Schools in Cities of the Third Class 
 and others having nine* 
 months terms. 
 
 .Authorized by the 
 
 State Board of Education. 
 
KANSAS 
 
 COURSE OF STUDY 
 
 FOR SCHOOLS IN CITIES OF THE THIRD CLASS, 
 AND OTHERS HAVING NINE-MONTHS TERMS. 
 
 AUTHORIZED BY THE 
 
 STATE BOARD OF EDUCATION. 
 
 STATE PRINTING OFFICE. 
 TOPEKA, 1907. 
 
 497 
 
Ki3 5 
 1^07 
 
NOTE 
 
 To the Principals and leachevs of Kansas: 
 
 The legislature of 1905 empowered the State Board of 
 Education to prescribe a course of study for the normal 
 institutes and for the public schools of the state, and made 
 it their duty to revise the same when the interests of the 
 schools require it. (See Session Laws of 1905, chapter 
 387.) 
 
 In pursuance of said law, the State Board of Education 
 submits this Course of Study to the principals and teachers 
 of schools in cities of the third class and such other schools 
 as have a nine-months term each year and can complete 
 the common-school work in eight years. 
 
 In approving the course for common schools previously 
 published, we felt that it did not meet the requirements of 
 the city and village schools, and that probably no course 
 could be made that would meet such demands; hence this 
 course. 
 
 We feel that it is by no means perfect, but hope it will 
 meet with friendly and helpful criticism. We trust you 
 will use it faithfully, and discard its suggestions only when 
 you are confident that you have a better way. 
 
 This revision has been made necessary by the new 
 adoption of state text-books. 
 
 State Board of Education. 
 
 September, 1907 . 
 
 COMMITTEE ON COURSE OF STUDY. 
 
 E. T. Fairchild, Chairman, State Supt. Public Instr. 
 Supt. W. S. Heusner. 
 
 Supt. C. E. Rarick. 
 
 
CONTENTS. 
 
 PAGE 
 
 Reading begins on. 5 
 
 Language begins on... .. 16 
 
 Grammar begins on. 52 
 
 Spelling begins on. 64 
 
 Penmanship begins on. 71 
 
 Drawing begins on. 73 
 
 Arithmetic begins on. 75 
 
 Geography begins on. 91 
 
 Physiology begins on. 110 
 
 History begins on. 117 
 
 U. S. History begins on. 120 
 
 History of Kansas begins on. 125 
 
 Civil Government begins on. 130 
 
 Suggestive Course for High Schools begins on.. . . 131 
 
READING. 
 
 FIRST YEAR. 
 
 Text. —Wooster Primer. 
 
 The method of teaching reading for the first three years 
 is known as the “Rational Method in Reading,” by E. Gr. 
 Ward. If a copy of the Manual for this method is not in 
 the hands of the teacher, it may be ordered of Silver, Bur- 
 dett & Co., Chicago. 
 
 The first step toward success is for the teacher to make 
 herself thoroughly familiar with the terms and explana¬ 
 tions on pages 1 to 8 of the Manual. Although the Ward 
 method of presentation is followed, the list of sight-words 
 is compiled from the Wooster Primer. 
 
 The order in which phonograms are presented is also 
 changed to meet the needs of the text-books in use. 
 
 Arrange phonogram cards in the following order: 
 
 Set I.— f, 1, m, n, r, s, a, e, I, o, u, ing, ings, ight, ights, 
 
 c, h, b, tr, est, ess, a, d, t, s, ck, k. 
 
 Set II.— p, y, er, ers, sh, w, o, u, i, y, ip, ick, ch, pi, pr, 
 bl, br, ou, ow, v, g, th, a, gr, ed, cr. 
 
 Set III.—a, g, y, 5, o, g, eir, air, are, ear, do, q, &, u, 
 V, ir, o, u, x, e, wh, q, qr, z, n, 1 , gh. 
 
 First Month. Teach the following words as sight- 
 words : See, I, you, a boy, me, can, a bird, a nest, the, an 
 
 egg- 
 
 Develop words by means of objects. As soon as the 
 word is clear in the mind of the child, place the word in 
 script on the board. The written word should bring up 
 the idea in the child’s mind vividly and clearly. As soon 
 
 ( 5 ) 
 
6 
 
 Course of Study. 
 
 as two or three words are easily recognized, combine in as 
 many different simple sentences as possible. After three 
 words have been taught, it is well to write each word in 
 large medial script on a card 6 by 9 inches in size. If you 
 can secure the use of a rubber printing outfit, print the 
 word on the reverse side of the card. As soon as a new 
 word is taught, add the card to the initial stock, and thus 
 form your list of sight-words for quick drill. 
 
 Teach the phonograms f, 1, a, and t. 
 
 Take up three lines of work each day: 
 
 1. Drill on sight-words. 
 
 2. Drill on phonograms. 
 
 3. The ear-training. 
 
 For full explanation of these three lines of work, consult 
 the Manual, pages 4, 5, 6, 7. 
 
 Let your aim be, to have each pupil able to recognize 
 every word assigned, no matter where found. Too much 
 sight drill cannot be given. The separate words must be 
 learned before they can be recognized in combinations with 
 other words. Suggestion : Use the articles “a” and “the” 
 with each noun; as, “a dog,” “the dog.” 
 
 Second Month. Teach the following words as sight- 
 words : run, do. drum, play, good, have, he, dog, box, flag. 
 
 Phonograms n, r, e, I. 
 
 Continue three lines of work daily: 
 
 1. Sight-reading. 
 
 2. Drill on phonograms. 
 
 3. Ear-training. 
 
 Follow closely instructions given in Ward Manual, pages 
 5, 6, 7. The three lines of work are fully canvassed on 
 these pages. Read and reread. 
 
 There are two phases of sight-reading: 
 
 1. Recognition of words only — the aim being to recog¬ 
 nize words without their relation to other words. 
 
 2. The combining of these known words into simple 
 sentences. 
 
Reading. 
 
 7 
 
 Present the new word before the word drill is given, then 
 add to list of known words. 
 
 Third Month. Teach will, good, does, red, tell, they, 
 are, water, to, box, fruit, some, us. 
 
 Phonograms s, 0, t, ing, ings. 
 
 Continue daily three lines of work: 
 
 1. Sight-reading. 
 
 2. Drill on phonograms. 
 
 3. Ear-training. 
 
 See Manual, pages 5, 6, 7. 
 
 In sight-reading, do not omit the daily drill on all the 
 words learned, in addition to using them in sentences. 
 
 Aset of boxes (one for each child) containing all the 
 words taught will prove an aid for seat-work. Each new 
 word as presented should be written in large medial script 
 on cardboard, and added to those in box. 
 
 The words may be arranged on desk in the order in which 
 they are on the board or chart; or the child may arrange 
 on his desk only the words he can name quickly; or he 
 may copy easy sentences from board, and these may be used 
 as reading or writing lessons. 
 
 All words commonly used in beginning of sentences 
 should be written on one side of card, with capital letter. 
 
 Many other uses for these words will suggest themselves 
 to the teacher. 
 
 There should be at least three sets of words in each box, 
 and % from four to six of the most common words, as: the, 
 an, is, etc. 
 
 One of the first things a child wants to write is his own 
 name. A good plan is to give each child a card on which 
 is written, in large medial script, his given name. This 
 can be kept in the tablet and is always ready for use. Size 
 of tablet, 9 by 12 inches. 
 
 Fourth Month. Begin Wooster Primer; go to page 
 46. Teach the following words as sight-words : and, little, 
 
8 Course of Study . 
 
 eat, book, come, here, is, not, old, tree, where, girl, go, with, 
 green. 
 
 Phonograms: k, e, d, ight, ights. 
 
 At close of fourth month, this class should know the fol¬ 
 lowing words: 
 
 see 
 
 will 
 
 he 
 
 a dog 
 
 you 
 
 good 
 
 box 
 
 and 
 
 I 
 
 does 
 
 fruit 
 
 little 
 
 a boy 
 
 red 
 
 some 
 
 eat 
 
 me 
 
 tell 
 
 us 
 
 a book 
 
 can 
 
 they 
 
 run 
 
 come 
 
 a bird 
 
 are 
 
 do 
 
 here 
 
 a nest 
 
 water 
 
 a drum 
 
 is 
 
 the 
 
 flag 
 
 play 
 
 not 
 
 an egg 
 
 to 
 
 have 
 
 the girl 
 
 old 
 
 a tree 
 
 where 
 
 green 
 
 go 
 
 with 
 
 did 
 
 
 Be sure that these words are thoroughly learned before 
 attempting to do more. It is believed that as much has 
 been assigned as the average child can well learn,-and as 
 much as the average teacher can do thoroughly. Continue 
 the sight drill both from the cards and from the list on the 
 board. Success with the Primer depends on the thorough¬ 
 ness of the preparatory work. 
 
 Review the following phonograms: f, 1, m, n, r, s, a, e, 
 I, 0, t, ing, ings, k, e, d, ight, ights. 
 
 Continue daily the three lines of work as given in pre¬ 
 vious months. 
 
 Order of presenting a word: 
 
 1. By means of objects, teach the idea. 
 
 2. Secure the oral expression of the idea. 
 
 3. Make the crayon say it. 
 
 An essential element of good reading is the quick rec¬ 
 ognition of words. This comes only through experience. 
 Hence, good reading depends upon the amount of reading 
 
Reading . 9 
 
 matter, within the child’s vocabulary, that the teacher pre¬ 
 sents. 
 
 Insist upon the correct expression of every sentence. 
 
 Let us understand that phonic word-drill should be em¬ 
 phasized during the first year; during the second and third 
 years the phonic drill should be emphasized. 
 
 Fifth Month. Pages 46 to 72. 
 
 Keep up a continuous review during this and the follow¬ 
 ing months. Teach the phonograms as they occur in words 
 in the reading lessons. 
 
 Sixth Month. Pages 72 to end. 
 
 Seventh Month. First Reader to page 17. 
 
 The phonograms of Set I should be recognized at sight 
 in either script or print. The success of the second year’s 
 work depends largely on the facility in use of phonograms 
 in blend drill. Study carefully pages 8 and 9 in Ward 
 Manual. Teach the phonograms from Set II that occur 
 in these lessons. Have all words thoroughly mastered 
 from blackboard before attempting to read a lesson. 
 
 Do not let any child try to read until he can give the 
 whole sentence. 
 
 As each new phonogram is taken up, use the blend drill 
 corresponding to it as found in Manual. 
 
 Study pages 12 and 13 in Manual for suggestions on 
 this stage of reading. 
 
 Keep list of all words given in the lessons and use for 
 daily review. 
 
 When a new phonic sound is presented, follow it with 
 the blend drill for that sound. In selecting words for a 
 blend drill on a new sound, be sure to eliminate all words 
 containing phonograms that are not familiar to the child, 
 Study carefully pages 10 and 11 of the Manual. Many 
 teachers find it better to have the readers kept at the 
 teacher’s desk, and only placed in the hands of the chil- 
 
10 
 
 Course of Study . 
 
 dren during the recitation. This insures sight-reading 
 and keeps the material fresh for the lesson. Care should 
 be taken in this connection that children do not learn les¬ 
 sons “by heart” and read from the picture. This is one 
 of the pitfalls of the sentence method. 
 
 Give daily drills on Set I of phonograms. Teach the 
 phonograms: p, w, y, er, ers, Set'll. 
 
 Eighth Month. Pages 17 to 34. 
 
 Ninth Month. Pages 34 to 52. 
 
 SECOND YEAR. 
 
 Texts. — Silver, Burdett & Co/s First Reader and Sec¬ 
 ond Reader. 
 
 First Month. First Reader, pages 52 to 74. 
 
 During this month, review carefully all words taught 
 last year. Spend much time in reviewing the phonograms 
 and lists given for blend drill. Use your sight-cards for 
 this review, aiming at quick recognition of all words. Use, 
 also, chart of sight-words which you made last year. Use 
 the words in simple sentences and stories from the black¬ 
 board. The lesson may be concealed by a curtain until 
 class-time. 
 
 Second Month. First Reader, pages 74 to 94. 
 
 Give more written work this month, and correct all er¬ 
 rors in spelling, punctuation, and the use of capitals. 
 
 Third Month. First Reader, pages 94 to 129. 
 
 Fourth Month. Second Reader, to page 25. 
 
 Read the preface and note to teachers in the first part of 
 the text, and become familiar with the author’s plan and 
 purpose. Drill on the pronunciation of words and spell¬ 
 ing. Use the written exercises. 
 
Reading . 
 
 11 
 
 Fifth Month. Second Reader, pages 25 to 44. 
 
 Pay especial attention that the pupil understands what 
 he reads. The thought of some of the lessons should be 
 written; the thought of nearly all should be given orally. 
 
 Sixth Month. Second Reader, pages 44 to 64. 
 
 Seventh Month. Second Reader, pages 64 to 82. 
 
 Eighth Month. Second Reader, pages 82 to 102. 
 
 Ninth Month. Second Reader, read the equivalent of 
 twenty pages selected from pages 102 to 167. 
 
 See that the pupil gets the thought. Do not neglect the 
 spelling. Spell with every lesson. Strive for expression ; 
 but remember, correct thought tends to correct expression. 
 Expression without the thought is mechanical and mean¬ 
 ingless. If the class can complete this book in less time 
 than suggested, it is a good plan to take up a new book of 
 the same grade. 
 
 THIRD YEAR. 
 
 Text. —Silver, Burdett & Co.’s Third Reader. 
 
 First Month. Third Reader, pages 1 to 36. 
 
 Give thorough drill on reading. Use the material for 
 language work, and emphasize spelling and the marking of 
 letters. 
 
 Second Month. Third Reader, pages 36 to 60. 
 
 Make each reading exercise a drill in thought getting 
 and expression. 
 
 Third Month. Third Reader, pages 60 to 89. 
 
 Follow suggestions for first and second months. 
 
 Fourth Month. Third Reader, pages 89 to 116. 
 
12 
 
 Course of Study . 
 
 Fifth Month. Third Reader, pages 116 to 145. 
 
 Sixth Month. Third Reader, pages 145 to 175. 
 
 Give frequent drills in pronunciation. 
 
 Seventh Month. Third Reader, pages 175 to 207. 
 
 Follow suggestions for preceding months. 
 
 Eighth Month. Third Reader, pages 207 to 232. 
 
 Ninth Month. Third Reader, review. 
 
 FOURTH YEAR. 
 
 Let the poor reader read daily. 
 
 Should the class be poor readers, get another Third 
 Reader and complete it before taking up the Fourth Reader. 
 This book should be finished in three months, then follow 
 the outline for Fourth Reader. Crane’s Readers are good. 
 (Crane & Co., Topeka, Kan.) “Lights to Literature” is 
 very fine. (Rand, McNally & Co., Chicago.) 
 
 Text. — Silver, Burdett & Co.’s Fourth Reader. 
 
 Never lose sight of the essential — the getting of the 
 thought. It is the goal of study and instruction. Attain 
 this and the oral expression will take care of itself—will 
 be natural, not artificial and mechanical. Follow the course. 
 Do not attempt more work than has been assigned. 
 
 Give close attention to correct position of body and 
 book. Require pupils to stand on both feet, book in left 
 hand, convenient for the eyes but not obstructing the voice. 
 
 First Month, Fourth Reader, pages 1 to 37. 
 
 Second Month. Fourth Reader, pages 37 to 69. 
 
 Third Month. Fourth Reader, pages 69 to 98. 
 
 Fourth Month. Fourth Reader, pages 98 to 120. 
 
Reading . 
 
 13 
 
 Fifth Month. Fourth Reader, pages 120 to 148. 
 
 Sixth Month. Fourth Reader, pages 148 to 173. 
 
 Seventh Month. Fourth Reader, pages 173 to 197. 
 
 Eighth Month. Fourth Reader, pages 197 to 216. 
 
 Ninth Month. Fourth Reader, review and read from 
 the following : Black Beauty, Rab and His Friends, Ander¬ 
 sen’s Fairy Tales, Grimm’s Fairy Tales. 
 
 The work in the Fourth and Fifth Readers may be made 
 of vastly more interest to the pupils if a lively study of the 
 author of the given selection is made. Collect pictures of 
 authors, their homes and surroundings, and any others that 
 may add interest to the selections. It is suggested that the 
 recitation period be made a study-recitation period; the 
 teacher and pupils working together develop the lesson 
 which is to be recited the following day. 
 
 FIFTH YEAR. 
 
 Texts. — Silver, Burdett & Co.’s Fourth Reader and Fifth 
 Reader. 
 
 First Month. Fourth Reader, pages 216 to 234. 
 
 Second Month. • Fourth Reader, pages 234 to 256. 
 
 Third Month. Fourth Reader, pages 256 to 280. 
 
 Fourth Month. Fourth Reader, review selections from 
 entire text. 
 
 Fifth Month. Fifth Reader, pages 1 to 23. 
 
 Sixth Month. Fifth Reader, pages 23 to 43. 
 
 Seventh Month. Fifth Reader, pages 43 to 64. 
 
14 
 
 Course of Study. 
 
 Eighth Month. Fifth Reader, pages 64 to 84. 
 
 Ninth Nonth. Fifth Reader, review. 
 
 If the assignments are too heavy for the capacity of the 
 reading class, the entire fifth year may be taken to com¬ 
 plete the Fourth Reader, supplementing the work by the 
 reading of selections from some other series of readers. 
 Then the work in the Fifth Reader may be begun at the 
 opening of the sixth year and continued as assigned by 
 months. 
 
 As many of the selections in the Fifth Reader are diffi¬ 
 cult, it will be necessary for the teacher to study selections 
 carefully before assigning them to pupils, and it is sug¬ 
 gested that the study-recitation plan be followed. It is 
 believed that this plan will secure good results. (See 
 Hinsdale’s Art of Study.) 
 
 SIXTH YEAR. 
 
 Text. — Silver, Burdett & Co.’s Fifth Reader. 
 
 First Month. Fifth Reader, pages 84 to 105. 
 
 Second Month. Fifth Reader, pages 105 to 128. 
 
 Third Month. Fifth Reader, pages 128 to 153. 
 
 Fourth Month. Fifth Reader, pages 153 to 178. 
 
 Fifth Month. Fifth Reader, pages 178 to 204. 
 
 Sixth Month. Fifth Reader, pages 204 to 229. 
 
 Seventh Month. Fifth Reader, pages 229 to 252. 
 
 Eighth Month. Fifth Reader, pages 252 to 279. 
 
 Ninth Month. Fifth Reader, review. 
 
 If the plan of continuing the Fourth Reader through 
 
Reading. 
 
 15 
 
 the fifth year is followed, as suggested, then this year’s 
 work would close with the assignment for the third month 
 as given above, leaving the last month of this year for re¬ 
 view. If this be done, let one of the following classics be 
 read in the review month: The Hunt after My Captain, 
 Rip Van Winkle, Sleepy Hollow. 
 
 It is not essential that the above assignments be fol¬ 
 lowed, page by page. 
 
 Let pupils select from their favorite author. Make the 
 choice early, so each one can prepare himself on the life 
 and works of his chosen author, giving history, incidents 
 in life, short poem by author, if a poet, or some quotations 
 or favorite selections, if a prose-writer. Others should 
 have assigned work, but one should make special prepara¬ 
 tion. 
 
 SEVENTH YEAR. 
 
 Text. —Silver, Burdett & Co.’s Fifth Reader. 
 
 If the work in the Fifth Reader is begun with the sixth 
 year, let this year’s work in the Fifth Reader begin at 
 page 153 and follow the assignments by months as given 
 in the sixth year’s work in reading. 
 
 The study-recitation plan as suggested for the sixth 
 year should be followed. 
 
 First Month. Fifth Reader, pages 279 to 300. 
 
 Second Month. Fifth Reader, pages 300 to 326. 
 
 Third Month. Fifth Reader, pages 326 to 350. 
 
 Fourth Month. Fifth Reader, pages 350 to 384. 
 
 Fifth Month. Fifth Reader, review favorite selections. 
 
 For the remainder of this year’s work, if the class be up 
 to assignment, the teacher may select some suitable classics 
 for the class to read. 
 
16 
 
 Course of Study. 
 
 LANGUAGE. 
 
 FIRST YEAR. 
 
 Suggestion. — The following course in Language, as out¬ 
 lined, is probably more complete than the average pupil 
 will be able to grasp in the time allotted for the work. 
 
 This course is outlined with the suggestion that the 
 teachers select and use such parts of it each month as the 
 class will be able to assimilate. 
 
 We feel sure better results will be accomplished by 
 having a choice of material than could be accomplished 
 otherwise. 
 
 For Perry Pictures, write to Hoover Bros., Kansas City, 
 Mo. 
 
 The course for the first year is based on the Primary 
 Plan Books. (A. Flanagan & <3o.) 
 
 Facility of oral expression should be the aim. Pupils 
 should be furnished interesting knowledge to express, and 
 taught to express this knowledge with originality and free¬ 
 dom. From the first, errors of speech should be corrected. 
 For seat occupations, busy-work adapted to the topic un¬ 
 der consideration should be used. 
 
 Oral reproduction may consist of complete statements 
 in answer to questions asked, afterwards telling the story 
 by connecting the statements. Written reproduction 
 comes^only after oral reproduction, for the child cannot be 
 expected to write well anything which he cannot first tell. 
 
 Under “Language Proper” the correct use of a number 
 of words is taught in connection with the regular work and 
 not as a separate, technical training; 
 
 Written work may include copying of sentences and 
 short paragraphs that have first been developed orally by 
 
Language. 
 
 17 
 
 the teacher, told by the pupil, and copied on the board by 
 the teacher to be first read and then recopied by the pu¬ 
 pils. New words should be learned before the lesson is 
 written on the board by the teacher. 
 
 The w T ork in language should be given a definite period 
 on the daily program. The aim of the following outline is 
 to teach, in addition to correct written and spoken lan¬ 
 guage, a love for nature, good literature, and good pictures. 
 
 First Month. Observation: Study of autumn flowers, 
 making a specialty of the nasturtium, sunflower, and sweet 
 pea. Bring plant, root, stem, and flowers into the school¬ 
 room for study. 
 
 Tell uses of root, stem, leaves, and flowers. Describe 
 each orally. Lead pupils to give statements, as: The stem 
 is long. The stem is round and green. The sunflower is 
 yellow. It is round. The seeds are brown and white.— 
 Have pupils write the sentences they have given orally, as 
 soon as they are able. Pupils should draw the sunflowers 
 and leaves and color with crayon; also cut both from yel¬ 
 low and green paper. Sewing-cards may be pricked with 
 the outlines of the flower and leaves. Study of color. 
 
 MODEL LESSON. 
 
 The Sunflower. 
 
 First and Second Years. 
 
 Bring the whole plant into the schoolroom. Talk about 
 the uses of each part, naming the parts where children are 
 not able to supply names. 
 
 Q. Where does the sunflower grow ? 
 
 A. The sunflower grows by the roadside. 
 
 The teacher may write on the board the answers that 
 pupils give, making necessary corrections. Second-year 
 pupils may then read what the teacher has written. * 
 
 Q. What holds the plant in the ground ? 
 
 A. The roots hold the plant in the ground. 
 
 -2 
 
18 
 
 Course of Study. 
 
 Q. What part gathers food and drink? 
 
 A. The roots gather food and drink. 
 
 Q. Where are the roots? 
 
 A. The roots are in the ground. 
 
 Q. What part of the plant holds up leaves and flowers ? 
 
 A. The stem holds up the leaves and flowers. 
 
 Q. What color are the stems and leaves ? 
 
 A. The stems and leaves are green. 
 
 (Note use of “is” and “are.”) 
 
