Educational Pub. Co. Lady of the Lake. Canto ///.—Scott Educational Pub. Co. Sir Roger de Coverly.— Addison , Educational Pub. Co. Cotter's Saturday Night.— Burns Educational Pub. Co. Sir Launfal.— Lowell Educational Pub. Co. Our Fatherland Educational Pub. Co. Stories of Massachusetts Educational Pub. Co. Patriotism in Prose and Verse Educational Pub. Co. A Year Among the Trees Educational Pub. Co. Martineau's Peasant and Prince Ginn & Co Comegys' Primer of Ethics Ginn & Co Swift's Gulliver's Travels Ginn & Co Heroic Ballads.— Montgomery , Ginn & Co Adventures of Hatim Tai Ginn & Co Franklin's Autobiography .Ginn & Co Kingsley's Greek Heroes Ginn & Co Life of Washington.— Irving Ginn & Co Burrough's Birds and Bees. (Riverside Series, No. 28) H. M. & Co Longfellow's Courtship of Miles Standish. (River- side Series, No. 2) H. M. & Co Burrough's Sharp Eyes, and Other Papers. (River- side Series, No. 36) H. M. & Co Longfellow's Evangeline. (Riverside Series No. 1) , H. M. & Co The World and its People, Book V.— Coe S. B. & Co Science Reader, Book V.— Murche Macm. & Co Sev^en American Classics.— Swinton &Cathcart Am. Book Co Dole's The Young Citizen D. C. H. & Co Starr's American Indians D. C. H. & Co Penniman's School Poetry Book D. C. H. & Co Heart of Oak Readers, Book IV D. C. H. & Co Wright's Nature Readers, No. 4 D. C. H. & Co Westward Ho !— Kingsley U. P. Co Franklin's Autobiography M. M. & Co Longfellow's Evangeline M. M. & Co Longfellow's Voices of the Night, etc M. M. & Co Longfellow's Hiawatha M. M. & Co Historical Classic Readings.— 10 Nos M. M. & Co cloth, cloth, cloth, cloth, cloth, cloth, cloth. 5 5 5 5 5 5 5 5 5 5 5 5 50 50 40 L 00 40 40 35 50 45 40 40 . 00 15 15 15 15 60 50 45 45 30 55 60 30 36 24 12 24 12 86 COURSE OF STUDY FOR COMMON SCHOOLS. EIGHTH GRADE. Pictures from English Literature Educational Pub. Co. Stories from Shakespeare, 3 Vols.— Pratt Educational Pub. Co. Stories of Old Rome Educational Pub. Co. Stories of New York Educational Pub. Co. Sketches from American Authors, 2 Vols.— Keysor. Educational Pub. Co. Irving's Sketch Book. Educational Pub. Co. Hughes's Tom Brown at Rugby Ginn & Co Bunyan's Pilgrim's Progress Ginn & Co Ballou's Footprints of Travel Ginn & Co Ballou's Footprints of Travel Ginn & Co. Newell's Reader in Botany, Part I Ginn & Co Litchfield's Nine Worlds Ginn & Co Chesterfield's Letters. .Ginn & Co Church's Stories of the Old World Ginn & Co Lamb's Tales from Shakespeare Ginn & Co Scott's Lay of the Last Minstrel Ginn & Co Irving's Rip Van Winkle and Other American Essays. (Riverside Series, No. 51) .H, M. & Co Whittier's Snow-Bound. (Riverside Series, No. 4) H. M. & Co Irving's Voyage and Other English Essays. (River- side Series, No. 52) H. M. & Co Gettysburg Speech, etc. (Riverside Series, No. 32) H. M. & Co Longfellow's Paul Revere's Ride, etc. (Riverside Series, No. 63) H. M. & Co Bryant's Sella, Thanatopsis, etc. (Riverside Series, No. 54) H. M. & Co Uncle Tom's Cabin. (Riverside Series, No. 54) ... .H. M. & Co Loveliness— Mrs. E. S. P. Ward H. M. & Co The World and Its People, Book VI S. B. & Co Evolution of Dodd— Smith Rand, McNally & Co. . Collection of Poetry— White Macmillan & Co Words of Lincoln— Thomas W. P. H Heart of Oak Readers, Book V D. C H. & Co Heart of Oak Readers, Book VI D. C. H. & Co Dole's The American Citizen D. C. H. & Co Irving's Sketch Book M. M. & Co Dickens' Christmas Carol M. M. & Co Webster's Bunker Hill Orations .M. M. & Co Bryant's Thanatopsis, etc .M. M. & Co Dickens' Cricket on the Hearth M. M. & Co Lowell's Vision of Sir Launfal, etc M. M. & Co Whittier's Songs of Labor, etc M. M. & Co Words of Abraham Lincoln M. M. & Co Chesterfield's Letters to His Son , M. M. & Co Holmes's Selected Poems .M. M. & Co 60 each. 50 50 60 each. . . 40 75 cloth. 50 cloth. 30 boards. 70 cloth. 1 00 cloth. 60 cloth. 50 cloth. 30 cloth, 50 cloth. 40 cloth. 30 15 COURSE OF STUDY FOR COMMON SCHOOLS. 87 ONE HUNDRED BOOKS OF UNQUALIHED VALUE FOR HIGH- SCHOOL STUDENTS TO READ, From the report of the Committee on the Relations of Public Libraries to Public Schools, N. E. A., 1899. The following list of 100 books for high schools is selected by Prin- cipal J. C. Hanna, Oak Park, 111.: FICTION.* Rab and His Friends, Brown. Lorna Doone, Blackmore. Last of the Mohicans, Cooper. Tale of Two Cities. Dickens. The Three Musketeers Dumas. The Hoosier Schoolmaster, Eggleston. Silas Marner, Eliot. Pilgrim's Progress, Bunyan. The Man Without a Country, Hale. The House of Seven Gables,. ..Hawthorne. Tom Brown's School-Days, Hughes. Les Miserables Hugo. Westward, Ho : Kingsley. Hugh Wynne. Free Quaker, Mitchell. Treasure Island, Stevenson. Ivanhoe Scott. Quentin Durward, Scott. Uncle Tom's Cabin, Stowe. Ben-Hur, Wallace. Harold, Bulwer Last Days of Pompeii, Bulwer. Robinson Crusoe. Defoe. Story of a Bad Boy, Aldrich. The Pathfinder, Cooper. David Copperfield, Dickens. Twenty Years After, Dumas. Micah Clarke, Doyle. Kenilworth, Scott. Waverley, Scott. Gulliver's Travels, Swift. Vaniety Fair, Thackeray. Henry Esmond, Thackeray. Cloister and Hearth Reade. Scottish Chiefs, Porter. Hypatia Kingsley. Soldiers Three, Kipling. Kidnapped, Stevenson The Talisman, Scott. The Emperor, Ebers. Shoenberg Cotta Family, ESSAYS, ETC. Autocrat of the Breakfast Table,. .Holmes. Sketch Book Irving. Essay on Milton Macaulay Being a Boy, Warner. Birds and Bees, Burroughs. Essay on Burns, Carlyle. Earth and Man, Guyot The Book of the Ocean Ingersoll Sir Roger de Coverley Papers, Addison. *The State Board of Education tional titles. A Friend of Caesar Chivalric Days 2000 Years Ago Three Greek Children The Little Duke Prince and Page Men of Iron Prince and the Pauper Hereward the Wake Rob Roy French and English Richard Carvel Boy Emigrants. add to this list the following addi- Yankee Ships and Yankee Sailors Doughters of the Revolution Boys of Old Monmouth Rock of the Lion Loyal Traitor For King or Country Commodore Bainbridge Battle of New York Midshipman Farragut Hero of Erie Blockaded Family Twenty Years at Sea 88 COURSE OF STUDY FOR COMMON SCHOOLS. Evangeline, Longfellow. Vision of Sir Launfal, Lowell. Selected Poems, Burns. Childe Harold, Byron. Ancient Mariner, Coleridge. Elegy in a Country Cliurcliyard, Gray. Lays of Ancient Rome Macaulay. Lycidas Milton. L' Allegro, Milton. II Penseroso, Milton. Snow Bound, Whittier. Ten I on the Beacli, WUttier. Lady of the Lake Scott. Marmion, Scott. Merchant of Vtnice, Shakespeare. Julius Caesar, Shakespeare. Macbeth, Shakespeare. As You Like It, ' Shakespeare. Princess, , Tennyson. Idylls of the King, Tennyson. MISCELLANEOUS. The Gold Bug and other Tales, Poe. Stories from Homer Church. Stories from Virgil Church. Prose Translation of Odyssey, Butcher and Lang. Classic Myths in English Literature, Gayley. Old Times in the Mississippi — M. Twain. Curious Myths of the Middle Ages, Baring-Gould. Two Years before the Mast, Dana. Wonder Book, Hawthorne. Tanglewood Tales, Hawthorne. The Story of Primitive Man Clodd. How Marcus Whitman Saved Oregon Nixon Stories from Herodotus Church. The Stories of the Plants, Grant Allen. Homer (Princes of Literature),. .Gladstone. Books and Reading Porter. The Story of the Cowboy Hough. (Story of the West series). The Story of the Mine Shinn. (Story of the West series). The Story of the Indian, Grinnel. (Story of the West series). The Story of the Railroad, Warman. (Story of the West series). Citizen Bird, Wright and Jones. Jungle Books, 2 vols., Kipling. Brave Little Holland and What She Taught Us, Griffis. Society in Rome under the C^sars Inge BIOGRAPHY. Autobiography Franklin. Life of Nelson, Southey. Caesar ; a Sketch, Froude. Hero Tales from American History, Lodge and Roosevelt Christopher Columbus, C. K. Adams. (From Heroes of the National series). Nelson and the Naval Supremacy of England, W. Clark Russell. Pericles and the Golden Age of Athens, C. R. L. Fletcher. Theodoric the Goth, the Barbarian Champion of Civilization, Hodgkin. Julius Caesar and the Organization of the Roman Empire, W. Ward Fowler. Napoleon, Warrior and Ruler; and the Military Supremacy of Revolutionary France, W. O'Connor Morris. Jeanne d'Arc, the Maid of France, Mrs. Oliphant. George Washington; an Historical Biography, Scudder. Lives of Eminent Men, Plutarch (Makers of America series). Oglethorpe and the Founding of the Georgia Colony, Bruce- Alexander Hamilton, W. G. Sumner. Robert Morris, W. G. Sumner. Thomas Jefferson Schouler. Robert Burns, Carlyle. Speech on Conciliation, — First Bunker Hill Oration, . SPEECH. . . . Burke. Reply to Hayne Webster. . Webster. Gettysburg Speech, Lincoln. TRAVEL, DESCRIPTION Alhambra, Irving. Views Afoot, Taylor. Tales of a Traveler, Irving. From Lakes of Killarney to the Golden Horn, H. M. Field. From Egypt to Japan H. M. Field. COURSE OF STUDY FOR COMMON SCHOOLS. 89 BBFERENCE BOOKS. Webster's International Dictionary ■ Merriana & Co ?10 00 Chamber's Encyclopaedia. Last edition Lippincott 30 00 Rand-McNally's Indexed Atlas of the World 18 50 Bartlett's Familiar Quotations Little, Brown & Co 3 00 Hoyt and Ward's Cyclopaedia of Quotations Funk & Wagnalls 5 00 Cbamplin's Young Folks' Cyclopsedia of Common Things Holt 2 50 Champlin's Young Folks' Cyclopasdia of Persons and Places Holt 2 50 Gaye's The World's Great Farm Macmillan 1 50 Haydn's Dictionary of Dates Putnam 6 00 Wheeler's Familiar Allusions H. M. & Co., 2 00 Wheeler's Who Wrote It '? Lee & Shepard 2 00 Soule's Synonyms Lippincott 2 25 Gayley's Classic Myths Ginn & Co 1 50 Bulflnch's Age of Fable Lee & Shepard 2 50 Lippincott's Gazetteer 12 00 Baldwin's The Book Lover McClurg 1 00 Crabb's English Synonyms Harper Bros 1 25 Peck's Dictionary of Classical Literature Harper Bros 8 00 Bent's Familiar Short Sayings of Great Men, H. M. & Co 2 00 Matson's References for Literary Workers McClurg 2 50 Brewer's Reader's Handbook Lippincott 3 50 Brewer' s Historic Note-Book Lippincott 3 50 Brewer's Dictionary of Phrase and Fable Lippincott 3 60 Edwards's Words, Facts and Phrases Lippincott 2 50 Lossing's Cyclopasdia of United States History Harper Bros 10 90 Lalor's Cyclopedia of Political Science, Political Economy, and Political History Rand, McNally & Co Larned's History for Ready Reference. 5 vols Nichols 25 00 Johnson's Cyclopaedia. 8 vols Appleton 48 00 Appleton's American Biography. 6 vols Appleton 30 00 International Cyclopaedia. 15 vols Dodd, Mead & Co 56 00 The State Board of Education recommend Webster's dictionaries offered at the following- retail prices: Pocket edition cloth, $ 59 Pocket edition leather. 69 Common School 72 High School 98 Condensed 1 44 Academic 1 50 Counting House 2 40 Collegiate cloth, 2 70 Collegiate sheep, 3 60 International sheep. 10 00 International, indexed sheep, 10 75 90 COURSE OF STUDY FOR COMMON SCHOOLS. BOOKS FOR THE TEACHER. NATURE AND SCIENCE. The Plan Book— Autumn A, Flanagan. The Plan Book— Winter A. Flanagan. The Plan Book— Spring A. Flanagan. Geographical Spice A. Flanagan. Great American Industries— 2 Vols A. Flanagan. Lessons in Nature Study— manual for grammar grades. . . . Whitaker & Ray. Elementary Botany— West Coast Whitaker & Ray. Reproduction of Geographical Forms D. C. Heath & Co. Direction for Teaching Geology D. C. Heath & Co. Teacher's Manual of Geography D. C. Heath & Co. Lessons in the New Geography, D. C. Heath & Co. First Book in Geology D. C. Heath & Co. Suggestions for Teaching Geography Public School Publishing Co. Special Method in Geography Public School Publishing Co. Special Method in Science Public School Publishing Co. Methods in Geography Eilucational Publishing Co. Methods in Natural History Educational Publishing Co. Science Ladders— 3 Vols. Educational Publishing Co. First Steps in Scientific Knowledge J. B. Lippincott & Co. Wilson's Manual of Nature Study The Macmillan Company. Lange's Nature Study The Macmillan Company. Murche's Object Lessons in Elementary Science— 5 Vols.. .The Macmillan Company. The Teaching of Geography The Macmillan Company. King's Methods and Aims in Geography Lee & Shepard. Life on Puget Sound Lee & Shepard. Augsburg's Easy Drawings for Geography Class Educational Publishing Co. Tilden's Commercial Geography Leach, Shewell & Sanborn. HISTORY AND CIVICS. Rice's Course of Study in History and Literature A. Flanagan. Ensign's Outlines in U. S. History A. Flanagan. The Santa Rosa Reproduction Stories Wm. Beverly Harrison. Studies in American History , D. C. Heath & Company. Studies in Historical Methods D. C. Heath & Company. Kemp's Outline of Method in History Inland Publishing Company. Mace's Method in History Ginn & Co. American History by the Library Method Lee & Shepard. Topical Studies in American History The Macmillan Company. The Study of History in Schools (Report of the Committee of Seven) The Macmillan Company. Historical Geography of the United States Silver, Burdett & Company. Hirtorical Charts of the United States Silver, Burdett & Company. Civil Government Simplified Whitaker & Ray Company. Wright's Civil Government Crane & Company. Peterman's Elements of Civil Government American Book Company. McCleary's Studies in Civics American Book Company. Rights and Duties of American Citizenship American Book Company. Source Book of American History The Macmillan Com^iany. LANGUAGE AND LITERATURE. {Grammar Grades). Studies in Nature and Language Lessons D. C. Heath & Co. The Problem of Elementary Composition ... D. C. Heath & Co. Phillips' Literature and History in the Grammar grades.. .D. C. Heath & Co. COURSE OF STUDY FOli COMMON SCHOOLS. 91 Letters from Queer and other Folk— 2 Vols The Macmlllan Company. Teachers' Manual for same The Macmillan Company. Poetry for the Seasons Silver, Burdette & Co, Special Method in Literature and History Public School Publishing Co. The Evangeline Book A Flanagan. Evangeline, with Notes and Plan of Study A. Flanagan. An Aid in the study and teaching of Lady of the Lake, Evangeline, and Merchant of Venice The Whitaker & Ray Co. COMPOSITION, RHETORIC AND LITERATURE. {High School Grades.) Principles of Composition D. C. Heath & Co. Meiklejohn's English Grammar D. C. Heath & Co. Meiklejohn's English Literature D. C. Heath & Co. Helps in the Use of Good English Raub & Co. Reading Courses in American Literature Silver, Burdett & Co. Reading and Questions in English Literature The Macmillan Co. Development of English Literature and Language Scott, Foresman & Co. English Classic Publications *Scott, Foresman & Co. English Classic Publications The American Book Co. English Classic Publications D. C. Heath & Co. English Classic Publications The Macmillan Company. English Classic Publications Silver, Burdett & Co. English Classic Publications Ainsworth & Company English Classic Publications Educational Publication Co. English Classic Publications Houghton, Mifflin & Co. English Classic Publications Maynard, Merrill & Co. English Classic Publications The Globe Book Company. English Classic Publications The Orville Brewer Pub. Co. *These classics are edited with reference to Herrick & Damon's Rhetoric. PEDAGOGY, PSYCHOLOGY AND ETHICS. The Theory of Educational Sloyd Silver, Burdett & Company. General Method Public School Pub. Company Method of the Recitation Public School Pub. Company- Waymarks for Teachers Silver, Burdett & Company Applied Psychology Education Pub. Company. Manual of Pedagogics Silver, Burdett & Company. Gordy's Psychology Hinds & Noble. Heath's Pedagogical Library D. C. Heath & Company. International Education Series D. Appleton & Company. Gow's Morals and Manners Amei-ican Book Company. White's School Management .American Book Company. Psychology and Education— Roark American Book Company. Psychology and Psychic Culture— Halleck American Book Company. School Interests and Duties— King American Book Company. Primary Methods— Hailmann American Book Company. School Recreations and Amusements— Mann American Book Company. Theory and Practice of Teaching American Book Company. Life and "Works of Comenius— Laurie C. W. Bardeen. Froebel's Autobiography C. W. Bardeen. Mistakes in Teaching— Hughes .C. W. Bardeen. The Art of Putting Questions— Young C. W. Bardeen. In the Child World— Poulson Nursery Finger Plays— Poulson Nursery Stories and Rhymes— Poulson Child's Christ Tales— Hofer 92 COURSE OF STUDY FOR COMMON SCHOOLS. Stories and Morning Talks— Wiltse , Myths and Mother Plays— Wiltse Froebel's Educational Laws— Hughes Symbolic Education— Blow CURRENT PUBLICATIONS. American Primary Teacher Boston, Mass. American School Board Journal Milwaukee, Wis. American Journal of Education St. Louis, Mo. Bird-Lore N. Y. City. Canadian Teacher Toronto,' Canada. Child-Study Monthly .Chicago, 111. Current Literature N. Y. City. Education Boston Mass. Educational Review N. Y. City. Inland Educator Terre Haute. Ind. Kindergarten Review Springfield. Mass. Learning by Doing Battle Creek, Mich. Literary Digest N. Y. City. New England Journal of Education Boston Mass. Michigan Moderator Lansing, Mich. Nature and Art Chicago, 111. News and Practical Educator Taylorville, 111. Ohio Educational Monthly Columbus, Ohio. Outlook N. Y. City. Popular Educator Boston. Mass. Primary Education Boston, Mass. Primary School N. Y. City. Review of Reviews N. Y. City. School and Home Education Bloomington, 111. School Bulletin Syracuse. N. Y. School Education Minneapolis, Minn. School Journal N. Y. City. School Review Chicago, 111. The Perry Magazine Maiden, Mass. Teacher's Institute N. Y. City. Teacher's World N. Y. City. Western Journal of Education San Francisco. Cal. Western School Journal Topeka kansas. Western Teacher Milwaukee, Wis. Wisconsin Journal of Education, Madison, Wis. Northwest School Journal Ellensburg, Wash. N. W. Journal of Education Seattle, Wash. ADDRESS OF PUBLISHERS. Before ordering books for a district library, the teacher or school directors should write for catalogues to the prominent publishers, and make a careful selection of books for general use, as well as of books prepared specially for the grades. COURSE OF STUDY FOR COMMON SCHOOLS. 93 The following list includes the best known publishers of our country. A B Co American Book Co., Chicago A, Fl A. Flanagan, Chicago. A. & Co D- Appleton & Co., Chicago A. L. B A. L. Burt, New Yorli City. A. S. B. & Co A. S. Barnes & Co., New York City. B. Co Milton Bradley Co., Springfield, Mass. C. Co The Century Co., New York City. C. P. Co Cassell Pub. Co., New York City. C & Co Crane & Co., Topeka. Cr. & Co T. Y. Crowell & Co., New York City. C. W. B C. W. Bardeen, Syracuse, N. Y. C. M. P C. M. Parker, Taylorville, 111. D. , H. & Co Donahue, Henneberry & Co., Chicago. D. , M. & Co Dodd, Mead & Co.. Chicago. E. & L Estes & Lauriat, Boston. E. P. Co Educational Pub. Co., Chicago. G. & Co Ginn & Co., Chicago. G. B. Co Globe Book Co., New York City. H. , M. & Co Houghton, Mifflin & Co., Chicago. H. & Bros Harper & Bros., Chicago. H. & N Hinds & Noble, N. Y. City. H. & Co D. C. Heath & Co., Chicago. H. R. P H. R. Pattengill, Lansing, Mich. H. T. C. & Co H. T. Coates & Co., Philadelphia, Pa. I. , B. & Co Ivison, Blakeman & Co., Chicago. J. & Co George W. Jacobs & Co. , Philadelphia, Pa. L. Co D. Lothrop Co., Boston. L., G. & Co .Longman, Green & Co., New York City. L., S. & S.. Leach. Shewell & Sanborn, Chicago. L. & S Lee & Shephard, Boston. Macm. Co The Macmillan Co., Chicago. McC. & Co A. C. McClurg & Co., Chicago. M. Co. The Morse Co., Chicago. M. Bros March Bros., Lebanon, Ohio. M., M. & Co Maynard, Merrill & Co., Chicago. O. B. P. Co Orville Brewer Pub. Co., Chicago P. Sons G. P. Putnam's Sons, New York City. Penn. Co Penn. Pub. Co., Philadelphia, Pa. P. E. Co Prang Ed. Co., Chicago. P. S. P. Co Public School Pub. Co., Bloomington, HI. R. Bros Roberts Bros., Boston. R. & M Rand & McNally, Chicago. S., B. & Co Silver, Burdett & Co., Chicaso. S. Sons Chas. Scribner's Sons, Chicago. U. P. Co University Pub. Co., New York City. W. Co The Werner School Book Co., Chicago. W. & R. Co Whitaker & Ray Co., San Francisco. W. P. Co Westland Publishing Co., Olympia, Wash. Drawing, clay modeling, paper cutting, and pic- ture study. Same as before. Same as before. Same as before. Drawing and picture study. Drawing and picture study. Drawing and picture study. Drawing and picture study Writing. Natural Sys- tem, book I. Natural Sys- tem, book II. Natural Sys- tem, book III. Natural Sys- tem, book IV. St. John's Writing Tablet St. John's Writing Tablet. St. John's Writing Tablet. St. John's Writing Tablet. Language: With other subjects. Daily drill in written expressions. Memo- rize selections. With other subjects. Daily drill in written expressions. Memo- rize selections. With other subjects. Daily drill in written expressions. Memo- rize selections. Adopted text to page 75. Memorizing se- lections, compositions and recitations. Adopted text com- pleted. Memorize se- lections, compositions and recitations. One Book Course, to page 151. One Book Course, to page 237. One Book Course, completed. Optional. Taught with other subjects. Optional. Taught with other subjects. Optional. Taught with other subjects. Graded Speller, part I. Graded Speller, part II. Graded Speller, part III. Graded Speller, part IV. Graded Speller, part V. Heading. The adopted text, with sup- plementary work. The adopted text, with sup- plementary work. The adopted text, with sup- plementary work. The adopted text, wit h sup- plementary work. The adopted text, with sup- plementary work. The adopted text, with sup- plementary work. Optional. Eng- lish classics, history, etc. Optional, Clas- sics, history, science, etc. Arithmetic. Optional. Optional. Walsh's Pri- mary Arithme- tic in hands of teacher. Walsh's Pri- mary Arith- metic. Walsh's Gram- mar School Arithmetic, to chapter viii. Walsh's Gram- mar School Arithmetic, to chapter x. Walsh's Gram- mar School Arithmetic, to chapter xiii.* Walsh's Gram- mar School Arithmetic, finished. * History and Civics. \ Oral instruction as 1 per manual. j Same as before, j Story of Kablu and \ Darius, as per man- Story of Cleon the Greek boy, as per manual. Story of Horatius, the Roman boy, as per manual. Mowry's Primary History. Story of Wulf, Gil- bert, etc.. as per man- ual. Civics, "Why We Vote." — . U. S. History, to the constitutional period. U. S. History, com- I pleted, and Dole's l| American Citizen. | Nature and Science. Oral in- struction as per manual. Same as before. Same as before. Same as before. Text in geography. Text in geography. Text in hygiene. Optional. Grade. MRST. SECOND. THIRD. FOURTH. FIFTH. SIXTH. > oo EIGHTH. =1 'O +J _, c s CO OD rj a ?3 S § -is tlines of Physics. Carhart and Chute's Physics. Colton's Physiology. Blaisdell's Practical Physiology. Storer and Lindsay's Manual of Chemistry. Shepard's Elements of Chemistry. Remsen's Briefer Course in Chemistry. •D r,^ -6 « ^^i ^ ^° ^^^^ Retail Prices. Wholesale Price in Washington, Exchange Price.... «O00i-lrH00O5C30Oli-l< •m o - O o ■S § d ^11 I r" rl^ ^ O ■if s o n -cs ° c S d <^ 3 2 S O C3 5 C3 a J a ^rh «3 o a c3 ^ S ^V. ©z; 0^ o £ fliS ^ at^5 ^. . .t^ ^ « S S c ;s: H c/3 i-s O 02 a o 0^ ° o § CO 22 f*=a o £ ^'5 £ 2 § ^ 2 o 5 o •sa^qtsS o i a; §.5 s ox:} o .w O O _ -(J I >; iH O £ CS C 5 a; -o +3 -j^ 3 ^ ^ —4 ^ QU o £ c OiT-i o c 6D !^ »^ tc c c c ^ 02 PllloZi GO 106 COURSE OF STUDY FOR COMMON SCHOOLS. SCHOOL BUILDINGS AND GROUNDS. "It is conceded in advance, that the first requisite for the success of any school, is a strong, sensible, pure-minded teacher. A dictionary, library, charts, maps, and text-books are also indispensable. But there can be no assured permanency of a good school without a substantial, convenient, attractive and comfortable school house. The moral influence of a school is in a large measure determined by the physical condition of the premises. Whether will keep or otherwise, the school house-~the school life, makes it mark on the children. Where the aspect of the school grounds is forbidding, it is not surprising that the children go reluctantly to school and are glad to get away as soon as they can. And this condition is the more and more aggravated now that improvement of private houses outruns the improvement of the houses where the children of the community go to school, for children do not fail to note the contrast," Charles A. Kent. HYGIENE AND HEALTH IN PUBLIC SCHOOLS.