 Q. What color is the sunflower ? What shape ? 
 
 A. The sunflower is yellow and round. 
 
 Q. What color are the seeds ? 
 
 A. The seeds are brown. 
 
 Pupils, after reading the answers they have given, may 
 Copy them from the board, where possible. 
 
 Draw sunflower, leaves, and seeds, separately. Color 
 with crayon. Cut a sunflower from paper. 
 
 The nasturtium and sweet pea may be studied by both 
 grades in a similar manner. 
 
 Picture Study : The Pet Bird—Von Bremen. (Perry, 
 No. 792.) 
 
 Stories and Poems: Hiawatha’s Childhood. Read this 
 part of the poem to the pupils, and by questions lead them 
 to make complete statements. 
 
 MODEL LESSON. 
 
 Hiawatha. 
 
 (This should be studied by both grades.) 
 
 First and Second Years. 
 
 Read the story of Hiawatha’s Childhood. Explain as 
 the poem is read: Big-sea water (lake), cones, wigwams, 
 firs, linden, moss, rushes, reindeer, sinews, pine tree, owlet, 
 fireflies, brakes, rainbow, flecks and shadows on the moon. 
 Show pictures to assist in explanation of the foregoing. 
 Meaning of “stilled his fretful wail,” “lulled him into 
 
Language . 
 
 19 
 
 slumber,” “Ewayea,” “lapping of the water,” “flitting 
 through the dusk of evening,” “rippling,” “angry,” “fade 
 and perish,” “hooting,” “native.” 
 
 After reading the poem to the children, ask questions 
 on the poem similar to the following: Who was Hiawatha ? 
 Tell something about his appearance. In what kind of a 
 cradle did he swing? With what was it lined? Who 
 rocked it? What do we call an Indian baby? What do 
 we call an Indian woman ? Who was Nokomis? What 
 did she do for Hiawatha ? What stories did she tell him ? 
 What did he see as he lay in his cradle? What did he 
 call the firefly ? Did Hiawatha ever get frightened ? Was 
 he afraid of the dark ? What did Nokomis tell him to 
 make him go to sleep? What sound did the owl make? 
 What did Nokomis think the rainbow was? In what kind 
 of a house did Hiawatha and Nokomis live ? What grew 
 behind it? What color was the water before it? What 
 kind of trees grew near? What grew upon the fir trees? 
 
 Answers to the foregoing should be orally by both first- 
 and second-year pupils, and sentences given written on the 
 board for second-year pupils to read and cop>y, as follows: 
 
 Hiawatha was an Indian boy. His skin was red and his 
 hair black. He had a linden cradle. It was lined with 
 moss. His grandmother rocked it. She sings songs to him 
 and tells him stories. She tells him about the moon and 
 stars. He saw the fireflies. They were his candles. He 
 heard the owls hoot, and was afraid. Nokomis thought the 
 rainbow was made of flowers. Hiawatha and Nokomis 
 lived in a wigwam. The lake was before it. Cones grow 
 on the trees. 
 
 Have pupils of the first grades draw, cut and paste the 
 wigwam, canoe, cradle, trees, lake, rainbow, moon and stars, 
 firefly, owl, bear, bird. Paint with water-colors or colored 
 pencils. Pupils may be given sticks or seeds to lay the 
 outlines of the wigwam, cradle, pine-trees, moon and stars. 
 On sewing-cards prick the outline of the bear, birds, wig- 
 
20 
 
 Course of Study . 
 
 warn, owl, rainbow, cradle, canoe, moon and stars. Use 
 different colors in sewing. 
 
 Poems for study: Wynken, Blynken and Nod, The Rock- 
 aby Lady, Lullaby-Land — Eugene Field; September, and 
 Leaves at Play. Memorize the first stanza of “September” 
 (see first month). Read to pupils the story of Clytie for 
 oral reproduction. , 
 
 Language: Correct use of has, have; is, are; each, all. 
 
 (See Model Lesson for study of “September,” second 
 year, first month.) 
 
 Second Month. Observation: Study of autumn fruits 
 — apples, grapes, peach, plum, pear. Form, color, size, sur¬ 
 face, pulp, skin, core of stone, seeds, or kernel. How pre¬ 
 pared for use. 
 
 Seeds: Collect different varieties: describe and tell 
 whether useful as food; means of transportation; how scat¬ 
 tered; how protected. 
 
 Disappearance of insects. Migration of birds. Falling 
 leaves. Change in atmosphere and in length of days and 
 nights. 
 
 Lead pupils to give sentences which reproduce the talks 
 on nature work. 
 
 First-grade pupils should draw and color fruits and 
 leaves studied. Paper-cutting and card-sewing based on 
 the October nature work may also be done by First-year 
 pupils as busy-work. 
 
 Picture Study: The Sower and the Seed. Millet. 
 (Perry Pictures, No. 310.) 
 
 Poems and Stories: Memorize first verse of October— 
 H. H. Jackson. Study poem; have pupils describe the 
 scene they think the poem pictures. Study and reproduce 
 orally the poems Apple-seed John and The Tree. Read 
 the story of The Anxious Leaf in “Apple Blossom” (Ed. 
 Pub. Co.), and The Sleeping Apple. Story of Columbus. 
 
 Language Proper: Correct use of is, was; there is, there 
 are; eat, ate, eaten; a, an; in, into. 
 
Language . 
 
 21 
 
 Third Month. Observation: Nuts and squirrels; birds: 
 preparations for winter; animal and vegetable foods, with 
 special mention of corn, pumpkins, turnips, squashes, 
 onions, and potatoes. Describe each orally. First grade 
 draw objects studied. 
 
 Study of Nuts: Collect different kinds. Name each* 
 and tell where it grows. Tell about covering of each — 
 shape, size, color, surface. Draw picture of each. Make a 
 special study of the hickory-nut. 
 
 Squirrels: Color, covering; food, how obtained; feet, 
 claws, teeth; kinds of squirrels, uses, winter home. De¬ 
 velop sentences such as : The squirrel eats nuts. He lives 
 in the woods. He has strong teeth. Squirrels have fur 
 coats. 
 
 Study of Birds: Talk about winter habits, nests, etc. 
 First grade draw pictures of birds and birds' nests. 
 
 Picture Study: Piper and Nutcrackers—Landseer, No. 
 903. 
 
 Poems and Stories: Hiawatha’s School. November— 
 Cary. Story of Pilgrims and Thanksgiving. Memorize 
 “The Mountain and the Squirrel.” 
 
 Language Proper: Abbreviations; names of the days 
 of the week; correct use of teach, taught; learn, learned; 
 child, children; woman, women; make, made. 
 
 Fourth Month. Observation: Lights of the world— 
 sun, moon, stars. Snow, ice, snowflakes. Evergreen and 
 holly. Rabbits, winter birds, sheep. 
 
 Picture Study: The Nativity — Hoffman. (Perry, No. 
 797.) 
 
 Poems and Stories: The Sun’s Travel. The New Moon. 
 Twinkle, Twinkle, Little Star. Hang up the Baby’s Stock¬ 
 ing. 
 
 Language Topics: Abbreviations; names of holidays 
 and months; exclamation-mark; correct use of shine, 
 shone; give, gave ; hang, hung; freeze, froze; slide, slid. 
 
22 
 
 Course of Study. 
 
 Fifth Month. Observation: The body. 
 
 Picture Study: Can’t You Talk?—Holmes. (Perry 
 Pictures, No. 1063.) 
 
 Stories and Poems: Life in hot and cold countries as 
 compared with our own. The Child’s World, The Hayloft, 
 and The Land of Story Books—Stevenson. One, Two, 
 Three—H. C. Bunner. The Lost Doll—Kingsley. 
 
 Language Proper: Correct use of see, saw; to, too; 
 here, there; do, does; words denoting relation. Use of 
 capitals for names of Deity. 
 
 Sixth Month. Observation: Forms of water—rain, 
 vapor, clouds, fog, mist, hail, snow, ice, sleet, steam. 
 
 Picture Study: Pictures of Washington and Lincoln 
 and their homes. Stories relating to St. Valentine’s Day. 
 
 Seventh Month. Observation: Awakening life. Study 
 of buds on trees and shrubs; plant window gardens, and 
 write sentences giving reports of growth of plants. Make 
 drawings of plants in various stages of growth. Keep bird 
 calendar, showing date when each bird was seen first by 
 pupil. Work of the w 7 ind. Study of windmills. 
 
 Eighth Month. Poems and Stories: Stories and poems 
 of patriotism. Four friends of the children—Alice Cary, 
 Phoebe Cary, Eugene Field, Celia Thaxter. 
 
 Poem Study: Our Homestead—Phoebe Cary. 
 
 Language Proper: Correct use of write, wrote, written; 
 fall, falls, fell, fallen; rise, rises; rose, risen; I’ve, I have; 
 I’m, I am. 
 
 Continue observation studies as previously outlined. 
 Study Hiawatha as outlined in first grade. 
 
 Ninth Month. Picture Study: Spring—Corot. (Perry, 
 No. 484.) 
 
 Language Proper: Correct use of burst; sleep, slept; 
 
Language. 
 
 23 
 
 awake, awoke; waken, wakened; swell, swelled; know, 
 knew; this, that; these, those. 
 
 A review of observation work of previous months should 
 be taken at this time. Continue the study of Hiawatha. 
 
 SECOND YEAR. 
 
 At least three-fourths of the language and composition 
 work in the second year should be oral. It is therefore 
 urged that oral descriptions and reproductions of stories, 
 and memorizing of good literature, be continued. 
 
 As second-grade pupils advance, the writing on the board 
 of oral reproductions given by pupils may be omitted by 
 the teacher, and pupils asked to reproduce in writing what 
 they have given orally. The papers may then be corrected 
 and rewritten. It is a good plan to copy on the board 
 an uncorrected paragraph and ask the pupils to suggest 
 corrections. 
 
 Blackboard work under the teacher’s supervision is valu¬ 
 able as a class exercise. The written work should be brief, 
 and the mistakes noted and corrected by pupils in class, 
 under the teacher’s direction. Pupils should be encour¬ 
 aged to write short letters and to make word-pictures of 
 scenes or objects. Correct indention, capitalization and 
 punctuation can only be secured by constant watchfulness 
 on the part of the teacher and pupil. Frequent dictation 
 exercises should be given for drill in the mechanics of 
 composition. 
 
 The work for this year is based on the Intermediate Plan 
 Book (A. Flanagan & Co., Chicago). The following books 
 will be found helpful to teachers in presenting the nature 
 work and literature of the third and fourth years: Nature 
 Study and Related Literature, Anna E. McGovern, and 
 The Third School Year, Henrietta M. Lilley. Both pub¬ 
 lished by A. Flanagan & Co., Chicago. As an aid in the 
 treatment of reproduction stories and fables, DeGarmo’s 
 Language Lessons is suggested, published by the Ameri- 
 
24 
 
 Course of Study . 
 
 can Book Company. Bartlett’s First Steps in English, pub¬ 
 lished by Silver, Burdett & Co., will be found valuable in 
 presenting the work under “Language Proper.” 
 
 First Month. — Observation: Autumn flowers, with a 
 special study of the goldenrod, sunflower, and aster. Bring 
 plants to schoolroom, and make a study of the roots, stem, 
 leaves, and flowers; time of blooming; meaning of name; 
 locality where found ; service rendered to the plant by the 
 bees and butterflies; service rendered to the bees and but¬ 
 terflies by the flowers. After completing the individual 
 study, compare the plants as to the same points. 
 
 Picture Study: A Fascinating Tale — Ronner. (Perry 
 Pictures, No. 1099.) 
 
 Poem Study: When the Woods Turn Brown—Lucy 
 Larcom. September—Helen Hunt Jackson (from her 
 “ Poems,” copyrighted by Little, Brown & Co., and re¬ 
 printed here by their permission). Model Lesson on study 
 of poem, September. 
 
 1 . 
 
 The goldenrod is yellow, 
 
 The corn is turning brown; 
 
 The trees in apple orchards 
 With fruit are bending down. 
 
 (1) What season is it ? Why? (2) What color would 
 the sky be? (3) Would there be clouds? If so, what 
 color? (4) What flower blooms? (5) What color is it? 
 
 (6) What do you suppose the farmer is doing? Why? 
 
 (7) How do the orchards look? (8) Are there many ap¬ 
 ples? Why? (9) What color do you think the apples 
 are? (10) What is the color of the leaves and grass? 
 (Lead pupils to see that the leaves and grass have not yet 
 put on their autumnal colors.) 
 
 First and second years memorize above stanza. 
 
 Second year read and copy the following sentences 
 
Language. 25 
 
 which have been developed from the questions and written 
 on the board: 
 
 It is September. The sky is blue and the clouds are 
 white. The goldenrod is in bloom. It is a yellow flower. 
 The grass and leaves are green. The men will cut the corn. 
 Apples are ripe. Many red apples are on the trees. We 
 will pick them. 
 
 First Month. Memorize entire poem. See questions 
 for first and second years on first stanza. 
 
 2 . 
 
 The gentian’s bluest fringes 
 Are curling in the sun; 
 
 In dusty pods, the milkweed 
 Its hidden silk has spun. 
 
 Describe the gentian. Where does it grow ? When 
 does it bloom ? Describe a milkweed pod. Why are they 
 called dusty? What color are the seeds? How are they 
 scattered? Find the silky wings. Draw a picture of a 
 milkweed pod. 
 
 3 . 
 
 The sedges flaunt their harvest 
 In every meadow nook, 
 
 And asters by the brookside 
 Make asters in the brook. 
 
 What are sedges? (Plants growing in moist ground.) 
 Meaning of “flaunt” ? What is their “harvest” ? What 
 is a “meadow nook”? Meaning of lines three and four? 
 
 4 . 
 
 From dewy lanes at morning 
 The grapes’ sweet odors rise ; 
 
 At noon, the roads all flutter 
 With yellow butterflies. 
 
 Meaning of “dewy lanes”? Do you suppose these 
 were wild, or cultivated grapes? Why? Meaning of 
 “odors” ? Meaning of lines three and four ? 
 
26 
 
 Course of Study . 
 
 5 . 
 
 By all these lovely tokens 
 September days are here, 
 
 With summer’s best of weather 
 And autumn’s best of cheer. 
 
 Meaning of “tokens” ? Name all the tokens of Sep¬ 
 tember. Show that September has both summer and au¬ 
 tumn. Meaning of “cheer” ? 
 
 WRITTEN WORK. 
 
 Have pupils give sentences about the goldenrod, corn, 
 apple-tree, milkweed, asters, grapes, butterflies. Copy the 
 sentences on the board in paragraphs (one short paragraph 
 on each topic). Have pupils read from the board and then 
 copy on paper, making drawings of the things they write 
 about. Examples: Butterflies have yellow wings. The 
 butterfly likes flowers. It flies like a bird. 
 
 The goldenrod is a tall flower. It has a long stem. The 
 flowers are yellow. Each little flower looks like a star. 
 The stem is round and hard. 
 
 Grapes grow on vines. Grapes are round. Wild grapes 
 are purple when ripe. They grow in bunches. 
 
 Have pupils give oral description of the scene pictured 
 in the poem. Write the best one on the board, and call it 
 “A September Scene.” 
 
 Language Proper: Correct use of do, did, done; eat, 
 ate, eaten; swim, swam, swum; words of opposite meaning. 
 
 Dictate sentences, omitting the word in the above list 
 that pupils are to supply. Have pupils write sentences, 
 using the words correctly; also write sentences on the board, 
 leaving blanks to fill. 
 
 Second Month. Observation: Study of autumn flow¬ 
 ers continued, giving special attention to the milkweed and 
 thistle. Note the fact that the thistle is not a native plant, 
 but was introduced from Europe; is of use only to birds; 
 means farmers take to kill it; grows in almost any kind of 
 soil. Draw the leaf, flower, and whole plant of the thistle. 
 
Language . 
 
 27 
 
 Find reason for the name of the milkweed. What kind 
 of soil does it like? Call attention to the shape, number 
 and arrangement of leaves on the stem. Lead pupils to 
 compare the milkweed and thistle. Home; characteristics; 
 work of root, stem, leaves, and flowers; structure; how 
 seeds are protected; number of seeds; how scattered; 
 uses. Draw plants. Written work should consist of the 
 reports of observations and comparisons. 
 
 How seeds are scattered — wind, water, and animals; 
 man scatters more seed than all other agencies combined, 
 as he is constantly buying and selling plants and seeds. 
 Discover by actual observation the various coverings of 
 seeds—chaff, husk, pod, shell, flesh, and rind. Find seeds 
 that fly, as maple and dock ; seeds that sail, as thistle, milk¬ 
 weed, and dandelion ; seeds with hooks, as burdock and 
 cockle-bur. 
 
 Birds: Show picture and read description of the follow¬ 
 ing: woodpecker, meadow-lark, dove, and blue jay. If no 
 chart showing the birds named is at hand, secure colored 
 plates for each. (Prang Publishing Co., Chicago.) 
 
 j Picture Study: Feeding Her Birds—Millet. (Perry 
 Pictures, No. 521.) 
 
 Poems and Stories: Little Dandelion. Little Gustava. 
 Seedlings on the Wing. Coming and Going. Memorize 
 the poem, October—H. H. Jackson. Compare wdtli the 
 poem, September. 
 
 Language Proper: Choice of descriptive adjectives; 
 correct use of has been, have been; has had, have had. 
 
 Third Month. Observation: Preparation for winter: 
 Nature’s preparation — Leaves are dropped, buds are coated, 
 wood hardens, sap thickens and ceases to flow. Insects’ 
 preparation — Spin cocoons; bury themselves; store food 
 underground. Animals’ preparation—Shed coats and get 
 warmer coverings; store away food for winter; sleep during 
 the winter. Man’s preparation—Storing away of food, fuel 
 
28 
 
 Course of Study . 
 
 (coal and wood); warmer clothing. Birds' preparation (mi¬ 
 gration)— Cause of migration, climate and food supply. 
 Prepare to go in flocks, pairs, and singly. Routes of mi¬ 
 gration— by sea, mountain, valley, or river. Change in 
 appearance. 
 
 Continue study of birds begun in second month. Make 
 a special study of the hen, pigeon, or turkey. 
 
 Beavers — Covering, characteristics, head, eyes, teeth, 
 tail, feet, home, dams, food, uses. 
 
 Covering of animals — Wool, fur, hair, scales, feathers, 
 skin, shell. 
 
 Picture Study: Pilgrims Going to Church — Bough ton. 
 (Perry Pictures, No. 1339.) 
 
 Poems and Stories: November—Alice Cary. Stories 
 and poems relating to the first Thanksgiving. Coming 
 and Going—Henry Ward Beecher. Read short selections 
 from works of Louisa M. Aloott, whose birthday occurs No¬ 
 vember 29, and William Cullen Bryant, whose birthday 
 occurs November 3. 
 
 Language Proper: Correct use of it, its; fly, flew, flown; 
 go, went, gone; come, came, come; sing, sang, sung. 
 
 Fourth Month. Observation: Lessons on tea, coffee, 
 and wool. Tea—Show pictures of the plant, samples of 
 dried tea leaves, and maps and pictures of countries where 
 tea is grown; describe the plant; how cultivated; prepa¬ 
 ration for market; varieties; where grown. Coffee — Ma¬ 
 terial: Pictures of the tree, coffee-berry and beans; ground 
 and unground, roasted and unroasted coffee. Describe the 
 tree and berry; preparation for use; cultivation; where it 
 grows; uses of coffee. 
 
 Study of cows and sheep. Cow—Food and eating; 
 structure of feet and legs; horns; the cow’s usefulness. 
 The sheep, leading to a study of wool. Materials: Pictures 
 of sheep, wool products, and sheep leather or chamois skin. 
 Description of the sheep—Covering, color, characteristics, 
 
Language . 
 
 29 
 
 teeth, nose, horn, limbs, toes, food, care, use. Wool — 
 Materials : Pieces of different kinds of woolen cloth. Pro¬ 
 cess of cloth-making—Washing, shearing, sorting, comb¬ 
 ing; the factory; articles manufactured. 
 
 Picture Study: Sistine Madonna — Raphael. (Perry 
 
 Pictures, No. 322.) 
 
 Poems and Stories: Christmas stories. The Boy and 
 the Sheep. The Blind Weaver. Little Brown Hands. 
 
 Language Proper: Choice of adjectives. Correct use 
 of give, gave; take, took, taken; weave, wove, woven; 
 sheep, sheep ; cow, cows ; ox, oxen ; flock, herd; I have, 
 he has; I am, he is, we have; see, saw, seen; two, to ; our, 
 hour; there, their. 
 
 Fifth Month. Observation: Lights of the world — 
 Sun, moon, and stars. Stars or constellations most easily 
 found—Evening star, great bear or dipper, north star. 
 Evergreens — Shape, height, trunk, branches, buds, leaves 
 —shape, thickness, number; cones, bark, juice, wood. Va¬ 
 rieties ; where found. 
 
 Animal Life: Cat, bear, rabbit, seal, reindeer. The 
 Bear — Material: Pictures of bears, and if possible, bear¬ 
 skin. Where found; varieties; description; food: habits; 
 use to man. Seal — Materials: Pictures of seals and some 
 article made of seal. Where found ; appearance; food; 
 habits and use. Rabbits — Gather information from pupils 
 as much as possible. Call for descriptions without aid of 
 pictures, and then compare descriptions with the pictures. 
 Discuss habits and characteristics. The Reindeer—De¬ 
 scription, color, food, uses to men. House-cat — Descrip¬ 
 tions from actual observation. Winter Birds — Snowbirds 
 and sparrows. 
 
 Picture Study: Puss in Boots. (Perry Pictures, No. 
 
 2022 .) 
 
 Poems and Stories: The Sun’s Travels. „ The Shadows 
 — R. L. Stevenson. The New Moon—Mrs. Follen. Kitten 
 
30 
 
 Course of Study. 
 
 and the Falling Leaves—Wordsworth. Fables and stories 
 connected with the topics, Lights of the World, and the 
 Cat, Stories of hunting and hunters. 
 
 Language Proper: Use of exclamation-mark. Correct 
 use of shine, shines, shone; mouse, mice; tooth, teeth; 
 foot, feet; toe, toes. 
 
 Sixth Month. Observation: Condensation and evapo¬ 
 ration. Clouds. Perform simple experiments to illustrate 
 evaporation. Dogs—Materials for study: Pictures of dogs, 
 and actual observation. Description and comparison; food 
 and teeth ; manner of drinking; covering; characteristics; 
 expression of feeling; services they render us. Varieties — 
 St. Bernard, Newfoundland, Shepherd, Eskimo. 
 
 The Horse — Description from actual observation; cover¬ 
 ing; movements; food; characteristics; uses to man; kinds 
 of horses. 
 
 Picture Study: Shoeing the Horse — Landseer. ( Perry 
 Pictures, No. 908.) 
 
 Poems and Stories: Story of St. Valentine’s Day. Dis¬ 
 cuss Kansas Day. Nahum Prince — Edward Everett Hale. 
 The Village Blacksmith. The Arab to His Favorite Steed. 
 Ranger. Memorize “The Endless Story.” Study “Little 
 White Lily” and “Water-Bloom.” Stories for reproduc¬ 
 tion— Rainbow Queen, Iris and Buttercups from the Pot 
 of Gold. 
 
 Seventh Month. Observation: Awakening Life. Plant 
 window gardens. Make observations on the bean, pea, corn; 
 write and draw, after examining seed in different stages of 
 growth. Study bulbs, roots and buds. Classify and make 
 as large collection as possible. 
 
 Picture Study: Anxiety—Olivie. (Perry Pictures, 
 
 1115.) 
 
 Poems and Stories: The Daffodil—Wordsworth. The 
 Poppy Seed. Memorize “Shower and Flower.” Read for 
 
Language . 
 