- Dr. G. Stanley Hall has said: " What shall it profit a man if he gain the whole world of knowledge and lose his health?" In our public schools, especially in the high schools, many a promising young life has been sacrificed by over-study. The system of marks and medals, now happily disappearing from many of our best schools, has driven many an ambitious boy and girl to an early grave at the point of the pencil, because that system stimulates those very pupils who need no spur and whom the spur injures. More frequently the health of pupils is injured by ignorance of the mest obvious laws of health, or by criminal neglect of those laws, and by the impure air of schoolrooms. Unsuitable furniture which cramps and distorts the growing bodies of children, and poor light which impairs the sight, have also a long account to settle with children thus ruined for life. The evils of unsanitary school houses have attracted most attention in the crowded schoolrooms of cities, but these evils are not confined to densely populated places. They appear equally in the rural districts, aud they are less known only because the cases of injury are scattered, and the statistics are less easily obtained. The vigorous country boy and girl may for a time resist the evils of a schoolroom, alternately too hot and too cold; of drafts of cold air in winter through cracks in the floor and poorly-built walls; of outhouses too filthy for use and sources of moral defilement; of seats and desks, built for cheapness and not for comfort, and more racks for torture than like a proper resting place for the growing bodies of little boys and girls. But however much the injury may be concealed, the deadly COURSE OF STUDY FOR COMMON SCHOOLS. 107 work goes on in many a country school. Take a single instance. Many a man has suffered for years from hemorrhoids brought on by ignorance or neglect in childhood; neglect, because proper accommodations were not provided or not properly cared for at the schoolhouse; ignorance, because the school gave no instructions in hygiene — not the technical hygiene suitable for physicans, but the obvious, ordinary hygiene that relates to clothing, proper bathing, eating, and the excretions. Physiology is now required by law to be taught in the schools of nearly all the states. As too frequently taught, it concerns itself about the chemical effects of certain substances upon various parts or pro- cesses of the body. Such a treatment of the subject is too abstruse for children in the schools, it goes beyond their knowledge and their experience. They need to be taught the effect of green apples upon the stomach before they are taught the effect of alcohol upon the brain. We ought to learn wisdom from the concrete teaching of nature about eating green apples in her monitory pains. People mean well when they teach the evil effect of alcohol to little boys and girls who do not know what alcohol is. It would be better to teach these children the good effect of wholesome food and drink, and especially to teach them that the whole alimentary canal should be kept in healthy, regular, and daily movement throughout, and to teach this and all that relates to the necessary bodily functions with delicacy and propriety, and without any squeamishness. Is any teacher too delicate, cultured, and refined a lady or gentleman to give this instruction concerning the bodies of the children? Then let them be relegated to the land of spirits, to teach where the mortal coil has been shuffled off. It is high time to inaugu- rate a campaign of hygiene, and not the least important branch of child study is the study of their bodies, and how those bodies may be made in school to grow strong, robust, healthy, natural, at ease — " the temple of the living God." In making the many advancements in education in recent years the pedagogical literature of the past three hundred years or more has been ransacked, and the educational philosophy of many eminent and vener- able teachers has been exploited to constitute the new education — Comenius, Pestalozzi, Froebel, Herbart, and the rest; it is worth while now to bring to the front the maxim, Mens sans in corpore sano,"and to found an educational philosophy on that. Already we have physio- logical psychology which seeks to trace mental phenomena through a study of the brain, and missionaries are now learning to convert the heathen by making their bodies comfortable without their eating the missionary. Benevolence now seeks to raise humanity, both intellect- ually and morally, by first improving men physically. Let the schools follow the lead of philosophy and of religion in this regard. It is well known that no child can learn well or grow mentally when in bodily discomfort. Dullness, uneasiness, and consequent disorder in 108 COURSE OF STUDY FOR COMMON SCHOOLS. a school, are directly traceable to vitiated air. If the body is numb with cold, if the feet are damp and chilled, the mind becomes stupid; and the sweltering- heat of a badly ventilated schoolroom, the uneasiness of an over-loaded stomach, of constipation, and of uncomfortable cloth- ing, will produce the same result. Moreover, an abnormal condition of the body is often the source of immorality. We blame the first Adam too much; the real Adam is nearer home, and of this generation and every generation that neglects the laws of health. The outbuildings of ill-governed schools with ill-taught children sometimes give evidence of fearful demoralization, and the demoralization is contagious, like a plague. An important part of school hygiene, then, relates to the lavatories or water-closets. This is not the only, nor perhaps the most important part of school hygiene, but it needs emphasis most at present, because it is nearly always neglected. In rural districts the outhouse is gene- rally located in a remote part of the grounds, where its offensiveness may not interfere with the school, and it is the prey of tramps and bad boys who delight in defiling it. The closet should adjoin the school house, and be accessible through the house only. This location would compel its being kept inoffensive, and make it easy to do so. It should then be used by every child with the same freedom as at home in a well- regulated family. And the child be taught in school to respect his body in every part and in all its functions — that nothing about it is defiling unless he himself makes it so; and that, while we are animals, we should be rational animals, and not brutes. Such teaching should not be indelicate nor obtrusive; but it is important, because respect for the body is at the foundation of self-respect and true manliness. This special teaching of hygiene has often been neglected through a false modesty which is highly indelicate, and which is itself the evidence of an impure mind. For health, for comfort, and for intellectual and moral well-being, the school house should be well-constructed and suited to its use. It should stand in the middle of the grounds, high, well-drained, and ornamented with trees and shrubs. The well should be so located as to supply pure water. The architecture should be simple and show a refined taste, for the schoolhouse is an educator. It should be as con- venient and as well-built as the best homes, in order that the children of the well-to-do may not despise it, and in order -that the children of the poor may see how the best people live. The school house will thus become an inspirer in the young to higher living, for education is more than learning from books. It is a training also in how to live. Churches are built as an example of noble architecture, to be an object lesson leading upward to a higher life. They are usually grander than the houses of the worshipers, and the poorest man in the congre- gation has an ownership in them. Municipal and state buildings often COURSE OF STUDY FOK COMMON SCHOOLS. 109 display, or are meant to display, the community's ideal of a home for itself. And so the school house should exhibit the taste and to some extent the aspiration of the neighborhood. It should be a little better than the best dwelling-house. Report of the Committee of Twelve. BUILDING SITES, 1. They should be above the water level of the surrounding area, to insure a dry basement and to guard against rheumatism, ague, diphtheria, and other diseases closely related to dampness and defective sewerage. 2. They should have sandy or gravelly soil, as such soil will be warmer than clay, and will not hold moisture. 3. They should not be near marshes or standing pools of stagnant water. 4. They should not be near any manufacturing establishment from which may come offensive and poisonous refuse. 5. They should not be near the noise of factory, railway, or busy streets. 6. They should be well exposed to the sun, if possible slop- ing to the south. 7. They should be surrounded by ample grounds, orna- mented with shrubs, trees, walks and flowers. 8. They should have convenient play-grounds for exercise, out-door instruction, study of pupils and for general help in discipline. SIZE OF THE SCHOOLROOM. .1. About 10 square feet of floor space should be given to each pupil. 2. The length and breadth of the room, to make the best use of the space, should be in the ratio of 6:5; and the height should not be less than 10 feet nor more than 15 feet. 3. If the attendance is more than 40 pupils, a recitation room should be provided, and two teachers employed. 4. The house should be large enough to provide for well ventilated closets for the clothing and lunch baskets of pupils. 5. It should provide also a room for the district library, and the apparatus not used constantly in the recitation room. 110 COURSE OF STUDY FOR COMMON SCHOOLS. EQUIPMENT OF THE SCHOOLROOM. 1. Single desks are the best, and should be furnished unless at a loss of good double desks already owned by the district. 2. Blackboard space should be provided to enable ample illustration of the subjects by the teacher. 3. Erasers, pointers, and rulers are essential to the best use of the blackboard. • 4. A good reading chart is convenient to teach the beginners in reading and spelling, but it is not essential. 5. An International Dictionary, or several small dictionaries, should be supplied by the district. 6. A cabinet of materials collected by the pupils, should be a part of the equipment of each school house, to assist in the proper study of nature and geography. 7. A few good outline maps should be on the walls. 8. A set of scales and weights is necessary for the best study of denominate numbers and the metric system. 9. A library is the center of great inspiration to the school and to the whole community, and should be found in every school house. 10. It is the duty of a teacher to create sentiment in the community for the complete equipment of the school room, and to organize entertainments, raise subscriptions, or otherwise raise funds for the purpose. 11. Every school should be supplied with a wash basin, soap and towels. 12. At least one thermometer should be in every school room. The following plans for school buildings are presented by the courtesy of Chas. A. Kent, ex-county superintendent, Oska- loosa, Iowa. Mr. Kent has made a special study of the ' 'mod- ern school house" and has become an authority on the subject. For additional information see " School Sanitation and Decoration," D. C. Heath & Co. " Recent School Architecture," issued by the Department of Public Instruction, Albany, New York. Any local architect's plans. Fig. I.— The Badly Arranged School Koom. Disorder, idleness, mischief, discomfort, ill temper, disease— due to unfavorable physical conditions. Fig. 2.— The Well Arranged School Room. Good order and industrious habits fostered; comfort and health promoted— by favorable physical conditions. \ 5/iOP OTk. 1 Fou/vDATioN Plan t I r ^ Floor Plan A PracticalAndEcoj^on/c/il Ojys Room School Mou3b For a Ruj^ajl School I Cu ^ ''^ I 53 a S t COURSE OF STUDY FOR COMMON SCHOOLS. 113 H •SCHOOL- ROOM 25 X SO' SCHOOL -ROOM 26'X 30' DESIGN -Foi^A -XWO-ROOH •SCHOOL • H0V5E • FRANK-EWKXHERELL- •ARCHITECT OSKALOOSA • iOWA This two-room building can be built for about $1400. It has the advantage of a hall 1014 X lOH besides the cloak rooms, which are 6H x 15 and 514 x 20. The class rooms are 25 X 30 and have seating capacity for about 50 pupils each. This building, as well as the others, has provision made for proper ventilation and heating by modern methods. 114 COURSE OF STUDY FOR COMMON SCHOOLS. COURSE OF STUDY FOR COMMON SCHOOLS. 115 116 COURSE OF STUDY FOR COMMON SCHOOLS. COURSE OF STUDY FOR COMMON SCHOOLS. 117 MORALS AND MANNERS IN SCHOOL LIFE. The school should train pupils in habits of courtesy and good manners. '-Good will to all men" is a good back-ground for character. But, insomuch as a polished rascal is more dan- gerous than an ignorant one, it should be the first duty of the teacher to develop morality in the character, and then to culti- vate the most kindly manifestation of it in the genuine effort to make life pleasant for others. ]\Iorals and manners thus go hand in hand, taught both by precept and example. Do not dull a truth by formal moralizing, but at all times bring out the worth of courage and honor and industry. Live the golden RULE. For assistance to the teacher refer to Gow's Morals and Manners." Wiggins' "Lessons on Manners." White's "School Management." Dewey's " Home and School Stories." • Any text on ethics. SUGGESTED TOPICS ON CONDUCT. Home Life. — Treatment of parents, brothers and sisters, servants, and guests. School Life. — Entering and leaving the room, laughing at others, conduct to the teacher, treatment of visitors, use of school property. When Visiting. — Proper greetings, staring, whispering, at- tention to conversation, agreeable manners to all. When at Church. — Punctuality, courtesy to strangers, whispering during service, attention to the service, observance of formal ceremony, leaving before service closes. At the Table. — Promptness at meals, patience in waiting, beginning to eat, use of napkin, asking for food, conversation, leaving the table, observing the manners of polite people. In Public Places. — Sitting, fault-finding, gazing, noisy conduct, saluting friends, impertinent inquiries, obstructing walks, eating in the street, throwing things on the walk. 118 COURSE OP STUDY FOR COMMON SCHOOLS. THE USE OF ALCOHOLIC DRINKS AND NARCOTICS. The effect of the use of stimulants and narcotics must be systematically taught in every grade. Hutchinson's Physiology No. I. furnishes abundant material for this work, as well as other primary texts. See also teacher's edition of the adopted text. GOOD CITIZENSHIP. Sec. 58, (of the Code of Public Instruction.) It shall be the duty of all teachers to endeavor to impress on the minds of their pupils the principles of morality, truth, justice, temperance and patriotism; to teach them to avoid idleness, profanity and falsehood; to instruct them in the principles of free government, and to train them up to the true comprehension of the rights, duty and dignity of American citizenship. MERCY TEACHING. Sec 65, (of the Code of Public Instruction.) Attention must be given during the entire course to the cultivation of manners, to the laws of health, physical exercise, ventilation and temperature of the school room, and not less than ten minutes each week must be devoted to the SYSTEMATIC TEACHING OF KINDNESS, NOT ONLY TO OUR DO- MESTIC ANIMALS, BUT TO ALL LIVING CREATURES. USE OF TOBACCO AND ALCOHOL. The use of tobacco in any form or place by a teacher is discounte- nanced, and the use of alcoholic stimulants in any form or place, as a beverage, IS prohibited. The use of tobacco or any other narcotic on the school premises by a teacher shall work a forfeiture of his CERTIFICATE. { Rule IX by State Board of Education.) ARBOR AND BIRD DAY. Children should be impressed with the thought that the good and the beautiful are inseparably connected in animated nature. One feature of moral education relates to the observation of Arbor and Bird Days in the schools. Sometimes these ideas are combined in one program. For reference see Manuals issued by state department, 1898. Biennial Report Superintendent Public Instruction, 1898. Current School Journals. COURSE OF STUDY FOR COMMON SCHOOLS. BIRD SONG. R. S Hanna Joyfully, s ^ R, S. Hanna. 1. Lit - tie birds are bin^ - ing, Hap-py in Iheir glee. 2 Lit - tie birds are sin^? - ing. 'Tis tor you and me. 3 Lit - tie birds are sing - ing. This is what they say. — r— ^ 1 — r r ;^ b' 1 ^ — ^— 1* — 1/ b b Sing-mg songs of glad - ness. Now to you and me. They were sent to war - ble In the green -wood tree. Joy and glad-ness bring-ing All the sum - raer day. -r-r M EE Chokus. r-^ K sn -if— 3 — ^-t- Sing - in Singing sw ■0- ^: ! 1 1 9 ^' , ' eetly. £ 9- 4 — i — ing - ing, I- inging now we f f- -r f-- (ear their voi-ces r ing • in } 9 -V — V—V — 17 \j \j .J H \ Lit ■ lie birds are sing • ing All the sum • mer day • — i: — «— I— # • » — "T" I 'T" — f I g s [This cut is used by the kind permission of Whitaker, Ray & Co., of San Francisco, and is taken from" North- West Nature Studies," by Herbert Bashford, State Librarian.] COURSE OF STUDY FOR COMMON SCHOOLS. 121 [This cut is used by the kind permission of Whitaker, Ray & Co., of San Francisco, and is taken from "North- West Nature Studies," by Herbert Bashford, State Librarian.] 122 COURSE OF STUDY FOR COMMON SCHOOLS. PATRIOTIC riEMORIAL DAYS. We love our country because we have homes here. We fol- low the flag into battle to protect our country from dishonor, just as we would fight to protect our homes from destruction by enemies. Our schools will be patriotic just in proportion to the spirit of HOME that pervades the school room. By making all your friends to feel at home with you in your work you will show that the schools belong to the people, and upon them de- pends the safety of the people. On each day observed by patriotic exercises, some such letter as the following should be sent to all the patrons of the district, and to all others who will encourage your efforts: Washington^ , /p... Mr. {or Mrs.) [Post Office)., Washington: My Dear Mr , The pupils of our school very much desire your presence at exercises to be held at the school house on The program will consist of reading, speaking and singing, by pupils and visitors, and the boys and girls wish the encouragement of your presence and co-operation in their work for home and country. Very truly, 1 \ Committee. J The form can be changed to suit the occasion, and the schools may thus be brought in touch with the homes more closely than ever before. Appropriate programs should be prepared for Thanksgiving, Christmas, (Capture of Trenton), February 12, February 22, May 30, July 4, and anniversary days of our great authors and statesmen. For assistance refer to " Patriotic Memorial Days," (issued by State Dep't). ''Columbian Selections." Current School Journals. COURSE OF STUDY FOR COMMON SCHOOLS. 123 FLAG SALUTE. [Adopted by the National Societies G. A. K. and W. R. C] SALUTE.— We Give Our Hands, Our Heads and Our Hearts TO God and Our Country. One Country, One Language, One Flag. Signals— The pupils haviag- been assembled and being- seated, and the flag' borne by the standard bearer being- in front of school, at the signal (either by a chord struck on the piano or, in the absence of a piano, from a bell) each scholar seizes the seat preparatory to rising-. Second Signal— The whole school rises quickly, as one person, each one standing erect and alert. Third Signal — The right arm is extended, pointing- directly at the flag; as the flag--bearer should be on the platform where all can see the colors, the extended arm will be slig-htly raised above a horizontal line. The pupils will say, "We give our hands," Fourth Signal — The forearm is bent so as to touch the forehead lig-htly with the tip of the fingers of the rig-ht hand. The motion should be quick, but graceful, the elbow being- kept down and not allowed to " stick out " to the right. As the fingers touch the forehead, each pupil will exclaim in a clear voice, "our heads" (emphasizing the word HEADS "). Fifth Signal— The right hand is carried quickly to the left side and placed flat over the heart with the words, "and our hearts ! " [a/ler the movement has been made). Sixth Signal — The right hand is allowed to fall quickly, but easily to the right side; as soon as the motion is accomplished, all will say, "TO God and Our Country ! " Seventh Signal — Each pupil still standing erect, but without mov- ing, will exclaim, " One Country ! " (emphasis on Country). Eighth Signal — The pupils still standing motionless, will exclaim, "One Language ! " (emphasis on Language). Ninth Signal — The right arm is suddenly extended to its full length, the hand pointing to the flag, the body inclining slightly for- ward, supported by the right foot slightly advanced. "The attitude should be that of intense earnestness. The pupil reaches, as IT WERE, TOWARD THE FLAG, at the Same time exclaiming with great force, "One Flag ! " 124 COURSE OF STUDY FOR COMMON SCHOOLS. Tenth Signal— The right arm is dropped to the side and the posi- tion of attention recovered. Eleventh Signal— Each pupil seizes the seat preparatory to turn- inj^-itdown. Twelfth Signal— The school is seated. Flag-bearer— The color-bearer grasps the staff at the lower end with his right hand and a foot or more (according to the length of the staff) above the end of the staff with his left hand. The staff is held directly in front of the middle of the body, slightly inclined forward from the perpendicular. At the fourth signal, the flag will be dipped, returning the salute; this is done by lowering the left hand until the staff is nearly horizontal, keeping it in that position until the tenth signal, when it will be restored to its first or nearly vertical position. COURSE OF STUDY FOR COMMON SCHOOLS. 125 OLD GLORIOUS GLORY. Words and Music by GEORGE BECH. INTRO. < :is=± / Ures -I Alto. 1. Old, 2. Old, 3. Old, 4. Old, 5 Old, e. Old, f=:3=i=if=f=ni=?^f-E:»: I glo - ri • ous Glo glo - ri • oui Glo glo - ri • ous Glo glo - ri - ^.us Glo glo • ri • ous Glo glo I y! Un • furl y! O • y ! vVave y 1 Wave v ! Wave ri - ous Glo - ryl r right: ✓ ✓ ' — ^ y / thee for free - dom and ver a ])eo - pie l?iou wave, o - ver lakes and streams, o • ver fields of wheat o • ver liu - man-ly homes, ver the globe flies thy name; That As And lib - lime y I — y more bright The and brave, - dren's dreams, O-ver er shall feed. The er • tv's domes! thy fame'. Off the twmk Sing - ing while march-ing ti!e snow ■ cov-ered peaks and oth ■ er half world's poor Wave thou in peace and earth thou shalt scare ev • 'ry heav • en - ly crest road of progress, won - drous vales, worn • en and men- wave thou in war — ty - rant's ra.g— M ^ ^ Than those . m thy col-ors! Than those Straight as thy stripes— Straigb Charm - ing as those, Charni Bless thee I we cry. Thee to de - fend. Lib • er - ty's ban-ner, in thy col - ors- as thy stripes- ing as those Bless thSel we cry Thee - to de - fend Lib - er - ty's ban-ner m for- God 126 COURSE OF STUDY FOR COMMON SCHOOLS. REFRAIN, --A — N-:A^p -< :?=ifc*===f=::*=Eisz=:=f.— f Nev-er wor - ry nor fret; Just keep time and keep track— Wo have al! one > J- coun • try, one cause, and one fla I Old, glo • ri Old, CInrioiis Glory. 4-S. ml :1] I I Glo • ry! I I COURSE OF STUDY FOR COMMON SCHOOLS. 127 RED, WHITE, AND BLUE. fb3. P. XTEBeTBB, by j)ct. ■9- 9—r 1. There's a band that isloy -aland true, Of thesonsof a tia-tionwho 2. O ye sires and ye sons of the soil, Will ye come? We are wait-iug for 3. O ye sires and ye sons of the land,' Hand iu hand let- us jour-ney a- >^ A. M. ^ ^ I. -a *• * ■ * ' • -—^^ stand 'Neath the- folds of the Red,;"White and BluCj Topro-tect and to yon, All TL- iiit • ed and blest we will toil In the work that our long;- There ia room in, our glo - ri - ous band, And a wel- 6. Same position from side, knuckles in. 7. Hands brought to shoulders. 8. Hands touching head. 9. Rise on toes. 10. Raise toes, keeping heels on floor, 11. Touch right foot forward. 12. Left, same: alternate. 13. Breathing exercise: hands on chest; inhale; exhale, sound sh. SERIES. 10. Both hands slowly over head unti fingers touch. 11. In position of 10. rise on toes, then slowly lower arms. 12. Hands brought lightly to shoulders, at same time front stepping exercise. 13. Hands brought lightly to head, at same time take back stepping exercises. 14. Hands on hips, kneel slowly on right knee. 15. Same, on left knee. 16. Listening poise. 17. Pointing poise. FOURTH GRADE. FIRST First Position — Standing. 1. Test. 2. Relax hands, rotating at wrists : arms in natural position. 3. Arms to front, shoulder high; relax and drop to position. 4. Relax body from ankles by turning right. 5. Same, to left ; alternate. 6. Raise right shoulder. 7. Left, same: alternate: both. 8. Force right shoulder back. 9. Left, same; alternate: both. SERIES. 10. Right arm to front, shoulder high, palm up: rotate from shoulder. 11. Left, same; alternate: both. 12. Right foot extended, rotate from an- kle. 13. Left, same; alternate. 14. Combine front and side stepping exer- cises, use right foot. 15. Left, same; alternate. 16. Rest position : first position. 17. Breathing exercise: hands on waist; inhale: exhale, ah. SECOND 1. Test. ; 2. Arms out at side, shoulder high; re- lax and drop to position. 3. Extend right arm at side, shoulder high, palm up, rotate from shoulder. 4. Left, same; alternate; both. 5. Right hand brought to left shoulder. 6. Left to right shoulder; alternate; both. i 7. Bend head to right. 8. Same, to left ; alternate. 9. Same, front. 10. Same, back; alternate. 