 31 
 
 reproduction All the Year Round Story. Make this mate¬ 
 rial the basis of composition work. 
 
 Language Proper: Capitals at the beginning of lines of 
 poetry. Correct use of fall, falls; fell, fallen; rise, rises; 
 rose, risen; I’ve, I have; I’m, I am; run, ran, run; lies, has 
 lain; speak, spoke; there, their; no, not, none; lie, lay; lies, 
 lying. Choice of descriptive adjectives. Adjectives. Com¬ 
 paratives. Homonyms. Verb forms. 
 
 Ninth Month. Complete such observation work as you 
 have not been able to, and review important subjects needed. 
 Continue the study of Hiawatha as outlined in Grade 1, if 
 not completed in that grade. 
 
 THIRD YEAR. 
 
 Course is based on the Intermediate Plan Book (A. Flana¬ 
 gan & Co., Chicago). 
 
 First Month. Observation: Fruits: Peach, plum, to¬ 
 mato, grape, apple. Peach and plum — form, color, size, 
 shape, pulp, stone, kernel, covering, appearance of trees 
 and blossoms, time of ripening, how seeds are scattered. 
 Compare the two fruits as to likeness and difference in 
 points mentioned above. The grape — shape, skin, pulp, 
 color when ripe, how arranged on stems, number in bunch, 
 appearance of vine, leaves, and blossoms. Compare tomato 
 with other fruits studied. Appearance of fruit—size, color 
 of skin, pulp, seeds, how prepared for use, when it ripens. 
 The apple-tree — size, covering, leaves, blossoms. Fruit— 
 form, color, size, surface, skin, pulp, core, seeds. States 
 that produce apples abundantly. Write descriptions of each 
 fruit. Draw whole fruit, crosswise and lengthwise sections. 
 Draw leaves. Tell how the different fruits are used and 
 prepared for use. 
 
 Insect Life: Bees, butterflies, caterpillars, house-flies. 
 Place questions or outline on the board, to guide observa- 
 
32 
 
 Course of Study . 
 
 tions. First find out all pupils know about the different 
 insects, and have them tell orally but not write. The bee 
 
 — parts of body, color, markings; number of legs and 
 wings; location of the sting; enemies of the bee; its 
 home; shape of the cells; use of wax and honey; where 
 bees get honey ; how they carry it; what flowers best liked ; 
 the bee family; why bees swarm ; write description of bees; 
 write answers to questions about their work and their 
 home; draw hives, cells, and the insect itself. The butter¬ 
 fly—body, parts, covering, color, head, antennae, tube, eyes, 
 movement, tongue, wings. Food and habits. Use of but¬ 
 terflies to flowers. Caterpillars—collect in box of earth, 
 with sides and top of wire netting. Watch developments. 
 Have children keep record of change that takes place. 
 
 Picture Study: Pharaoh’s Horses—Herring. (Perry 
 Pictures, No. 886.) 
 
 Poems and Stories: Cinderella, Apple-Seed John. Ap¬ 
 ple Blossoms. Coloring of the grapes. Memorize “Apple 
 Blossoms.” 
 
 Language Proper: Capitals in titles. Correct use of 
 do, did, done; fairy, fairies; mouse, mice; think, thought. 
 Dictate sentences about the fruits and insects, for drill in 
 spelling, capitalization, and punctuation. Dictate sen¬ 
 tences from the story of Cinderella, for drill in quotations. 
 Study of different form statements, with punctuation. 
 
 Second Month. Observation: The corn and pumpkin. 
 Corn — Place outline on board to guide pupils in describ¬ 
 ing from specimen brought into the schoolroom. 1. Fruit 
 
 — Ear, shape, covering, silk, use of husks and cobs; kernels 
 —color, shape, arrangement on cob, use of kernels. 2. 
 Leaves. 3. Stem. 4. Roots. 
 
 Pumpkin—Leaf, flowers, stem, fruit, soil, home, varie¬ 
 ties, uses. 
 
 Wheat — Materials necessary for study: Heads of wheat, 
 stalk with roots, samples of whole wheat, bran, rolled wheat, 
 
Language. 
 
 33 
 
 graham flour, and fine white flour. Grows where ? Describe 
 leaf, head, and stalk. Find and name three parts — husk, 
 hull, pulp. Which is thrown away ? Uses of wheat. 
 Bread-making. Varieties of wheat. Wheat-raising. Har¬ 
 vesting and milling wheat. 
 
 Falling of the leaves. Find leaves of different colors. 
 Draw and color the leaves. Make a study of the leaf ac¬ 
 cording to outline. 
 
 1. Compare familiar leaves, showing resemblances and 
 differences. 
 
 2. Teach the following parts: Blade, stem, covering, 
 pulp, stipules. 
 
 3. Shapes of a few well-known leaves. 
 
 4. By illustration and observation, show venation. 
 
 5. Compare the margins of leaves of different kinds. 
 
 6. Arrangement of leaves on the stem: (a) Opposite. 
 ( b ) Alternate, (c) Whorled. 
 
 7. Uses of leaves : (a) To the plant. ( b ) Toman, (c) 
 To animals. 
 
 8. Autumnal changes. What ones change their color ? 
 Why ? Which do not? Use of leaves after falling. 
 
 Picture Study: The Gleaners — Millet. (Perry Pic¬ 
 tures, No. 511.) 
 
 MODEL LESSON. 
 
 What objects do you see in the picture ? What time of 
 year is it? What time of day ? What country? (France.) 
 What kind of grain is being gathered? (Wheat.) What 
 is a gleaner? What will these people do with the grain? 
 What must be done with it before it can be made into flour ? 
 What machines are used? Where is it made into flour? 
 How? Compare the old-time way of making flour with 
 the present way. 
 
 This harvest scene is taken from where? (France.) 
 What reason for this answer ? ( Peasant costumes.) Read 
 
 or tell pupils of manners, customs, etc., of France. Tell 
 something of their homes. Compare home life of France 
 -3 
 
34 
 
 Course of Study. 
 
 and America. Would we be apt to see such a picture as 
 this in a harvest-field in America? Why not? Would 
 you see the same kind of a hay-rack (frame) or wagon ? 
 Would one see gleaners here after men have left the field? 
 Why not? (Improved machinery.) Do you suppose 
 these women were rich, or poor? Why? Do you think 
 they are tired ? What characteristic of French peasants is 
 here shown ? (Frugality.) 
 
 Tell or read the Bible story of Ruth among the gleaners. 
 
 Tell the story of Millet’s life. Show some of his other 
 pictures—Angelus, Feeding Her Birds, The Shepherdess. 
 For story of Millet’s life, see Perry Magazine, Stories of 
 Great Artists (American Book Company), Intermediate 
 Plan Book (A. Flanagan & Co.). 
 
 Poems and Stories: Song of the Sower—Bryant. Story 
 of Ceres. Farmer John—Trowbridge. The Huskers— 
 Whittier. Obed’s Pumpkins. Dance of the Months. 
 The Anxious Leaf. How the Leaves Came Down. Mem¬ 
 orize poem, The Seasons. 
 
 Language Proper: Singular Possessives. Correct use 
 of a, an; this, that; those, these; those, them. Quotations. 
 Correct use of leaf, leaves; sheaf, sheaves; knife, knives. 
 
 Third Month. Observation : Special study of fruits. 
 Make collections, and group into fleshy and dry. Make a - 
 study of nuts: Where found ; how secured ; appearance of 
 trees; change of color in nuts ; shapes; color; shell; husk; 
 kernel. How nuts are distributed — wind, water, sticking 
 to animals. Varieties, with special attention to walnut and 
 hickory. 
 
 Squirrels: Description—Head, body, legs, toes, teeth 
 food, home, habits, kinds and use. 
 
 Kinds of food: Animal and vegetable. Find as many 
 of each kind as possible. 
 
 Coal—Materials necessary for lessons: Different kinds 
 of coal and pictures of mines and miners. How coal is 
 
Language. 
 
 35 
 
 made ; where found. Read article to the pupils describing 
 formation of coal. How coal is secured. How mines are 
 lighted. Uses of coal. Principal coal regions. What was 
 used before coal was discovered ? , 
 
 Picture Study: Return of the Mayflower—Boughton. 
 (Perry Pictures, No. 1336.) 
 
 Poems and Stories : Landing of the Pilgrims—Hem- 
 ans. The Mountain and the Squirrel. The Thrifty Squir¬ 
 rel. 
 
 Language Proper: Use of comma. Words in series. 
 Correct use of become, became, have become; grow, grew, 
 have grown; scatter, scattered, have scattered. 
 
 Fourth Month. Observation: Cotton — Pictures of 
 plants or specimens and cotton cloth should be used. If 
 possible, some of the oil and seed should be secured. Read 
 to the pupils, from a geographical reader, a description of 
 cotton-raising; Stories of Industries, Ed. Pub. Co., Topeka. 
 Read story of Eli Whitney and the Cotton Gin, from the 
 Primary History. Have pupils give oral and written re¬ 
 productions ; also, dictate lessons. 
 
 Picture Study: Arrival of the Shepherds—Le Rolle. 
 (Perry Pictures, No. 620.) 
 
 Poems and Stories: Christmas in other lands. Poems 
 for study — The Sparrows and Piccola, by Celia Thaxter. 
 Snow-Bound (Selections), In School-days, and Barefoot 
 Boy, by Whittier. Memorize ten lines from Snow-Bound. 
 Describe Whittier and his home. (Perry Pictures, Nos. 
 25, 27, 28.) 
 
 Language Proper; Letter-writing. Titles. Contrac¬ 
 tions. Exclamations. Plural endings oes, and os. Correct 
 use of in, into; on, upon; to, from ; to, at. 
 
 Fifth Month, Observation: Snow, ice, and frost, and 
 their uses and effects and cause. Minerals—Marble, lime¬ 
 stone, salt, etc. Marble — Show articles of marble, playing- 
 
36 
 
 Course of Study. 
 
 marbles, etc. Different colors of marble. How it is secured 
 (read or tell of the quarries). Where found. Limestone — 
 a rough, coarse rock used as building-stone, found in nearly 
 all localities. 
 
 Picture Study: Sir Galahad—Watts. (Perry Pictures, 
 No. 940.) 
 
 Poems and Stories: Story of Sir Galahad. Selections 
 from Idylls of the King. History of Robinson Crusoe. 
 
 Language Proper: Descriptive adjectives. Statements, 
 questions, and exclamations. Correct use of may, can: 
 might, could; between, among; each other, one another. 
 
 Sixth Month. Observation: The weather and tempera¬ 
 ture. Ways of lighting and heating buildings. Distinguish 
 between natural and artificial light. Kinds of artificial 
 light—gas, electric, fire, candle, lamp. Heat—fireplaces, 
 stoves, furnaces, steam, hot water. 
 
 Poems and Stories: Stories from the lives of Washing¬ 
 ton, Lincoln, and Longfellow. Poem study — From My 
 Arm Chair. Memorize “The Children’s Hour.” 
 
 Picture Study: Pictures of Washington, Lincoln, and 
 Longfellow, and their homes. 
 
 Base composition work upon materials from “ Observa¬ 
 tion” as outlined above for this month. 
 
 Language Proper: Quotations, possessives, and capitals. 
 Abbreviations. Synonyms and homonyms. 
 
 Seventh Month. Picture Study: Close of Day— 
 Adan. (Perry Pictures, No. 586.) 
 
 Observation: Window gardens. Growth of the follow¬ 
 ing seeds: Morning-glory, pumpkin, acorn. Keep bird and 
 flower calendar. Study the winds. Keep weather calendar. 
 
 Language Proper: Choice of words used to describe 
 persons. Correct use of learn, learned; teach, taught; few, 
 many; little, much. 
 
Language . 
 
 37 
 
 Eighth Month. Poems and Stories: How the Wind 
 Blows. The Four Winds. Points of Compass. Daybreak. 
 Memorize, O Wind a-Blowing all Day Long. 
 
 Language Proper: Choice of adjectives; review. 
 
 Ninth Month. A carefully planned review, if not made 
 too abstract, together with a study of “poems and stories” 
 appropriate to summer, would make very appropriate work 
 for this month. 
 
 FOURTH YEAR. 
 
 Text. — Scott-South worth “Lessons in English,” Book I. 
 
 Teachers are urged to study carefully the following gen¬ 
 eral suggestions before taking up the work in the text-book: 
 
 SUGGESTIONS FOR TEACHERS. 
 
 Readivg: It is likely that reading in school helps a 
 child more than any other single form of language instruc¬ 
 tion. When taught to the best advantage and used as an 
 exercise , it quickly develops the habit of getting thoughts 
 out of a printed page, and so prepares one for general out¬ 
 side reading. It, of course, imparts knowledge and serves 
 as a model for the communication of it. 
 
 There should be an abundance of interesting and in¬ 
 structive selections, touching upon various subjects and 
 adapted to the attainments of the learner. Children under¬ 
 stand much that they cannot well express: but if question¬ 
 ing has made it certain that the meaning of a paragraph 
 just read is clearly understood, the reader or some classmate 
 should be called upon to reproduce it at once in his own 
 words. This will take more time than the reading itself, 
 but its influence on the quality of the reading will soon be 
 apparent, and it is obviously useful in developing the power 
 to catch a thought and then express it. At the end of the 
 exercise some one may give the gist of the whole lesson, or 
 at another time all may be required to reproduce it in 
 writing. 
 
38 
 
 Course of Study. 
 
 This system of reading and reproducing orally and in 
 writing, if continued through the whole school course, will 
 make an important part of one’s education. 
 
 Copyivg: Those who are learning to write, first copy 
 script models, so as to get the forms of letters and of 
 words; then they copy ordinary print where, amidst many 
 details, they see how words and sentences are grouped upon 
 a page in lines, paragraphs, and stanzas. It is one thing 
 to form words with a pen; it is quite another to put them 
 on a blank sheet of paper just where they ought to go, 
 writing neatly, accurately, and in an orderly fashion. 
 
 This is the principal object to be attained in exercises 
 for copying; but, directly or indirectly, they serve many 
 other good ends. They prepare the way for understanding 
 all the simple rules for capitals and punctuation ; and we 
 know that words often copied come to have a “natural 
 look,” which is a guide to correct spelling. 
 
 Selections in either prose or verse may be transcribed 
 from the blackboard, from print, or from memory. At first, 
 such exercises will be frequent; as occasional tests, they 
 will always be useful; and to one who can see his own 
 progress by compafing a former effort, they will be rather 
 interesting. 
 
 When the proper writing materials are ready for use, 
 the various directions for indenting, and so on, are to be 
 given orally; and the copy must be the result of an honest 
 effort to write something legible, neat, and accurate, even 
 if it is not perfect in arrangement. 
 
 The paragraphs and the stanzas that are copied with toil 
 and trouble in our school-days are apt to make a lasting 
 impression upon us. Models that have been so carefully 
 studied will not be altogether forgotten, and this makes it 
 worth while to choose them only from the best. 
 
 Dictation: Writing from dictation is a step beyond 
 copying from a model, and holds a high place in language 
 work. It is like taking notes; you must have your wits 
 
Language. 
 
 39 
 
 about you, listen attentively to catch the thought, and be 
 ready with the written form of it. New words and expres¬ 
 sions become familiar, and the use of correct forms becomes 
 habitual. 
 
 The exercise is one that ought to be used every day, even 
 if we never pass the limit of four or five lines that are fresh 
 and well adapted to the purpose. 
 
 Since the class, and not the teacher, must do the work of 
 correcting so many daily exercises, the selections will have 
 to be taken from one of the text-books, or else copied 
 beforehand on the blackboard, and curtained till the writ¬ 
 ing is finished. The exercise may often have the form of 
 a letter. 
 
 Suppose the pupils are ready for work. The selection is 
 first read through to show its general character. Then it 
 is dictated only once , and with a pause at the end of each 
 phrase,or clause,or line, only just long enough for writing it. 
 
 If all exchange their own copies with different members 
 of the class at different times, and if all are urged to detect 
 what errors they can, the marking (which may be that 
 given on page 233 of Book I) will show that we see the 
 faults of others more easily than our own. After returning 
 the copies, each member of the class will revise his own 
 work by comparing it with the original, now first disclosed. 
 
 A rule for capitals or punctuation may occasionally be 
 given; but the repetition of the same exercise at once, or 
 after a day or two, will be the best way to profit by the 
 errors made at first. 
 
 Retelling Stories: Stories in prose or verse afford ex¬ 
 cellent material for oral or written work, because children 
 like to hear them and can easily understand and remember 
 them. In reproducing a story there is nothing to be in¬ 
 vented or hunted up, as in original composition; yet the 
 process requires something more than a mere copy or repe¬ 
 tition. One has the facts given to him properly arranged 
 and well expressed, but he must draw upon his own re- 
 
40 
 
 Course of Study . 
 
 sources in selecting words and forming sentences. Good 
 stories are common and easy to find, and they may serve 
 to teach morals as well as history. 
 
 In retelling a story the pupil should always be required 
 to do something more than to copy or repeat. By changing 
 slightly the point of view, by suggesting a different pur¬ 
 pose, by providing a special hearer or reader, by trans¬ 
 ferring the scene to another environment, the teacher 
 should make some demand upon the pupil’s creative 
 powers. In this way the retelling of an old and familiar 
 story may be made an exercise in original composition. 
 
 Suppose one to have been chosen that is suited to the 
 age of the children, is not too long, and is worth remem¬ 
 bering. Let us outline a plan for using it. 
 
 The selection is read aloud once by the teacher or by 
 one of the children. Then the teacher tells the story, 
 varying the language but not the order of narration — twice 
 if necessary , but still in different words, always avoiding 
 rhyme and poetic diction, that there may be no memorizing 
 of set forms. This done, questions are asked by the class 
 or the teacher to make sure that the facts, descriptions, 
 and allusions are thoroughly understood. 
 
 Now some member of the class tells the whole story 
 orally, and is criticized by classmates and teacher for mis¬ 
 statements or important omissions, for misuse of words, for 
 giving the matter in bits instead of as a whole, or for 
 “spoiling the story.” Others give their versions and re¬ 
 ceive instruction or criticism as to the relative prominence 
 of different parts. 
 
 Next, but perhaps more profitably at another session, all 
 write the story from memory. But now a variation is in¬ 
 troduced. The original story was about animals; it is now 
 to be told about men. It was formerly about children in 
 Germany or Holland; it is now to be transferred to 
 America. It was originally told in the third person; it is 
 now to be put in the mouth of a friend, or a parent, or a 
 
Language . 
 
 41 
 
 classmate. In the lowest grades and at the beginning, 
 such changes may be very slight, but as the pupils ad¬ 
 vance, more and more originality may be called for. 
 
 Suggestions of ways in which stories may be varied in 
 the retelling will be found in Lessons 11, 16, 40, 78, 140, 
 160, 165 and 194 of Book I, and pp. 287-295, 304-307 of 
 Book II. 
 
 Topical outlines should be used sparingly; they do not 
 sharpen the memory and may kill the life of the story. 
 After criticism and correction, final copies may be made as 
 in dictation exercises. 
 
 For variety, the selection may be put into the hands of 
 the children to be read until they are familiar with it. It 
 is no great task to make a collection of fifty short stories 
 that may be written or cut out and pasted upon cards, and 
 numbered for distribution in the class. After an interval 
 long enough for all to read their selections two or three 
 times, the cards will be collected, and each member of the 
 class in turn will have a story to tell, or to write, correct, 
 and copy as before. 
 
 The Use of Pictures: Good pictures of what is attrac¬ 
 tive and interesting to children may be used to advantage 
 in language work. They stimulate the imagination and 
 develop powers of observation and description. 
 
 In lower grades a single large picture of the right kind 
 will serve the purpose; but, in general, each pupil should 
 be supplied with a picture. This should form the basis of 
 a conversation. At the outset the teacher will need to give 
 help by questions, explanations, and suggestions. Such 
 terms as right, left, center, foreground, background, etc., 
 must be understood. 
 
 The imagination may be exercised by giving names to 
 persons, and by describing actions, incidents, and adven¬ 
 tures presumably connected with them. In this way stories, 
 more or less elaborate, may be told with the picture as a 
 basis. In framing exercises of this kind there is room for 
 
42 
 
 Course of Study . 
 
 a great deal of ingenuity. Lessons 11. 19, 27, 29, 33, 71, 
 83, 95, 116, 119, 135 and 159, in Book I, will perhaps be 
 found suggestive in this regard. 
 
 Descriptions and explanations of pictures are more diffi¬ 
 cult, and, in general, are better adapted to older pupils. In 
 a set description the pupil will tell what he sees in the pic¬ 
 ture, beginning with the central or chief figure, and pro¬ 
 ceeding systematically. He will tell the relation of one 
 part to another, and what the characters represented seem 
 to be doing. Many suggestions will be needed to secure 
 variety in forms of expression, and to prevent the descrip¬ 
 tion from becoming mechanical and lifeless. [See Book L 
 Lessons 27, 71, 102, 112, 183 and 190, and Book II, Part 
 III, Lessons 33, 51, 53, 54, 57, 58, 60 and 64.] 
 
 Teachers should beware of dwelling upon a picture until 
 it becomes tedious, and in no case should an exhaustive 
 written description be required. When the important fea¬ 
 tures of the picture have been discussed orally, the subject 
 of the composition may profitably be narrowed to a single 
 question, not previously touched upon (as, for example, in 
 Book I, Lesson 71). It should always be borne in mind 
 that the purpose of the conversation is not so much to im¬ 
 part information as to open the pupils eyes, stir his imagi¬ 
 nation, and give him stimulus to expression. 
 
 Letter Writing: As a means of training in purely origi¬ 
 nal composition, letter writing claims our attention first. 
 Like story telling, it is easy to begin with, and it is, more¬ 
 over, an art that soon becomes practically useful and even 
 necessary; for everybody that can write, writes letters, and 
 most persons write nothing else. 
 
 It has the further advantage that it provides a reader 
 who presumably is interested in what the writer has to say. 
 
 However much the matter may have been neglected, no 
 argument is needed to show that the ordinary forms and 
 conventions of this the most common of the uses of written 
 
Language. 43 
 
 speech ought to be made familiar to all who study language 
 in school. 
 
 The work will be examined and corrected by the class 
 as in dictation exercises, and if we can succeed in develop¬ 
 ing a spirit of keen and kindly criticism it will prove very 
 effective against the worst errors in spelling, form, punctua¬ 
 tion, and arrangement. Not a few awkward or ungram¬ 
 matical expressions will, however, pass unnoticed, and such 
 faults — the typical ones having been corrected on the 
 blackboard —may be made the subject of a special lesson, 
 during which the class shall do the correcting, and as far 
 as possible give reasons for the changes made. The letters 
 will then be carefully copied — twice, if need be, to make 
 them perfect. 
 
 For variety, the letters of yesterday may be exchanged 
 and answered, and within certain limits each one may be 
 written and addressed to some classmate. It is a good 
 plan to have genuine letters mailed occasionally to parents 
 or friends; and a letter written at the beginning of the 
 year may be kept for comparison with what can be done 
 after a year’s practice. 
 
 Many exercises in letter writing will be found in Book I, 
 and a systematic treatment of the subject for older pupils 
 in Book II (see the index in each volume). For an elabo¬ 
 rate development of this method of composition work the 
 teachers may consult Miss Charity Dye’s “Letters and 
 Letter Writing as Means to the Study and Practice of Eng¬ 
 lish Composition.” (The Bobbs-Merrill Company, In¬ 
 dianapolis. 1903.) 
 
 NarrativeWritiwg: The subject-matter of conversation 
 and writing is for the most part personal experience or per¬ 
 sonal observation. We talk much about what we have 
 done, seen, heard, or felt, adding possibly an opinion, a 
 sentiment, or an inference. 
 