11. Hands on waist, fingers back, bend to right, keep knees straight. 12. Same, to left: alternate. 13. Right foot obliquely forward. 14. Left, same; alternate. 15. Right foot obliquely back. 16. Left, same; alternate. 17. Rest position; first position. 18. Hands on waist, fingers touching; force apart: inhale; exhale silently. 174 COURSE OF STUDY FOR COMMON SCHOOLS. THIRD SERIES. 1. Test. I 2. Bend body forward slowly at waist, arms hanging relaxed. 3. Raise right hand under right arm. 4. Left, same; alternate; hoth. 5. Bend elbows until forearms are paral- lel with upper arms: bring forearms together in front of chest until el- bows meet; pull back across chest to position. 6. From position of 5, throw arms with force to natural position. ; 7. Carry arms high over head, bring fin- j ger tips down to shoulders, elbows i out at sides. 8. Same exercise at right face. 9. Same, at right face. 10. Same, at right face. 11. Same, at front face. 12. Rotate right shoulder. 13. Left, same; alternate; both. 14. Hands on waist, fingers touching, bend forward. 16. Same, bacK; alternate. 16. Rise on toes, 17. Bend knees ; alternate 16 and 17. 18. Breathing exercise: inhale; exhale, sound of n; hands on waist. FOURTH SERIES. 1. Test. 2. Relax hands in and out ; up and down ; arms in position. 3. Same, arms down at sides. 4. Relax arms from shoulder high in front. 5. Same, at side. 6. Open and close hands with force, arms in position. 7. Same, arms down at sides. S. Right arm in cirtle over right shoul- der, elbow bent, turn and bring back to position ; left arm following over left shoulder in quick succession. 9. Same exercise, swing arm over head. 10. Same, back of head. 11. Swing arm in circle out at side and back to position in front of face; elbow straight swing from shoulder. 12. Clasp hands, swing to circle over head and step back with right foot at same time; left foot same; alter- nate. 13. Touch right foot forward. 14. Left, same; alternate. 15. Touch right foot out at side. 16. Left, same; alternate. 17. Looking poise. 18. Mercury poise. 19. Rest position; first position, 20. Breathing exercise: hands on chest; inhale ; exhale, silently. FIFTH GRADE. FIRST SERIES. J'irst Position — Standin g. 1. Test. 2. Relax arms at elbows by rotating out and in; in and out. 3. Relax arms from shoulder high at side. 4. Relax body to right from ankles. 5. Same, to left; alternate. 6. Rotate right shoulder. 7. Left, same ; alternate ; both, 8. Alternate raising right shoulder and extending arm, shoulder high, to right. 9. Left, same; alternate; both. 10. Right arm to front, shoulder high, swing around to side and back. 11. Left, same; alternate; both. 12. Rotate head from right to left, and left to right. 13. Hands on waist, fingers back, bend right; left; alternate. 14. Same, front; back; alternate. 15. Cross right foot in front of left. 16. Left, same ; alternate. 17. Rest position; first position. 18. Breathing exercise: hands on waist; inhale; exhale, ah. COURSE OF STUDY FOR COMMON SCHOOLS. 175 SECOND SERIES. 1. Test. 2. Hands on waist, force elbows forward. 3. Same, back; alternate. 4. Right arm, shoulder high, to front; touch right foot forward at same time. 5. Left arm and foot, same; alternate; both arms; alternate feet. 6. Right arm obliquely forward; touch right foot forward at same time. 7. Left arm and foot, same; alternate; both arms, alternate feet. 8. Right arm, shoulder high, at side; touch right foot at same time. 9. Left arm and foot, same; alternate; both arms, alternate feet. 10. Right arm obliquely back, touch right foot obliquely back at same time. 11. Left arm and foot, same; alternate; both arms; alternate feet. 12. Right hand brought to hip: cross right foot back of left. 13. Left hand and foot, same: alternate; both hands: alternate feet. 14. Right hand brought to right shoulder, cross right foot in front of left. 15. Left hand and foot, same; alternate; both hands; alternate feet. 16. Rise on toes. 17. Bend knees. 18. Alternate. 19. Walking exercise. 20. Rest position. 21. First position. 22. Breathing exercise: hands on waist; fingers touching In front; inhale; exhale, silently. THIRD SERIES. EeiJeat Each Exercise. 1. Test. 2. Arms in natural position; relax hands in and out; up and down. 3. Relax arms from shoulder high to front. 4. Bend slowly forward at waist, arms and head relaxed. 5. Raise arms slowly waist high, wrist leading. 6. Same, at side. 7. Same, raise shoulder high, to front. 8. Same, obliquely front. 9. Same, at side. 10. Carry right hand obliquely front, high- est altitude, wrists leading ; weight on right foot. 11. Same, to left, with left hand up; weight on left foot forward. 12. Same, obliquely back to right. 18. Same, obliquely back to left. 14. Right hand leading toward floor, left back, bend waist and head. 15. Same, left hand leading, weight on left foot. 16. Rest position; first position. 17. Breathing e^xercise: hands on waist; fingers touching at back; inhale; exhale, sound sh. Dumb Bells. FIRST SERIES. First Position — Standing. Bells at Side. 1. Arms lin position, twist bell out and in: full arm movement. 2. Same, waist high, elbows bent and back. 3. Same, arms extended shoulder high to front. 4. Same, arms straight over head. 5. Same, out at side, shoulder high. 6. Same, chest high, elbows bent and back. 7. Same as 2. 8. Same, down at sides. 9. Right bell brought to hip. 10. Left bell same; alternate; both. 11. Right bell to chest and down. 12. Left, same: alternate: both. 13. Right bell to chest and out in front. 14. Left, same; alternate; both. 15. Right bell to chest and over head. 16. Left, same; alternate: both. 17. Swing right bell up, shoulder high, to front. 18. Left, same; alternate: both. 19. Swing right bell up to vertical posi- tion over head. 20. Left, same; alternate; both. 21. Breathing exercises: inhale: raise bells slowly, shoulder high, at sides; exhale, lower slowly. 176 COURSE OF STUDY FOR COMMON SCHOOLS. SECOND 1. Raise arms slowly to vertical position over head. 2. Hold position of 1, turn to right at ankles. 3. Turn left ; alternate. 4. Lower bells slowly to position, mak- ing circle out at side. 6. Right bell to left shoulder, across chest. 6. Left, same; alternate; both. 7. Right bell up to arm pit. 8. Left, same; alternate; both. 9. Right bell to arm pit from out at side, shoulder high. 10. Left, same; alternate; both. 11. Bells to chest; out in front; to chest; over head; to chest; out at sides; to chest ; position. 12. Strike bells in front of body at lowest altitude, thumb and little finger ends alternately. SERIES. 13. Repeat 11. 14. Repeat 12 back of bory. 15. Rataplan bells four counts bells on hips, charge forv/ aid with right foot; turn head right, hold p jSxtion four counts. 16. Same as 15; take attitude to left. 17. Same as 15; charge back with right foot. 18. Same as 15; charge back with left foot. 19. Rataplan four counts; charge forward right foot, right bell obliquely above head; lock at bell; left on hip; hold four counts. 20. Repeat 19; attitude to left. 21. Repeat 19; attitude back to right. 22. Repeat 19 ; attitude back to left. 23. Breathing exercises: raise bells over head; inhale; exhale; lower bells out at side. SIXTH FIRST First Position — Standing. 1. Test. 2. Transfer weight from left to right foot ; bend knee. 3. Same, from right to left foot; alter- nate. 4. Rise on toes; settle weight on right and left foot alternately. 5. Arms extended at sides shoulder high; clasp over head; down to back of neck and up twice; out, shoulder high; to position. 6. Touch right foot obliquely forward. 7. Left, same; alternate. 8. Repeat 5. 9. Touch right foot obliquely back. 10. Left, same ; alternate. 11. Hands touching shoulders, elbows out at side ; forqe forward and back. GRADE. SERIES. 12. Touch right foot at side. 13. Left, same; alternate. 14. Both hands brought to hips and down. 15. Cross right foot back of left. 16. Left, same; alternate. 17. Right hand brought to left shoulder. 18. Left hand to right shoulder; alter- nate; both. 19. Cross right foot in front of left. 20. Left, same; alternate. 21. Raise right arm in curve over head. . 22. Left, same; alternate; both. 23. Combine 15 and 17; 16 and 18. 24. Combine 19 and 21 ; 20 and 22. 25. Rest position ; first position. 26. Breathing exercise: hands on waist, fingers touching at back; inhale; exhale, silently. SECOND SERIES. 1. Test. 2. Relax hands, rotating at wrists out and in; in and out. 3. Same, relaxing forearm, rotating from elbows. 4. Rotate right arm from shoulder. 5. Left, same; alternate; both. 6. Same as 4 and 5, movement reversed. 7. 1, 2, 3, raise right arm to curved position over head; 5, 6, 7, 8, bend to right at waist. 8. Same to left. 9. Repeat 7 and 8. COURSE OF STUDY FOR COMMON SCHOOLS. 177 10. 1, 2, 3, 4, raise arms to parallel, hori- zontal: 5, 6, 7, 8, turn hands, palms facing; carry around to sides, wrists leading; repeat. 11. Both arms spiral movement; hands making continuous circle over shoul- ders, wrists leading. 12. Raise arms slowly to horizontal at sides; turn palm up; bend elbows, finger tips touching shoulders. 13. Same as 12, finger tips touching head. 14. Hands touching head; shoulders; hips; at sides; repeat. 15. Charge obliquely right; fold arms, hold two counts. 16. Same to left. 17. Charge obliquely back with right foot; fold arms back. 18. Same, obliquely back to left. 19. Rest position; first position. 20. Breathing exercise: hands on waist, fingers touching in front; inhale; exhale, oh. Dumb Bells. FIRST SERIES. 1. Bells brought to hips; turn body to right from ankles. 2. Same, left: alternate. 3. Right bell to chest; alternate, raising above head and lowering to side. 4. Left, same: alternate; both. 5. From chest, force right bell up; left down. 6. Same, left, up; right, down; alternate. 7. Right bell to chest, out in front, palm up. 8. Left, same; alternate; both. 9. A right oblique face, right arm shoul- der high at side, swing to vertical position over head, back of hand in. 10. Left, same; alternate; both. 11. Front face; arms to parallel horizon- tal, pull back with force to chest. 12. Repeat 9 and 10 at left oblique face. 13. Repeat 11. 14. Bells under chin, elbows shoulder high; pull bells across chest. 15. Bells on hips, bend front: back; alter- nate. 16. Bells on shoulders, raise to vertical position. 17. Repeat 15 at a right face until round to front face. 18. Breathing exercise: inhale, bells brought slowiy to arm pits ; exhale, silently: lower bells. SECOND SERIES. 1. Arms in natural position, turn bells 1 out and in.. 2. Same, arms at parallel horizontal. 3. Same, over head. 4. Same, out at side. 5. Same, chest high, elbows bent and back. I 6. Same, waist high, elbows bent and back. 7. Same, down at side. 8. Right bell to shoulder; out in front, i palm up. 9. Left, same; alternate; both. 10. Same as 8, out at side. 11. Left, same; alternate; both. 12. Raise arms slowly to vertical position. 13. Hold position of 12. bend body to right ; left; alternate. 14. Lower to position, making circle out at sides. 15. Raise bells slowly to horizontal posi- tion at sides, on 5: swing tc front, striking thumb ends of bells: lower to position on 6, 7, 8. 16. Repeat 15. 17. Strike thumb and little finger ends of bells alternately, to front, shoulder high. 18. Repeat 17, over head. 19. Repeat 14. 20. Breathing exercise: bells on hips: in- hale; exhale, sound sh. THIRD 1. Right hand brought to hip and down. 2. Left, same; alternate; both. 3. Right bell to chest. 4. Left, same; aliernate: both. 12 SERIES. 5. Right bell to shoulder, thumb end down. 6. Left same, alternate; both. 7. Left bell horizontal position at side, right same position to the front. 178 COURSE OF STUDY FOR COMMON SCHOOLS. 8. Same as 7, position of arms reversed. 9. Right arm vertical position overhead, left horizontal to front. 10. Same as 9, position of arms reversed. 11. Right arm to arm pit, left horizontal at side. 12. Same as 11, position of arms reversed. 13. Right hell to shoulder, left horizontal at side. 14. Same as 13, position of arms reversed. 15. Right arm shoulder high in front, left bell to hip; touch right foot forward at same time. 16. Same as 15, using opposite arm and foot 17. Right arm shoulder high at side, left hell to hip; right foot at side same time. 18. Same as 17, using opposite arm and foot 19. Bells on shoulder, hold position and cross right foot in front of left; left, same; alternate. 20. Bells hack of body at waist line; hold position and cross right foot hack of left; left, same; alternate. 21. Bells back of neck; force elbows back and front. 22. Same, bells back of body at waist, palms out. 23. Bells up from chest, rise on toes at same time. 24. Bells down from chest, bend knees at same time. 25. Alternate 23 and 24. 26. Right bell vertical position over head, left bell on hip; bend body and head slightly left ; look at right bell ; hold 8 counts. 27. Same, to left. 28. Charge forward right foot, right bell extended highest altitude, left bell back, lowest altitude; look at right bell; hold 8 counts. 29. Same, to left ; back to right oblique ; back to left oblique. 30. Breathing exercise: inhale; retain breath ; rataplan with bells 8 counts ; exhale, silently. SEVENTH GRADE. FIKST SERIES. First Position — Standing. 1. Test. 2. Relax arms, rotating at elbows out and in; in and out. 3. Raise arms shoulder high, to front, and relax. 4. Same, at side. 5. Raise right shoulder. 6. Left, same; alternate; both. 7. Tips of fingers on right shoulder; upper arm shoulder high, at side; rotate shoulder. 8. Left, same; alternate; both. 9. Raise right arm shoulder high, to front; swing round to side 10. Left, same; alternate; both. 11. Hands clasped back of neck, raise and lower arms. 12. Hands clasped back of body at waist line, lower and raise hands. 13. Raise right arm to front, shoulder high; left at side, shoulder high. 14. Reverse position of arms; alternate. 15. Right arm vertical position over head ; left at side, shoulder high. 16. Reverse position of arms; alternate. 17. Right arm curved over head; left brought to hip. 18. Reverse position of arms ; alternate. 19. At right oblique face, swing arms over head, fingers touching; repeat at an oblique face until around to front. 20. Alternate, touching right foot ob- liquely back and crossing back of left. 21. Left, same; alternate. 22. Raise right heel ; bend knee. 23. Left, same; alternate. 24. Hands on hips, alternate rising on toes and bending knees. 25. Transfer weight from left to right foot and right to left ; alternate. 26. Walking exercise. 27. Rest position; first position. 28. Breathing exercise: hands at waist, inhale; exhale, oh. COURSE OF STUDY FOR COMMON SCHOOLS. 179 SECOND SERIES. 1. Test. I 2. Bend body to right, arms relaxed. | 3. Same, left; alternate. 4. Relax hands in and out, up and down. 5. Rotate right arm at shoulder, from { right so left, making full circle in \ front of face. ! 6. Left, same: alternate; both. | 7. Hands to hips and down. | 8. Hands brought to shoulders in circle. 9. Raise arms slowly over head until fin- | gers touch; down slowly. 10. Same as 9; hold position and rise on j toes. 11. Hands in front of chest; relaxed; el- bows bent and out at sides; bring hands over shoulders; extend at sides, palms back; hold position; rise on toes; lower arms slowly. 12. Clasp hands, raise over head; unclasp, \ lower slowly obliquely back and to i position. I 13. Hands clasped over head; hold posi- tion; turn head right; left; alternate 14. Right arm curved over head, left hand to hip ; cross right foot in front of left 15. Reverse position of arms; use left foot; alternate. 16. Charge right foot forward, hands to hips ; turn head right; hold 2 counts ; same to left. 17. Charge right foot forward; alternate raising arms to front, shoulder high, and to arm pits; same to left. 18. Step back with right foot; raise right hand relaxed over head, left hand to hip: bend body and head slightly left; look at right hand; hold 8 counts. 19. Same, to left, position of hands re- versed. 20. Breathing exercise: inhale; retain breath, raise arms shoulder high at sides, 8 counts; exhale. Wands. FIRST SERIES. First Positton — Standing. Wand held at side by thumb and flrst two fingers of right hand. 1. Lower wand, 1, 2, 3. 2. Raise wand to chest. 3- Right hand to left shoulder. 4. Left hand to right shoulder; alternate. 5. Raise wand shoulder high to front. 6. Wand to chest and out in front, shoul- der high. 7. To chest and overhead. S. To chest and out to right, shoulder high. 9. Out left from chest; alternate. 10. (1) Wand to chest; (2) out in front; (3) to chest; (4) down to position ; (5) to chest; (6) over head; (7) to chest; (8) to position; repeat. 11. (1) Wand to chest: (2) shoulder high, to right; (3) to chest; (4) down to position; (5) to chest: (6) out to left; (7) to chest; (8) to position; repeat. 12. Raise wand slowly over head, back of head to shoulders, 8 counts; lower to position slowly. 13. Breathing exercise: inhale while rais- ing wand slowly to chest, elbows bent at sides, shoulder high ; exhale, lower wand. SECOND SERIES. 1. Wand brought to chest, elbows bent at sides, shoulder high. 2. Raise wand obliquely, downward to left, right arm level with shoulder, right arm downward in front of body. 3. Same to left, position of hands re- versed; alternate. 4. Left end of wand to chest, right arm obliquely forwai'd. 5. Same, reverse position of arms; alter- nate. 6. Wand horizontal position, shoulder high to front; twist wand, right hand above left. 7. Same, left hand above right: alternate. 8. Make square; left hand to right shoul- der, wand across chest, at left side; down to position. 9. Repeat square to left side. 180 COURSE OF STUDY FOR COMMON SCHOOLS. 10. Raise wand to front, shoulder higli; touch right foot forward at same time: left foot forward ; alternate. 11. Wand to right, shoulder high; touch right foot at side; left, same; alter- nate. ! 12. Wand horizontal position to front, shoulder high; twist wand, right hand above left; cross right foot in front of left; left hand and foot, same; alternate. THIRD 1. Raise wand slowly to horizontal posi- tion over head. 2. Hold wand in position of 1; turn body to right from ankles. 3. Same, left; alternate. 4. From position of 1 to chest. 5. To shoulder blades; alternate. 6. Lower wand to chest. Following movements from chest : 7. Left hand to right shoulder; right arm vertical position. 8. Same, position of hands reversed; al- ternate. 9. Right arm obliquely up ; left hand to right shoulder. 10. Left, same; alternate. 11. Right arm obliquely down ; left hand to right shoulder. 12. Left, same; alternate. 13. Right arm obliquely forward, left hand to right shoulder. EIGHTH FIRST First Position — Standing. 1. Test. 2. Relax arms from shoulder high to front. 3. Same, from shoulder high at side. 4. Relax body to right from ankles. 5. Same, to left; alternate. 6. Alternate raising right shoulder and forcing it back 7. Left, same; alternate; both. 8. Rotate right shoulder. 9. Left, same; alternate; both. 10. Alternate forcing right shoulder back and raising arm shoulder high to front. 11. Left, same; alternate; both. 12. Alternate raising right shoulder and raising arm out at side. 13. Raise wand slowly until across shoul- der blades; alternate bending to right and rising on toes. 14. Same as 13, to left; alternate. 15. Wand same as 13, alternate bending forward and rising on toes. 16. Same as 15, bend back; alternate. 17. Breathing exercise : keep wand across shoulder blades; inhale; exhale, lower wand. SERIES. 14. Left arm obliquely back, right hand to left shoulder ; alternate. 15. Left arm obliquely forward, right hand to left shoulder. 16. Right arm obliquely back, left hand to right shoulder; alternate. 17. Charge forward right foot; rowing mo- tion with wand, out and back to chest, making circle under. 18. Same, left foot forward; alternate. 19. Raise wand to horizontal position overhead; down to chest; repeat at I right face until around to front face. 20. Charge forward right foot, wand over j head; hold 2 counts; lower to posi- j tion in front of body. 21. Same, to left; alternate. [ 22. Same, back to right. j 23. Same, left; alternate. 24. Breathing exercise: inhale; retain I breath; bring wand to chest, eight I counts; exhale, silently. GRADE. SERIES. 13. Left, same; alternate; both. 14. Hands on shoulders, force elbows for- ward and back. 15. Bend head to right; forward; left; back; repeat. 16. Rotate head from right to left and left to right. 17. Hands on waist, bend right; forward; left; back; repeat. 18. Touch right foot obliquely forward; at side; obliquely back; cross back of left; left foot same. 19. Rise on toes; settle on right and left foot alternately. 20. Charge right foot obliquely forward, hands brought to hips; hold two counts. 21. Same to right, turn body right. COURSE OF STUDY FOR COMMON SCHOOLS. . 181 22. Same, obliquely left. 23. Same to left side, body left. 24. First position; rest position. 25. Breathing exercise: bands on waist, fingers touching back of body; in- hale; exhale, oh. SECOND SERIES. ! 13, 1. Test. 2. Hands on waist, turn body to right at ankles. 3" Same, to left; alternate. 4. Hands on waist, weight on ball of right foot; bend knee down and up. 5. Left foot, same; alternate. 6. Raise arms shoulder high to front, palms facing; turn palms out; carry around to horizontal at sides, rise on toes at same time; arms back to front position, lower heels at same time. 7. Hands to hips and down; to shoulders; out at sides; folded back of body; repeat. 8. Bend elbows until forearms are par- allel with upper arms; touch fore- arms together in front of chest ; pull back across chest. 9. From position of 8, throw arms with force to natural position. 10. Alternate crossing right foot in front of left and bending knees. 11. Left foot, same; alternate. 12. Charge right foot forward; fold arms; extend arms out at sides: down to ' position; step back to position; re- peat. I Wands FIRST SER 1. Wand from carry to position in front of body, 1, 2, 3. 2. Wand to chest and down. 3. Wand to chest, elbows shoulder high at side. 4. Alternate 2 and 3. 5. Alternate raising right hand to left shoulder, and left to right. 6. Raise wand slowly above head; to shoulder blades, eight counts. 7. Svime position as 6; alternate bring- ing wand to chest and shoulder blades. 8. Wand across shoulders, turn body to right at ankles. 9. Same, to left; alternate. 10. Bend right, at waist. 11. Same, left; alternate. 12. Bend forward at waist. 13. Same, back; alternate. Same, charge forward with left foot. 14. Charge forward right foot, extend right arm at side, palm front, left arm across chest; hold, charge and execute movement of arms alter- nately, extending right and left arm, other arm across chest. 15. Same, charge with left foot. 16. Charge with right foot, hands on waist, right knee bent ; bend back at waist, exercising muscles of abdomen; same, left foot charge. 17. Charge back right foot, hands curved over head, palms front; hold eight counts; same, left foot back. 18. Walking exercise. 21. Rest position; first position. Breathing exercise : inhale while rais- ing arms in front of chest relaxed; elbows shoulder high at sides; re- tain breath while hands are brought over shoulders and extended at side, palms back; hold position, rise on toes, four counts; exhale, lower arms slowly at sides. Breathing exercise: inhale; raise and lower arms slowly at side, rhyth- mical movement, wrist leading; ex- hale. 14. 15. 17 Raise wand above head to horizontal position. From position of 14, wand to vertical position at right side. Same, left; alternate. Wand to chest slowly. 18. Wand forward and back to chest; al- ternate touching right and left foot forward. 19. Alternate extending wand to right and left side from chest, alternate movement of feet at same time. Breaxhing exercise: inhale while rais- ing wand over head; retain breath, bring wand to shoulders, 8 counts; exhale while lowering wand to posi- tion. Rest position. 20, 21, 22. Carry wands, 182 COURSE OF STUDY FOR COMMON SCHOOLS. SECOND 1. Right end of wand obliquely out, shoulder high; left end to waist. 2. Reverse position of hands; alternate. 3. Same, left hand brought to base of I neck. 4. Same to left, position of hands re- versed ; alternate. 5. Same as 1 and 2, touching right and left foot forward at same time. 6. Same as 3 and 4, touching right and left foot back. 7. Wand in front, shoulder high; twist wand, right hand over left; cross right foot in front of left at same time. 8. Same, left hand and foot; alternate. 9. Wand slowly to position back of shoulders. 10. From position of 9, force right hand up. 11. Left, same; alternate; both, 12. Wand back of shoulders; bend right; front; left; back; position. THIRD 1. Wand in position in front of body, clasp with knuckles toward body. 2. Wind wand to right side. 3. Same, to left ; alternate. 4. Wind right hand obliquely out, left hand to waist. ■ 5. Same, to left; alternate. 