 The making of an orderly statement or record of events 
 is narration or narrative writing . As an element of letter 
 
44 
 
 Course of Study. 
 
 writing it is itself the easiest and most common form of 
 original composition. 
 
 In this form of language exercises subjects are assigned, 
 and some suggestions about method and arrangement are 
 given; but in the choice of language children are thrown 
 upon their own resources, personal experience furnishing 
 them with ideas. 
 
 It is imperative, however, that the ideas to be expressed 
 be clear and definite; and if, for want of training, none but 
 the most recent impressions are distinct enough to be 
 recorded, the best results are likely to be got from exercises 
 which provide for noting the course of an event with the 
 view to reporting it afterwards. Accessible to every school 
 there are places of historic importance — public buildings, 
 mills, or something to which a class may be sent, in groups 
 of two or three, to get material for a written narrative of 
 the visit made. They may use note-books, ask questions 
 freely, get much useful information, and form habits of 
 observation that will awaken an interest in many new sub¬ 
 jects. The narrative may be worked up from an outline, 
 and will of course contain some descriptive writing. 
 
 In the more advanced work, as well as in the beginning 
 work, pictures may be used to great advantage. The teacher 
 should also be on the alert for current events which may 
 be made the subject of interesting narratives. A fire, an 
 accident, a circus, an excursion, a celebration — these are 
 matters in which pupils are naturally interested and about 
 which they will write eagerly and unaffectedly. Such op¬ 
 portunities should not be neglected. 
 
 Descriptive Writing: Narration and description, though 
 closely allied and in practice hard to separate, are yet 
 easily distinguishable. The one deals with action, the 
 other with repose. In the former, the verbs mark the 
 movement; in the latter, nouns and adjectives draw a pic¬ 
 ture. Purely descriptive writing is much the more difficult 
 for children, since if one is to describe an object accurately, 
 
Language. 
 
 45 
 
 he needs wider knowledge, closer observation, and a larger 
 —often a technical—vocabulary. 
 
 Practice, however, is a valuable teacher, and may lead 
 children to observe closely, to study the relations of parts, 
 to see likenesses and differences, and to choose exact ex¬ 
 pressions. But there is need to give instruction and guid¬ 
 ance; merely to assign a complex object, and call for a 
 description of it, would generally waste time. At first, 
 such an object, or some representation of it, ought to be 
 seen , then studied and classified as to appearance, form, 
 size, location, structure, parts, characteristics, habits, uses, 
 history, value, etc. All these judgments should be ar¬ 
 ranged in logical order under suitable headings, that the 
 description may be clear, and that habits of methodical 
 treatment may be formed. 
 
 Practice in choosing descriptive words and in framing 
 accurately descriptive phrases and sentences will be found 
 to be an excellent preparation for the longer exercises. 
 Description of any kind will be the gainer if the subject is 
 interesting to the pupil and the exercise has some definite 
 point and purpose. Thus, to describe the schoolhouse just 
 for description’s sake may be tedious; but to describe it 
 for an architect who means to remodel it, or for the .newly 
 appointed superintendent who has not yet seen it, is likely 
 to be a profitable and interesting exercise. 
 
 The greatest gain will come, not from hurrying over a 
 number of exercises, but from carefully completing in the 
 right way a single one that is adapted to its purpose. 
 
 Oral vs. Written Work: Is not the importance and the 
 dignity of oral work in language often underestimated? 
 Do we not need to talk well, as much as to write well; and, 
 as a test of culture, does not the English that we speak 
 count for more than that which we write ? 
 
 It is the greater formality, not the relative importance, 
 of written speech, that betrays us into comparative neglect 
 
46 
 
 Course of Study . 
 
 of what the name language, implies. The same words, to 
 be sure, and the same syntax, serve for both; but, 
 
 (1) The custom of adding to one’s available vocabulary 
 can seldom be left to writing, and never to reading; we do 
 not get possession of a word till we hold it ready for use. 
 
 (2) Children must learn to select the appropriate word 
 on the instant; writing usually lets us take our time. 
 
 (3) Only by oral practice can we master the principles 
 of agreement and concord, and catch the true spirit of 
 English idiom. 
 
 (4) Pronunciation and inflection are more worthy to be 
 studied than the arbitrary and formal rules of spelling and 
 punctuation, to which they correspond; and 
 
 (5) Why should we not strive as much for purity of 
 tone as for the humble excellence of calligraphy ? 
 
 GENERAL SUGGESTIONS. 
 
 1. The work of eight or nine years is to comprise study 
 of the best models of written language suitable for the sev¬ 
 eral grades, together with exercises to develop the language 
 faculty, so that the learner, while encouraged to vigorous 
 thinking, may express and communicate his thought wil¬ 
 lingly and readily in simple, correct, well-chosen language, 
 whether oral or written. 
 
 2. Though language is in itself an object of study, it 
 must be remembered that the acquisition of language as a 
 medium of expression constitutes a part of the teaching of 
 every other subject. The material for thought may be fur¬ 
 nished by such studies as form, color, number, the natural 
 sciences, geography, history, etc. The time, therefore, as¬ 
 signed to these latter subjects will be used partly in getting 
 material and developing thought, and partly in express¬ 
 ing and communicating thought in language. All studies, 
 therefore, furnish useful knowledge, and are the natural 
 means for developing those powers upon which the lan- 
 
Language. 
 
 47 
 
 guage faculty depends. They are the necessary basis of 
 language training. 
 
 3. Language is the oral or written expression of thought; 
 in all language exercises, mental impressions must precede 
 thought, as expression follows it. The sequence is— Ob¬ 
 servation, thought , expression. 
 
 4. Do not ask a child to talk or write connectedly upon 
 a subject until by observation, conversation, questioning, 
 reading, etc., there is formed a clear and orderly arrange¬ 
 ment of ideas in his mind. 
 
 5. The purpose of all language teaching is: 
 
 (a) To develop and train the language faculty by ob¬ 
 servation and practice, so that the pupil may speak and 
 write naturally and effectively; and 
 
 ( b ) To develop and confirm in him a literary conscience ; 
 that is, a keen sense for the genius and idiom of his mother- 
 tongue. 
 
 Among these, as secondary or minor points to be con¬ 
 sidered, are: 
 
 In Speech. 
 
 Purity of Tone. 
 
 Distinctness of Utterance. 
 Correct Pronunciation. 
 Suitable Inflection. 
 
 Right Choice of Words. 
 Freedom from Solecisms and 
 Inelegancies. 
 
 Orderly Arrangement. 
 
 In Written Language. 
 Good Penmanship. 
 
 Forms of Letters. 
 
 Correct Spelling. 
 
 Punctuation. 
 
 Right Choice of Words. 
 Freedom from Solecisms and 
 Inelegancies. 
 
 Orderly Arrangement. 
 
 6. Every exercise in school in which words are used 
 should be made to aid in language training. Exercises in 
 oral language should always precede those in written lan¬ 
 guage. Reading, form, elementary science, geography, his¬ 
 tory, and arithmetic will furnish constant opportunities for 
 practice in most forms of language work. 
 
 7. In recitations, encourage the children to talk freely. 
 Do not repress them by constant criticism of their manners 
 
48 
 
 Course of Study . 
 
 and forms. Secure propriety gradually, but not at the ex¬ 
 pense of the utmost freedom. 
 
 8. Accustom the child to use a sentence rather than a 
 phrase in answering. Keep only correct forms before the 
 eye during the imitative years, but drill constantly on the 
 forms that should replace the common improprieties of 
 speech. 
 
 9. In teaching language, use should be made of such 
 exercises as are indicated below: 
 
 f (1) Print, 
 
 1. Copying from < (2) Hearing, 
 [ (3) Memory. 
 
 (1) Stories: ] 
 
 2. Oral or writ- ( read. 
 
 ?o n nof Pr0dUC ’ (2) An y thing that is read: 
 
 aloud, 
 
 silently. 
 
 . (3) Memorized selections. 
 
 3. Making stories from pictures: (1) Oral. (2) Written. 
 
 4. Letter writing: (1) Social. (2) Business. 
 
 5. Oral and writ- f (1) Personal experience, 
 ten narratives \ (2) Biography, 
 
 of I (3) Historical events. 
 
 6. Description: (1) Oral. (2) Written 
 
 7. Use of synonyms; definitions. 
 
 8. Explanatory writing. 
 
 10. That the class may have thorough Reviews , the 
 teacher is to become familiar with what is taught in pre¬ 
 vious grades. 
 
 11. Teachers should keep Dictation Books containing 
 dictation lessons and other exercises. In this way the pro¬ 
 gressive character of the work may be shown, and reviews 
 may be easily made. Exercises may be repeated and am¬ 
 plified as occasion requires. 
 
 12. Pupils may be trained from the outset to correct 
 one another’s written work, a uniform system of marking 
 errors being used. At first not all errors will be noted, but 
 habits of close observation will be formed, and soon the 
 number of mistakes detected will materially lessen the 
 
Language . 
 
 49 
 
 work of an overburdened teacher. One who attempts to 
 correct all the written exercises of her pupils will probably 
 give about one-tenth as many exercises as should be given. 
 
 [Bracketed subjects to be taken in this year by such 
 schools only as have the eight years course. “Lessons in 
 English,” Book I, to be in the hands of pupils in this 
 grade.] 
 
 In this and subsequent grades the oral and written lan¬ 
 guage work is to go on in parallel lines, as indicated in the 
 previous outlines. The material for thought and expression 
 is to be found in the study of form, science, geography, 
 history, arithmetic, and in reading lessons. Ideas must be 
 clear; thought must take definite shape. Children must 
 be given time to think of what they want to say before they 
 speak or write; cultivate thoughtfulness and deliberation. 
 Use the reading lessons in the same way, in both oral and 
 silent reading. Call attention to good models of language. 
 Let children commit choice passages of prose and poetry 
 to memory. 
 
 Throughout Book I there are many lessons for correla¬ 
 tion of composition and elementary science. Before the 
 pupil writes he should make careful observation and study 
 from the object, if possible, and there should be one or 
 more conversation lessons upon it. Questions will aid in 
 the orderly arrangement of the child’s sentences. 
 
 I. Oral Composition . 
 
 Talking: (a) Descriptions of objects, maps, pictures; 
 ( b ) stories suggested by pictures; ( c ) reproduction from 
 reading lessons and from information lessons; [(<i) stories 
 from history and other supplementary reading;] ( e) con¬ 
 versations on social topics or points of common etiquette. 
 
 II. Written Composition. 
 
 Copying: Sentences, paragraphs, and selections from 
 prose and poetry. 
 
 -4 
 
60 
 
 Course of Study . 
 
 Letter Forms: Teach that proper names begin with 
 capitals; that itali s are meant by underlining script. 
 
 Continue use of diacritical marks, 
 
 Punctuation: (a) The comma, as in “Lessons in Eng¬ 
 lish,” Book I, pages 45, 55, 57, 97. 
 
 ( b) The apostrophe in plural possessives. 
 
 ( c ) The hyphen at the end of a line when a word is 
 rightly divided. 
 
 [(c?) Divided quotations.] 
 
 Abbreviations as they occur in common use, and in geog¬ 
 raphy and arithmetic. 
 
 Word Forms: (") Plurals in es. [(£) The sixteen plu¬ 
 rals in V'S ] [(c) The nine plurals without, s.] [( d ) For¬ 
 mation of possessives.] 
 
 Continue drill on verb forms and pronoun forms com¬ 
 monly misused. [ See Index, “Lessons in English,” Book I.] 
 
 Dictation daily. 
 
 Letter Writing: Familiar letters. Folding of paper for 
 insertion in envelopes. Envelope addresses. 
 
 [ Story Telling: In this grade children should become 
 familiar with some of the best short classic stories. En¬ 
 courage the reading of them in books belonging to class 
 and public libraries.] 
 
 Not for schools having the eight years course. 
 
 [Of the work outlined below, all that is necessary to be 
 done in “eight-year” schools is distributed in the work of 
 the preceding and the following years, as there indicated 
 by the bracketed parts. It will replace work not indis¬ 
 pensable to those years. “Lessons in English,” Book I, to 
 be in the hands of the pupils.] 
 
 /. Oral Composition . 
 
 The best oral language work is done in connection with 
 readmg , geography , science , and other school lessons. The 
 order, “ Observation , thought , expression ,” should be fol¬ 
 lowed. 
 
Language . 
 
 51 
 
 Pupils should first learn to talk freely . Correctness and 
 the other virtues of good English will be acquired by de¬ 
 grees. Encourage the conversation about what is studied, 
 especially about subjects of geography, history, and classic 
 stories. 
 
 II. Written Composition. 
 
 Copying , occasionally from text-books, to teach orderly 
 and tasteful arrangement of written work. 
 
 Letter Forms: Capitals in titles of books, etc. Capitals 
 in proper names (in connection with geography ). Capitals 
 shown by underlining script with three lines. Practice in 
 use of diacritical marks with dictionary. 
 
 Punctuation: The comma as in preceding grade. Quo¬ 
 tation marks. 
 
 Abbreviations as they appear in current use in various 
 studies and on pages 231, 232. 
 
 Word Forms: The sixteen plurals in ves. The nine 
 plurals without s. Nouns ending in o form plurals in s. 
 Teach as exceptions: Cargoes , calicoes , echoes , heroes , 
 mosquitoes , mottoes , negroes , potatoes , tomatoes , torpedoes, 
 volcanoes, vetoes. Drill upon possessive forms. 
 
 Continue practice in verb forms and pronoun forms. 
 [See Index “Lessons in English,” Book I.] 
 
 Dl tation: Brief exercises involving capitals, punctua¬ 
 tion, homonyms, daily throughout the year. 
 
 Letter Writing: Familiar letters written, folded, en¬ 
 veloped, addressed, and even mailed, if creditable — their 
 subject-matter to include na/rranve and descriptive writing, 
 based on personal experience, geography work, and lessons 
 in plant and animal life. Furnish outlines for letters, to 
 secure orderly arrangement. 
 
 S f ory Telling: In this grade children should become 
 familiar with some of the best short classic stories. En¬ 
 courage the reading of them in books from class and pub¬ 
 lic libraries. 
 
 Choice of Words: Synonymous words and phrases 
 studied. 
 
52 
 
 Course of Study. 
 
 GRAMMAR. 
 
 SIXTH YEAR. 
 
 Text. —Hoenshel’s Complete Grammar. 
 
 The teacher should read the Preface, Suggestions to 
 Teachers, and Hints on Teaching Part One. Become fa¬ 
 miliar with the author’s ideas and methods, and follow the 
 text closely. 
 
 First Month. Go to page 36. 
 
 SUGGESTIVE COMPOSITION WORK FOR SIXTH YEAR. 
 
 Composition work of this year correlates closely with 
 Primary History. The material for the biographies of the 
 historical characters should be presented orally by the 
 teacher in the general-exercise period twice a week, where 
 the school program is crowded. If Primary History occu¬ 
 pies a regular recitation period on the program for the 
 sixth-year pupils, the composition exercises will serve the 
 purpose of a weekly review. Other composition subjects 
 for the year are based on the classic, Miles Standish, and on 
 descriptions of familiar objects, landscapes, etc. Principal 
 current events should also be made the subject of brief 
 compositions. 
 
 SUGGESTIVE OUTLINES. 
 
 Indian: 
 
 1. The original home. 
 
 2. When first seen, and by whom. 
 
 3. Their manner of living. 
 
 4. Their industries. 
 
 5. Their religion. 
 
 6. Attitude toward white man. 
 
Grammar . 
 
 53 
 
 7. Treatment by white man. 
 
 (a) Results. 
 
 1. Wars. 
 
 2. Treaties. 
 
 (1) Disposition fostered. 
 
 8. United States granting permanent homes. 
 
 Indian Child: 
 
 1. His ancestral home. 
 
 2. Industries. 
 
 8. Early education. 
 
 (a) Running. 
 
 ( b ) Swimming. 
 
 (c) Hunting. 
 
 (a) Ability to make required materials. 
 
 ' (d) Endurance. 
 
 4. Habits and customs. 
 
 The Twentieth Century Indian: 
 
 1. Where and how educated. 
 
 2. His usefulness. 
 
 3. His position in life. 
 
 4. United States assistance. 
 
 Second Month. Pages 36 to 48. 
 
 Emphasize the fact that the classification of words into 
 parts of speech depends upon their use in the sentence. 
 This must be kept constantly in mind. 
 
 Construction of words should be studied in connection 
 with the work in reading and composition. 
 
 Continue previous instructions in composition work, 
 giving special attention to paragraphing, margin, spelling, 
 capitalization, and neatness. Accept no poorly prepared 
 papers. You encourage carelessness when you accept any¬ 
 thing short of the pupil’s best efforts. 
 
 Composition work for this month: Write a story of 
 Pocahontas. 
 
54 
 
 Course of Study . 
 
 Third Month. Pages 48 to 60. 
 
 Give thorough drill in selecting subjects and predicates, 
 preparatory to analysis. Let pupils select from short sen¬ 
 tences in the reader. 
 
 Composition work for this month: William Penn. 
 Fourth Month. Pages 60 to 73. 
 
 Analysis should accompany diagramming. See sugges¬ 
 tions for next month. 
 
 Composition work for this month: Joys of Christmas¬ 
 time. 
 
 Fifth Month. Pages 73 to 85. 
 
 The first week of this month should be spent in analy¬ 
 sis. Begin with the simplest sentences, such as those found 
 on page 58. The following is a good form: 
 
 1. (Sentence.) ‘‘Boys study. 1 ” This is a simple de¬ 
 clarative sentence, of which “boys” is the simple subject? 
 unmodified “Study” is the simple predicate, unmodified. 
 
 Note.— It will be necessary to teach the meaning of a 
 few terms as you proceed. This can be done, if the teacher 
 is cartful in the beginning, and is persistent in following 
 it up. 
 
 2. “The soldiers wore uniforms.” This is a simple de¬ 
 clarative sentence, of which “the soldiers” is the complex 
 subject; “soldiers” the simple subject is modified by “the,” 
 a simple adjective element of the first class, etc. 
 
 Note.— Definitions: Adjective element is a word ^rgroup 
 of words performing the office of an adjective. Complex 
 subject is the simple subject with all its modifiers. First- 
 class elements are words, second-class elements are phrases, 
 third class elements are clauses. 
 
 Follow these sentences by those containing compound 
 and complex elements, but do not take up complex sen¬ 
 tences until pupils can analyze simple sentences with ease 
 and accuracy. Lesson 47 contains some good sentences. 
 
Grammar. 
 
 55 
 
 Do not go too fast, but get the class well grounded in 
 analysis of simple sentences. 
 
 The rules for capitalization and punctuation should be 
 memorized. They are arbitrary, and the only way to master 
 them is to memorize them. They should be “at the pencil’s 
 point” when needed, the same as the multiplication table. 
 The tendency has been to slight memoriter work on ac¬ 
 count of the reaction from the inordinate stress laid upon 
 it in former times. 
 
 Give emphasis to the lessons on case, and see that the 
 subject is clearly presented. Give supplementary work, if 
 necessary, until you are sure they understand as much of 
 the subject as is presented in Lessons VIII and IX. 
 
 Paragraph 3, page 81, means all singular nouns; those 
 ending in s as well as others. The tendency among the 
 best writers is to use 9 s in forming the possessive of singu¬ 
 lar nouns ending with s ; as. Charles’s. 
 
 COMPOSITION WORK. 
 
 Topics: Henry Hudson. Begin the study of the classic, 
 Miles Standisli. Prepare for Kansas Day program. 
 
 Suggestions for Study of a Classic: Have pupils look 
 up the meaning of all new words, and help them to gat an 
 understanding of all figurative expressions. Require short 
 theme on the situation and surroundings at the beginning 
 of the story. In study of the classic as a whole, consider 
 general meaning; meaning of parts; words and phrases; 
 ideas or facts new to the class; subjects of the separate para¬ 
 graphs; characters of the story; references, allusions, etc. 
 
 Sixth Month. Pages 85 to 96. 
 
 The most important part of this month’s work is, per¬ 
 haps, the proper presentation of the subject of parsing. 
 Parsing is such a “bugbear” to children, usually, because 
 they have not properly learned the order for parsing. Their 
 trouble is not so much that they cannot tell the person, 
 number, or other modification, as that they get mixed up 
 
56 
 
 Course of Study . 
 
 in the order'of parsing, and are uncertain as to what should 
 be given next. Hence, in learning to parse any part of 
 speech, the first step is to learn a definite order for parsing, 
 and it should be perfectly memorized and always followed. 
 
 It is a good plan to have pupils give reasons or defini¬ 
 tions as they parse; as, John is a noun because it is the 
 name of some person; run is a verb because it expresses 
 action, etc. This should be followed until the pupils are 
 perfectly familiar with the definitions, and then dropped. 
 
 The form for written parsing given below is a time-saver 
 for pupil and teacher; but should not be used until pupils 
 are well started in the subject of parsing as suggested 
 above: 
 
 Columbus 
 
 was 
 
 a 
 
 sailor 
 
 n., 
 
 v., 
 
 adj., 
 
 n., 
 
 prop, 
 
 irreg., 
 
 defin., 
 
 com., 
 
 mas., 
 
 intran., 
 
 indef. art., 
 
 mas., 
 
 3d, 
 
 act., 
 
 not comp., 
 
 3d, 
 
 sing., 
 
 indie., 
 
 mod. sailor. 
 
 sing., 
 
 nom., 
 
 past, 
 
 
 nom., 
 
 sub. of was. 3d, 
 
 
 in pred. 
 
 
 sing., 
 
 
 with was. 
 
 
 to agree 
 
 
 
 
 with sub., 
 
 
 
 Columbus. 
 
 
 Do not 
 
 make the mistake of passing 
 
 too rapidly over 
 
 declension. 
 
 Thoroughly 
 
 memorize. For oral work use 
 
 the old fashioned way, as 
 
 follows: First 
 
 person, singular, 
 
 nominative 
 
 I, possessive 
 
 my, objective me; plural, nomi- 
 
 native we, etc. 
 
 In oral parsing of the pronoun — gender, person, num¬ 
 ber to agree with antecedent . Verb — person and number 
 to agree with subject . Insist that these be given, and see 
 that they are understood. 
 
 Do not neglect the written work called for in the text. 
 Emphasize accuracy and neatness. 
 
Grammar. 
 
 57 
 
 Composition work continued as before. 
 
 Topic: George Washington. 
 
 Classic study: Describe Miles Standish, John Alden, 
 Priscilla. Describe the interior of a Pilgrim home. 
 
 Seventh Month. Pages 96 to 108. Go very carefully 
 over pages 96, 97, 98 and 99. 
 
 Distinguish carefully between transitive and intransitive 
 verbs. Do not let pupils become confused when they take 
 up passive voice. They often think a passive verb is in¬ 
 transitive. 
 
 Topics for composition work: Franklin. Write the 
 story of Miles Standish. Pupils should tell the story in 
 their own words. 
 
 Eighth Month. Pages 108 to 120. 
 
 The study of infinitives is first taken up this month. The 
 teacher should give numerous examples, till the class can 
 readily distinguish between infinitives and prepositional 
 phrases beginning with to. 
 
 Put much time on rapid oral analysis and parsing. This 
 can be done to good advantage in connection with black¬ 
 board work. It is not enough that the sentence be dia¬ 
 grammed. The important thing is that the pupil be able 
 to analyze the sentence and give the construction. This 
 is the teacher’s opportunity to train the pupils to think 
 rapidly and to express their thoughts with clearness, ac¬ 
 curacy, and fluency. 
 
 Continue composition as before. 
 
 Topic: Eli Whitney and his cotton-gin. 
 
 Ninth Month. Pages 120 to 130. 
 
 By this time the pupils should have well in mind a good 
 form for analysis. This should be followed implicitly. A 
 diagram is of no value unless it is a form of analysis, and 
 the teacher should be sure that the pupils understand the 
 meaning of the diagram. 
 
58 
 
 Course of Study . 
 
 Continue composition as before. 
 
 Topics: Daniel Webster and Harriet Beecher Stowe. 
 History of a Loaf of Bread. 
 
 SEVENTH YEAR. 
 
 First Month. Pages 130 to 139. 
 
 It will be well to review some easy work in analysis and 
 diagramming before taking up the work of this month. 
 
 Composition work continued as before. Topics: Lin¬ 
 coln and Davis. 
 
 Word exercises. Select beginning phrases or clauses, 
 and have pupils continue with a paragraph containing 
 whatever is snggnsted to their minds. 
 
 Examples: Along the bank of the stream. Coming rapidly down 
 the road. Through the dark, green forest. 
 
 Aim of exercises—to cultivate originality and sponta¬ 
 neity of expression. Pupils to write the first thoughts 
 that suggest themselves when teacher writes or speaks the 
 phrase. (See Hardy’s Composition Exercises, Henry Holt 
 & Co., New York.) Subjects correlated with the history 
 work of the month: Columbus; La Salle’s Exploration of 
 the Mississippi (see ^White’s History Outline); Letter¬ 
 writing— informal invitations. 
 
 Letters should never be written to friends in lead-pencil. 
 
 Second Month. Pages 139 to 118. 
 
 Composition Work.— Compositions based on classic 
 study: Grandfather’s Chair. Suggested topics for short 
 themes: Grandfather’s Dream. Pine Tree Shilling. Sa¬ 
 lem Witchcraft. Subjects correlated with the history work 
 of the month: First Settlements in Virginia. First Settle¬ 
 ments in Massachusetts. 
 
 It is suggested that the teacher select a picture to dis¬ 
 play, from the Perry Pictures: Mother and Child, by Le 
 Brun; Horse Fair, by Rusa Bonheur; or the Impudent 
 Puppy, by Landseer. (Perry Picture Co., Malden, Mass.) 
 
Grammar. 
 
 59 
 
 Have a place to display these pictures. Put up one at a 
 time. Encourage pupils to study same and to ask ques¬ 
 tions about it. Require no work in this connection that 
 will detract from the enjoyment. 
 
 Third Month. Pages 148 to 159. 
 
 Give special attention to the possessive case. Follow 
 text closely. 
 
 Review Grandfather’s Chair, having pupils write entire 
 story in their own words. Letter-writing: Write an order 
 for goods. For Thanksgiving week write a composition on 
 the history of Thanksgiving, with reasons for celebration 
 of this holiday. 
 
 Compare our Thanksgiving of to-day with the New Eng¬ 
 land Thanksgiving of our Pilgrim fathers. 
 
 Fourth Month. Pages 159 to 171. 
 
 Give special attention to the definitions given in this 
 month’s work. The pronoun and adjective deserve close 
 study. Do not neglect declension. In Lesson 22 have pu¬ 
 pils write sentences on paper, filling blanks with the cor¬ 
 rect forms of words. For class work, let pupil read 
 sentences from the book, giving reasons for his choice. 
 
 Composition work for this month : Topics—A Colonial 
 Home. The Puritan’s Hardships on Two Continents. 
 The Locomotive and the Stage-coach. Write an excuse 
 for a pupil’s absence from school. 
 
 Picture Study: (Perry Pictures.) ‘‘The Gleaner,” by 
 Millet. 
 
 Fifth Month. Pages 171 to 185. 
 
 Do not neglect principal parts of verbs. Why called 
 principal parts? Perform carefully the work called for on 
 page 181. Teach thoroughly the rules for agreement of 
 verbs with their subjects, and require many sentences illus¬ 
 trating them. 
 
 Composition work continued as before. Topics: Roose- 
 
60 
 
 Course of Study . 
 
 velt, Frances Willard, Clara Barton, McKinley. Suggestive 
 outline on the story of a calico dress: 
 
 1. Where I grew. 
 
 2. How I grew and looked. 
 
 3. My home-leaving. 
 
 4. My journey. 
 
 5. My new home. 
 
 6. My change. 
 
 (a) Cotton into thread. 
 
 (b) Thread into cloth. 
 (<?) Cloth into calico. 
 (d) Calico into dress. 
 
 Sixth Month. Pages 185 to 199. 
 
 Conjugation and synopsis. Conjugate! Conjugate! Con¬ 
 jugate! Many pupils (and some teachers) have not a clear 
 distinction between a conjugation and a synopsis. Clear 
 the matter up now. The ability to write a synopsis is the 
 test of one’s knowledge of a conjugation. 
 
 Composition work for month: A Description of Our 
 Schoolhouse. The Story of a Pine Board. 
 
 Seventh Month. Pages 199 to 211. 
 
 Do not neglect Lesson 42. This lesson should be divided 
 into two lessons, and oral exercises of this same nature 
 should supplement this work. 
 
 Composition work as before. Topics: Picture Study — 
 The Angelus. (Perry Pictures, No. 509.) Write a de¬ 
 scription of an ideal schoolroom. Write a letter of intro¬ 
 duction. 
 
 Eighth Month. Pages 211 to 220. 
 
 Do not neglect work given on pages 214, 215 and 217. 
 Composition work: Legal Holidays and Other Holidays. 
 Occupations Open to Boys. Write a letter of recommen¬ 
 dation. 
 
 Ninth Month. Pages 220 to 232. 
 
 Continue analysis with diagramming. 
 
 Composition work: Occupation of a Family of Pioneers. 
 
Grammar. 
 
 61 
 
 EIGHTH YEAR. 
 
 First Month. Pages 232 to 245. 
 
 Follow the text closely, taking great care that the con¬ 
 struction work is carefully done. 
 
 COMPOSITION WORK. 
 
 Read the classic, The Great Stone Face, by Hawthorne. 
 Have pupils look up the meaning of all new words, and 
 help them to get an understanding of all figurative expres¬ 
 sions. Require short theme on the situation and surround¬ 
 ings at the beginning of the story. In study of the classic 
 as a whole, consider general meaning; meaning of parts; 
 words and phrases, ideas or facts new to the class; subjects 
 of the separate paragraphs; characters of the story; refer¬ 
 ences, allusions, etc. 
 
 Second Month. Pages 245 to 256. 
 
 Composition work as suggested on page 245. Write 
 compositions on the following topics in review of The Great 
 Stone Face: Describe the great stone face. Describe 
 each person mentioned in the story. Write a composition 
 on the lesson of the story. Have pupils write a review of 
 the story as a whole. Make this last composition a study 
 in paragraphing. 
 
 Third Month. Pages 256 to 267. 
 
 Composition work as follows: Occupations Open to Girls. 
 Study a picture. (Perry Picture Co.) The Shepherd’s 
 Chief Mourner, by Landseer. 
 
 Fourth Month. Pages 267 to 277. 
 
 Do not write “The Essay on the Verb” in Lesson XXIII, 
 but with outline before him let pupil discuss without fur¬ 
 ther notes. Write a letter ordering a dictionary, enclosing 
 the price, $12. Review the different parts of a letter, and 
 drill pupils in writing the superscription and subscription 
 of letters, laying special stress on punctuation. 
 
62 
 
 Course of Study . 
 
 Fifth Month. Pages 277 to 287. 
 
 Composition work: Study the classic, The Vision of Sir 
 Launfal. Follow suggestions for study of The Great Stone 
 Face. Oral work on the following topics: Describe the 
 June day. Describe Sir Launfal as he was at the begin¬ 
 ning of the narrative. Tell in order the events that took 
 place in his dream (being careful not to confuse any of these 
 events with those preceding and following). Describe the 
 beggar. Describe Sir Launfal’s castle, giving only details 
 that the poem suggests. Describe the winter day. Tell all 
 you can about the Holy Grail. Describe Sir Launfal as 
 he appears at the close of his dream-wanderings. Contrast 
 his character before and after his dream. 
 
 Sixth Month. Pages 287 to 295. 
 
 Fully half of the month’s time should be spent in analy¬ 
 sis and diagramming of difficult sentences. If more sen¬ 
 tences than are given in the book are needed, select from 
 readers. 
 
 Composition work: Write a review of the classic, Sir 
 Launfal. Make a study of Lowell’s biography. 
 
 Seventh Month. Review the noun, using outline 
 found on page 245. Review the pronoun, requiring the 
 pupil to make his own outline. Review the first half of 
 Part III. Teacher consult other texts. Encourage pupils 
 to do the same. Give frequent written tests. Use county 
 examination questions, etc. 
 
 Composition work for the month: Topics—Our Postal 
 System. The Meaning of our State Motto, including the 
 significance of the state seal. 
 
 Eighth Month. Review the adjective, requiring the 
 pupils to make their own outline. Review the second half 
 of Part III. Heed suggestions of seventh month. 
 
 Composition work for month : Topics—Modes of Travel, 
 
Grammar . 
 
 63 
 
 Ancient and Modern. Picture study. ( Perry Picture Co.) 
 The Shepherdess, by Le Rolle. 
 
 Ninth Month. Review the verb according to outline 
 found in Lesson XXIII. Review the essentials found in 
 Part IV. Heed suggestions of seventh month. 
 
 Composition work: Topic—How I would like to Spend 
 the Summer. 
 
64 
 
 Course of Study. 
 
 SPELLING. 
 
 FIRST YEAR. 
 
 For the first three months, follow directions in Ward’s 
 Manual, pages 29 to 31. 
 
 Fourth Month. Use sight-words in sentences and 
 spell phonetically. 
 
 Fifth Month. Dictate sentences made from sight- 
 words in reading lesson. 
 
 Sixth Month. Written spelling from dictation. 
 
 Seventh Month. Written spelling from dictation. 
 
 Eighth Month. Select words from day to day that 
 have been missed in reading lessons. Make a list of these, 
 and drill on them until pupils can spell them. Keep the 
 list within the ability of the class. Spell orally. 
 
 Ninth Month. Continue the work of the seventh and 
 eighth months. Drill! Drill! Drill! 
 
 SECOND YEAR. 
 
 Words to be taken from the Reader. For method, see 
 pages 29 and 69, Ward Manual. Use both methods. 
 
 Make a list of hard words from each month’s work. 
 Keep a word in a list until it has been learned. These 
 words should always be within the range of the pupils’ 
 vocabulary. Keep list of the week’s work upon black¬ 
 board, to be used as seat-work in many ways. This may 
 
Spelling. 
 
 65 
 
 be supplemented by using the first twenty lessons of Rath- 
 bun’s Graded Speller. Text in hands of teacher only. 
 
 THIRD TEAR. 
 
 Words to be taken from the Reader. Spell phonetically 
 and by letter. 
 
 Pronounce and spell difficult words of all lessons of each 
 month. Make lists from the reading lessons, the arithmetic 
 lessons, the language lessons, etc., and drill on them until 
 they are learned. A list of 50 or 100 words learned during 
 any given month is far better than twice the number hap¬ 
 hazardly gone over. 
 
 This work is to be supplemented by Lessons 20 to 50 of 
 Rathbun’s Graded Speller. Place text in hands of pupils. 
 
 Drill on the diacritical markings. 
 
 Note carefully the value of the dictation lessons. 
 
 A few lessons in how to use the dictionary will be of 
 great value to your pupils. 
 
 FOURTH YEAR. 
 
 Text. —Rathbun’s Graded Speller, Part II. 
 
 The work in spelling for fourth, fifth, and sixth grades 
 is arranged so that in each month about half the time al¬ 
 lotted to that branch is given to the study and drill of the 
 words taken from the reading, geography, grammar, and 
 arithmetic lessons studied during the month. The re¬ 
 mainder of the time to words from the speller. 
 
 The aim in so arranging the work in spelling is to famil¬ 
 iarize the pupils with the words necessary to the under¬ 
 standing of daily lessons. The teacher is to make his own 
 selection of words from all the branches beforehand, and 
 teach them before needed. To illustrate more clearly: 
 From first month’s assignment in reading, select difficult 
 words from each ; do likewise from first month’s assignment 
 in grammar, geography, and arithmetic. Divide list of 
 -5 
 
66 
 
 Course of Study. 
 
 words by ^twenty, to ascertain the number of words to be 
 taught in addition to daily spelling lessons from speller. 
 Some of the words may be taught daily in connection with 
 the reading, but in order to have pupils learn to read well 
 three-fourths of the reading period must be devoted to 
 reading. The child should be familiar with the words in 
 the lesson before he reads that lesson. 
 
 Read author’s note at beginning of Part II of text. 
 
 First Month. Lessons 1 to 9. 
 
 Second Month. Lessons 9 to 18. 
 
 Follow directions of the text closely. 
 
 Third Month. Lessons 18 to 28. 
 
 Fourth Month. Lessons 28 to 86. 
 
 Impress importance of note following Lesson 29. 
 
 Fifth Month. Lessons 38 to 45. 
 
 Give much drill in diacritical markings, in the marking 
 of accent and dividing words into syllables. Continue 
 throughout the year. 
 
 Sixth Month. Lessons 45 to 54. 
 
 Seventh Month. Lessons 54 to 63. 
 
 Work out thoroughly Lesson 59. 
 
 Eighth Month. Lessons 63 to 71. 
 
 A list of words frequently misspelled should be kept for 
 special review. 
 
 Ninth Month. Lessons 71 to 80. 
 
 Be sure pupils can spell all words assigned for this year’s 
 work. 
 
 Never omit a dictation lesson. Teach your pupils to 
 use the words they learn to spell. 
 
Spelling. 67 
 
 FIFTH YEAR. 
 
 Text. —Rathbun’s Graded Speller, Part II. 
 
 Follow suggestions given at beginning of fourth year 
 spelling. If followed, the work of the teacher is facili¬ 
 tated by the pupil’s knowledge of words in the daily lesson. 
 
 First Month. Lessons 8L to 89. 
 
 Follow suggestions of text closely. Do thorough work. 
 
 Second Month. Lessons 89 to 98. 
 
 Commit to memory most common prefixes and meanings. 
 Give a few days’ drill on this work. 
 
 Third Month. Lessons 98 to 108. 
 
 Fourth Month. Lessons 109 to 115, and review work 
 of previous months. 
 
 Fifth Month. Lessons 115 to 124. 
 
 Sixth Month. Lessons 124 to 131. 
 
 Seventh Month. Lessons 131 to 140. 
 
 Eighth Month. Lessons 140 to 149, 
 
 Ninth Month. Lessons 149 to 156. 
 
 Do not forget to make a list of words often misspelled. 
 Have a good old-fashioned spelling-match on the year’s 
 work. 
 
 SIXTH YEAR. 
 
 Text. —Rathbun's Graded Speller, Part II. 
 
 Ftrst Month. Lessons 157 to 167. 
 
 See all notes and explanations made by the author and 
 follow the plan of the book closely. 
 
 Give a thorough drill on each month’s assignment. 
 
68 
 
 Course of Study. 
 
 Second Month. Lessons 167 to 178. 
 
 Review diacritical markings of letters. 
 
 Third Month. Lessons 178 to 188. 
 
 This is a very important assignment. Lessons 184-186 
 demand special attention. 
 
 Fourth Month. Lessons 188 to 199. 
 
 Fifth Month. Lessons 199 to 209. 
 
 Sixth Month. Lessons 209 to 219. 
 
 Seventh Month. Lessons 219 to 229. 
 
 Eighth Month. Lessons 229 to 289. 
 
 Ninth Month. Lessons 239 to 249. 
 
 SEVENTH YEAR. 
 
 Text. —Rathbun’s Graded Speller, Part III. 
 
 It is recommended that for this year both seventh- and 
 eighth-year pupils do the work given under assignment 
 for the seventh year. 
 
 There is no more important work in the text than the 
 first seventy-seven lessons in Part III. 
 
 Let this work be thoroughly done. 
 
 First Month. Lessons 1 to 9. 
 
 Let definitions be memorized and examples given. 
 
 Second Month. Lessons 9 to 17. 
 
 Give written review of abbreviations. 
 
 Third Month. Lessons 17 to 25. 
 
 Lessons 21 to 24 should be worked out on the black¬ 
 board. 
 
Spelling . 
 
 69 
 
 Fourth Month. Lessons 25 to 33. 
 
 Drill on definitions and examples. 
 
 Fifth Month. Lessons 33 to 41. 
 
 Sixth Month. Lessons 41 to 49. 
 
 Follow directions of the text closely. Pupils should 
 have a good dictionary in their hands. 
 
 Seventh Month. Lessons 49 to 57. 
 
 Prefixes and suffixes. Commit to memory, with ex¬ 
 amples. 
 
 Eighth Month. Lessons 58 to 68. 
 
 Commit to memory rules for spelling, and illustrations 
 under each rule. 
 
 Ninth Month. Lessons 68 to 78. 
 
 Let teacher develop carefully Lessons 72 to 76. 
 
 EIGHTH YEAR. 
 
 Text. —Rathbun’s Graded Speller, Part III. 
 
 Read introduction to assignment for seventh year. It 
 is recommended that eighth-year pupils do the same work 
 in this subject as seventh-year pupils for this year . 
 
 First Month. Lessons 78 to 93. 
 
 Second Month. Lessons 93 to 108. 
 
 Third Month. Lessons 108 to 123. 
 
 ! i Fourth Month. Lessons 123 to 138. 
 
 Fifth Month. Lessons 138 to 153. 
 
 Sixth Month. Lessons 153 to 168. 
 
70 
 
 Course of Study. 
 
 Seventh Month. Lessons 168 to 183. 
 Eighth Month. Lessons 183 to 198. 
 Ninth Month. Lessons 198 to 211. 
 
Penmanship. 
 
 71 
 
 PENMANSHIP. 
 
 FIRST YEAR. 
 
 All writing for the first year should be in a large oval 
 hand. Make one-space letters three-eighths of an inch 
 high and other spacings accordingly. Remember that 
 movement and principles are the things to be sought. 
 
 Use pencil only with single-spaced paper. 
 
 SECOND YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book I; Copy Slip I; Practice Book A. 
 
 Begin the use of pen and ink. 
 
 THIRD YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book II; Copy Slip II; Practice Book A. 
 
 FOURTH YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book III; Copy Slip III; Practice Book B, 
 
 FIFTH YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book IV; Copy Slip IV; Practice Book B. 
 
 SIXTH YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book V; Copy Slip V; Practice Book C. 
 
72 
 
 Course of Study. 
 
 SEVENTH YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book VI; Copy Slip VI; Practice Book 0. 
 
 EIGHTH YEAR. 
 
 The Outlook Writing System. 
 
 Writing Book VII; Practice Book D. 
 
Drawing. 
 
 73 
 
 DRAWING. 
 
 FOR THE ENTIRE COURSE. 
 
 It is not needful to reproduce here the excellent “Sug¬ 
 gestive Grade Outlines” which accompany the Prang Ele¬ 
 mentary Course in Art Instruction. This outline may be 
 obtained gratis by sending to the Prang Educational Com. 
 pany, Chicago, Ill. 
 
 Teachers will find the Teachers’ Manuals, published 
 by the same company, a great aid in the development of 
 this subject. They are as follows: 
 
 teachers’ manuals. 
 
 One art instruction in primary grades, first year. 
 
 One art instruction in primary grades, second year. 
 
 One manual for drawing-book, third year. 
 
 One manual for drawing-book, fourth year. 
 
 One manual for drawing-book, fifth year. 
 
 One manual for drawing-book, sixth year. 
 
 One manual for drawing-book, seventh year. 
 
 One manual for drawing-book, eighth year. 
 
 pupils’ drawing-books. 
 
 One drawing-book, third year. 
 
 One drawing book, fourth year. 
 
 One drawing-book, fifth year. 
 
 One drawing-book, sixth year. 
 
 One drawing-book, seventh year. 
 
 One drawing-book, eighth year. 
 
 No pupils’ drawing-books are provided for the first and 
 second years. 
 
74 
 
 Course of Study. 
 
 ARITHMETIC. 
 
 FIRST YEAR. 
 
 Number work the first year should be very informal and 
 closely correlated with the lessons in reading and language. 
 The work as outlined is based on Van Amburgh’s First 
 Days in Number for the first and second years. The 
 introductory chapter should be read carefully by each 
 teacher. No other operations should be taught than those 
 given therein. Text to be in the hands of the teacher only. 
 
 First Month. Pages 9 to 18. 
 
 Count to 10. Teach numbers by objects only. Teach 
 to write numbers to 5. Teach pupils to recognize groups 
 of objects to 5. 
 
 Use many objects, and spend the month getting the idea 
 of number. Do not attempt to do much, if any, combina¬ 
 tion work. Supplement the work given in the text when¬ 
 ever class needs require. Teach the combinations for 2. 
 
 Second Month. Pages 18 to 27. 
 
 Count to 30. Write numbers to 15. Teach the com¬ 
 binations of 3 and 4. Drill thoroughly on all work at¬ 
 tempted. Do not try to do too much. 
 
 Third Month. Pages 27 to 36. 
 
 Count to 50. Write numbers to 20. Review combina¬ 
 tions of 2, 3 and 4, and teach the combinations of 5. Teach 
 the Roman notation to V. 
 
 Fourth Month. Pages 36 to 48. 
 
 Count to 75. Write and read numbers to 25. Teach 
 the combinations of 6 and 7. Teach the Roman numerals 
 VI and VII. 
 
Arithmetic . 
 
 75 
 
 Fifth Month. Pages 48 to 56. 
 
 Count to 100. Write and read numbers to 50."^ Teach 
 the combinations of 8. Review the combinations of 6 and 
 7 . Review all the Roman numerals taught. 
 
 Sixth Month. Pages 56 to 63. 
 
 Count by 2’s to 10. Write and read numbers to 75. 
 Teach the combinations of 9, and review 4, 6, and 8. Teach 
 the Roman numerals VIII and IX. 
 
 Seventh Month. Pages 63 to 72. 
 
 Constantly review. Give varied animated dribs. Have 
 class do much original work by bringing their own mate¬ 
 rial to illustrate the little problems they may make. 
 
 Eighth Month. Pages 72 to 83. 
 
 Count by 2’s to 20. Write and read numbers to 100. 
 Teach the combinations of 10. Teach Roman numeral X. 
 Do much original work. Do much review drilling, making 
 the review drills largely oral. Make and solve simple con¬ 
 crete problems involving the fundamental operations. 
 
 Ninth Month. Review carefully all work gone over. 
 Drill for rapid work. 
 
 Do not attempt to go beyond the assignment for this 
 year. As much work has been outlined as should be at¬ 
 tempted by any first-year class. 
 
 SECOND YEAR. 
 
 The number work for this year is based on Van Am- 
 burgh’s First Days in Number. The book to be in the 
 hands of the teacher but not in the hands of the pupils. 
 
 Make many problems; be rapid and accurate. Require 
 all board- and seat-work to be done neatly. Language 
 forms, both oral and written, should be used to state the 
 relations learned. Much of the material in the text may 
 be placed on the board and copied for seat-work. While 
 
76 
 
 Course of Study , 
 
 this may assist the teacher in solving the problem of 
 “busy-work,” be careful that too much written work is not 
 given, and do not allow the copying of work from the board 
 to take the place of the recitation. 
 
 First Month. Review- all of the first-year work, and 
 in addition take pages 83 to 87 of the text, which is review 
 also. Teach Roman numerals to XV. 
 
 Second Month. Pages 87 to 95. 
 
 Teach the combinations of 11, 12, and 13. Teach the 
 Roman numerals to XX. Drill in writing and reading of 
 numbers to 200. 
 
 Be thorough. Make most of the drill oral. Do not 
 allow written work to predominate. 
 
 Third Month. Pages 95 to 105. 
 