6. Same, shoulder high to right. 7. Same, to left ; alternate. 8. Wind wand obliquely down to right, left hand to waist. 9. Same, down to left; alternate. ' 10. Wind out to right side, shoulder high, i 11. Same, to left side; alternate. 12. Wind wand obliquely back to right, shoulder high, left hand to chest. SERIES. 13. Wand in same position; charge for- ward with right foot, hold 2 counts. 14. Same, to left; alternate. 15. Wand brought slowly to position. 16. Charge forward right foot, bring wand to chest at same time; rowing mo- tion of wand, sway body from right to left foot, 17. Same, to left. 18. Same as 16, charge back; bring wand under to chest instead of over. 19. Same as 18. to left. 20. Charge forward right foot, wand high over head, hold 2 counts. 21. Same, to left; alternate. 22. Same, charge right foot back. 23. Same, back to left; alternate. 24. Breathing exercise: inhale while rais- ing wand above head; exhale, sound sh while lowering wand to position. 25. Rest position ; first position. 26. Carry wands. SERIES. 13. Same, to left; alternate. 14. Wind out to right side, shoulder high ; left hand back of head. 15. Same, to left; alternate. 16. Wind wand obliquely right; touch right foot forward at same time. 17. Same, to left; alternate. 18. Wind obliquely back to right; step right foot back. 19. Same, left; alternate. 20. Wind down to right side; step right foot back. 21. Same, to left, alternate. 22. Rest position; first position. 23. Carry wands. ENRICHMENT OF RURAL SCHOOL COURSES, At the Chicago meeting- of the Committee on Rural Schools the undersigned were appointed a subcommittee to report, in the form of an appendix, a scheme for the enrichment and vitalization of the work of the rural schools by means of subjects drawn from rural life and sur- roundings. We do not deem it our province to discuss the theory of the rural school programme, much less the broader problems of the country school. It may, however, conduce to a better appreciation of what we suggest if we frankly state at the outset the assumptions on which we have proceeded. COURSE OF STUDY FOR COMMON SCHOOLS. 183 We take it for granted that the work of every school, rural or other- wise, should embrace subjects drawn from its environment and from the life of its pupils. We assume that it should do this — Because children should be taught to gather culture, knowledge, and inspiration from everything with which they come in contact. Because children should acquire the habit of bringing to bear their knowledge and their mental powers upon every subject of thought that falls within their experience. Because the study of the environment is especially effective in dis- cipline and inspiration, since it is tangible, vivid, and impressive, and awakens strong and clear concepts, and produces deep and lasting edu- cational effects. Because mental acquisitions thus associated with the environment will be constantly revived by recurrent contact with it, and will thus be refreshed and kept alive and effective. Because the basis for a successful study of the unseen and the in- tangible is best laid in clear and strong impressions of things seen and realized. Because the school work is thereby made directly serviceable to the work of life, the value of immediate and practical utility being added to superior disciplinary and inspirational values. Because it puts life and soul into the work. Because it serves as a bond of sympathy between the out-of-school life and the in-school life. Because, in time (perhaps not at once, while inherited prejudices last,) it will become a bond of sympathy between the patrons of the school and the work of the school. We assume that a rural school, to be a true rural school, must take tone and color from rural surroundings, and must contribute directly to the enrichment and inspiration of rural life. We believe that this will aid in giving meaning and attractiveness to life in the country. The following suggestions are offered in the hope that they may be helpful to teachers in making use of rural surroundings to enrich the work of country schools and to give vividness to the various formal studies. Our space being severely limited, it has seemed best to develop a few topics with some little fullness and let these suggest the treatment which others may receive. Those which we have been forced to neglect are quite as important and as rich in good material as the ones more favored. All are treated too scantily. What is really needed is a series of primers or a manual carefully worked out, embracing information as well as suggestions. But perfected tools come only with a perfected trade. The pioneer w-ork must be done with poor implements. The progress of the work will bring better facilities. We shall certainly be met with the criticism that the suggested work is impracticable, that the teachers cannot carry it out. This is far too 184 COURSE OF STUDY FOR COMMON SCHOOLS. true, but not wholly true. A success here and there will be a center of education, and from such beginnings, even though they may be small and scattered, the good work may grow. It must start somewhere and some- how, or must have many little starts in many places and in many forms. This little appendix does not hope to be anything but a passing con- tribution to an evolution that must be long and doubtless slow. The gravest difficulty lies in the defective education of our teachers. To remove this we would urge every normal school to give elaborate courses in the lines here suggested, and to recognize in other ways that the rural school furnishes a distinct problem that must be solved in its own way. It may be that the establishment of rural normal schools is the mode of solution. We would urge agricultural colleges to give short courses on rural science for the special benefit of country teachers, and to educate the people, through their institutes and by other means, to appreciate and to require the adaptation of the rural schools to rural needs. We would urge upon the agricultural colleges the adaptation and publication of matter on rural science and rural economy suitable for educational uses. We begin our suggestions with the surface features, partly because a study of them is a natural foundation for that of the remaining en- vironment, and partly because it is directly tributary to one of the lead- ing formal studies. I. STUDIES UPON THE SURROUNDING LANDSCAPE. These should be found helpful (1) as a foundation for geography ; (2) as a basis for imagining the aspects of other regions which must be studied through maps, descriptions, etc.; (3) as good material for oral and written descriptions, and hence as a basis for language work ; (4) as a means for the culture of the sense of beautiful, thus furnishing a ra- tional basis for modeling, painting, and drawing ; (5) as a mode of teach- ing the significance of things usually regarded as meaningless ; (6) as an unconscious introduction to geological processes, and (7) as an aid to understanding many matters of agricultural interest. 1. Surface Features^ their Nature^ Origin^ and Meaning, — Let there be a general study of the landscape of the neighborhood and a series of talks upon it for the purpose of gaining a true conception of what a land- scape really is, and of laying the ground-work for comparisons with other parts of the face of the earth. The children should gain a vivid and definite idea of the nature of their own landscape as a type ; if it be plain, whether it be very plain or but partially so; if undulatory, whether it be gently or strongly undulatory; if hilly, whether gently or roughly hilly ; if mountainous, whether of the rounded, the rugged, or the grand type. Prom the general survey of the landscape, descend to its larger elements. COURSE OF STUDY FOR COMMON SCHOOLS. 185 Note and plot *the hills and valleys of the neighborhood, first tak- ing up those near and then reaching our farther and farther, so that there shall be a gradual passage from those that are familiar to those that are only occasionally or distantly seen. From these it will be a relatively easy step to those which must be wholly imagined. Thus the child is lead out easily and naturally from his own environment to the general geography of the earth. In carrying this out, walks and occasion - ally more considerable excursions will introduce the idea of travel and of the methods by which geography is made, and, if verbal and written des- criptions, sketches and maps are required, the children are started right in their geographical work by being made young geographers them- selves in a limited sense. Seeing and learning thus just what geography is, experiencing for themselves just how geography is constructed, they can use their text-books intelligently and appreciatively. From the general features descend to particulars. Note the way hills and valleys are related to each other. Are the valleys put in among the hills in any regular order or not?t As early as it may seem prudent raise the question of the origin of the hills and valleys, but do not be too hasty about answering it. Let the children gradually work it out. Were the hills built up, or were the valleys cut out ? Let them ponder upon this question and see if they do not find the answer to it in the hills and valleys themselves. In leading up to this question, direct the children's observation to what is actually taking place. Are the valleys being built up, or are they being cut down ? What is happening in the valleys ? What is happening on the roadside ? Suggest to them to observe the gullies and to contrast the new gullies with the old gullies. How do the new gullies pass into the old gullies What is the difference in form between the new and the old ? Which are most like the valleys ? *It will be understood throughout that the work indicated should he done as largely as practicable and advisable by the children themselves, but the teacher will do well at times to lead them by example as well as instruction. The special mode of carrying out these suggestions must be left to the discretion and resources of the teacher. Our effort is only to point out certain main lines which, of course, need not be followed closely. The teacher will often find a different way preferable for himself, and will always find much to be filled in, and perhaps more or less to be left out as not adapted to the particular school or to its surroundings. t In the region of the glacial drift there is often no regular relation between the hills and valleys, but in other regions the hills are genenally (not always) simply that part of the surface that has not been carried away in the wearingoutof the valleys, and this idea that the valleys are worn out by the wash of the land is the one to be implanted in the children's minds, as it is the germ idea of the formation of most rolling surfaces. In some plain regions the valleys have not been worn out enough to form hills, and we have only a plain with trenches cut into it. In such cases it will be very easy to show the children how the valleys have been formed by the streams and by the land wash. In the glacial regions the hills and valleys may be quite irregular, and it may not always be easy to explain them, unless the teacher is exceptionally well informed on the sub- ject. 186 COURSE OF STUDY FOR COMMON SCHOOLS. Lead them on thus to see how a trench may be gradually widened and rounded into a valley. Lead them to observe how tributary gullies arise along the sides of the principal ones, and how they grow by widen- ing themselves and by eating back on either side. Lead them to see that, if such creeping backwards and such rounding of the slopes were extended long enough, they would result in little valleys separated by ridges. Lead them on to note how the tributary valleys by eating back may at length cut through the top of the ridge and divide it into hills, and by deepening separate the hills more and more ; and so on, step by step, until the children acquire a tangible conception of how valleys with intervening ridges, and, at length, intervening hills, are formed. From this miniature mode of forming a landscape it is an easy step to the com- prehension of the way in which the larger valleys and larger hills, that make up the landscape around them, were produced. When this con- ception is fully acquired, a firm basis has been reached for understand- ing the formation of landscapes generally. And not only this, but the landscape comes to have a meaning where before it was quite meaning- less, and it is the significance of the things by which we are surrounded that gives soul to intellectual life. References: American Geographical Series. The Report of the Committee of Ten. Davis on "Geography in the \]x\\v^v^\X^^'''' Journal of Geology. The Journal of School Geography. See also, list of books for rural schools and communities. 2. The Study of Streams. — Lead the children to observe just how streams flow, how the current plunges into one bank and then is turned about and plunges into the other bank ; how it cuts back the bank where it strikes it; how it digs down into the bottom in certain places ; how it heaps up material in other places, etc. As they observe, lead them to reason upon what they see and apply it to the study of maps. They will readily come to understand how the bends are made longer and why a stream meanders. They will thus be led to see the meaning of the tortuous courses of streams. Induce the children also to note the work of temporary streams [e.g.., after showers) along the roadsides, in the valleys, and on the slopes of the fields. Have them notice the wash from the surface of the land, and thus lead on to the work of water trans- portation. Lead them to note that this matter lodges elsewhere, and thus approach to the work of deposit. By seeing when and how this wash lodges they will understand the modes of deposition ; the forma- tion of deltas, and the building of bars and spits in the streams, the formation of ''bottoms," etc. To approach the origin and maintenance of streams, direct the children to observe what takes place after a rain ; if light or slow, that COURSE OF STUDY FOR COMMON SCHOOLS. ^S7 all water g-oes into the ground ; if heavy and rapid, that some goes into the ground but much runs away. The latter makes surface streams, but they don't last. Follow the water that goes into the ground. Direct attention to underground water as shown by wells, and connect this with the rain that soaks into the ground. Have the children bring together the depths of the wells at their different homes. Raise the question whether the wells go down as low as the nearest streams. (It will be found almost invariably that the water in the wells is higher than in adjacent streams, except in occasional flood stages.) Then draw out the general principle that the underground water is higher than the streams, being only the rain water on its slow way through the ground to the streams, and that it is this water which works out to the surface in the low valleys and keeps up the supply of the living streams. The dry valleys lie above this underground water, and hence they are not constantly filled. Water only runs in them after showers. The wet valleys lie be- low the surface of the underground water, and hence it seeps out or comes forth in springs. The children will easily understand how the seeping out makes bottom lands wet and marshy.* The principles here brought out will be helpful later in settling questions of water supply, drainage, etc. 3. The SUidy of Soils. — Incite the children to carefully examine the soil to see how it is made up. Have them wash some of it so as to sepa- rate the fine material from the coarse. Direct attention to the natural assorting done by water in the gullies, on the slopes, and in the valleys, and how, on the other hand, fine mud is laid down in the ''bottoms" and elsewhere, and thus lead them to see how soils become coarser or finer according to conditions. In most places it will be easy to find pieces or beds of rock partly decayed, and to show that this rotted rock is much the same as soil. From this they may be led on to understand that soil is usually but decayed rock. This will be easily accomplished in regions where the rock lies but little below the soil and the latter graduates down into decaying rock, showing the stages of the process. Induce them to note how the leaves, grass, etc., decay and turn black, and thus lead them on to see that the dark part of the soil comes chiefly from the decay of vegetation. .Induce the children to observe the different qualities of soils in difTerent situations ; the soils in the valleys, on the slopes, and on the hilltops, and lead them to see how the wash of the sur- face affects the soil ; also how the vegetation affects the soil ; and how the soil effects the vegetation. Teach them to notice the difference be- tween wet soils and dry soils ; the swelling and softness when wet, the shrinking and hardness when dry ; also the swelling when frozen and the softness on thawing; the effects of the ants, worms, and burrowing * Much marshy land is, however, due to the catching of the surface waters in basins that have no sufficient outlet. 188 COURSE OF STUDY FOR COMMON SCHOOLS. animals in bringing bottom soil to the top, letting- in air, etc.; likewise the effects of the roots of plants in opening up little tubules, which are often left open when the roots decay, and so lead on to the idea of porosity and of the penetration of the soil by air. With the older stu- dents the fact that the air goes into the ground when the barometric pressure is great, and comes out when the barometric pressure is light, the "breathing of the soil,'" may be taught, and its importance urged. Teach the children to observe the difference in the dryness of cultivated and uncultivated soil, of hard soil and mellow soil; and so lead on to the utility of the culture in permitting air and moisture to go in, etc. Starting again with decay of rocks, lead the children to see that some parts of the rocks do not decay readily, and hence bits are left, and that these are washed about and form grains of sand or pebbles. Let them observe these and see that some are well-rounded and some are angular, according to the amount of wear, and thus the origin and meaning of sand or pebbles will become evident. The rolling action of brooks and rivers and of lake and seashores will be manifest. With a thermometer interesting experiments on the temperature of soils when wet and dry, when hard and when mellow, when stirred and un- stirred, etc., can be made. References: " The Soil," by F. H. King. The Macmillan Co. "Rock-Weathering and Soils," by George Merrill. The Mac- millan Co. " The Formation of Vegetable Mold," by Charles Darwin. See also list of books for rural schools and communities. II. APPLICATIONS OF LANDSCAPE STUDIES. The study of the features of the landscape may be followed bj- a study of their influence on human affairs, and on the distribution of plants and animals. The following are some of the lines along which this may be carried out : 1. The Location of Homes. — Relative merits of different situations, such as summits, slopes, valleys, etc.; of different exposures, as southerly northerly, etc.; of different relations to woods, openings, outlooks, etc.; of relations to springs, streams, and other bodies of water; of access to highways or to the several parts of the farm, and the bearing of the sur- face features on such communications. Do the sites of the later dwellings differ from the earlier? Are there discernible reasons for change ? What determined the selection of the material of the first generation of houses ? Does the material change with successive genera- tions, and, if so, why V 2. The Location of Roads. — How far are they influenced by surface features V How far by other considerations ? Distinguish wise and un- COURSE OF STUDY FOR COMMON SCHOOLS. 189 wise locations. What is the effect of wash, drainag-e, etc.? What changes of location or of method of maintenance may be recommended ? 3. The Location of Adjacent Towns and Villages. — Study the reasons for their particular situations. What bearing- had natural means of transportation, roadway crossings, rivers fords or bridges, special agri- cultural or mineral resources, mill sites and like features upon their location ? Do the dates of their founding, the rates of their growth and other features of their history show wisdom or unwisdom in their loca- tion ? Note the bearings of their location on the interests of the sur- rounding country. 4. Development of the Region as Affected by its Environment. — Study the nature of adjacent manufactories and the reason for their location. What class was first developed, what later, what changes have taken place ? Has there been increase or decline, and what is its meaning ? What is their importance and the value of their products ? How do they affect the rural interests V What sources of power are used and what remain still unused ? Note the favorable and unfavorable features in the physical conformation ; the presence of mines, quarries, the facilities for transportation by roadways, streams, canals, railways, etc., and their bearing upon the development of the region. 5. Social and Civil Life of the People as Affected by Surrounding Physical Features. — Are the physical surroundings favorable to social gatherings and social life ? Do the surface features lead to sparse- ness of dwellings, roundabout and difficult roads, or the opposite? Do they make the earning of a living easy and give time for social inter- course, for education, etc.? How do they affect the character of the people, etc.? 6. The Distribution of Vegetation as Influenced by Surface Features. — Sketch the timbered, prairie, maroh, and " bottom" areas. Note the effects of slopes, drainage, soils, etc., upon these. How do the physical conditions affect the roots, stems, leaves, and general forms of plants? Note the adaptation of different areas to different crops ; also the adapta- tion of the region to different kinds of industry, e. g., grazing, grain raising, etc. Note the changes in vegetation and compare the original with the present vegetation. Discuss the removal of forests. Where was timber first removed, and what timber ? Where is it now reserved and why ? Note the earlier and the later uses of timber supply, and the variation of prices and of uses of timber. III. THE STUDY OF ATMOSPHERIC PHENOMENA. In a manner analogous to the foregoing all the features of the air and sky within the observation of the children may be treated with interest and profit ; the air itself, the winds, the clouds, rain, snow, hail, thunder, lightning, heat, cold, dew, evaporation, etc. The keynote should be ob- 190 COURSE OF STUDY FOR COMMON SCHOOLS. servatioD, followed by inquiry, reading, reasoning, forecast, etc. The systematic prediction of tomorrow's weather at the close of each day will greatly stimulate acute observation of delicate features of cloud, wind, etc., and will build up that judgment of weather which is so im- portant to the farmer. It is urged that teachers secure from the nearest weather bureau station copies of the daily weather maps, and copies of the monthly summaries of the weather and crop conditions of the United States. A careful study of these maps and summaries, supplementing the pupils' own daily observations^ will form a good basis for other geographic study. The data furnished by the Weather Bureau are particularly valuable for several reasons: (1) They are collected by trained observers; (2) the stations are so distributed as to fairly represent the whole country ; (3) observations are uniformly and regularly made every day at all sta- tions ; (4) the various meteorological conditions are automatically recorded by instruments of precision, insuring great accuracy of detail; (5) the various data are appropriately represented daily upon one map which, thus, day by day presents a clear picture of the climatic and crop conditions of the whole country. By these means the pupils will be much interested in working out the relative amounts of rainfall, cloudiness, and sunshine; also the average and the extremes of temperature found in the areas and belts devoted to the great crops, as wheat, corn, oats, tobacco, cotton, and sugar cane. The relative amounts of rain, cloudiness, and sunshine for the seasons may be readily determined. The incidents of the season in the localities where the pupils live frequently afford excellent oppor- tunity for forming a picture of other localities far removed from their own. Thus a study of the character of the rain and the clouds in winter gives a basis for picturing arctic regions, and the same study in summer an equally sound basis for picturing tropical regions. For example, in June, 1892, there was a fall of nearly eleven inches of rain at Chicago ; with the summer temperature, an almost tropical verdure was the result. In September and October in Chicago, in 1891, the rainfall was about two-thirds of an inch ; this closely approximated the average precipita- tion in Arizona, and, when considered in connection with the unusually high temperature of the year, it became an easy matter for the pupils to picture desert conditions and modes of desert formation. By similar means the study is capable of almost indefinite expansion. IV. THE STUDY OF PLANT LIFE. In like manner, the plants of the region may be treated. The pur- pose here, as before, is not so much to learn about plants as to come into actual intellectual contact with them by observation, interest, sympathy, and appreciation. Not only should the plants be observed in all their parts and functions, but their history, mode of propagation, preferences COURSE OF STUDY FOR COMMON SCHOOLS. 191 for soil, topographic situations, exposures, etc., should be studied. The association of plants with one another — plant societies'" — are especially interesting and profitable for study. The cultivated as well as the native plants should be included, and the reasons for cultivating some plants and neglecting or warring against others afford large possibilities of interest. As farming is essentially plant culture, the vital relations of such studies are evident, if carried out on the right lines. The old- fashioned botany, the grinding out of the Latin names by an "Analytical Key,'' is not at all the thing here urged, but direct inquiry into the nature, life, habits, functions, associations, and services of plants. To give a more concrete idea of what we have in mind, the follow- ing is offered as an illustration. It is not set up as a model. There are many ways of reaching like results. 1. Growth from the Seed. — With several seeds (beans, for example) in the hands of each pupil, invite a careful inspection of their surfaces, as a first step. Write upon the board a list of things observed, e. g., (1) stem scar (hilum), (2) small dot on one side of hilum where pollen tube entered to fertilize the seed (micropyle), (3) ridge on side of hilum op- posite from micropyle (radicle), (4) one end of bean has different slope from the other, (5) a light line or ridge extending longitudinally around the seed, etc. Request pupils to bring other varieties of beans, and see how many of the observed points are common to them all. As a train- ing in the exact use of words in oral expression require the pupils to describe precisely what has been observed. As a training in written language require the pupils to write out what has been seen. This will react to intensify the seeing. To introduce the quantitative element, let a pint cup, or a straight- sided bottle, or a glass be exactly half-filled with beans, and mark the surface of the beans with a string or rubber band. Now fill the vessel with water and put in a warm place for twenty-four hours. Set some pupil to watch the first stages of change, and charge him to be able to state the next day just what they were. On the next day measure the amount of change in volume. What has caused this change ? If the water put in was first accurately measured or weighed (and every coun- try school should have means of measuring and weighing), pour out what remains and measure it. Compute the difference. Compare the loss of the water with the increase of the beans. What has become of the water '? By what means have the beans grown ? Here are the first steps of growth. Distribute the swollen beans among the pupils, and let them again look for the points observed in the dry bean. Have any disappeared ? Have others appeared ? Have any changed in character ? Let the skin be removed. What features previously noted are removed with it ? Do you now see an explanation of any features noted on the outside ? Care- fully note the two seed leaves (cotyledons), the radicle, and the now very 192 COURSE OF STUDY FOR COMMON SCHOOLS. evident first two leaves. Study the pea, pumpkin seed, and corn in the same manner. As a next step, fit two layers of thick cloth to the inside of a round pie tin. Wet these pieces of cloth and place between them some of the seeds which have been studied, and turn the two pie tins together to prevent evaporation (which introduced a slight error in the experiment above). Place these in a warm place to germinate, noting the temperature. Encourage some pupil to repeat the experiment in a place where the temperature is between 32 degrees and 45 degress, recording the temper- ature from time to time. Urge another to try the experiment, using cloths wrung out very dry. Compare results to find out the effects of heat and moisture. Try different seeds to see what differences of condi- tions they require. These are capital experiments which fix the founda- tion principles of moisture and temperature in plant growth. When these tests have sufficiently advanced, urge the boys and girls to request permission to test the germinatory power of the seeds which their parents expect to plant in the spring. (This seed study is best done from February to April.) Place 100 seeds of a given kind under the conditions described, and note how many sprout in three, four, five, etc., days. All seeds should be tested before planting, and this is practi- cal work which, if rightly done, will be appreciated by parents as be- ing immediately useful as well as instructive and disciplinary. 2. Growth from Buds. — When vegetation begins to start in the spring, make an excursion at noon or after school to gather specimens of large buds. Clip sprigs of the Balm of Gilead, cottonwood, or hickory, set them in water and study in the manner of the bean, and so reach the fundamental idea that the bud and the seed are in nature much the same. Pick off the scales one by one until the leaves are reached, inquiring what the scales are for ; what the cotton : what the varnish. Count the number of true leaves, and then go a little later to the trees again and see how many leaves the shoots from similar buds then have. Are they the same in number as in the buds ? Or have new ones formed ? When were these buds formed ? Why were they formed the year before ? Let the children ponder over these questions. Study the arrangement of buds and of leaves on the stems. Lead the children to discover the law that buds and leaves are placed as far apart on the stem as possible, and in a symmetrical order. Lead them to discover that this order places the leaves where there is the least shading, where the movements of the sap up and down feed all leaves and branches quite equally, so that the stem will be equally loaded on all sides. Let them learn to distinguish fruit buds from leaf buds. Have them explore the gardens and orchards to see if there is an abundance of fruit buds. Teach them to distinguish between live and dead buds, particularly in regard to fruit trees. All this should be done with a COURSE OF STUDY FOR COMMON SCHOOLS. 193 definite educational purpose, in which the utility of the knowledg-e has also a clear recognition. References: "Principles of Plant Culture," Professor C. S. Goff. Published by the author, Madison, Wis. Flowers in Relation to Insects. " The Macmillan Co. Gray's Botany. Bessey's Botany. See also list of books for rural schools and communities. V. THE STUDY OF ANIMAL LIFE. Along- essentially the same lines the animal life may be treated. Here a new and important factor enters, conscious life, and this affords a most fruitful field for educating- the sympathies and moral sentiments of the children. Nothing so contributes to a real and vital (not merely sentimental) sympathy with living things other than ourselves as a care- ful study of their lives and habits. The child comes to see the world as they see it, and to appreciate and sympathize with them in their efforts to work out the purposes of their lives. And even if these purposes strike across human interests, the sympathy will not be entirely absent, and cruelty will grow more and more rare as sympathetic education pro- gresses. The education of the sympathies finds little space in the formal school programme, and hence the special value of utilizing the op- portunity here afforded. There are several other topics which may be treated in like manner, as mensuration in its application to land measurements, etc., various phases of ecomomics as applied to rural affairs, the social and civic aspect of country life, etc. We respectfully submit the foregoing suggestions, fully conscious of their limitations, in the hope that some little helpfulness may be found in them. T. C. Chamberlin, W. S. Jackman, F. H. King, Committee. Report of the Committee of Twelve. A COURSE OF STUDY FOR RURAL SCHOOLS. [ Report of the Committee of Twelve.] A course of study for country school children should be framed with direct reference to the actual conditions that prevail in country life and, in large measure, determine it. Among the most important points to be kept in mind are the following : —13 194 COURSE OF STUDY FOR COMMON SCHOOLS. 1. There is a general lack of appreciatioti of the immediate surround- ings. This is not peculiar to country people; it is simply a fact in the country, as it is in the city. Education can confer no greater boon than that of showing how the real pleasures of life may be derived from one's own immediate surroundings, and from the work he is called upon to perform. 2. There is an almost total lack of scientific skill in farm work. The prejudice against farm machinery has been extremely strong. Farmers have been forced into using it because other vocations have drawn away the help that formerly was depended upon for hand labor. The treatment of the soil is, in the extreme, unscientific. The Ameri- can farmer, in this respect, is scarcely ahead of the Chinese; his unsci- entific methods have made him the target of every caricaturist. In this, and in a score of other ways, the farmer pays the penalty of his ignor- ance. 3. In the country there is a great dearth of social life. This, more than hard work, deprives the country of its strength. Bad roads are largely responsible for the present social condition. In many places farmers, and especially the wives and daughters, live in dreary isolation for more than half the year, because no means of travel yet invented will master the mud of country roads. To properly recog- nize the foi-egoing conditions, therefore, it would seem that a course of study should contemplate three lines of interest : 1. hi the earlier years, especially., great attention should be given to the picttcresqueness a7id natural beauty of the surroundings. Without trained and careful effort in this direction, the intensely practical character of their contact with the various things about them will close the eyes of the children to many beautiful things that should be a source of joy and pleasure throughout life. Much out door study should, therefore, be encouraged. The children should be familiar with every brook, and waterfall; every cliff, wooded copse, and ravine. The hills, cloud-capped, basking in sunshine, or glisteniag with snow, should be permitted to work their silent influences into the children's lives. The country pupils are not naturally insensible towards these scenes; but the usual tendency of school life is to belittle and destroy all kinship that the children may originally feel for the beautiful. As an adjunct in this phase of study, drawing, painting and modeling should hold at least equal place with reading, in these early years. 2. To supply the demand for scientific skill, a good deal of attention should be given to — (1) Mechanics. — Pupils should be taught enough of practical mechan- ics to enable them to ward off the legion of fakirs that beset the farmer with their labor-saving (?) devices. COURSE OF STUDY FOR COMMON SCHOOLS. 195 (2) Manual Training. — Scarcely a day in a farmer's life passes when there is not some demand made for skilled hand work with tools. The "stitch in time" on the farm is frequently fatally delayed when it in- volves a trip to a neighboring- mechanic. (3) Mathematics. —The farmer suffers more loss to-day from his ig- norance in this subject than any other. Bookkeeping, as applied to farm accounts, should be carefully taught. Taking the amount of money at stake on the farm into account, no other business in the world tries to get along with so little bookkeeping. As a natural result, there is in- finite waste in a hundred ways that are unnoticed. The time has come when the farmer must learn the lesson that the merchant already knows, that, if he is to gather a competence, or even earn a livelihood, it must be done by a careful saving of small margins of profits upon all the things with which he may work, instead of by large gains upon a few things. Few farmers, simply because no accounts are kept, realize that badly stacked hay and grain, poorly fed stock, and illy cultivated fields result in actual cash loss, just as surely as though the money were spent at the gaming table. The arithmetic of the farm account would be of incalculable value to the farm boy if he learned nothing else. The study of form and elementary geometry should be made very prominent. Every farm boy should be taught the elements of trigonometry and sur- veying. He should know how to "run a line," and how to lay off fields so that the same may be worked to the greatest advantage. He should be taught how to lay out roadways at proper grade, and how to make them. Nothing would hasten the era of good roads more than to show the farmer how much loss in actual cash may be charged to bad ones, through loss in harness, vehicles, horseshoes, horses, and time. (4) Biology.— To show the splendid opportunity before every farmer of intelligence for study in this field, it is only necessary to cite the fact that it was by. a close study of domesticated animals and plants that Darwin was able to probe the mysteries of life more profoundly than any before him. It is by no means necessary that the farm boy should study the sunshine only to find its value in pounds of beef ; by the nature of the case he is, if intelligent, brought into closer touch with the great problems of life and energy than any other being. It would broaden, not diminish, the scope of his interest if from boyhood he would learn everything possible about the care and scientific feeding of animals; if he were to learn exactly, for example, how to feed for beefsteak, and how to feed for butter, with the greatest economy. The study of plants would furnish an interesting analogy. The selection of seed; the culti- vation of crops with due reference to roots and top; planting, care and grafting of fruits; the relative value of forage, grain and other crops, and many similar topics, are subjects of exhaustless study, every hour devoted to which would bring actual cash returns, and at the same time furnish a broad basis for an understanding of the plant world. 196 COURSE OF STUDY FOR COMMON SCHOOLS. (5) Meteorology and Physics of the Atmosphere. — By a carefui study of the maps and other materials supplied by the United States Weather Bureau, every farm boy should learn something of the nature of the g-reat storms that are likely to visit his region. A careful study of the weather maps, supplemented by good collateral reading, would leave very little to be desired in his geography. (6) Mineralogy. — The composition, the origin and the treatment of soils, how their productiveness may be renewed and conserved. The re- lation of the soil to the underlying rock. The origin and relative value of the native rock. The geological history of the country. (7) Chemistry. — A practical knowledge of the principal elements which enter into the soils, plants and animals. The chemistry of foods. These subjects should be presented, not only from the economic, but also f rom the more strictly scientific or philosophic side. Because " Man shall not live by bread alone," he has always despised the science of bread for bread's sake. Country children, as well as all others, must be allowed to have an insight into the deeper and more general problems of creation, if they are to be satisfied with their work. An intelligent study of nature from the economic standpoint inevitably involves a study from the scientific side also. It would be a service of inestimable value to the rural schools, and, for that matter, to schools everywhere, if the many government publi- cations bearing upon the studies of nature could be placed in libraries easily accessible to teachers and pupils. The best of these should be in every schoolhouse as books of reference. These works are worth a great deal more than many of the text books that are far more pretentious. 3. If the country is ever to acquire that refinement which the human being feels it is his right to possess, it must grow it. Tiiere are those who believe that, sometime, the great tide of youth that is now pouring in upon our cities will turn back upon itself, and thus carry to the country the culture that the soil could not of itself produce. It is not to be. Those who are once engulfed in the vortex of the city never go back; and if their children or children's children are by some chance cast out upon the country, they must begin life afresh, as did the pri- meval man. Certain physical conditions that now prevail in the country must be improved, or social progress will be forever stayed. The chief of these obstructive conditions is the unspeakable system of roadmaking. Good roads, with their natural sequelce.^ would practically solve the problem of country life. They would mean hours of social intercourse instead of hours of dreary, monotonous solitude. They would mean free delivery of goods from the stores in towns. They would mean free and daily de- livery of mail. Better have three or even four cent postage, if neces- sary, with free delivery every day, than one cent postage and the "'catch as catch can " delivery of the present time. Good roads would mean the COURSE OF STUDY FOR COMMON SCHOOLS. 197 rapid extension of the trolley car system, which would reduce to the minimum the labor of exchange of commodities between one locality and another, and between country and town. As in the city the atten- tion of children is being directed more and more to municipal affairs, so in the country let the children study practically all these conditions, which lie at the foundation of their physical, intellectual and moral welfare. Whatever else the course of study may do, let it breathe hope for the country boys and girls; not the hope of a life that, to be realized, must be lived in the city, but let it rouse the anticipations of a life that has its background in the sunsets, the hills, the woods, the orchards, and the waving grain fields of the country. A genuine life, intelli- gently lived, alone can bring culture. Whether the instrument of living is the plow or the pen, it matters but little; the furrow well turned, and the line well written, are both fundamentally and absolutely uninter- changeable in human society. Country life, not less than that in the city, may have its aspirations that are truly noble. The schools must not confuse or destroy these by trying to citify " the country or by seeking to countrify " the town. The city and the country express the equation in life; a weakness in one member means the ruin of both. Each must supplement but not destroy the other, and both must be preserved. Wilbur S. Jackson. Chicago Normal School. THE FARM AS THE CENTER OF INTEREST. [ Report of the Committee oe Twelve.] Nowhere on earth has a child such advantages for elementary edu- cation as upon a good farm, where he is trained to love work and to put his brains into work. The best taught school in a densely populated city can never equal in educative value the life upon a good farm intelli- gently managed. The child on the farm is made responsible for something, for some work, for some care taking, and out of this responsibility grow trust- worthiness, habits of work, and a feeling of personal power in all the essential elements of character, with the exception of those much needed phases that spring from personal contact with society outside of home. The surroundings of the child upon the farm in contrast with the complexity of city surroundings are comparatively simple; the same forms, colors, sounds are repeated in endless succession, presenting in- numerable variations and at the same time complete harmony and unity. The trees, the shrubs, the foliage, the flowers, the fields, the hills, val- leys, plains and brooks create distinct, everlasting images in the child's mind; images, impressed, concentrated and expanded by countless sensa- 198 COURSE OF STUDY FOR COMMON SCHOOLS. tions, by countless contrasts, that stream in through every avenue of the soul. Then, too, everthing- appeals to the child as useful or non-useful. Farm work means the necessities of life, the comforts of home, the pos- sibilities of an education. The reaction of the child upon his environ- ment is the main thing, however; his power to conquer nature with his own hands and mind, together with continual lessons which bring home to him the inevitable action of and his dependence upon the laws of nature, as they assist, or as they baffle, his efforts. The child enters school with senses keen, character in full tide of formation, and the impulse to act fully organized. He has, besides, ac- quired a comprehensive knowledge of his environment. The instinct- ive, spontaneous growth should go on and have full opportunities for complete development. The statement of what a farm does for a boy in its general lines may easily be taken from the experience of a farm boy in New England, for instance. It is possible for me to give the story of such a one from actual experience — what he learned, what he studied, and what he ac- quired. The scene is upon a rocky farm in New Hampshire; the boy an ordi- nary child, such as you may meet anywhere in this world of ours. As soon as he found himself upon the farm, at eight years of age, he began to study — to study in the best sense of that much abused word. He began the study of geography, real geography. He observed with ever increasing interest the hills, valleys, springs, swamps and brooks upon the old farm. The topography of the land was clear and distinct; its divisions into fields, pastures and forests were to him the commonest facts of experience. The image of the whole farm and all that it con- tained is one of the clearest and most distinct memories in his mind to- day. The boy not only studied geography, but the foundations of geogra- phy, geology and mineralogy. He knew in an elementary way the na- ture of the soils; why one field was better than another for a certain crop, and began to reason upon cause — sunshine, drainage, drought, and fertilization. He studied botany. All the kinds of grasses he knew — timothy, clover, red top, silver grass, pigeon grass; how they were sown, how they came up, grew, were cut, cured, and fed to the cattle; what kind of hay was best for sheep, and what for oxen. He knew the different weeds, too — the rag weed, smart weed, pig weed; he had a practical knowledge of these from close contact, with the hoe and his bare hands. This knowledge of plants took in medicinal herbs — caraway, camomile, catnip, docks, worts and mints, lobelia, pennyroyal and garget. These practical lessons in herbs were doubly impressed, sometimes in a painful way, although they were intended to relieve pain. COURSE OF STUDY FOR COMMON SCHOOLS. 