 Teach the combinations of 14, 15, and 16. Teach the 
 Roman numerals to XXX. Teach the writing and reading 
 of numbers to 500. 
 
 Fourth Month. Pages 105 to 115. 
 
 Teach the combinations of 17, 18, and 19. Teach the 
 Roman numerals to XL. Teach the writing and reading 
 of numbers to 700. 
 
 Fifth Month. Pages 115 to 123. 
 
 Teach the combinations of 20. Teach the Roman nu¬ 
 merals to L. Teach the writing and reading of numbers 
 to 1000. Review all the combinations taught this year. 
 
 Sixth Month. Pages 123 to 132. 
 
 Miscellaneous work. Be thorough. Supplement freely. 
 
 Seventh Month. Pages 132 to 140. 
 
 Eighth Month. Review pages 95 to 123. Give much 
 supplementary work. 
 
Arithmetic. 
 
 77 
 
 Ninth Month. Give practical work involving thorough 
 drill on all work to date. 
 
 Wooster’s Elementary No. 1 in the hands of the teacher 
 will furnish ample material for this work. 
 
 THIRD YEAR. 
 
 Text. —Myers-Brooks Elementary Arithmetic, pages 
 13 to 107. 
 
 The book should now be put in the hands of the pupil. 
 First Month. Pages 13 to 25. 
 
 Note. —Have pupils answer measuring problems first by 
 estimating distances or quantities. Then measure, and 
 compare measures with estimates. Follow this plan regu¬ 
 larly. 
 
 Measuring. Have pupils use standard units. 
 
 1. Length. 
 
 2. Surface. 
 
 3. Incidental work in easy multiples. 
 
 Simple Fundamental Operations. 
 
 1. Addition. 
 
 % Multiplication. 
 
 3. Subtraction. 
 
 4. Division. 
 
 Explanation and use of the signs. 
 
 Table of Fours. Have pupils use the standard units. 
 
 1. Uses. Liquid and Dry Measures. 
 
 2. Building the Table. Development. 
 
 3. Application of Fours. Weight. 
 
 Second Month. Pages 26 to 39. 
 
 Note. —Always teach slowly and carefully the process 
 first, then drill and apply for facility. Do not teach by drill. 
 Table of Fives. 
 
 1. Uses. U. S. Money and Time. Use coins. 
 
 2. Building of the Table. Development. Use blocks 
 
 or have the pupils draw the squares. 
 
78 
 
 Course of Study. 
 
 3. Application of the Table. Have pupils make and 
 
 solve problems. 
 
 4. Reviews of 2’s, 3’s, 4’s, and 5’s. Review exercises 
 
 to be brief, brisk and frequent. 
 
 Third Month. Pages 40 to 52. 
 
 Fundamental Operations. 
 
 1. Simple development of Addition, Subtraction, and 
 Multiplication with exercises and applications. 
 Do not try to teach all there is to an operation 
 the first time it is met. Pupils should make 
 and solve many problems under each topic. Let 
 the problems be children's problems, not adults’ 
 problems. A child’s interest in formal work, 
 even when easy, is real, but very short-lived. 
 This variety of interest is soon outgrown. Prob¬ 
 lems must have content . 
 
 Fourth Month. Pages 53 to 60. 
 
 Fundamental Operation. 
 
 1. Simple development of Division with use of terms. 
 
 Do not insist on too much at the 6tart. 
 
 2. Application of the fundamental operations. Easy 
 
 problems about children’s affairs. 
 
 Simple Drawing to Scale. Do not try to exact too great 
 precision. 
 
 Fifth Month. Pages 61 to 67. 
 
 Table of Sixes. 
 
 1. Uses. Linear Measure. Have children use stand¬ 
 
 ards of measurement. Answer problems in the 
 text-book first by estimate, then by measuring. 
 
 2. Building of Table. 
 
 3. Application. Have children make and solve prob¬ 
 
 lems about their own concerns. 
 
 Box Making. Make pebble boxes; boxes for crayons, 
 pencils, etc. Page 67 is not to be taken all at once, but as 
 
Arithmetic. 
 
 79 
 
 slowly as one problem a day, if necessary, until the idea is 
 grasped. 
 
 Sixth Month. Pages 68 to 73. 
 
 Problems in Fundamental Operations. School Garden. 
 Have children measure and find areas of gardens at home. 
 Table of Sevens. 
 
 1. Uses. Time. 
 
 2. Building Table. 
 
 3. Application. Pupils make and solve local problems. 
 
 Seventh Month. Pages 74 to 88. 
 
 Table of Eights. 
 
 1. Uses. Dry Measure. Exhibit and use standards. 
 
 2. Building Table. Use also standard units in build¬ 
 
 ing table. 
 
 3. Application. Pupils make and solve local problems. 
 Measuring Solids. Building Solids. Have pupils build 
 
 solids out of cubical blocks. 
 
 Contents of Boxes. Measure and find capacity of actual 
 boxes. 
 
 Eighth Month. Pages 89 to 97. 
 
 Table of Nines. 
 
 1. Uses. Square Measure. Have pupils draw on 
 
 blackboard a square yard and divide it into 
 square feet. 
 
 2. Building Table. Drill; short and brisk. 
 
 3. Application. Make and solve local problems. 
 Weight. Use scales in actual weighing if practicable. 
 
 Have pupils first estimate and then weigh objects. 
 
 Ninth Month. Pages 98 to 107. 
 
 Table of Tens. 
 
 1. Building Table. 
 
 2. Application of U. S. Money. Show that the or¬ 
 
 dinary way of writing numbers simply groups 
 the cents , the dimes , and the dollars separately. 
 
80 
 
 Course of Study. 
 
 Fundamental Operations in U. S. Money. 
 
 Uses of Elevens and Twelves. 
 
 Drills, short and brisk, in fundamental operations. Cost 
 of meals. 
 
 FOURTH YEAR. 
 
 Elementary Arithmetic, pages 108 to 184. 
 
 First Month. To precede this year’s work, review fun¬ 
 damental operations, pages 43, 45, 49, 54 and 55. Review 
 tables 76, 77, 90, 91, and numerous easy exercises. 
 
 Have pupils make tables of exercises on Sixes, Sevens, 
 Eights, Nines, Tens, Elevens and Twelves like those on 
 pages 38 and 39. 
 
 Second Month. Pages 108 to 117. 
 
 General work in measurements, to include the review 
 suggested above and 
 
 1. Measuring a Flower Garden. 
 
 2. Purchases and Wages. Be careful that problems 
 
 are understood. 
 
 3. Problems on Candy Rules. 
 
 Table of Elevens. 
 
 1. Building Table. Precede this with brief review of 
 
 page 104. 
 
 2. Drill on Table. Remember careful teaching must 
 
 precede drill. 
 
 Third Month. Pages 118 to 123. 
 
 Table of Twelves. Preceded by some problems from 
 page 105. 
 
 1. Uses. Linear Measure. Give pupils time to 
 
 work out the problems. 
 
 2. Building Table. 
 
 3. Application of Table. Do not hasten the drill. 
 
 Drill without concentration is a waste of time. 
 Give many easy formal exercises before drilling. 
 
Arithmetic . 
 
 81 
 
 Fourth Month. Pages 124 to 137. 
 
 Many easy exercises on the tables—5’s, 6’s, 7’s, 12’s. 
 Writing and reading numbers. 
 
 Easy exercises on the tables — 3’s, 6’s, 9’s, IPs, 12’s. 
 Have pupils think through the problems, and give approxi¬ 
 mate answers. Then solve. 
 
 Scale Drawing. 
 
 Easy exercises on the tables — 2’s, 4’s, 8’s. Pupils think 
 through the problems with the teacher. Then solve. 
 Measures of Weight. 
 
 The Dozen. 
 
 Fifth Month. Pages 138 to 150. 
 
 Fundamental Operations. Proceed slowly and carefully 
 until pupils thorougly understand process. 
 
 1. Exercises and problems in Addition. 
 
 2. Application. 
 
 3. Exercises and problems in Subtraction. Drill, and 
 
 plenty of it, bat not until the process is fully 
 understood. 
 
 Sixth Month. Pages 151 to 161. 
 
 Fundamental Operations. Teach multiplication care¬ 
 fully before drilling on it. 
 
 1. Multiplication problems for practice. 
 
 2. Drill in Multiplication. 
 
 3. Division— Long. Teach division process carefully 
 
 before drilling, then do not fear to drill on it. 
 Drill in Division. 
 
 Seventh Month. Pages 162 to 167. 
 
 Exercises in Division. Teach process again, if necessary, 
 Practice in the fundamentals. 
 
 Eighth Month. Pages 168 to 178. 
 
 Area of Triangles. 
 
 Fractions, carefully thought out. Then formal exer- 
 -6 
 
82 
 
 Course of Study . 
 
 cises. Do not try to teach everything about fractions at 
 first. First, see that the measuring function of a fraction 
 is understood. 
 
 Mixed Numbers taught. 
 
 Exercises for practice in miscellaneous problems. 
 
 Exercises. 
 
 Ninth Month. Pages 179 to 181. 
 
 Reviews and exercises for practice on fundamentals. 
 
 1. Problems in Time. Make problems. 
 
 2. Buying groceries. Make problems. 
 
 FIFTH YEAR. 
 
 Text. — Elementary Arithmetic, pages 185 to 278. 
 
 First Month. To precede this year’s work review and 
 extend all tables in + , —, x> -s-, pages 38, 39. 63, 71, 77, 
 91, 99, 117, 121, and hold pupils to a reasonable degree 
 of mechanical precision. Train in accuracy by estimating; 
 then measure or solve problem and compare results with 
 estimates. Review pages 45, 47. 146, 147, 118; 49, 152, 
 153; 53, 51, 55, 158, 159, 160. See that processes are un¬ 
 derstood and then fix by drill. Review pages 40, 41, 43, 
 138, 139. Review names and signs and use them, in order 
 that mathematical terms may become familiar. Pages 55, 
 138, 118, 153, 160. 
 
 Second Month. Pages 185 to 196. 
 
 Reviews and exercises for practice : 
 
 1. Measures of distance. 
 
 ' 2. 12J as a multiplier. 
 
 3. Time and Distance. 
 
 Have pupils think problems through and give approxi¬ 
 mate answers. Then solve them. 
 
 Make problems and solve them. 
 
Arithmetic. 
 
 83 
 
 Third Month. Pages 197 to 209. 
 
 Measuring Surfaces. Have pupils make measurements. 
 Application of square measure. 
 
 Division review. 
 
 Values — simple ratio — without terms or definitions. 
 Exercises for practice. 
 
 Fourth Month. Pages 210 to 217. 
 
 Triangles. Area. 
 
 Exercises in fundamentals. Problems in time. 
 
 Fifth Month. Pages 218 to 229. 
 
 Solids and capacity. Cubic measure. 
 
 Applications of liquid measure. 
 
 Sixteen as a multiplier. Applications of dry measure. 
 
 Sixth Month. Pages 230 to 211. 
 
 Sixteen and two-thirds as a multiplier. 
 
 Reading and writing numbers. 
 
 Exercises in Addition and Subtraction for speed. Let 
 pupils see how much they can get correct in 5 minutes. 
 Review in Multiplication and Division. 
 
 Exercises for practice. 
 
 Seventh Month. Pages 242 to 261. 
 
 Weighing, Time, Counting Paper. 
 
 Denominate Numbers. Use measures. 
 
 Bills and Accounts. Pupils make bills and draw up 
 accounts. 
 
 Eighth Month. Pages 262 to 271. 
 
 Fractions. 
 
 1. Adding. 2. Subtracting. 
 
 3. Multiplying. 4. Dividing. 
 
 Ninth Month. Pages 272 to 278. 
 
 Decimal Fractions. 
 
 Simple problems in percentage. 
 
84 Course of Study . 
 
 SIXTH YEAR. 
 
 Text. — Myers-Brooks Grammar School Arithmetic, 
 pages 1 to 108. 
 
 Note. — Teachers should study carefully Myers-Brooks 
 Elementary Arithmetic, preface and contents, before 
 teaching the Grammar School Arithmetic, in order that 
 they may enter thoroughly into the spirit of the work, and 
 be able to meet consistently the needs of the pupils when 
 they arise. 
 
 However, the Grammar School Arithmetic is complete 
 and well adapted to pupils entering their sixth school year. 
 Like the Elementary, it will teach itself if followed con¬ 
 sistently from the beginning. 
 
 The preface should be read carefully and thoughtfully. 
 
 The “Introduction,” comprising the first ten pages, has 
 a twofold value: 
 
 1. A review or connecting link between the preceding 
 and succeeding work. 
 
 2. A psychological value. See preface, p. v, par. 4. 
 First Month. Pages 1 to 15. 
 
 Measurements for review of fundamentals and to show 
 that arithmetic is called for in problems of every-day life. 
 
 Notation and Numeration. 
 
 Second Month. Pages 15 to 35. 
 
 Addition (formal). First teach formal process, then work 
 problems, then drill; select such problems as have a local 
 value. Problems must have content. 
 
 Subtraction (formal). Proceed as with addition. Select 
 problems. Do not require each pupil to work all the prob¬ 
 lems, but assign different problems to each; a means of 
 cultivating independence and individual responsibility. In 
 many problems determine processes and estimate results 
 without solving them. 
 
Arithmetic . 
 
 85 
 
 Third Month. Pages 35 to 50. 
 
 Formal Multiplication. 
 
 1. Uses. Problems worked by common-sense under¬ 
 
 standing of what is wanted. 
 
 2. Formal study of processes involved in problems. 
 
 3. Problems—Problems worked by laws of multipli¬ 
 
 cation. Factoring — Generalized number and 
 algebra. Teach carefully. 
 
 4. Applications. 
 
 Fourth Month. Pages 50 to 65. 
 
 Division. 
 
 1. Uses. 
 
 2. Formal study. 
 
 3. Problems. 
 
 Tests of divisibility. Methods of shortening division. 
 Easy algebraic problems. 
 
 Fifth Month. Pages 66 to 75. 
 
 Division and its applications. Problems of daily life. 
 Cancelation. Related problems. 
 
 Sixth Month. Pages 76 to 87. 
 
 Bills and Accounts. 
 
 Equations. 
 
 Exercises for practice. 
 
 Seventh Month. Pages 87 to 98. 
 
 Measurements of surface, value, length and distance, 
 volume and capacity. Weight. Let pupils solve easy 
 problems orally, and, first, by estimate. 
 
 Eighth Month. Pages 98 to 105. 
 
 Measurements of temperature, of time, of land, and plot¬ 
 ting measures. 
 
 Ninth Month. Pages 105 to 108. 
 
 Note. — See that pupils know the multiplication tables, 
 
86 
 
 Course of Study . 
 
 combinations in addition, separations in substraction; the 
 meaning of add, subtract, multiply, divide; sum, remain¬ 
 der, product, quotient; addend, minuend, subtrahend, mul¬ 
 tiplicand, multiplier, dividend, divisor, fractions; when to 
 add, subtract, multiply, divide. If the pupils have not 
 studied Myers Brooks Elementary Arithmetic, teach 
 carefully and see that they understand pages 190, 230, 272, 
 273, 274, 275, 276, 277,278 in the Elementary book be¬ 
 fore taking up Percentage, pages 105 to 108, Grammar 
 School Arithmetic. 
 
 Percentage as a system of measurement by hundreds. 
 Six per cent, method. 
 
 Simple interest. Finding interest by 6 per cent, method. 
 Teach carefully. 
 
 SEVENTH YEAR. 
 
 Text. —Grammar School Arithmetic, pages 109 to 235. 
 
 First Month. If Myers-Brooks Arithmetics are stud¬ 
 ied for the first time in the seventh grade the note at the 
 beginning of the sixth year’s work should be carefully 
 observed. 
 
 Review notation and numeration, pages 11, 12, 13, 14, 
 15; see that pupils understand processes explained on 
 pages 16, 17, 18, 27, 28, 36, 37, 41, 42, 43, 44, 50 to 56, 
 58, 62 to 65, 70. 
 
 Review work as outlined in this pamphlet for the ninth 
 month, sixth year. 
 
 Second Month. Pages 109 to 131. 
 
 Common uses of Numbers, to show connection with real 
 problems, and for review. 
 
 Problems about trains. Areas from scale drawings. 
 
 Ratio and Proportion. 
 
 Teach carefully pages 264 to 271, Myers-Brooks Ele¬ 
 mentary Arithmetic. 
 
Arithmetic. 
 
 87 
 
 Fractions as ratios. 
 
 Common fractions, with definitions and rules. 
 
 Third Month. Pages 131 to 145. 
 
 Fractions reduced and all operations applied to them. 
 
 Fourth Month. Pages 145 to 158. 
 
 More difficult fractions and their applications. Mixed 
 numbers. Complex fractions. 
 
 Examples for practice. Dividing lines and drawing to 
 scale. 
 
 Reviews of work gone over in fractions. 
 
 Fifth Month. Pages 158 to 176. 
 
 Proportion, formally taught and applied to real prob¬ 
 lems. 
 
 Teach carefully pages 272 to 276, Myers-Brooks Ele¬ 
 mentary Arithmetic. 
 
 Decimal Fractions. Numeration, reduction, operations 
 and uses. 
 
 Related problems, and exercises for review. 
 
 Sixth Month. Pages 176 to 196. 
 
 Applications of all fundamentals. Circumferences of 
 circles, original problems, specific gravity, area of circle. 
 
 Teach carefully pages 254 to 257, Myers-Brooks Ele¬ 
 mentary Arithmetic. 
 
 Denominate numbers taught with tables of units and 
 applied practically. 
 
 Seventh Month. Pages 196 to 207. 
 
 General exercises and problems on Denominate num¬ 
 bers. 
 
 The Metric System taught and applied. 
 
 Eighth Month. Pages 207 to 225. 
 
 Teach carefully pages 277 and 278, Myers-Brooks Ele¬ 
 mentary Arithmetic. 
 
88 Course of Study . 
 
 Review pages 105 to 108, Myers-Brooks Grammar 
 School Arithmetic. 
 
 Percentage and its applications in elementary science 
 and in ordinary affairs, as gain and loss, commission, mark- 
 ing goods, etc. 
 
 Algebraic forms of percentage. 
 
 Ninth Month. Pages 225 to 235. 
 
 Interest and its varied applications to business. 
 
 Promissory Notes. Discounting Notes. 
 
 Partial Payments. 
 
 EIGHTH YEAR. 
 
 Grammar School Arithmetic, pages 236 to 336. 
 
 First Month. 
 
 If Myers-Brooks Arithmetics are begun in the eighth 
 grade, the first month should be devoted to the work out¬ 
 lined for the first month, seventh year, in this pamphlet. 
 
 Second Month. Pages 236 to 243. 
 
 Review pages 131 to 138, 140 to 146. 
 
 Common uses of number. 
 
 Pressure of air. 
 
 Applications of former processes to transportation prob¬ 
 lems. 
 
 Review pages 272 to 276, Myers-Brooks Elementary 
 Arithmetic, and pages 162 to 175, Grammar School Arith¬ 
 metic. 
 
 Problems on drawing loads—reviewing decimals. 
 
 Third Month. Pages 244 to 259. 
 
 Modeling cubes and prisms. 
 
 Paper folding for relations as to position of lines in a 
 triangle. 
 
 Perimeters of plane figures. Geometry and algebra cor- 
 
Arithmetic. 
 
 89 
 
 related as a basis for mensuration of more complicated fig¬ 
 ures. 
 
 Angles and arcs measured. Table of units. 
 
 Fourth Month. Pages 259 to 267. 
 
 Angles added and subtracted. Angles in plane figures. 
 
 Products of sums and differences of line applied to men¬ 
 suration of areas and comparison. 
 
 Locating and describing places on earth. Problems. 
 
 Fifth Month. Pages 268 to 280. 
 
 Review pages 266 and 267. 
 
 Longitude and Time. 
 
 Table and problems. 
 
 Standard Time problems. 
 
 Mensuration of areas, and of roofing and brickwork, ap¬ 
 plication to useful problems. Land measure (assessment 
 lists). 
 
 Sixth Month. Pages 280 to 298. 
 
 Mensuration of volumes of cylinders, cones, prisms, 
 spheres and problems. 
 
 Construction of easy ornamental forms calling for im¬ 
 portant geometrical facts. 
 
 The hypotenuse of a right triangle constructed and com¬ 
 puted from sides. 
 
 Squares and square roots. 
 
 Cubes and cube roots. 
 
 Ratio and proportion, applied to triangles of same shape 
 and to useful measurements, giving reviews of decimals, of 
 ratio and proportion. 
 
 Seventh Month. Pages 298 to 307. 
 
 Teach carefully pages 190, 230, 277, 278, Myers-Brooks 
 Elementary Arithmetic, and pages 105 to 103, and 207 to 
 214, Grammar School Arithmetic. 
 
90 
 
 Course of Study . 
 
 More difficult applications of percentage to insurance, to 
 taxes, to trade discounts, to stocks and bonds. 
 
 Compound interest, customary form of it. Problems. 
 
 Eighth Month. Pages 807 to 322. 
 
 Easy problems in which letters are used to denote num¬ 
 bers. 
 
 Review page 85. 
 
 Equation used in common problems. 
 
 Principles for using equation. Illustrated by exercises. 
 
 Algebraic problems. 
 
 Statements in words and symbols. 
 
 Problems for either arithmetic or algebra. 
 
 Formal algebraic problems. 
 
 Ninth Month. Pages 322 to 336. 
 
 Equations containing two unknown numbers. 
 
 Uses of equation. 
 
 Applied algebra (graduation of thermometers). 
 
 Problems in converting readings from Fahrenheit to 
 Centigrade, and the reverse. 
 
 Methods of shortening and checking calculations, calling 
 for algebraic separation of numbers. 
 
 Shortened Addition, Subtraction, Multiplication, Divi¬ 
 sion, and Square Root, affording a review of the customary 
 methods of carrying out these processes. 
 
 Review selected problems, showing advantages of short¬ 
 ening and checking calculations. 
 
 Problems for general review of grade work. 
 
Geography. 
 
 91 
 
 GEOGRAPHY. 
 
 THIRD YEAR. 
 
 Time. — Four months, beginning with the first month. 
 
 The work as outlined for the first four months of the 
 third year is intended as a basis for a series of bright, in¬ 
 teresting talks on simple and familiar things. Such oral 
 work will be of great help in increasing the child’s vocabu¬ 
 lary and give him facility in using it. 
 
 First Month. Teach directions—in the school, from 
 the school, from the home to the school, from the home 
 to other places ; where the sun rises, where the sun sets ; 
 things found in the school; their uses; what they are made 
 of; where they came from; how they were brought to us; 
 useful things in the home; why they are useful; how brought 
 to us. 
 
 Second Month. The tools used on the farms; what 
 they are used for; what they are made of; how brought to 
 us; the things raised on the farms; what they are useful 
 for; how used; where they are sold; how they are taken 
 to the people who need them ; what they give in exchange 
 for them ; where wheat is changed to flour ; corn into meal; 
 the hogs and cattle and sheep into pork and beef and mut¬ 
 ton; the foods made from flour; the forms of meat foods ; 
 how preserved, etc. 
 
 Third Month. The animals found on the farms; for 
 what they are useful; what they eat; how they are clothed; 
 how protected in winter; things they must have to keep 
 them well and useful; the little wild animals found on the 
 farms; how they live; what harm they do; in what ways 
 
92 
 
 Course of Study . 
 
 they^are useful; the homes they make for themselves; how 
 they are protected from the cold; how they protect them¬ 
 selves from their enemies; where they go in the winter. 
 