199 The flowers that grew on the farm and surrounding farms, wild and cultivated, hollyhocks and lilacs in the garden, the golden rod and vio- lets of the pasture, and the sweetest flower that ever blossoms, lilting its delicate petals close by the snow banks in the early spring, the har- binger of the resurrection — the trailing arbutus, taught him lessons of beauty, trained his eye for color, deepened his reverence for God. He knew the trees — the maple with its sweet burden of spring, the hemlock, and the straight pine which he used to climb for crows' nests. He noted the difference in woods, and their value. As soon as he could wield an axe he cut the trees for lumber, fences and firewood. With all the shrubs he was acquainted; in fact, he got an elementary but very useful classification that has made the subject an interesting one through- out his life, and prepared him to appreciate the practical value of botany in the schools. He studied zoology, too. The animal life of the farm was very close to him. The brutes were his early companions. The domesticated ani- mals he knew — the frisking lambs, the knowing and antagonistic buck, the tricky mare. He helped to break steers, to kill hogs, to hunt for eggs, to feed the chickens. He knew the wild animals, the squirrels, the rabbits, the woodchucks; the insects, the grasshoppers, and ants; bugs that scurried away when he lifted a stone. With the birds he was intimately acquainted — the wrens that built their nests in the barn and sheds, the robin redbreast, the shrieking bluejay, the tiny warblers in the woods, the wise crow and the timid partridge that would give her life in defense of her young. He had a practical knowledge of meteorology. He could tell the time of noon upon the instant, by two infallible monitors, his stomach and his shadow. He could foretell storms with nearly as much wisdom as is exercised by the weather bureau. The coming of a shower was known to him — the hurry scurry to get the hay into the barn. The long, steady breezes from the east brought on the storm, and a storm was a welcome thing to a boy on a New England farm ! It meant a day of perfect delight on the dear old river. The ostensible purpose of the boy was to catch a few small fish — the real purpose worship, alone by the rushing floods, the quiet pools, the pebbly beaches, and the silent woods. In fact, every subject now known in the curriculum of the university this boy studied in an elementry way. He was really grounded in these studies. He observed, investigated and drew inferences, perfectly un- conscious, to be sure, of what he was learning, or how he was learning; but still he learned and he studied, and the best lesson of all was his personal reaction upon his environment. His plowing, hoeing, haying, digging, chopping, lumbering, his mending of sleds, and making of cider, sugar, lye and soap were all so many practical lessons in life which exercised his body, stimulated his mind, and strengthened and developed his purpose in life. 200 COURSE OF STUDY FOE, COMMON SCHOOLS. He lived to become a school teacher, and taught school earnestly and bunglingly for twenty years before he had even a suspicion of the value of his farm life and farm work. How the work of the children upon the farm is to be brought into the school, concentrated and expanded; how this great, spontaneous, ever increasing interest is to be made use of; how this organized energy is to be turned into the main life current, are questions of questions. It is the imperative duty of parents and teachers to determine how the farm life of the boy and the girl may be recognized by use in the school room. Which of all the studies the boy has begun should be discon- tinued ? Are they not all essential ? Must they be held in abeyance until he reaches the door of a high school or-a college ? That the child begins them spontaneously and instinctively is argument enough for their continuance. Without attempting a course of study, I may be allowed to make some suggestions. In these suggestions I present only the common and common sense things needed in farm work and farm life, and endeavor to show why they form the substantial basis of all study. GEOGRAPHY, GEOLOGY, MINERALOGY. The child's knowledge of geography may be made the basis of all his further study of that subject. He brings into school geographical images of the farm and the surrounding landscape. He is tolerably well acquainted with the topography of his district and, it may be, of the town. First, find out how much the pupils really know of these subjects. Get them to describe the farm or any part of it. How many fields are there ? Where are the pastures ? The woods ¥ What are you raising in each field ? How many cattle have you ? Describe them. Tell about the sheep, the horses, the hens. Get pupils to sketch the farm on the blackboard, paper, or slates. A pile of sand in the yard might be used for modeling the farm, showing hills and valleys, plains and brook basins. In winter rough boards with raised edges might be used for sand modeling. Later, chalk, modeling should be used to indicate the relief of the land. The beginning of political geography by the divisions of the farm into fields and pastures may be made. The lay of the land, the relative positions of these, form good lessons in the points of the compass. Pupils would compare one farm with another, so that in time they could model and draw the whole district, including the roads. If there is a stream in the neighborhood, it may be used as a study of the brook basin, the wearing of water — a good introduction for geology. The examination of the soil after rains, especially loosened soil, may be studied to show the efi'ect of storms in erosion. The dip and formation of the surface, division into hills or plains, bottom lands and bluffs, may be related to the working of the stream. COURSE OF STUDY FOR COMMON SCHOOLS. 201 The study of mineralogy may begin with the study of soils, the kind of soils, and the forms of the grains. Specimens of gravel, sand, loam, vegetable mold, clay, and rock should be brought by pupils to school and studied. How is vegetable mold formed? What in the soil is use- ful for plant life? How does the soil change through vegetation and under cultivation, and also under the action of heat, water, frost? It is easily seen that all these are elementary studies in withering — dynami- cal geology. If there are rocKs on the farm, they may be studied; the archaic rocks, the secondary rocks, the strata, and the dip of the rocks — all so many points of introduction to geology. Boys on the farm will know something of the mineral on different parts of the farm, in different fields. In general the bottom land is the richest, and the question might easily be asked, Why? In this relation uses of the dilTerent kinds of soils may be studied. Questions of why one crop will grow in one portion of the farm, and not in another, and why crops should change or rotate from year to year, should all be brought in. Housekeeping, butter and cheese-making, cooking, gardening, and affairs pertaining to home economy should be taken into the school. Draw and describe your garden. Divide it into beds. Locate the flowers, the vegetables. Sketch your hens, the turkeys. How do you make bread? METEOROLOGY. Elementary studies in distribution of heat would come through the changes of the seasons. The shadow stick may be used, showing the changes in the sun's position relative to the earth. A sun dial on the schooihouse should be made. The daily changes in the sunlight coming through the different windows may be measured through shadows on the wall. It is a very easy matter to get the daily weather reports and examine them. Every country school should have a thermometer, barometer, anometer, and rain gauge, to measure the force of heat, the weight of air, the velocity of the wind, and the depth of the rainfall. Pupils should make weather reports day by day and compare them with the printed weather reports. The elementary study of air and its composition should be made; its weight, direction, and velocity. The study of evaporation of water, followed by the forms of water in the air — fog, mist, and cloud, should be made. Pupils may be called upon to make daily prophesies of the weather, and give their reasons for the same. Every change of the atmosphere, shower, rain, hail, snow, or wind may be taken advantage of for this purpose. The uses of water may be discussed, especially the uses of water for vegetable life; the drainage of the land, especially on farms where the land has to be tiled; or where irrigation is necessary. Questions like these may be subjects of investigation: How far does the water go down into theearth? Whatstopsit? The cause of a spring? A brook, creek, 202 COURSE OF STUDY FOR COMMON SCHOOLS. rivulet, or river? The saturation of different kinds of soil and rock by- water. Depth of the wells and changes in the water level. Into this discussion would come the question of floods and flood plains, and of silt brought down by the water, how and where deposited, that is to say, if there is a creek or a river on or near the farm. These are some of the innumerable points in regard to meteorology that impinge on the child from all sides, and lead to higher and more difficult questions and investigations. PLANT LIFE. I should place first in this study the crops upon the farm; the study of the corn; its history; its nature; different kinds of corn; the uses of corn. The same may be said of wheat, oats, rye, and barley. How land should be fertilized for different crops. Study of the food of plants, nutrition, etc. The grasses may be studied; different kinds of grasses brought into the schoolroom. In the spring germination of seeds may be especially noted. Seeds should be planted in boxes in the schoolroom. It would be an excellent plan to have a half-acre garden near the school, in which the experi- ments could be performed, and in which the farmers of the district would take a deep interest. The garden could be made of value, and should include everything that is raised on the farm. There should be a preliminary study of plants, especially flowers, in regard to function. Little or no attempt, at first, should be made to close analysis, or to classification. The guide in the elementary study of all subjects should be function. Forests: different kinds of trees on the farm; leaves, and bark of the trees; deciduous and non-deciduous trees; the use of wood for heat, shelter, and household furniture. ZOOLOGY. The study of domestic animals and their functions; cows, and differ- ent kinds of cows; milk, and how milk is changed to butter and cheese. The history, for instance, of butter and cheese-making, from the old- fashioned churn to the creamery. Study of horses and sheep; use of wools; meat of different animals. Study of wild animals, birds. Get each pupil to make a list of all the birds he sees upon the farm during the year; when they come, how long they stay, when they depart. This would bring observations in regard to migration. Name the birds staying upon the farm all summer. Where do they build their nests? How do they raise their young? What do they eat? What birds are in- jurious to the farm? What birds are useful? The pupils could learn many a profitable lesson; would find that most of the old ideas about birds are totally wrong; that many, if not all, of the birds that have been counted mischievous are really helpful; that birds are needed on the farm to kill destructive insects; that the little damage which crows, COURSE OF STUDY FOR COMMON SCHOOLS. 203 for instance, bring- about is comparatively nothing to the good they do; that the birds are really nature's militia " to destroy the enemies that menace the life of vegetable, plant, and tree. Another study is that of destructive insects; the wood-borers, the cankerworms, the weevil; a very practical study. Then there are the bees, wasps, butterflies, and their uses in efflorescence. The wonders of honey-making. The earthworms and the effect they have upon the soil. The boy will be sure not to leave out the woodchuck, the fox, the coon, or the muskrat. He may even learn that the unpleasant little skunk has a use and a place in the world. PHYSICS AND CHEMISTRY. Wherever forces are seen, felt, or handled, an inquiry into the nature of such forces is the study of physics. Meteorology is one of the great departments of physics. Distribution of sunshine, the working and nature of heat, the force and wearing of water, measurements of air, of the wind, are all close to the child, who needs only good teaching to lead him to close and closer investigation. Practical uses of force suggest many problems: force of running water; running mills; force of wind is turning windmills; the economical application of force in farm machinery from the apple-parer to the reaper; the mystery of the lever revealed by wedge and crowbar; the turning of the grindstone; and the use of the jackscrew in raising build- ings. Chemical changes are taking place in earth, air, and v/ater, and are continually applied in the household affairs. The teacher has an excel- lent opportunity to call attention to the chemistry of cooking; to yeast; to milk in its transmutation to butter and cheese; the making of lye and soap; the oxidation of metals. The composition and nature of different soils are a fruitful study; the effect of sunlight upon foliage in the pro- duction of leaf green; the transpiration of water through vegetable tissues, bearing nutrition from cell to cell. The burning of wood and its change into ashes. The children upon a farm are called upon to apply daily the laws of chemistry and physics. It is the province of the teacher to lead them to apply these laws more and more intelligently, to the end that a deep in- terest is aroused and they are made earnest and everlasting students of these subjects. MATHEMATICS. There can be no work properly done upon the farm without measur- ing. Most of this measuring is done by what is called rule of thumb," or so-called practical judgment. The farmer estimates weight of cattle, hogs or sheep by sight. He can tell how much cord wood or timber a certain area of forest will produce. In fact, measuring in everything he does is absolutely essential. There is no better way for the teacher to 204 COURSE OF STUDY FOR COMMON SCHOOLS. Study the processes of measuring-, or arithmetic, than to inquire into the everyday demands of farm work, and no better way to teach arith- metic than to bring- the measuring- necessary for farm work into the schoolroom. The elementary work, and the work that ought to be con- tinued throug-hout the course, should be largely estimation with eye and hand, of length, of distance, area, volume, bulk, force, and weight; the estimates to be verified by actual measurements. That which a farmer is called upon at every turn to do should be begun with the children. And here the parent can supplement the teacher at every step. When developing the mode of judgment, the pupil should be trained to use the chain in measuring areas, the yard-stick in measuring cord wood, forceps in lumber, dry measure for grain, scales for weights, liquid measure for milk, vinegar, or molasses. The outcome of all raising of crops is commercial value. There should be a system of farm bookkeeping, in which writing and arith- metic play a prominent part. Children could be easily trained to keep books for their parents, and the work of the farm be made to present all the problems and conditions for a complete mastery of all essentials in arithmetic. READING AND LITERATURE. The suggestions already given are for the elementary study of sub- jects. Interest in all these subjects will lead directly to a great desire to know more of the observations and investigations of others. Here reading and the study of text-books have their great place. The first steps in reading may be short stories of the farm, of the crops, of the animal and plant life, written in simple sentences upon the blackboard. The reading lessons should be closely related, and from beginning to end bear directly upon the subjects the child studies. Nor is there wanting a great and extensive literature on geography, geology, mineralogy and botany. Books like "The Soil," written by P. H. King, University of Wisconsin, and "The Great World's Farm," by Salina Gaye, would arouse an intense interest if the subjects here named were really used for the education of the child. Poetry may be brought in at every step — the poetry of the farm, the clouds, the air, the winds, the flowers, the fields. The pupil will find that the poet and the artist have embalmed in deathless prose or poetry the commonest things of earth, air, and water by which he is surrounded. Thin, vapid, sensational, injurious reading would have no place in his life if all reading were carefully selected in the direction of his aroused, sus- tained and educative interests. The process of learning to read is a very simple one, if the free, spontaneous action of the mind is not obstructed by abnormal methods. When the proper stage of development, which manifests itself in an in- tense desire to gain knowledge through the printed page is reached. 205 the child will learn to read as easily as he has already learned to hear language. All reading should come close to the child, should enter into his personal experience; should be about something he feels the need of knowing — facts about his pets, about things he loves to do — words that re-image familiar scenes. This would make reading and the selec, tion of good literature a habit for life. WRITING, GRAMMAR, SPELLING. Writing is one of the modes of thought expression. The funda- mental necessity is to have something to express, some image to control and steady the hand, some earnest desire to communicate with others by means of writing. Skill in writing takes care of itself if the teacher writes rapidly and well. Technical skill is nine-tenths imitation. The main thing is the impulse which the teacher discerns, seizes upon, guides, and controls. The farm is rich with interesting subjects, rich for the novice of six, or the pupil of sixteen. Descriptions of animals, plants, forests, fields, pastures, hills, valleys, soils, the germination of seeds, the gardening, the shower, the clouds, the rainstorm, hailstorm, snowstorm, the cyclone, the raising of crops, the cutting and curing of hay, the harvest, the market — these are among the innumerable sub- jects that may be made of intense interest to the children of the coun- try. The little ones may write a word, a line, or a paragraph; the older ones, pages. And in such work comes the one sensible method of teaching spell- ing and grammar. Writing is spelling and punctuation, just as speech is fundamentally pronunciation. Using correct language is grammar, and where can pupils use correct language to better advantage than by writing under the direct impulse of thought ? MANUAL TRAINING, ART. One central and invaluable thing gained on the farm is the necessity for and habit of work. All work on the farm should be honored in the schoolroom by expanding and concentrating it. The school should send back the children to the farm filled with the dignity of labor. The work of the farm, in a broad sense, is manual training, but most farm boys get a coarse way of doing manual training. They do not learn to use their hands expertly as they should. On all farms there should be workshops for the mending of tools, construction of ma- terials and apparatus for farm work, and in the country school there should also be a small manual training department in which pupils may be trained to use their hands skillfully in making things needed for the farm and the home. No argument is here made for manual training; I would, however, enter an earnest plea for its adoption in the school on the score that it would make labor both honorable and interesting, and that its value as 206 COURSE OF STUDY FOR COMMON SCHOOLS. a potent factor in the development of the brain would be recog^nized and appreciated by both parents and teachers. Apparatus for experiment could be made with a small outfit, a bench, a few tools, lumber, and metals. Much of the lumber could be brought by the pupils from the farm. They could cut the wood. If it needed sawing it could be sawed at the mill. Wood manual training is one of the best ways to learn the uses of woods. There should be a small forge, and some work in iron and other metals as well. Every boy and girl should have a work bench at home and wood-carving ma- terials, to develop the instinctive habit of whittling into something useful and ornamental. Long winter evening could be profitably util- ized in manual training and the exercise of the arts. The objects of art are countless, the modeling, painting, and draw- ing of land surfaces in geography, and illustrations in geology and mineralogy. Landscape and plant life furnish a great number of sub- jects for painting. Children have a perfect passion for drawin-g, until it is crushed by over-attempts at accuracy, or by the drawing of flat copies. With a good blackboard, which is the best piece of educational apparatus ever invented for school or home, children could show the different kinds of crops; draw cornstalks, grasses, flowers, and trees. Of course, these drawings would be crude, but at the same time they would be satisfactory to the child, and justly, for they would correspond with his images; the drawing in turn, would stimulate observation, and the result would be clearer insight. Exact drawing could be introduced in measuring, or arithmetic, and in making projection drawings or manual training. Experience has shown that children take great de- light in such work, and that is in the highest degree educative. Art study leads to the cultivation of taste, and many farmhouses, many cold and desolate sitting-rooms could be made beautiful by the art of the children; and their comfort enhanced by the manual training. Every effort should be made to project the work of the school into the life of the child. Invention may be stimulated by asking pupils to plan a hen house, wood shed, barn, farmhouse, and the selection of trees and shrubs to beautify yard, garden, and landscape. INDUSTRIES AND COMMERCE. The study of the commercial side of farm products should have its place in the school. The cost, the selection, the use of crops, and their value in selling. Here arithmetic and bookkeeping would come in. Transportation of crops would have its place, the team, the railroads. Where farm products are consumed. The subject of farm tools, instru- ments of work, may be studied. How crops are prepared for the market; the question of mills ; the preservation of foods ; barns ; winter pro- tection of cattle; ensilage. Transportation, beasts of burden, wagons; railroads, steamboats, in our own and foreign countries. The beginning COURSE OF STUDY FOR COMMON SCHOOLS. 207 of history, how others live and have lived, is involved in this idea of commerce. The geographical distribution of soil may be considered, as well as the distribution of the air, moisture, heat, and plant life, and through the careful and thoughtful study of the farm, the whole earth, in time, may be brought to the child. HISTORY. The elements of history are everywhere present on the farm. The history of farming tools, from the sickle to the reaper; from the crude plow of the poet to the steam plow of to-day; from the hoe to the culti- vator. The history of butter making, from the old fashioned churn to the model creamery. The story of the mill ; the history of the potato ; of maize; of the tomato. How beets are now competing with sugar cane. If there is an experimental station in the neighborhood, it should be used as an auxiliary to the school, where the history and present status of agriculture may be studied. Most towns in the eastern states, and some in the west, have inter- esting local histories. There are generally stories of the Indians, of settlements, of colonization, of noted men and women, of the part taken by the citizens in the Civil War. A strong love for history can be in- duced and fostered by beginning this study close to the home. The breakfast and dinner table furnishes excellent starting points in the study of history. How much does the farm in itself furnish of the food of the family? What is obtained outside, and where is it obtained ? History of the making of cloth, the story of the spin- ning wheel and the spinning jenny; the hand loom and the power loom. The study of the inventions used on the farm will lead directly to the biographies of their inventors and the relation of machiney to human progress. The history of roads and road making, back to the time of the Romans. There should be lessons in every school upon the nesessity and practicability of good roads, and the best methods and material for making them. CONCLUSION. The tremendous advantage of a rational course of work in country schools is that it would make a strong, binding union of the home and the school, the farm methods and the school methods. It would bring the farm into the school, and project the school into the farm. It would give parent and teacher one motive, in the carrying out of which both could heartily join. The parent would appreciate and judge fairly the work of the school, the teacher would honor, dignify, and elevate the work of the farm. Farmer and housewife would be ready to discuss the methods of the farm and housekeeping in the school. Children, pa- rents, and teachers could meet at stated periods and hold discussions in 208 COURSE OF STUDY FOR COMMON SCHOOLS. the direction of their hig-hest interests. One of the best meetings I ever attended was a union of grangers and teachers in Oceana county, Mich. One hour was devoted to a discussion of how to raise potatoes, and the next was given to the education of children. The farmers would become deeply interested in having libraries in the schools, carefully selected. Long winter evenings could be spent around the fireside in mutual study; parents helping children, and the children, in turn, arousing and stimulating parents. Country life too often fails in the proper social conditions. It tends to isolation. A common purpose of education would obviate this. The farmer would often invite the school to visit his farm, and to study it. Pleasant and profitable social meetings would be the order of the day. The teacher with clear ideas of what education ought to be would bring the people of a district together to discuss the welfare of their children. Exhibits of pupils' work, of manual training and the arts would natu- rally follow and greatly increase the interest. It is an indisputable fact that cities draw largely upon the country for men of action and affairs. There are, no doubt, some notable exceptions to this rule, but in the main, the leaders, both men and women, suc- cessful manufacturers, bankers, doctors, lawyers, ministers, statesmen, have received their early education upon the farm or in the workshop. Education deserves to be regarded in a broader and more rational light. Real education should be read in terms of character — character translated into action. Sound judgment, common sense, wisdom ac- quired by observation and tempered by experience, with genius to help one's self, and power to plan and execute, entitle a man to a diploma from the world at large, if not from a university. Education which is worthy the name generates the power that penetrates life and makes it better. No method, no system of schools, no enrichment of courses of study, not even the most successful of teachers, can ever take the place in fun- damental education of the farm and the workshop. No matter how good the city schools may be, or may be made; no matter how good the state of society may be, the vital reinforcements of city life that lead to progress and prosperity, so far as we can see, must always come from the sturdy stock of the farm. This fact, upon which most educators agree, puts upon the country school an immense responsibility. It is no small office to train the men and women who are to lead and guide the future of the republic. The country schools have every advantage, so far as material means are concerned; their environment is rich in organic and inorganic forms; but in one thing they are lacking — the teacher who can utilize that which offers itself in such abundance. This is a want which every thoughtful person deplores, a want that will be met when the farmers themselves realize what a powerful influence for good their schools may be made. COURSE OF STUDY FOR COMMON SCHOOLS. 209 When skill, expertness, and insight control the methods of country schools; when excellent teachers remain in the same schools year after year, the already powerful influence of country life upon the destinies of the nation will be mightly enhanced. A large majority of boys and girls upon the farm entertain mistaken notions of life in cities, and early form a desire to enter into the seem- ingly greater advantages to be found in such centers. This leads to the congestion of cities, and disturbs the social balance. School education alone can cope with this disease of the body politic, and this by foster- ing an interest in farm life and farm work. Boys must be led to see something more in farm life than patient, continuous work of planting, sowing, care-taking, and reaping. Many a young man leaves the farm to become a mere counter-jumper in the city, who, if he had the right education, would make himself an in- fluential and successful farmer. My plea, then, is that the country school should make farm labor and all labor honorable; should dignify it; should show that the environ- ment of the country furnishes inexhaustible resources for intellectual life; should see to it that the aesthetic side of child nature be assiduously cultivated; that the child bring a loving heart to nature, have an appreciative eye for beautiful things; that he be led to see the possibili- ties in the landscape of the farm — the necessity of making excellent roads, well lined with shade trees; that the so-called practical things of life, hard and severe labor, should have their highest outcome in the cultivation of the love of the beautiful in life— that love which leads the soul to profound reverence for all things of earth, because they are loving gifts of an infinite God. Francis W. Parker. Chicago Normal School. LIST OF BOOKS FOR RURAL SCHOOLS AND COMMUNITIES. [ Report of the Committee op Twei^vb.] The committee has endeavored to make out a list of books for study and reading for parents, teachers and pupils in the country schools. It wishes to acknowledge the assistance of President F. W. Parker, of Professor L. H. Bailey, of Cornell University; Professor F. H. King, University of Wisconsin, and Professor D. L. Kiehle, of Minnesota, Colonel Parker makes this suggestion: "The mere reading or study of these books, without copious illustrations direct from nature, would be like reading any other books without experience back of them. My suggestion is this: that the books be read in connection with the study of nature. The teachers can easily make the right selections; for in- stance, the study of soils in the time of plowing, the study of plants in the time of growth, etc. Specimens may be brought into the school- room, or better, the pupils may go to the specimens by field excursions. 210 COUKSE OF STUDY FOR COMMON SCHOOLS. "I am quite sure there are many other books, but I have not had sufficient time to get hold of them. "I wish to call the attention of the teachers to a fact that should be well known, that the United States government publishes some of the best books on farming and nature known. I have appended a very brief list here, but the trustees of schools and principals of schools can very easily get all these valuable documents from their representative in Congress." AGRICULTURE. The Soil, Franklin H. King (Rural Science Ser.). The Macmillan Co. Reading and study for school and home; excellent for study of upper grades and farmers' meetings. The Fertility of the Land, J. P. Roberts. The Macmillan Co. Read- ing and study for home and school. Excellent. First Principles of Agriculture. Edward B. Voorhees. Silver, Bur- dett & Co. Reference. Irrigation Farming, Lute Wilcox. Orange Judd Co. Reference. Farm Drainage, C. G. Elliot. United States Department of Agri- culture ( Farmers' Bulletin No. 40 ) . Reference. Tillage and Implements, W. J. Maiden. G. Bell & Sons. Reference. Our Farming, T. B. Terry. The Farmer Co., Philadelphia. Refer- ence. Yearbook of the United States Department of Agriculture. Refer- ence. Farmers' Bulletins, United States Department of Agriculture. Ref- erence. Relation of Soil to Climate, E. W. Hilgard. Bulletin No. 3, United States Weather Bureau Department. Some Physical Properties of Soil in their Relation to Moisture and Crop Distribution, Milton W. Whitney. Bulletin No. 4, United States Weather Bureau Department. Fluctuations of Ground Water, Franklin H. King. Bulletin No. 5, United States Weather Bureau Department. Laws of Rainfall, Gustavus Hinrichs. United States Department of Agriculture. Forest Influence upon Climate, Water Supply and Health, B. E. Fer- now. Bulletin No. 7, Division of Forestry. HORTICULTURE. The Principles of Fruit Growing, L. H. Bailey. The Macmillan Co. Reading and study for home and school. American Fruit Culturist, J. J. Thomas. Orange Judd Co. Refer- ence. Landscape Gardening, Edward Kemp. Orange Judd Co. Reference. COURSE OF STUDY FOR COMMON SCHOOLS. 211 How to Make the Garden Pay, T. Greiner. Orang-e Judd Co. Ref- erence. Principles of Plant Culture, E. S. Gofif, Madison, Wisconsin. Refer- ence. Plant Breeding, L. H. Bailey. The Macmillan Co. Reference. Nursery Book, L. H. Bailey (Garden Craft Ser.). The Macmillan Co. Reference. Horticulturist's Rule Book, L. H. Bailey. The Macmillan Co. Ref- erence. BOTANY. How Crops Grow, S. W. Johnson. Orange Judd Co. Reference. How Crops Feed, S. W. Johnson. Orang-e Judd Co. Reference. Familiar Trees and their Leaves, F. S. Mathews. D. Appleton & Co. Familiar Flowers of Field and Garden, P. S. Mathews. D. Apple- ton & Co. Excellent for reference. May be profitably studied with the flowers and plants throughout the year. The Garden's Story, G. H. EUwanger. D. Appleton & Co. Refer- ence. How Plants Grow, Gray. American Book Co. Reference. Botany for Public Schools, Abbie G. Hall. Geo. Sherwood & Co. Heference. Botany for Young- People, Gray. American Book Co. To be read with specimens by intermediate grades. From Seed to Leaf, J. H. Newell. Ginn & Co. Reader. Talks Afield, L. H. Bailey. Houghton, Mifflin & Co. For teachers. Good for field excursions. Chapters on Plant Life, S. B. Herrick. Harper & Bros. To be studied with specimens and microscope by intermediate grades. How to Know the "Wild Flowers, Mrs. Wm. S. Dana. Chas. Scrib- ner's Sons. Plants and their Children, Mrs. Wm. S. Dana. American Book Co. SCIENCE. Sunshine, Amy Johnson. The Macmillan Co. Reading book for .grammar grades. Forms of Water, Tyndall. D. Appleton & Co. Eighth grade. Weather, Ralph Abercromby. D. Appleton & Co. Natural History of Selborne, Gilbert White. Ginn & Co. Eighth grade. The Great World's Farm, Selina Gaye. The Macmillan Co. Charm- ing and very profitable grammar grades and home study. Elementary Meteorology, W. M. Davis. Ginn & Co. Teachers and parents, and for reference. A Popular Treatise on the Winds, W. Ferrel. John Wiley & Sons. Teachers' study and reference. 212 COURSE OF STUDY FOB, COMMON SCHOOLS. Elementary Text-Book of Physical Geograghy, R. S. Tarr. The Macmillan Co. Excellent for study and reference. The Geological Story Briefly Told, J. D. Dana. American Book Co. Excellent for reading and reference. First Book in Geology, N. S. Shaler. D. C. Heath & Co. Un- excelled reading book for seventh and eighth grades. The Story of the Hills, H. N. Hutchinson. The Macmillan Co. Reading book for eighth grade. Monographs on Physical Geography. American Book Co. Ex- cellent for teachers' study. Round the Year, L. C. Miall. The Macmillan Co. Teachers. Autumn, Winter, Spring. Three small volumes. Ginn & Co Reading for third and fourth grades. Science Readers, Vincent T. Murche. The Macmillan Co. Systematic Science Teaching, E. G. Howe. D. Appleton & Co. ANIMAL LIFE. Honey Bee, L. L. Langstroth. J. B. Lippincott Co. A practical treatise. Reference. Manual for the study of Insects, J. H. Comstock. Comstock Publish- ing Co., Ithaca, N. Y. Reference. Half Hours with Insects, A. S. Packard. Estes & Lauriatt. Reference. Buz; or the Life and Adventures of a Honey Bee, Maurice Noel. Henry Holt & Co. Reading, eighth grade. Boys and Girls in Biology, S. H. Stevenson. D. Appleton & Co. Ants, Bees, and Wasps, Lubbock. D. Appleton & Co. Reference. The Population of an Old Pear Tree, E. van Bruyssel. The Macmillan Co. Grammar grades. My Saturday Bird Class, Olive Thorne Miller. D. C. Heath & Co. Fourth grade. Little Brothers of the Air, Olive Thorne Miller. Houghton, Mifflin & Co. In Bird Land, L. S. Keyser. A. C. McClurg & Co. Tenants of an old Farm, H. C. McCook. Fords, Howard & Hulbert. Habits of insects. Domesticated Animals, N. S. Shaler. A. C. McClurg & Co. Life Histories of American Insects, Clarence M. Weed. The Macmillan Co. Entertaining and instructive. NATURE STUDY. Nature Study and Related Subjects, Wilbur S. Jackman, Chicago Normal School. Tommy-Anne and the Three Hearts, Mabel Osgood Wright. The Macmillan Co. A good reading book for intermediate grades. COURSE OF STUDY FOK COMMON SCHOOLS. 213 The Beauties of Nature, Lubbock. The Macmillan Co. Home reading. Man and Nature, G. P. Marsh. Chas. Scribner's Sons. Reference and reading. Forest Trees, Wild Apples, and sounds, H. D. Thoreau. Houghton, Mifflin & Co. John Burroughs' Works. Houghton, Mifflin & Co. Winter Sunshine. Parents and teachers. For pupils. The Apple. Riverby. Parents and teachers. Selections for home reading. Wake-robin. Parents and teachers. Selections for older pupils. Pepacton. Parents and teachers. Selections for pupils; Springs, Idyl of the Honey-Bee, etc. Locusts and Wild Honey. Home reading. Selections for pupils; Sharp Eyes, Strawberries, Is it Going to Rain, Bed of Boughs, etc. Signs and seasons. Home reading. Selections for pupils: The Tragedies of the Nests, A River View, Bird Enemies, Phases of Farm Life. Birds and Poets. Home reading. Bass's Nature Stories for Young Readers. D. C. Heath & Co. Ex- cellent for third and fourth grades. MISCELLANEOUS. Art of Beautifying Suburban Home Grounds, F. J. Scott. D. Apple- ton & Co. A Text-Book on Roads and Pavements, F. P. Spalding. John Wiley & Sons. United States Government Reports. Water and Land, Jacob Abbott. Harper & Bros. What Darwin saw in his voyage round world in Ship Beagle." Harper & Bros. Brooks and Brook Basins, Alexander Frye. Ginn &; Co. The Story of a Stone, in Science Sketches, David Starr Jordan. A. C. McClurg & Co. The Earth and its Story, Angelo Heilprin. Silver, Burdett & Co. Formation of Vegetable Mold, Darwin. D. Appleton & Co. Science Primer of Physical Geography, A. Geikie. American Book Co. Up and Down Brooks, Mary E. Bamford. Houghton, Mifflin & Co. E very-Day Occupations, H. W. ClifTord. Boston School Supply Co. Modern Industries and Commerce, Robert Lewis. Boston School Supply Co. Camps in Rockies, William Grohman. Chas. Scribner's Sons. Coal and Coal Mines, H. K. Greene. Houghton, Mifflin & Co. Canoemates, Kirk Munroe. Harper & Bros. 214 COURSE OF STUDY FOR COMMON SCHOOLS. The Sea and its Wonders, Mary and Elizabeth Kirby. T. Nelson & Sons. Campmates, Kirk Munroe. Harper & Bros. Talking- Leaves, W. O. Stoddard. Harper & Bros. An Iceland Fisherman, Pierre Loti. A. C. McClurg- & Co. Hunter Cats of Connorloa, H. H. Roberts Bros. John Brent, Theo. Winthrop. Henry Holt & Co. The Electrical Boy, J. T. Trowbridg-e. Roberts Bros. How to Study Geography, F. W. Parker. D. Appleton & Co. Methods and Aids in Geography, C. F. King-. Lee & Shephard. The Story of the Plants, Grant Allen. D. Appleton & Co. Wonders of Plant Life, S. B. Herrick. G. P. Putnam's Sons. Intelligence of Animals, Ernest Menault. Chas. Scribner's Sons. Elementary Meteorolog-y, F. Waldo. American Book Co. The Food of Plants, A. P. Laurie. The Macmillan Co. Agriculture, R. H. Wallace. J. B. Lippincott Co. Garden Craft Series. The Macmillan Co. Rural Science Series. The Macmillan Co. The Story of our Continent, N. S. Shaler. Ginn & Co. Glimpses at the Plant World, F. D. Bergen. Ginn &, Co. Animal Memoirs, Parts I,-IL, S. Lockwood. American Book Co. The Survival of the Unlike, L. H. Bailey (Garden Craft Ser.). The Macmillan Co. Elements of Geology, LeCompte. D. Appleton & Co. Town Geology, C. Kingsley. The Macmillan Co. COURSE OF STUDY FOR COMMON SCHOOLS. 215 RULES AND REGULATIONS BY THE STATE BOARD OF EDUCATION. Authorized by the Code of Public Instruction, section 27: "The said board shall have power — Second^ to prepare a course or courses of study for the primary, grammar and hig-h school departments of the common schools, and to prescribe such rules for the general government of the common schools as shall secure regularity of at- tendance, prevent truancy, secure efficiency and promote the true interests of the common schools." TEACHERS. 1. The teachers in the public schools of this state shall follow the prescribed course of study and enforce the rules and regulations of the board of education; shall keep records, use blanks and render reports according to instructions. 2. Teachers shall be held responsible for the care of all school prop- erty entrusted to them; shall frequently inspect the same and promptly report to the district clerk any damage it may have received. 3. Teachers shall prepare a program of daily exercises, a copy of which shall be posted in a conspicuous place in the school room. 4. Teachers shall exercise watchful care over the conduct and habits of the pupils while under their jurisdiction. 5. Teachers shall maintain strict order and discipline in their schools at all times. Any neglect of this requirement will be consid- ered good cause for dismissal. Corporal punishment may be resorted to when it becomes necessary to the preservation of proper discipline. No cruel punishment shall be inflicted; and no teacher shall administer punishment on or about the head of any pupil. 6. In any case of misconduct or insubordination, when the teacher deems it necessary for the good of the school, he may suspend a pupil, and shall immediately notify the directors of the district thereof for further action. 7. Every public school teacher shall give vigilant attention to the temperature and ventilation of the schoolroom and shall see that the doors and windows are open at each intermission, for the purpose of changing the atmosphere of the room. 8. Teachers shall have the right, and it shall be their duty, to di- rect and control within reasonable limits the studies of their pupils: Provided, That all pupils shall receive instruction in the branches in- cluded in the prescribed course of study. 9. The use of tobacco in any form or place by a teacher is discoun- tenanced, and the use of alcoholic stimulants in any form or place as 216 COURSE OF STUDY FOR COMMON SCHOOLS. a beverage is prohibited. The use of tobacco or any other narcotic on the school premises by a teacher shall work a forfeiture of his cer- tificate. 10. At the close of every term of school the teacher shall thoroughly examine his pupils in the studies of the term, using written questions and requiring written answers whenever practicable, and the standing of each pupil in the examination shall be noted accurately upon the school register. A report of the examination and standing of the pupils shall be forwarded to the county superintendent. 11. Teachers shall require excuses from the parents or guardians of pupils, either in person or by written note, in all cases of absence, tar- diness or dismissal before the close of school, and no excuse shall be deemed valid except that of sickness or necessary employment. The teacher shall be the judge of the sufficiency of excuses, subject to an appeal to the directors. 12. Whenever the unexcused absences of any pupil during any term shall amount in the aggregate to five days, he shall be reported to the directors, and the teacher shall suspenid him until the opinion of the di- rectors shall be given. For this purpose an unexcused tardiness or un- excused absence for half a day or less shall be deemed a half a day's absence, and any unexcused absence for more than half a day at one time shall be reckoned as an absence for a whole day. 13. In all public schools in this state the teachers shall require of their pupils regular exercises in composition and declamation. In the preparation of programs for rhetoricals, teachers shall use every effort to secure selections of a high literary character and to make the work truly educational. PUPILS. 1. Every pupil shall be punctual and regular in attendance, obedient to all rules of the school, diligent in study, respectful and obedient to teachers and kind and obliging to schoolmates. 2. Willful disobedience, habitual truancy, vulgarity or profanity, the use of tobacco on or about the school premises, stealing, the carry- ing of deadly weapons, the carrying or using of dangerous playthings, shall constitute good cause for suspension or expulsion from school. 3. As soon as dismissed, pupils shall leave the school premises and go directly to their homes. Loitering on the way to and from school is positively forbidden. 4. Pupils shall give attention to personal neatness and cleanliness, and any who repeatedly fails in this respect may be sent home to be pre- pared properly for school. 5. Pupils shall not be detained more than forty minutes after the regular hour for dismissal. COURSE OF STUDY FOR COMMON SCHOOLS. 217 EIGHTH GRADE GRADUATION. 1. The state superintendent's office will send to the county superin- tendent's at intervals during- the year lists of questions to be used in the examination of pupils who have finished the eight years' course of study below the hig-h school. 2. The county superintendent, a teacher appointed by him, or one or more patrons of the district, should have charg-e of the room during- the examination. 3. The papers should be g-raded by a teacher or committee ap- pointed by the county superintendent, and sent to the office of the superintendent for inspection. The superintendent shall make other arrangements when conditions do not permit of the above methods. 4. The standard, on the basis of 100 credits, is as follows: Minimum in any subject, 60 credits. Minimum in grammar and arithmetic, 80 credits. Average of all subjects, 80 credits. 5. A pupil who successfully passes the examination will receive a certificate of graduation which will entitle him to enter any high school of the state. 6. Writing will be graded on the manuscript submitted. 7. No pupil will receive a certificate who has not read two or more books selected or approved by the county superintendent. EXAMINATION OF TEACHER. 1. Candidates must write in ink, placing but one subject on the same paper. 2. The county superintendent shall have the exclusive handling of the questions until examination day. The questions must not be opened by him until the examination day, and then in the presence of the ap- plicants. 3. Superintendents shall report to this department any applicant who gives or receives assistance in the examination. 4. Applicants who are absent at the opening of the examination must not be admitted except for the remaining subjects of the program. 5. Superintendents shall distribute questions on a given subject to all applicants at the same time, and no recess shall be allowed until the subject is completed. 6. In orthography, only proper names are to begin with capitals. The International, the Standard, or the Century Dictionary shall be au- thority. 7. When right principles are employed in arithmetic, an incorrect answer shall diminish the credits not more than one-fifth. 8. Complete written analysis must be given in mental arithmetic to obtain full credit. 9. Allowance will be made in grammar for different authorities. 218 COURSE OF STUDY FOR COMMON SCHOOLS. 10. Answers in theory and practice of teaching- shall receive credit if they show intelligence, though they do not conform to the theories of tue superintendent of public instruction. 11. No questions prescribed by the state board of education shall be set aside by the county superintendent. 12. Any applicant feeling aggrieved at the decision of the superin- tendent of public instruction may within thirty days appeal from said decision to the state board of education. Said board shall review the papers of said applicant, and the superintendent shall issue a certificate in accordance with the instruction of said board. 13. Penmanship will be graded from the general question papers. SCALE OF MARKING. 14. [a) Orthography, Arithmetic (Mental and Written), Grammar, United States History and Constitution, Theory and Practice, State School Law and Constitution, Physiology, Geography, Reading, Writ- ing, Algebra, Physics and Literature, each 100 credits. Total credits, 1300. {d) For First Grade Certificates, applicants must receive 1170 credits according to the above scale, and must not fall below 90 per cent, in either arithmetic or grammar, nor below 70 per cent, in any other branch, and must have taught at least one school year of nine months. [c) For Second Grade Certificates, applicants must receive 800 credits, and must not fall below 80 per cent, in either arithmetic or grammar, nor below 60 per cent, in any other branch. [d) Applicants for Third Grade Certificates must receive 700 credits, and must not fall below 70 per cent, in arithmetic or grammar, nor be- low 50 per cent, in any other branch. PROGRAM OF EXAMINATION. 15. [a.) Thursday. — Morning session: Begin at 9 o'clock; Arith- metic, Orthography. Afternoon session: Begin at 1 :30 o'clock; Physi- ology, Theory and Practice of Teaching. [b.) FnmAY— Morning session: Begin at 9 o'clock; Grammar, United States History and Constitution. Afternoon session: Begin at 1:30 o'clock; Geography, State School Law and Constitution, Reading. {c.) ^Al!'{JUT>AY.—3Iorning session: Begin at 9 o'clock; Algebra, Physics. Afternoon session: Begin at 1:30 o'clock; Literature. [d. ) General questions may be answered at any time of the first day, to be fixed by the county superintendent. 16. An applicant who receives a second grade certificate may com- plete the examination in the remaining subjects required for a first grade certificate at any examination within two years, and, if the required credits are obtained, a first grade certificate will be issued bearing the date of the last examination. A holder of a third grade COURSE OF STUDY FOR COMMON SCHOOLS. 219 certificate may take successive examinations, and if he receive the required credits before the certificate expires, a second g-rade certificate will be granted. Note. — The superintendent of public instruction will permit an applicant to raise the grade of his certificate while in force by taking- the highest standing from two or more successive examinations. 