 Fourth Month. The seasons of the year; what the 
 winter brings; what the plants do in the winter; where the 
 birds go; how they find their food; what the cold does to 
 the water of the springs, streams, and ponds; how the ice 
 is useful; why boys and girls like the winter; how the 
 snow keeps things warm ; what happens to the snow and 
 ice when the spring comes; where the water goes; what 
 it carries with it; how some soaks into the ground, and 
 what becomes of it; how some passes into the air, and what 
 becomes of it; etc. 
 
 (For the fifth, sixth, seventh, eighth and ninth months* 
 work this year see the outline in Physiology.) 
 
 FOURTH YEAR. 
 
 This outline is intended to assist the teacher in using 
 the text — King’s Primary Geography — so as to get the 
 best results. 
 
 The author had a definite purpose, and has followed a 
 logical, natural plan in working out that purpose. Read 
 the author’s preface very carefully. Try to get in harmony 
 with his idea and plan. Read, also, his directions to 
 teachers, and strive to follow the spirit of investigative 
 study. Teach geography of the school-grounds. Work 
 from the known to the unknown. Compare frequently. 
 The child’s knowledge, at best, will be largely comparative. 
 He will know the size of a lake by comparing it with a 
 pond he has seen. Rivers are only enlarged creeks, creeks 
 only enlarged rivulets. The work of water in wearing 
 away the surface can be shown on almost any school- 
 ground in Kansas. Do not fail to train the pupil’s power 
 of observing natural phenomena. 
 
Geography. 
 
 93 
 
 First Month. Begin'text. Pages 1 to 10. 
 
 1 Land forms: Hills and valleys—elope of the hill; 
 fields—on top or on slope. Surface of the earth: land 
 and water. 
 
 Animals and plants. 
 
 Brooks, creeks, “draws.” 
 
 2. Directions: The rising sun ; the setting sun ; shad¬ 
 ows; causes of shadows; direction of shadows with refer¬ 
 ence to the sun and the object causing the shadow. The 
 north star; the “big dipper.” 
 
 3. Relation of level top of hill and plateau; watershed; 
 water flows down the slope. High hills and mountains; a 
 ridge; a range; a mountain chain. Valleys: shape; the 
 brook in the valley; the source of the brook—a spring. 
 A waterfall. A river: its current, bed, banks; its work: 
 carries pebbles, soil, etc., worn from banks and bed.] j^Use 
 of rivers : steamboats ^commerce. 
 
 4.1 Land and water forms: ^A“pond; a lake; a bay; an 
 island; a peninsula; isthmus; strait; cape. 
 
 [5. Winds f*What are they? How they bring us fresh 
 air; hot winds; cold winds; carry dust and seeds; move 
 ships and clouds; rain; hail; snow; mist; fog; vapor; 
 condensation of vapor. 
 
 6. The seasons: Shorter days and longer nights; sun 
 farther south and lower. Work of the farm in the various 
 seasons. Games of the seasons. Where are the birds, 
 toads, frogs, snakes, etc., in the various seasons ? 
 
 7. Soil: Loam ; clay; gravel; sand. The breaking down 
 of rock material by the action of water, frost and air. Use 
 of soil. 
 
 8. Prairies: Flat, and rolling. 
 
 Kinds of grass: Blue-grass, timothy, clover and alfalfa 
 as examples of tame grasses. Buffalo-, blue-stem and bunch- 
 grass as varieties of wild grasses. 
 
 Occupations of the people of the prairie plains. 
 
94 
 
 Course of Study . 
 
 Second Month. Pages 11 to 17. 
 
 1. The earth and its motions: rotation; revolution. The 
 axis; the north star. The earth as a sphere. Land; water; 
 air. Photograph of moon. Study of globes and frequent 
 illustrations by the teacher. Spin tops; rotate an apple on 
 a wire or slender axis; rotate a ball on a desk. Draw equator, 
 north and south pole, and principal circles on surface of 
 apple with a pin. Then draw meridians in same manner. 
 
 2. Draw a map of the street upon which the sohoolhouse 
 stands. Locate the school house on this map. Let an inch 
 stand for a block. 
 
 3. Draw a map of the schoolroom, letting one inch rep¬ 
 resent twelve feet. Put in the correct number of seats, 
 properly spaced; also teacher’s desk and bookcases. Next 
 draw the outline plan of the whole building, putting in 
 halls, corridors, steps, etc., using the same scale, twelve feet 
 = one inch on map. Next draw a map of the school grounds, 
 putting in school building in proper place, using a scale of 
 fifty feet for one inch, or one hundred feet for one inch, as 
 conditions require. 
 
 4. Use wall maps, and by means of a mile scale find dis¬ 
 tances between important places. Examine various kinds 
 of maps: physical maps; relief maps; colored maps. 
 
 5. Size of earth. Size of sun and earth compared. 
 Moon and earth compared. 
 
 Third Month. Pages 18 to 26. 
 
 1. Surface of the earth. Hemispheres. Grand divi¬ 
 sions. World slopes. Water: oceans. 
 
 2. Zones or belts of heat and cold. Power of direct or 
 vertical rays compared with slanting rays. Cold belts. 
 Hot belts. Life belts and the temperate belts connected 
 in high rank of civilization. 
 
 3. Interesting facts about North America. With map 
 scale find distances from your town to Kansas City, Chi¬ 
 cago, Denver, New York city, San Francisco, Dawson, 
 Mexico City. 
 
Geography. 
 
 95 
 
 Fourth Month. Pages 27 to 40. 
 
 1. Notice carefully the map of New York city: the upper 
 bay, the lower bay, the consequent protection of harbor 
 from storms; situation for trade with other states and with 
 Europe; places of interest — Castle Garden, the Battery, 
 Broadway, East river, Wall street, Fifth avenue, the Flat¬ 
 iron building, Trinity Church, Central Park, the Bronx, 
 the Palisades of the Hudson, the tenement houses, the 
 Egyptian obelisk. Have each pupil trace the route of 
 travel from his home to New York city. 
 
 2. New England, rich in waterfalls and swift streams for 
 water power, poor in soil, early became a manufacturing 
 center. Impress the thought that the work of the people 
 depends upon natural causes. There are no farmers on the 
 Sahara desert. 
 
 Story of Eli Whitney; Colt and the Colt’s revolvers; 
 Charles Goodyear; Meriden and plated silverware. Have 
 pupils bring silverware with the Meriden stamp on it. 
 Hartford ; the Hartford Watch Company. The Connecticut 
 valley and its industries. The national arsenal at Spring- 
 field, and the famous Springfield rifle. Canals; water¬ 
 falls; mill-dams; water-wheels; wire-mills; cotton- and 
 woolen-mills of Rhode Island on the Blackstone river. 
 Lowell and its cotton-mills. Manchester and the largest 
 cotton mills in the world. Waltham, Mass., and the great 
 Waltham Watch Company’s factory. Linn and its shoe 
 factories. Norwood and its printing-presses. 
 
 3. Draw a map of Kansas, locating principal rivers and 
 cities. Notice that the large cities are along rivers, because 
 these furnished natural roadways for the early immigrants, 
 and later for their railroads. Teach size of Kansas by com¬ 
 parison with some known area — the section on which the 
 town is located, or on which a part of the town is lo¬ 
 cated. When you have size and population well impressed 
 on the children’s minds, compare the six New England 
 states with Kansas in area. Take up occupations of Kan- 
 
96 
 
 Course of Study. 
 
 sas and those of New England. Ship-building; why? 
 Boston — its harbor and commerce; places of interest— 
 state-house, Faneuil Hall, Bunker Hill monument, public 
 library. 
 
 Fifth Month. Pages 41 to 53. 
 
 1. The Middle states: Compare them with the New 
 England states in size, population, and commercial routes; 
 also, with Kansas. 
 
 Philadelphia: Its history, location, facilities for trade, 
 factories, United States Mint, places of interest. 
 
 Study Baltimore in the same way as you have Phila¬ 
 delphia. 
 
 Have pupils tell what they know of tobacco, its various 
 forms and uses; history of its development in Virginia. 
 
 Compare rice and wheat in methods of production and 
 harvesting. 
 
 Dwell on the natural scenery of the two Carolinas and 
 Georgia, of the Southern Atlantic states. 
 
 Have samples of pineapples, cotton, rice, etc., for exam¬ 
 ination in class. 
 
 2. The Southern states: Compare with Kansas in size, 
 surface, population, rivers, and railroads. Use wall map in 
 tracing a trip down the Mississippi. Cities of interest 
 studied as in fourth month’s work. Mississippi river steam¬ 
 boats; the flood plain of the river; the fertility; levees; 
 oxbows or cut-offs. 
 
 New Orleans studied as to history, location, facilities for 
 trade, factories, United States Mint, places of interest as 
 above. 
 
 Make free use of the topics under “Interesting Facts 
 about the Southern States,” and the map questions. 
 
 Sixth Month. Pages 54 to 65. 
 
 1. Study the pictures and bring others to the class. Ni¬ 
 agara Falls ; above the falls; below the falls; Goat island ; 
 “Maid of the Mist”; rapids; cause of the falls. 
 
Geography. 
 
 97 
 
 Trace trip on wall map through the lakes. The “ whale- 
 back/’ Cleveland, studied as before. 
 
 2. The Central States: Compare each with Kansas in 
 size, surface, population, rivers, railroads, etc. 
 
 Wheat Farming: Methods of planting and harvesting. 
 Products of wheat. Great flouring-mills of Minneapolis. 
 
 Ranching: Cattle and sheep. Where shipped to be 
 turned into meat? By-products of sheep; cattle. 
 
 The Indians. 
 
 Seventh Month. Pages 66 to 77. 
 
 1. The Pacific states: Studied as each group before has 
 been studied. 
 
 Mountains, glaciers, parks, hot springs. 
 
 Study pictures of scenes from the West. Big trees, com¬ 
 pare with trees of school-ground or town, or any trees with 
 which the children are familiar. 
 
 Make an intensive study of the Grand Canyon by means 
 of pictures, comparisons, stones, etc. 
 
 Eighth Month. Pages 78 to 84. 
 
 South America: Use wall map. Trace the journey. 
 Compare the towns visited with cities of the United States. 
 Use the same method in treating the rivers of South 
 America, also animals, occupations, climate, people, plants. 
 Compare North and South America as to shape, size, popu¬ 
 lation, rivers and railroads, seasons. 
 
 Ninth Month. General review. 
 
 FIFTH YEAR. 
 
 Text. —King’s Primary Geography. 
 
 First Month. Review pages 1 to 54. 
 
 Make review work thorough and complete. 
 
 Second Month. Review pages 55 to 77. ; 
 
 —7 
 
98 
 
 Course of Study. 
 
 Third Month. Review pages 78 to 84. 
 
 Fourth Month. Pages 85 to 97. 
 
 Europe: Trace the voyage and describe the steamship. 
 Study each city with regard to its harbor (if a seaport), 
 trade, industries, and places of interest. Study the people 
 in relation to their occupations, homes, and history. Com¬ 
 pare the rural people of the various European countries 
 with the rural population of Kansas. 
 
 Study London intensively, using all the pictures of street 
 scenes and buildings that are at hand or can be procured. 
 Put emphasis on the great age of many of the principal 
 buildings, monuments, etc. 
 
 Study Germany in the same thorough manner, using all 
 the helps that can be procured. 
 
 Fifth Month. Pages 98 to 110. 
 
 Study Paris and the French people'and Switzerland in 
 the same manner as in the fourth month. 
 
 Italy: Surface, climate, rivers, lakes, cities, people of 
 Italy. 
 
 Study each city in relation to its occupations, means of 
 communication, and places of interest. 
 
 Study Russia as Italy was studied, and make frequent 
 comparisons of people with the people of the United States. 
 
 Sixth Month. Pages 111 to 120. 
 
 Africa: The Arab boy; life, dress, occupation, religion. 
 
 The Sahara desert: reasons for its existence. The basis 
 for all plant life is sufficient moisture and enough beat. 
 Take away one, and a desert results. Which element is 
 lacking in the Sahara? Which element is lacking in the 
 Arctic zone ? Desert life and modes of travel. Habits of 
 Arabs. The Nile, and its relation to the agricultural life 
 of Egypt. The cities of the Nile and their history. The 
 Pyramids; the Sphinx. 
 
Geography. 99 
 
 Compare Africa in size, shape, rivers, surface, with North 
 America. 
 
 South Africa: Diamond mines; animals; natives; a Boer 
 farm. 
 
 Interior Africa: Physical features; negroes; white ants; 
 large animals; smaller animals. 
 
 Seventh Month. Pages 120 to 130. 
 
 Asia: Size, shape, surface, as compared with other grand 
 divisions. 
 
 China: Home life, Chinese schools, Chinese boys and 
 girls, men and women, habits and home life of the Chinese. 
 
 Japan: Children, school life, play, playthings, habits of 
 dress, customs, houses, home life. 
 
 Life in India. Hindu children, school life,-village life. 
 Animals of India. Occupations of the Hindus. 
 
 Eighth Month. Pages 131 to 138. 
 
 Australia and the Islands of the Pacific: Compare each 
 in size, surface, and population with Kansas. Relate the 
 Philippines and Hawaii to the United States in govern¬ 
 ment and trade. 
 
 Ninth Month. Review. 
 
 SIXTH YEAR. 
 
 Text. — King’s Grammar School Geography. 
 
 The teacher should read carefully the author’s preface, 
 and especially his “Directions to Teachers.” The teacher 
 is urged to follow a plan of developing a lesson on a grand 
 division. Copy the plan of the author on the blackboard 
 and use it whenever presenting a lesson oh a grand divi¬ 
 sion. 
 
100 
 
 Course of Study. 
 
 First Month. Pages 1 to 25. 
 
 GENERAL SUGGESTIONS FOR MAP-MAKING. 
 
 Stencils for Pupil. — Trace map, from geography, by 
 means of transfer- or tracing-paper, upon manila paper. 
 With a coarse needle or tine punch, perforate the outline. 
 It is advisable, when the class is large, to have several 
 stencils of the same map. Several may be made at once by 
 pinning the sheets of paper together and putting the needle 
 through all. 
 
 Punch for Making Holes. — For a large hole, takeab- 
 or 8-penny nail, file off the point, and file two grooves at 
 right angles to each other, leaving four points. Place the 
 paper to be perforated over a soft board, give the punch a 
 slight tap on the head with a small hammer, and the result 
 will be a neat, round hole. 
 
 Ruling pen. —With Roudebush’s fountain pen, the large 
 maps or charts are quickly and easily made. 
 
 Papier-mache. —Tear newspapers into pieces. Pour 
 boiling water over them, and let stand until soft. Rub the 
 paper between the hands until it has become a soft pulp. 
 Boiling the paper facilitates the work. Cold water will 
 work as w^ell as hot, but takes a little longer. Two or three 
 newspapers will make plenty of mach6, and it will keep any 
 length of time with enough water on it. 
 
 Boards for Modeling. —Have each pupil supply himself 
 with a smooth board about 12 inches by 14 inches. A 
 shingle, made smooth by the use of sandpaper, will do. 
 
 Charcoal. —Enough charcoal, in lump form, may be 
 bought of any coal dealer for one cent. A pulverized char¬ 
 coal is sold at drug stores, but is much more expensive and 
 answers the purpose no better. 
 
 To U6e Stencils. — Place stencil over paper on which 
 your map is to be made. Go over the perforated outline 
 
Geography. 
 
 101 
 
 with an eraser or cloth filled with charcoal. Remove the 
 stencil and trace the outline with pencil. When the stencil 
 is used on the board, trace the outline with chalk. 
 
 HELPS. 
 
 1. Methods and Aids in Geography — King — is of 
 great assistance for methods in teaching geography. 
 
 2. Nichols’s Outline is excellent, but remember it is 
 but an outline, and is but suggestive except in the work of 
 review. 
 
 3. Fisher’s Oatline is used at the State Normal School. 
 
 4. Frye’s Geography is an excellent supplementary book. 
 
 5. Collect, with the aid of your pupils, as many sup¬ 
 plementary texts as possible. 
 
 6. Teach use of the encyclopedias. 
 
 7. There are many excellent Geographical Readers. 
 
 8. Stories of Australia, India, China, Northern Europe, 
 and England, and Stories of Industry, vols. 1 and 2, by 
 Mara L. Pratt. 
 
 A FEW OTHER SUGGESTIONS. 
 
 1. Write stories on subjects which have to do with ge¬ 
 ography, illustrating them with sketches or by pictures 
 clipped from newspapers, etc. 
 
 2. Begin a collection for a cabinet, if you have not yet 
 done so — minerals, woods, shells, etc. 
 
 3. Make a collection of pictures, from magazines, news¬ 
 papers, Perry Pictures, etc. Let the children mount them 
 on the large sheets of manila paper. 
 
 4. Write to children in other lands and in other parts 
 of your own country. 
 
 Use United States weather maps. They will be fur¬ 
 nished upon application to the United States Weather Bu¬ 
 reau. Develop the law that air moves from regions of high 
 pressure toward regions of low pressure; that on account of 
 the rotation of the earth, great circular storms, called cy¬ 
 clones, move from west to east across the United States, 
 
102 
 
 Course of Study. 
 
 causing cloudiness and precipitation in the low-pressure, 
 storm-center area. Climate and weather—distinguish terms. 
 Climate as related to latitude and altitude. Zones of heat: 
 Show how they move as the heat equator moves, north or 
 south. Influence of large bodies of water upon climate. 
 Study rainfall map of North America, and show how pre¬ 
 cipitation is influenced by prevailing winds and mountain 
 ranges. Show that ocean currents are caused mainly by 
 the prevailing winds. Show that moisture is held in the 
 atmosphere as invisible vapor; that hot air can hold more 
 moisture than cold air can; that moisture must be precipi¬ 
 tated if the atmosphere is carried to either higher latitudes 
 or altitudes. 
 
 Latitude and longitude, with reference to absolute loca¬ 
 tion of any place on sea or land. 
 
 The seasons: Causes. Zones. Show that the width of 
 zones depends upon the inclination of the earth’s axis to 
 the plane of its orbit. Have pupils figure boundaries of 
 zones and width of each zone, if earth’s axis were inclined 
 only ten degrees; to the plane of its orbit, fifteen degrees; 
 twenty-five degrees; thirty degrees? 
 
 Second Month. Page 26, to the Middle Atlantic states, 
 page 48. 
 
 Use a physical geography to aid in developing nature’s 
 preparation for man. 
 
 Use suggested outline of author in presenting North 
 America. Use the following outline in presenting the 
 New England states. Use this also for every other group 
 of states: Location — relative, i. e ., northeast part of the 
 United States, or southeast part, as case may be; actual, 
 i . e ., latitude and longitude. Size: Compare with Kansas. 
 Surface. Rivers and railroads. Other means of communi¬ 
 cation, if any. Population. The largest state. The small¬ 
 est state. Industries, and why. 
 
 Take up each state and its commercial and trade centers. 
 
Geography. 
 
 103 
 
 Always dwell upon the occupations of the people as influ¬ 
 enced by the physical features of the state in question. 
 Have as many pictures from these places as possible. Use 
 the encyclopedia. Study all relief maps carefully, so as to 
 fix in mind the high land and the low land areas. Have 
 pupils draw outline maps from memory. Teach pupils to 
 use the colored physical maps intelligently. Notice the 
 tinting of the map of New England, page 45, and explana¬ 
 tion of the tinting in the lower right-hand corner. 
 
 Compare elevations above sea-level in the New England 
 States with the elevation of eastern Kansas; western Kan¬ 
 sas; elevation of pupils’ home town above sea-level. 
 
 Take up general features, such as surface-drainage, riv¬ 
 ers, coast-lines or forms, climate, education, etc. 
 
 Third Month. Page 48, to the Southern states, page 
 69. 
 
 Take up the Middle .Atlantic states on the same plan as 
 above. 
 
 Continue the study of these states by the use of the 
 physical map as before. 
 
 Study industrial map carefully, so as to know where the 
 various products belong. 
 
 Study coal, and mining in its various forms. Gather all 
 information possible. Kinds of coal and its uses. Life of 
 miners. 
 
 Fourth Month. Page 69, to the Central states, page 
 79; and review pages 1 to 79. 
 
 The Southern states, following previous outline. Take 
 up each state as before. Study pictures. Bring samples 
 of such products as can be procured. Always take every 
 chance to make comparisons with some standard known to 
 the pupils. Take up the general features, then summarize 
 
 Review pages 1 to 79. 
 
104 Course of Study. 
 
 Fifth Month. Page 79, to “The Corn and Wheat Belt,” 
 page 93. 
 
 Study the Central states according to the previous out¬ 
 line. Then take up the individual states and their indus¬ 
 tries as affected by their physical characteristics. Study 
 all industrial maps, and make comparisons. Do not neg¬ 
 lect the pictures nor the comparative profile maps of the 
 Mississippi and Missouri rivers. 
 
 Sixth Month. Page 93, to “Mining Gold and Silver,” 
 page 114. 
 
 The corn and wheat belt. 
 
 Domestic Commerce: Valleys, rivers, bays, oceans, in 
 their relation to commerce. Causes of commerce : surface, 
 climate, soil. Internal and foreign commerce. Commerce 
 of the Great Lakes, of the Central West, of the New Eng¬ 
 land states, of the South. Routes of commerce. 
 
 The Western states : Study according to previous out¬ 
 line, as whole, then individually. 
 
 Let the pupils tell about a trip from the lakes to the Pa¬ 
 cific. Study colored physical maps as before suggested. 
 
 Study peculiar plant and animal life of the desert area. 
 
 Seventh Month. Pages 114 to 132. 
 
 Study gold and silver mining, comparing with coal min¬ 
 ing. Methods of mining. . Forms of ore. Have pupils 
 bring samples of gold- and silver-bearing rock. Irrigation 
 in the West. 
 
 Countries north of the United States: Study as outline 
 suggests. 
 
 Countries south of the United States : Use previous out¬ 
 line. 
 
 West Indies: Size, location, people, population, occupa¬ 
 tions, climate, cities, commerce with what countries. 
 
 Panama, as above. 
 
Geography . 
 
 105 
 
 Eighth Month. Pages 132 to 153. 
 
 Territories and Dependencies of the United States ac¬ 
 cording to the following outline: Location, size, popula¬ 
 tion, how acquired, valuable for what, how governed, gen¬ 
 eral information. 
 
 Study South America according to the plan suggested 
 by the author in his “Directions to Teachers.” 
 
 Ninth Month. Pages 153 to 165, and review, pages 79 
 to 153. 
 
 Study Europe as South America was studied. 
 
 Review carefully pages 79 to 153. 
 
 SEVENTH YEAR. 
 
 Text. —King’s Grammar School Geography. 
 
 First Month. Review pages 1 to 100. 
 
 Second Month. Review pages 101 to 153. 
 
 Third Month. Page 154, to Denmark, page 174. 
 
 Study Europe as South America was studied (see sixth 
 year). Then take up each country according to the fol¬ 
 lowing outline: Location—relative and absolute; size— 
 relative and absolute; population, surface features, climate, 
 products, industries, means of communication (rivers, rail¬ 
 roads, canals, lakes, etc.). Compare with United States; 
 with Kansas. 
 
 Study the German Empire as above outline suggests. 
 
 Fourth Month. Pages 174 to 192. 
 
 According to the above outline, study : Denmark, the 
 Netherlands, Belgium, Switzerland, Austria, Hungary, and 
 the other countries as they come in the text. 
 
 Finish the study of European countries. 
 
106 
 
 Course of Study . 
 
 Fifth Month. Page~193, to Japan, page 206. 
 
 Asia, according to the outline suggested for Europe. 
 Then take up countries of Asia as they appear in the text 
 and apply the outline for countries as given before. 
 
 Sixth Month. Page 206, to Africa, page 219. 
 