17. An applicant will be credited with the standing earned in read- ing circle work, on subjects which are by law required for a certificate, in accordance with other regulations prescribed by the state board of education. 18. Two credits may be added for each ten months' successful experience to a maximum of twenty credits. The total of twenty credits may be divided among several subjects, as the conditions require, but not more than ten credits may be applied to one subject. RENEWAL OF CERTIFICATES. Sec. 144 (Code of Public Instruction). The holder of a first grade certificate who shall present to the superintendent of public instruction evidence of having taught successfully twenty-four months during the time the said certificate has been in force may have his certificate re- newed without further examination, which renewal shall be indorsed thereon by the superintendent of public instruction upon its presenta- tion for a like term of five years: Provided, That such renewed certifi- cate shall lapse upon failure of the holder to teach for a period of two consecutive school years: Provided further. That a teacher holding a second grade certificate who has taught in a primary grade of the public schools of the state for not less than four years immediately preceding the expiration of said certificate, and who has taken at least one subject of the Teachers Reading Circle each year, under the regulations pre- scribed by the state board of education, may have said certificate renewed for two years as a primary teacher only. Note.— First grade certificates will be renewed if the holder passes the required examination in at least one Teachers' Reading Circle subject each year. [b.) For first grade primary certificates, drawing and music are substituted in lieu of algebra, and nature study in lieu of physics. (See section 141, '99 amendment Code Public Instruction). {c.) The term ''primary" is construed to embrace the first four years of school work. STATE CERTIFICATES AND DIPLOMAS. 1. In all applications for state certificates or for life diplomas an affidavit of the applicant, or of some other person known to the board of education, must be filed with the board, which application must state 220 COURSE OF STUDY FOR COMMON SCHOOLS. the entire time the applicant has taug-ht, and the number of months taught in the State of Washington. 2. An applicant basing his application upon a State or Territorial Certificate or Diploma of another state or territory must file with the board an affidavit enumerating the subjects in which he was examined in obtaining the certificate or diploma upon which his application is based, unless those subjects are enumerated in said certificate or diploma; and, when possible, the percentage obtained in the several subjects must be given. 3. An applicant basing his application upon a diploma from any State Normal School^ or who is a graduate from a regular four years course of the University of Washington, the Agricultural College and School of Science, or of any other reputable institution of learning, whose requirements for graduation are equal to those of the University of Washington, and which is legally authorized to grant diplomas, shall file with the board an affidavit specifying the subjects embraced in the course of study pursued by said applicant in said school, with a state- ment of the length of time occupied in the completion of said course of study, together with the standings as above: Provided, That all appli- cants for state certificates of any kind must file satisfactory evidence of having taught successfully twenty-seven months, at least nine of which must have been in the public schools of this state. 4. Applicants basing their application upon a diploma from a private institution will be required to pass an examination in theory, psychology and history of education. 5. Persons holding Washington territorial certificates or diplomas may be granted state certificates or life diplomas upon filing evidence with the state board of having taught the time required by law for said certificate or diploma, and upon the payment of the requisite fee, and upon passing examination in the additional subjects required by law. 6. Applicants for state certificates or life diplomas failing to com- plete the list of subjects at any regular designated examination con- ducted by the board may finish said list of subjects at any subsequent examination held within a year. 7. Applicants for state certificates and life diplomas basing their application upon results of an examination shall be required to attain an average of 90 per cent, in the subjects required by law; but no appli- cant shall be entitled to receive such certificate or diploma who shall fall below 90 per cent, in either arithmetic or grammar, or 70 per cent, in any other subject. 8. Applicants who have received a first grade certificate issued by the Superintendent of Public Instrnction will be credited with their standing in those subjects upon application for a state certificate. COURSE OF STUDY FOR COMMON SCHOOLS. 221 9. An applicant who completes a subject in reading- circle work will be credited with the standing- in that subject in accordance with other regulations prescribed by the board. 10. Any person holding a valid state certificate in this state may be granted a life diploma upon filing satisfactory evidence of having taught the required ninety months, and upon paying the lawful fee. 11. The words "state normal school," as used in section 138 of the Code of Public Instruction, are construed to mean a normal school sustained at the public expense of a commonwealth or body politic, as a part of the public school system. 12. The time and place for holding examinations shall be sach as are designated from time to time by the State Board of Education. 222 COURSE OF STUDY FOR COMMON SCHOOLS. SPECIAL SUGGESTIONS TO TEACHERS. In adjusting the grade work from the conditions found at the opening of the schools in September, igoo, to the conditions contemplated by this manual, the following must be kept in mind: 1. The text book work in physiology and geography has been reduced, to make way for regular oral instruction in nature and science in the primary grades. You cannot do acceptable work without a library. Study the library lists, and have the district buy the books most used in the outlines given in the manual. Lead your pupils to make use of both the printed page and the book of nature. 2. The geography text is used in the fifth and sixth grades. To prepare for eighth grade examinations, the text should be re- viewed in the eighth year. 3. There is no adopted science book for the eighth grade, and each teacher should recommend to the eighth grade class some one of the science books suggested on page 26 of the man- ual. Farming communities will be interested in James' ''Prac- tical Agriculture." More discipline will result from the study of a special science than from the study of geography alone. See the quotation from G. Stanley Hall, page 24. 4. In the language course, give much practice in writing upon original matter. Reserve the severest text book study for the higher book, beginning in the sixth grade and completing in the eighth. 5. Begin at once to use the books in history and civics. The first text used is the primary history in the fifth grade. So many pupils never go beyond that point, and none should miss the knowledge of their country to be learned from that book. Do not omit to emphasize the civics text in the sixth grade. It treats almost entirely with local government, the first with which the pupil comes into touch. From the fact that so many leave school before this grade, this book should come earlier, if the program, will permit. 6. The arithmetic work should be adjusted to the course as soon as possible; but it will not be possible for some eighth COURSE OF STUDY FOR COMMOX SCHOOLS. 223 grade classes to bring up the algebra and geometry required to complete the grammar grade book the first year. For the eighth grade examinations of igoi the algebra onl3'-will be required, and thereafter both the algebra and geometry, as outlined in the course. Teachers who desire to do number work in the first and second grades should use for a guide a good prmiary text, such as — The Wooster Arithmetics, Crane & Co. Arithmetic by Grades (Prince's), Ginn & Co. Spear's Arithmetic for Primar}- Teachers, Ginn &z Co. Arithmetic by Grades (Nichol's), Thompson, Brown & Co. 7. Do something with art work in some form. After study- ing the suggestions in the manual, get some good book as a guide, and teach some of the work as the time will permit. Tr}^ to teach a love for pictures, and to this end use the Perry pictures, the Great Artist Series of the Educational Publishing Company, or Wilson's Picture Study by The Macmillan Company. 8. Emphasize wdth all eighth grade pupils that they are prepared upon graduating from the eighth grade to enter: A High School. A Normal School. A preparatory course to the Agricultural College. A preparatory course to the State University. Always have a catalogue of each state educational institution in the schoolroom as an inspiration to eighth grade pupils to a higher education. 224 COURSE OF STUDY FOR COMMON SCHOOLS. ACKNOWLEDGHENTS. Acknowledgments are hereby given to the former state manual of Washington; to the state manuals of Montana, Kansas, Michigan, and Iowa; to the manuals of Chicago, Kansas City, Newark, Seattle, Tacoma, and other cities; and to all other sources from which extracts and ideas have been taken. Frank J. Browne, Preside7it State Board of Education. INDEX. Action, Quotations about 131 Adjustment to New Course of Study 222, 223 Adopted Text Books 104, 105 Agriculture 26 Books on 210 Alcohol and Narcotics 118 "America," National Hymn 128 Anglo-Saxon History, Oral 41 to 43 Animal Life- First grade, autumn 14 First grade, winter 15 First grade, spring 16 Second grade, autumn 18 Second grade, winter 20 Second grade, spring 21 Third grade 22 Fourth grade 23 Fifth grade 24 Sixth grade 25 Seventh grade 26 Eighth grade 26 In rural school course 193 Books on : 212 Anniversary Programs 30, 122 Ant, Study of. Second Grade 21 Apperception 151 Aquarium, Primary Grades 15 Arbor Day 118 Architecture, School 106 to 116 Arithmetic — Books on methods 45 Course by grades 45, 46 Art in the Schools 68 to 76 For primary grades — .68, 69 Extract from report of superintendent Indian schools 69 to 75 Outline by grades 73, 74 Teachers' reference books 74 to 76 In rural life 206 Aryan History, Oral 33 to 35 Attention 147 to 149 Autumn Nature Work 13, 17 "Battle Hymn of the Republic" 129 Bees, Study of. Second Grade 18 Bird Day ' 118 Bird song 119 Birds, Study of — First grade : Migration in autumn 13. 15 —15 226 COURSE OF STUDY FOE, COMMON SCHOOLS. In Avinter 16 In spring 16 Second grade : In autumn 18 In winter 20 In spring '. 21 Books (See Libraries). Books. Adopted Texts, Official List 104, 105 Lists by grades 76 to 93 Required texts in each grade 95, 96 For rural communities 209 to 214 Quotations about 132 Botany ( See Nature and Science). In high school ... 98, 108 Books on 211 Bravery, Quotations about 132 Buildings and Grounds ( See School Buildings). Business Course. High School 98 Butterflies and Caterpillars — First grade, autumn 14 Second grade, autumn 18 Care of the Health 15, 19, 20, 22, 25 Caterpillars- First grade, autumn 14 Second grade, autumn 18 Character. Quotations about 133 Chemistry in Rural Schools 196. 203 " Child Study Monthly ■• (quoted) 167 Civics (See History and Civics). Citizenship. La^v on Teaching 118 " Child's History of England." Dickens 41 Classical Course, High School 98 Classification of School 160 Cleon. the Greek Boy 87 Code of Public Instruction (quoted) 4, 5, 215, 219 Committee of Twelve Report- On hygiene and health 106 to 109 On language 50, 51 On science : First and second grades 12. 13 Third and fourth 22 Fifth and sixth 23 Seventh and eighth 25 On rural schools course 182 to 197 On the farm as the center of interest 197 On books for rural communities 209 Correlation of Subjects 8.9, 13 Of history and reading 39 Of civics and reading 43 Of history and geography 43 Of history and literature 44 Of history and civics 45 Of drawing, etc 68 to 74 Of spelling, etc 167 to 169 Courage. Quotations about 133 COURSE OF STUDY FOR COMMON SCHOOLS. Course of Study ' ° ^ Objections to i Need of g General contents of 19 t 26 In nature and science ° In history and civics \° ^ . 4o 46 In arithmetic ' " " ^ ^. 46 to oO In reading In spelling ^ ^ , 50 to 06 In language ^ In writing ■"' 68 to 76 In art In music Primary and grammar grades, tabulated ^ High school, tabulated ••••• High school, English course ° High school, science course Rural school course '^^^ Current Events ^.^ Current Publications 37 Damon and Pythias Story Darius, the Persian Boy ^. • ^_ Debating Societies ^ \^ Deductive Reasoning Dickens" History of England - Dole's American Citizen • ' ^ Drawing and Art Discussed ^ Correlation of ■ ■ Correlation of. with history Correlation with other studies ' ^ Duties of Superintendent Public Instruction (See Powers). Duties of State Board of Education (See Powers). Duties of Directors Duties of Teachers Duties of Pupils ^ 21 Earthworm. Second Grade Work Earthworm. Outline Lessons on ^' ^. " Easy Experiments in Physics," Smith 20. 21, 22. 23, 24. 2d Education. Quotations about Education. Psychology in ^ Eighth Grade— ^. Course in history Course in arithmetic Course in science Course in reading V . gg Course in language ^" Memory selections ^ List of library books Physical culture exercises English Course in High School • ■ • • ° English History, Oral ;5 Enrichment of Rural School Course Ethics Discussed ■ Q4 ^ii" 36 Third grade work Jt' Fourth grade work ^- 228 COURSE OF STUDY FOE, COMMON SCHOOLS. Fifth grade work 39^ 41 Sixth grade work 42, 43 Seventh and eighth grade work (See Dole's American Citizen). Correlated with language work 65, 66 Books on 91 Suggestions on I64, i65 Ethical emotions [ 157 " Evergreen State "—song 128 Examinations 164 Farm, The, as the Center of Interest 197 Feelings, or Emotions , 156 to 159 Fifth Grade Work — Course in arithmetic 46 Course in history 39 to 41 Course in language 50 to 66 Course in reading 48 Course in spelling 50 Course in art (See Art). Course in science (See Nature Study). Teaching memory gems 55 List of library books 82, 83 Physical culture exercises 174 "First Book in Geology," Shaler 26 " First Lessons with Plants," Bailey 26 " First Lessons in Physical Science," Avery 26 First Grade Work — Course in arithmetic 45 Course in art (See Art). Course in language 50 Course in reading 47 Course in science 28. 24 Course in spelling 50 Memory selections 51 List of library books 77 73 Physical culture exercises 171 Flag Salute 123 Flowers, Study of — First grade, autumn 13 First grade, spring 16 Second grade, autumn 17 Second grade, spring 20 ( See Arbor Day.) Formal Studies, Correlation of 9 Text books required in 95. 96, 104. 105 Fourth Grade Work — Course in arithmetic 46 Course in art (See Art). Course in history 36 to 39 Course in language 50, 66 Course in reading 48 Course in spelling 50 Course in science 22 Memory selections 52 List of library books 81, 82 Physical culture exercises 173 COURSE OF STUDY FOR COMMON SCHOOLS. 1?.4 Friendship, Quotations about Fruits, Study of — .... 13 First grade, autumn 9, 94 General Exercises Geograpliy- 15 First grade work 20. ' 21 Second grade work ,-,2 Third grade work 23 Fourth grade work Fifth grade work 25 Sixth grade work 26 Eighth grade work (review* Correlated with history Adopted text ' ' -^^2 to 193. 200 In rural schools .^^ Discussed by G. Stanley Hall ~^ Geology. Shaler's First Book Good Citizenship— -^-^^ Law quoted .122 to 129 Patriotic exercises g Gradp. Meaning of Grammar (See Language)— gg Course by grades Adopted text 36 to 39 Grecian History. Oral g- •• Greek Gods. Heroes and Men "■ 135 Habit. Quotations about 20. '22. 25 Health - ■ — '• Health Chats." Kelly's 17 91 -^2 48 Heart Culture." ■ Page's High Schools— -j^q- Adopted texts gg Course of study tabulated 99 to 102 'Course in English ^ Course in science gg Inspection by board of higher education • History and Civics " Adopted texts g^ Books for teacher ^^'^^ ^- Course by grades. ^^s to 44 Methods of teaching Purposes of ['.'qo'xo 65 Story outline .-,g Theory of the course The Story in History In rural life g"^' Holiday Programs ^'^ Honesty. Quotations about ^g-^^ Horatius. the Roman Boy Hygiene (See Physiology ) . 2io Horticulture. Books on Illustrations of School Buildings "^^"^ r°0 1^1 Illustrations for Bird Day Program ^"g- Illustrations of Method in SpelUng 230 COURSE OF STUDY FOR COMMON SCHOOLS. Imagination in Psychology 152, 153 Inductive Reasoning .155 Insects, Study of— First grade 14, 17 Second grade 18, 21 Interest in Psychology 148, 149 Interest, The Farm as the Center of 197 International Dictionary 89 Judgment , 154 Kablu, the Aryan Boy 33 Kelley's " Health Chats " 22 Kindness, Quotations about 136 Kindness to Animals 118 Language 50 to 66 Basis for language work 55 Books for teachers 90, 91 Committee of twelve report 50, 51 Course by grades 66 How to teach a poem 53 How to teach memory gems 55 Memory selections 51 to 53 Outline lessons 56 to 66 Leaves, Study of— First grade, autumn 13 First grade, spring 16 Second grade, autumn 17 Second grade, spring 20 Libraries 76 to 93 Committee on Libraries, N. E. A. (quoted) 76, 77 List of books for first grade 77, 78 List of books for second grade 78, 79 List of books for third grade 79 to 81 List of books for fourth grade 81, 82 List of books for fifth grade 82, 83 List of books for sixth grade 84, 85 List of books for seventh grade 85 List of books for eighth grade 86 List of books for high school 87 to 89 List of books for reference 89 List of books for teachers 90 to 92 List of books for rural communities 209 to 214 Lincoln, Quotations about 137 Lincoln, Quotations from 138 Manners (See Morals and Manners). Memorial Days 31, 32, 122 Memorial Gems 131 to 143 Memory in Psychology 149 to 151 Mercy Teaching (See " Heart Culture " )— Law (quoted) 118 Methods Discussed 10, 11 Methods in Psychology 145 COURSE OF STUDY FOR COMMON SCHOOLS. 231 Methods of Correlation in Spelling 167 to 169 Books on methods in history 44, 45, 90 Books on methods in arithmetic 45 Books on methods in reading 46 Books on methods in art 74, 75 Books on methods in music 76 Books on methods in science 90 Books on methods in language 90, 91 Books on methods in literature and rhetoric 91 Morals and Manners 117 to 121 Topics for oral lessons 117 Alcoholic drinks 118 Mercy teaching 118 Tobacco 118 Arbor and bird days 118 Mount Vernon Bells 129 Mowry's Primary History of United States *. 39 Muscles, Oral Lesson on 56 Music- Correlation of 9 Bird day song 119 Patriotic songs 125 to 130 Books suggested 76 Narcotics 118 Natural History Object Lessons ■ 25 Nature, Quotations about 139 Nature Study and Science- Books for teachers 90 Correlation of 9 Methods of teaching 11, 12 Geology— Shaler's First Book 26 Grade work— first grade 12 to 27 Grade work— second grade 17 to 22 Grade work— third grade 22, 23 Grade work— fourth grade 23 Grade work— fifth grade 23, 24 Grade work— sixth grade 25 Grade work— seventh grade 25, 26 Grade work— eighth grade 26 Grade work— high school ^.. 103 Purposes of 11 Enrichment of rural school course 182 Books on 212 "New Era History" 44. 45 Number, Primary Grades 45 Offlcial List of Text Books 104 to 105 " Old Glorious Glory "—Patriotic Song 125, 126 " Organic Education," Scott 33, 45 Organization of School 159 Parliamentary Practice 43 Patriotism 122 to 139 Anniversary days 31, 32 Flag salute 123, 124 How to encourage 122 COURSE OF STUDY FOR COMMON SCHOOLS. ^""'l';. ■■ 125 to 130 Quotations about Penalties— Against district g Against teacher g School punishment Perseverance, Quotations Ahout 142 Persian History gg Physical Culture ''"^'^ ":::;"::;;;;;:::;;::;::i7o to 182 Physics, Study of— Second grade _ 20 21 22 Third grade ................... 22 23 Fourth grade _ ' 23 Fifth grade ^ ! . 24 Sixth grade 25 Seventh grade 26 High school . . . .* 103 Physiology and Hygiene- First grade ^g Second grade 19 20 Third grade 22 Fourth grade 23 Fifth grade 24 Sixth grade 25 Seventh grade 25 High school Illustrative oral lesson ^ Related to school buildings 106 to 116 Picture Study 75 75 Plan of the Course of Study ' ' ' ^ Plan for Teaching Memory Gems 55 Plan for Teaching Poems ^ Plant Life, Study of— ^^^^^ S^^^^ 13, 14. 15, 16 Second grade 20 Third grade 22 Fourth grade 23 Fifth grade 23 24 Sixth grade _ ' 25 Seventh grade 26 Eighth grade 26 High school botany 203 In rural school course -^^q Poems, How to Teach 53" Powers of Superintendent of Public Instruction '4 Powers of State Board of Education 4 Powers of County Superintendent 4 Powers of Directors 5 Pratfs " Stories of Old Rome " 39 Preparation of Lesson jg^ " Primer of Scientific Knowledge," Bert 26 Programs for Rural Schools 96 "97 161 Psychology i!!""" ^ ! ^ to 159 Publishers— Of adopted text books ^^05 Li^tof • 93 COURSE OF STUDY FOR COMMON SCHOOLS. 233 Punishment in School 166 Questioning Pupils 163 Reading 46 to 50 Books on methods 46 Correlation of 9. 39. 43 Course by grades 47 to 49 Reasoning 154 Recitation, Objects. Methods, etc 162, 163 Reference Books 89 Relation between Plants and Insects 1" Relation between Body and Mind 146 Renewal of Teachers" Certificates 219 Report of Committee of Twelve (See Committee of Twelve). Report of Superintendent of Indian Schools— extract 69 to 75 Robin. Study of— Second Grade 21 Robinson Crusoe 24 Roman History. Oral 39 to 41 Room. Size of School 109 Equipment 130 Rules and Regulations by State Board of Education (See State Board of Education). Rural School Course 193 to 197 Rural School Course, Enrichment of 182 School Buildings and Grounds 106 to 116 Equipment of rooms 110 Illustrations Ill to 116 Reference books 110 Relation to health 106 Size of rooms 109 Sites 109 School Examinations 164 School Ethics 164 School Government 165 School Journals 92 School Libraries (See Libraries). School Management 159 to 166 School Punishment 166 School Year. Meaning of 9 Science (See Nature Study). Books on 211 Scott's •■ Organic Education 33 to 45 Seattle School Manual (qu'oted) 170 to 182 Second Grade Work- Arithmetic 45 Course in history 31 to 33 Course in language 50 Course in nature and science 17 to 22 Course in reading 47 Course in spelling 50 Memory selections 51 List of library books 78. 79 Physical culture exercises 171 Seeds. Study of— First Grade 13 Selections to be Memorized 51 to 53 Sensibilities (See Feelings). 234 COURSE OF STUDY FOR COMMON SCHOOLS. " Seven Little Sisters," Andrews 19 20 21 Seventh Grade Work- Course in arithmetic 46 Course in history 44 Course in language 51^ 66 Course in reading 49 Course in physiology 25 Course in spelling 50 Memory selections 53 List of library books 85 Physical culture exercises 178 Sites (see School Buildings). Sixth Grade Work- Course in arithmetic 46 Course in geography 25 Course in language 50 to 66 Course in history 41 to 43 Course in reading 49 Memory selections 52 List of library books 84, 85 Physical culture exercises 176 Smith's " Easy Experiments in Physics " 20 to 25 " Special Method in Science," McMurry 22, 23 Spencer, Herbert (quoted) 26 Spelling, Course by Grades 50 " Star Spangled Banner " 130 State Board of Education, Rules by— For teachers 215 For pupils 216 For eighth grade graduation 217 For teachers' examinations 217 For state papers 219 * Stories of Old Rome," Pratt 39 St. Joh6['s Writing System 67 Study, Purposes, Methods, etc 161, 162 Suggestions— On correlation 9 On manners 117 On school management I59 to 166 On spelling 168, 169 On adjusting to the new course 222, 223 Supplementary Reading— By grades 47 to 50 Library lists for grades 77 to 89 Temperance Teaching (See Hygiene)— Law quoted 118 Text Books, Official List by Grades 95, 96 Publishers of, with prices 104, 105 " The New Era History," Burton 44, 45 " The New Pacific Geography," Wagner 24. 25 " The World and its People," Book III 22 Thinking, in Psychology 154 to 156 Third Grade Work- Course in arithmetic 45 Course in history 33 to 36 Course in language 50 COURSE OF STUDY FOR COMMON SCHOOLS. 2^5 Course in nature and science 22 Course in reading 48 Memory selections 52 List of library "books 79 to 81 Teaching a poem 53 Physical culture exercises 172 Tobacco 118 United States History- Correlation of 9 Mowry's Primary 39 New Era 44, 45 Use of Alcohol and Tobacco 118 Virtues, Teaching of the 118 Walsh's Arithmetic- Primary 45, 46 Grammar school 46 Washington— In third grade geography 22 Taylor's history of 45 Water, Outline Lesson on 59 to 62 " Way s of Wood Folk ' ' (fourth grade) 23, 24 " Why We Vote " (sixth grade civics) 9, 43 Wilson's History Manual (primary) 31 Writing 67, 68 Correlation of 9 Natural system (quoted) 67 St. John's system (quoted) 67 Course by grades 68 Wulf, the Anglo-Saxon Boy 41 Year, Meaning of School 9