 Begin with Japan and finish the study of Asiatic coun¬ 
 tries, as suggested above. Then summarize, comparing the 
 railroad facilities with those of United States; of Europe, 
 etc. 
 
 Seventh Month. Pages 219 to 232. 
 
 Study Africa as suggested in “Directions for Teachers” 
 in front of text. Then take up divisions as followed by 
 text. 
 
 Eighth and Ninth Months. Prom page 233, the 
 Geography of Kansas, and general review (two weeks). 
 
 Take up Australia and the Pacific islands according to 
 previous outline. 
 
 Study foreign world commerce. 
 
 Draw map of home county. Locate the county, its size, 
 climate, population, occupations, products — agricultural 
 and manufactured, minerals, rivers, etc. 
 
 Draw map of state. Locate chief cities, charitable in¬ 
 stitutions, educational institutions, etc. 
 
 General review, with the following outline (six weeks): 
 
 Why manufacturing is the chief industry of the New 
 England states; how water-power makes cost of production 
 cheaper; food products imported; where the finished prod¬ 
 ucts of her mills are sent; raw materials imported, where 
 from; natural resources of the section; facilities for com¬ 
 merce; what makes her chief cities important; some of the 
 chief historical events. 
 
 Make map of each section, showing elevations, drainage, 
 location of chief cities, natural resources, agricultural prod¬ 
 ucts, mineral products. 
 
Geography. 
 
 107 
 
 Why steam power in the Middle Atlantic states is less 
 than in the New England states; agricultural resources 
 compared with New England; why New York is the chief 
 commercial center of the United States; what causes led 
 to the growth of Philadelphia, Pittsburgh, Buffalo, Balti¬ 
 more; mineral resources; character of the manufactures; 
 commerce by lakes, rivers, canals, the sea; steam and elec¬ 
 tric railways; historic places and events. 
 
 Climate of the southern section; staple products of the 
 South; growth of manufactures; importance of the min¬ 
 eral products; growth of railways; other facilities for com¬ 
 merce; development of the Sou ill since the war; how rice 
 and cotton are cultivated; production of tropical fruits; 
 location of all important cities. 
 
 The grazing lands of Texas; scarcity of minerals; wealth 
 of soil products; importance of New Orleans and Galveston. 
 
 Vast agricultural resources of the Central states com¬ 
 pared with sections studied ; how the East is fed by the 
 West; manufactures of the West; natural resources; facili¬ 
 ties for commerce; causes leading to the growth of Chicago, 
 Cleveland, Cincinnati, Milwaukee; locate many other im¬ 
 portant cities; rivers. 
 
 Surface and climate of the western section; importance 
 of agricultural and live-stock products; how transported to 
 the East; the milling industry; development of the min¬ 
 eral resources; facilities for commerce; variations of climate 
 in both sections; compare with eastern section; causes lead¬ 
 ing to the growth of Minneapolis, Kansas City, St. Louis, 
 Omaha, Duluth, St. Paul. 
 
 Great elevation of the plateau section; difference of cli¬ 
 mate from sections east in the same latitude; vastness of 
 the mineral wealth; parts where agriculture is important; 
 how most of the agriculture is carried on; the live-stock in¬ 
 dustry is important; difficulties of transportation. 
 
 Climate of the Pacific section; facilities for commerce; 
 foreign commerce; fisheries; desert regions; irrigation; 
 
108 
 
 Course of Study. 
 
 fruit and agricultural products; mineral resources; import¬ 
 ance of San Francisco, Seattle, Los Angeles, Portland; 
 mineral resources. 
 
 Climate of eastern and western parts of Canada com¬ 
 pared; compare with the United States; character and oc¬ 
 cupations of the people; importance of timber products; 
 fisheries; minerals; the growing of wheat; the fur industry; 
 facilities for commerce; form of government; compare with 
 Mexico and Central America, as to climate, agricultural and 
 mineral products; products of the gulf coast of Mexico; of 
 the plateau; stability and form of government; relations with 
 the United States; why Central America is important to 
 the United States; chief imports; chief exports; surface of 
 the country; climate. 
 
 Commercial importance of Cuba; form of government; 
 what interest we have in the country; chief industries and 
 products of the country. 
 
 Make a map of Mexico, Central America, and the West 
 Indies, showing chief products, occupations, minerals, and 
 important cities. 
 
 REVIEW OUTLINE. 
 
 Why South America has not developed as rapidly as 
 North America; the wealth of animal and vegetable life: 
 great plains for grazing; importance of the cattle and sheep 
 industry ; the grain-growing section ; importance of coffee¬ 
 growing; the rubber industry; the exportation of fruits 
 and valuable woods and dyes; the mineral resources; how 
 a lack of railways retards the development of the country; 
 the great natural highways; the vastness of the river sys¬ 
 tems; immense rainfall of the Amazon valley; why the 
 countries of South America are not regarded among the 
 great nations of the world; the importance of the Panama 
 canal to the western coast; principal seaports; other large 
 cities; how trade and travel is carried on over the moun¬ 
 tains; compare the Andes with the Rocky mountains; 
 
Geography. 
 
 109 
 
 compare the Amazon with the Mississippi and Missouri; 
 La Plata and Mackenzie; Orinoco and Columbia. 
 
 Lack of progress; ignorance of the masses of the people ; 
 unstable governments. 
 
 Make a map showing elevations and drainage; principal 
 agricultural and mineral products; manufactures; animals; 
 location of chief cities. 
 
 Compare physical features of Eurasia with North Amer¬ 
 ica ; with South America; great arms of the sea; indenta¬ 
 tions of the coast line; peninsulas and capes; drainage 
 compared with other grand divisions studied; areas of 
 high land compared; desert areas; mountain systems: 
 climate in the extreme north and south compared; com¬ 
 pared with North America; with South America; animal 
 and vegetable life of northern part of Eurasia and North 
 America compared; of southern part and South America 
 compared; areas of greatest rainfall; areas of greatest 
 density of population. 
 
 Make map of Eurasia, showing highlands, rivers, moun¬ 
 tains, lakes and seas, principal mineral and agricultural 
 productions. 
 
 The great commercial centers of Europe; the great 
 manufacturing centers; the food-producing countries; 
 countries dependent upon imports for their food supply; 
 raw materials imported for manufacturing; manufactures 
 exported; importance of the ocean commerce ; foreign pos¬ 
 sessions of the principal countries; eastern and western 
 Europe contrasted, as to forms of government, educational 
 advancement, religion, language, character of manufactures 
 and commerce. 
 
 Make map of Europe as suggested for the sections of 
 the United States and for other grand divisions studied. 
 These maps are intended to be suggestions only, and may 
 be clay, sand, paper, pulp or drawings. 
 
 Australia and the Pacific Islands. 
 
 Complete subject. 
 
110 
 
 Course of Study. 
 
 PHYSIOLOGY. 
 
 THIRD YEAR. 
 
 Time.— Five months, beginning with the fifth month. 
 Let the teacher give a series of interesting talks on simple 
 and familiar things. This will be of great help in increas¬ 
 ing the child’s vocabulary, and give him facility in using it. 
 
 The following subjects are suggestive; these should be 
 enlarged upon and others taken up by the teacher: 
 
 The parts of the body. 
 
 What the body needs. 
 
 What to eat and drink. 
 
 What not to eat and drink. 
 
 How and when to eat. 
 
 Bathing. 
 
 Pure air. 
 
 Sunshine, etc. 
 
 . FIFTH YEAR. 
 
 Time. — Five months, beginning with the fifth month. 
 Text. —Krohn’s First Book in Hygiene. 
 
 Read the suggestions to the teacher on pages 4 and 5. 
 
 Fifth Month. Pages 9 to 39. 
 
 Sixth Month. Pages 40 to 76. 
 
 Seventh Month. Pages 77 to 113. 
 
 Eighth Month. Pages 114 to 144. 
 
 Ninth Month. Review. 
 
Physiology. 
 
 Ill 
 
 EIGHTH YEAR. 
 
 Text. — Krohn’s Graded Lessons in Physiology and Hy¬ 
 giene. 
 
 In the preface the author states that the keynote of this 
 book is health . 
 
 It should be the constant aim of the teacher to so teach 
 that pupils may not only know how to care for the body, 
 but that they may practice thh principles taught in every¬ 
 day life. 
 
 First Month. Pages 9 to 45. 
 
 Second Month. Pages 46 to 79. 
 
 Third Month. Pages 80 to 106. 
 
 Fourth Month. Pages 107 to 145. 
 
 Fifth Month. Pages 146 to 174. 
 
 Sixth Month. Pages 175 to 195. 
 
 Seventh Month. Pages 196 to 227. 
 
 Eighth Month. Pages 228 to 268. 
 
 Ninth Month. Chapter 19, and general review. 
 
 At the close of several chapters there are review ques¬ 
 tions and supplementary exercises. These will be helpful 
 along the line designed. 
 
 The following outline may also assist the teacher in giv¬ 
 ing supplementary work: 
 
 digestion. 
 
 Organs: 
 
 Mouth: Lips; cheeks; palate: hard, soft, uvula, ton¬ 
 sils; tongue: papillae, fraenum ; gums; teeth: kinds, parts, 
 composition, uses, hygiene; glands, ( a) salivary: parotid, 
 submaxillary, sublingual, ( b) buccal. 
 
112 
 
 Course of Study. 
 
 Pharynx: Position; shape; passages. 
 
 (Esophagus: Situation; length; coats; use. 
 
 Stomach: Situation; shape; size; curvatures; orifices; 
 capacity; coats; glands; omentum. 
 
 Small Intestine : Situation ; length ; diameter; coats; 
 villi: situation, number, structure, office; glands: divi¬ 
 sions ( a) duodenum: situation, length, glands connected 
 with (1) liver: situation, size, weight, blood-vessels, ducts, 
 gallbladder, office; (2) pancreas: situation, shape, size, 
 duct, office; ( b) jejunum : situation, length; (<?) ileum : 
 situation, length; openings. 
 
 Large Intestine: Situation; length; diameter; coats; 
 divisions — (a) caecum: situation, length, vermiform ap¬ 
 pendix; (b) colon: situation, length, parts—( c ) rectum: 
 function. 
 
 Secretion: 
 
 Saliva: Appearance; quantity; composition; reaction; 
 uses; amount. 
 
 Gastric Juice : Appearance; quantity composition ; re¬ 
 action; uses; amount. 
 
 Pancreatic Juice: Appearance; quantity; composition; 
 reaction; uses; amount. 
 
 Bile: Appearance; quantity; composition; reaction; 
 uses; amount. 
 
 Intestinal juice: Appearance; quantity; composition; 
 reaction; uses; amount. 
 
 Food: 
 
 Kinds—organic: Nitrogenous (flesh-forming), carbona¬ 
 ceous (heat-producing); inorganic. 
 
 Composition of different articles of food (give examples). 
 
 Quantity required. 
 
 Changes undergone (in mouth, stomach, etc.). 
 
 Uses. 
 
 Cooking: Kinds; uses. 
 
 Processes: Prehension, mastication, insalivation, deglu¬ 
 tition, chymification; chylification. 
 
Physiology . 
 
 113 
 
 Absorption: Organs, (a) capillary blood-vessels: situa¬ 
 tion, office; (b) capillaries of stomach and intestines (form 
 the portal vein); (c) lacteals: situation, office; function. 
 
 Assimilation: Process; function. 
 
 Hygiene: Time required for digestion; value of different 
 foods; stimulants; alcohol; tobacco. 
 
 STIMULANTS AND NARCOTICS. 
 
 Alcohol: Origin ; varieties; properties (physiological 
 and chemical); composition; alcoholic beverages;: distilled, 
 fermented, malted; physiological effects on circulation, 
 heart, lungs, stomach, liver, brain. 
 
 Tobacco : History; properties : stimulating, narcotic, 
 poisonous; production; uses: chewing, smoking, snuffing; 
 active principle; effects. 
 
 Other narcotics: Opium, chloroform, chloral, cocaine, 
 bromide of potash, belladonna, digitalis, hasheesh. 
 
 ^ EXCRETION. 
 
 Organs: 
 
 Skin: Structure; modifications; uses; glands; hygiene. 
 Kidneys : Situation ; size ; structure ; blood-vessels ; 
 functions. 
 
 Lungs (see Respiration). 
 
 Intestines. 
 
 THE SKELETON. 
 
 The head: Cranium (8 bones); face (14 bones); ears (8 
 bones). 
 
 The trunk: Spinal column (24 bones); ribs (24 bones); 
 sternum; hyoid; pelvis (4 bones). 
 
 The limbs: Upper limbs (64 bones); lower limbs (60 
 bones). 
 
 Articulations: Kinds : movable ; immovable ; slightly 
 movable. 
 
 What makes up a joint ? 
 
 -8 
 
114 
 
 Course of Study . 
 
 MUSCLES. 
 
 Number; arrangement; kinds: as to volition, as to posi¬ 
 tion, as to mode of action, as to form; structure: transverse, 
 longitudinal, microscopic, chemical; coverings; contrac¬ 
 tion and irritability; uses; hygiene. 
 
 ^ CIRCULATION. 
 
 Organs: 
 
 Heart: Shape; size; situation; weight; chambers: 
 auricles, ventricles; openings; valves; nerve supply; 
 movements; sounds; capacity; blood supply. 
 
 Arteries: Coats; pressure of blood; anastomosis; course 
 of the main arteries. 
 
 Capillaries : Definition ; coat; size ; circulation ; office. 
 
 Veins: Coats; valves; circulation; comparison with 
 arteries and capillaries: {a) arteries d^ep-seated, veins su¬ 
 perficial, capillaries both; (b) veins flow to the heart,arteries 
 from the heart, capillaries in all directions; (<?) veins have 
 many valves, arteries few, capillaries none; ( d) vein-flow is 
 continuous, arterial by jets, capillary both; ( e ) veins col¬ 
 lapse, arteries do not; (f) capillaries more numerous than 
 veins, and veins than arteries; (g) relative capacity: arteries 
 1, veins 4, capillaries 400. 
 
 Circulation: 
 
 Systemic; pulmonic; coronary; portal; renal. 
 
 The Blood: 
 
 Amount; temperature; composition: plasma, fibrinogen, 
 corpuscles (red and white); osmosis; uses; hygiene. 
 
 Lymphatics: 
 
 Description; glands; lymph; functions. 
 
 ^ RESPIRATION. 
 
 Organs: 
 
 Nose: Structure; use. 
 
 Larynx: Situation; cartilages; vocal cords: attachment, 
 structure, covering, vibrations; voice. 
 
 Trachea: Bronchi; bronchial tubes; alveoli. 
 
 Lungs: Situation; weight; lobes; lobules; cilia; struc- 
 
Physiology . 115 
 
 ture; covering; capacity; uses; muscles: diaphragm, in- 
 tercostals, abdominals. 
 
 Air: Composition; quantity used; changes produced by 
 respiration. 
 
 Modifications. 
 
 Hygiene: Proper breathing; deep breathing; pure air; 
 ventilation. 
 
 NERVOUS SYSTEM. 
 
 Nervous tissue: Cells; fibers. 
 
 Cerebrospinal system: Cerebrospinal axis — brain 
 weight, coverings; parts: cerebrum, cerebellum, medulla 
 oblongata, pons varolii; spinal cord: situation, length, 
 weight, shape, hemispheres, kinds of matter, coverings, 
 decussation of sensory nerve fibers, reflex action; nerves: 
 size, structure, divisions (sensory, motory nerve roots, kinds 
 of fiber). 
 
 Sympathetic system : Ganglia, distribution of nerves, 
 office. 
 
 Eyes — Organs of sight: 
 
 Situation; shape; size; coats, (a) sclerotic: structure, 
 cornea; ( b) choroid: situation, structure, office, ciliary 
 processes, ciliary muscle; iris: definition, color, situation, 
 pupil, office; (c) retina: situation, structure, sensitive ele¬ 
 ments—rods and cones, point of distinct vision—yellow 
 spot, blind spot; refractive media; (a) crystalline lens: 
 size, shape, situation, structure, capsule, suspensory liga¬ 
 ment, use; (b) aqueous humor: situation, office; ( c) vitre¬ 
 ous humor: situation, size, shape, office; muscles of the 
 eye; protecting organs: (a) orbit, ( b) eyebrows, ( c ) eye¬ 
 lids: conjunctiva, lashes, glands; ( d ) lachrymal appara¬ 
 tus : glands, canals, nasal duct; diseases; hygiene. 
 
 Ears —organs of hearing: 
 
 Situation ; parts (a) external: auricle or pinna, auditory 
 canal; (6) middle or tympanum: situation, size, lining 
 membrane, membrani tympani (position, action and use), 
 
116 
 
 Course of Study. 
 
 chain of bones (names, arrangement, action and use), Eus¬ 
 tachian tube (situation, shape and size, use), (<?) internal 
 or labyrinth : situation, parts (1) bony labyrinth : vestibule, 
 semicircular canals; cochlea (2) membranous labyrinth: 
 membranous vestibule—saccule and utricle, membranous 
 semicircular canals (names and functions), cochlea (fills 
 bony cochlea. [Communicates by a tube with sacculus. 
 Contains organ of Corti, which communicates vibrations to 
 the auditory nerve ends. Nerve terminations line the walls 
 of the vestibule and cochlea); hygiene. 
 
History. 
 
 117 
 
 HISTORY. 
 
 FOURTH YEAR. 
 
 KANSAS HISTORY STORIES. 
 
 It is suggested that the teacher familiarize herself with 
 the following subjects and give them, or such parts of them 
 as she can use, to her classes in story form as a basis for Lan¬ 
 guage and Culture work. These may be used in this grade 
 and grades above. 
 
 Suggested Subjects: 1. Coronado. See Kansas His¬ 
 tory, page 14. 2. Lewis and Clark Expedition. See Kan¬ 
 sas History, page 15. 3. Independence Day at Atchison. 
 
 Kansas History, page 16. 4. Pike’s Expedition. Kansas 
 
 History, pages 16 to 23. 5. Santa Fe Trail. Kansas His¬ 
 tory, pages 25, 26, 27, 28, 30, 167. Bring in paragraph 43. 
 6. John Brown. Kansas History, pages 63, 64, 82 to 86, 
 244, 251. 7. Poem: Le Marais du Cygne. 8. The Pony 
 
 Express. Kansas History, page 89. 9. James H. Lane. 
 
 The Border War. See Kansas History, page 98. 
 
 Quantrell’s Raid. Kansas History, pages 105 to 108. 
 
 Pioneer Life. Kansas History, page 127. 
 
 Grasshoppers and Drought of 1874. Kansas History, 
 page 151. 
 
 Kansas Aid to Ohio Sufferers. Kansas History, page 166. 
 
 The Sunflower State. Kansas History, page 167. 
 
 The Buffalo and His Departure. Kansas History, page 
 180. 
 
 Salt Industry. Kansas History, page 190. 
 
 Kansas in the Spanish-American War. The Maine; 
 Fred Funston and the Twentieth Kansas. Kansas His¬ 
 tory, page 256. 
 
 For additional references see Crane’s]Classics]— James H. 
 Lane, John Brown, Territorial Governors, Kansas Day, etc. 
 
118 
 
 Course of Study . 
 
 -SIXTH YEAR. 
 
 This outline will not interfere with the use of any pri¬ 
 mary text which the principal may select. 
 
 The State Text-book Commission indorsed the following 
 texts: McMaster’s Primary History; “First Steps in the 
 History of Our Country/’ by Mowry; “American Leaders 
 and Heroes,” by Gordy. 
 
 First Month. Early explorations, settlements, claims 
 of territory and on what they were based. 
 
 The Indians: Their character, manners, and customs. 
 
 Biographical sketches of Columbus, De Soto, Champlain, 
 the Cabots, Raleigh, Hudson. 
 
 Second Month. Period of settlement and development. 
 The English in Virginia, New England, Middle and South¬ 
 ern Colonies; the Dutch in New York; the Swedes in Dela¬ 
 ware. 
 
 Causes leading to the settlement of the different colonies: 
 desire for wealth, desire for religious freedom. 
 
 Prominent characters: John Smith, Governor Winthrop, 
 Roger Williams, Lord Baltimore, William Penn, James 
 Oglethorpe, King Philip. 
 
 Third Month. The struggle for supremacy between 
 England and France: King William’s War, Queen Anne’s 
 War, King George’s War, French and Indian War. 
 
 Estrangement of the colonies from the mother country. 
 
 Noted men; Montcalm, Wolfe, Patrick Henry, James 
 Otis, Samuel Adams, John Hancock. 
 
 Fourth Month. Study the following topics through 
 the biographies of the men who were prominent and active 
 in these movements: 
 
 The Struggle for Independence. Trace the principal 
 campaigns; the French Alliance; the Articles of Confed¬ 
 eration. 
 
History. 119 
 
 Formation of the Federal Government—the Constitu¬ 
 tion. 
 
 Biographies of Washington, Greene, LaFayette, Frank¬ 
 lin, Robert Morris, Cornwallis. 
 
 Fifth Month. Follow suggestions as given under fourth 
 month. 
 
 National growth ; establishment of the Government; ter¬ 
 ritorial expansion ; slavery ; mechanical inventions. 
 
 Sewing-machines, steamboat, reaper, cotton-gin. 
 
 Sixth Month. Study the lives of Hamilton, Jefferson, 
 Jackson, Clay, Calhoun, Webster, Garrison, Harriet Beecher 
 Stowe, Horace Mann. 
 
 Seventh Month. See suggestions for fourth month. 
 
 The War for the Union; principle involved; trace the 
 most important military movements. 
 
 Biography: Lincoln, Seward, Grant, Lee, Davis. 
 
 Eighth Month. See suggestions for fourth month. 
 
 Recent history ; reconstruction; commercial expansion; 
 railroads; telegraph and telephone; improved machinery; 
 Spanish-American War—cause, results, territorial expan¬ 
 sion; education — the old and the new. 
 
 Ninth Month. Lives of Edison, Clara Barton, Frances 
 Willard, Blaine, Cleveland, McKinley, Roosevelt. 
 
 As a general review, develop supplementary topics pro¬ 
 vided by the teacher. 
 
120 
 
 Course of Study. 
 
 UNITED STATES HISTORY. 
 
 SEVENTH YEAR. 
 
 Texts. — Davidson’s History of the United States; Fos¬ 
 ter’s Historical Outline Maps on United States History 
 (Historical Publishing Co., Topeka, Kan.) 
 
 First Month. Pages 13 to 48. 
 
 The Awakening in Europe — Effects of the Reformation, 
 politically and socially; spirit of the governments; the as¬ 
 sertion of the people; the printing of books — other inven¬ 
 tions; effects of the discovery of America; legends of other 
 discoveries; the early explorers—what they did; what it 
 was worth to their respective sovereigns. Give special at¬ 
 tention to those explorers whose explorations resulted in 
 claims of territory by the various European nations. 
 
 Second Month. Pages 48 to 74. 
 
 Influence of geography upon history. The peoples of 
 our country — how they were conquered; their civilization, 
 religion, manners, and customs. The English home-build¬ 
 ers and the purpose of their coming. 
 
 Supplementary reading: Indian stories, and a biography 
 of John Smith. 
 
 Third Month. Pages 74 to 104. 
 
 The development of the American in the various settle¬ 
 ments; causes of the settlements—religious ideas, disputes, 
 and persecutions; religious intolerance; charter govern¬ 
 ment to constitutional government; the various ideas (re¬ 
 ligious, social, and political) which prevailed in the several 
 colonies; the growth of the colonies as influenced by these 
 factors. 
 
United States History . 
 
 121 
 
 Supplementary reading: Extracts from Knickerbocker 
 History of New York. Miles Standish. 
 
 Foukth Month. Pages 104 to 123. 
 
 The struggle of England and France for the world mas¬ 
 tery ; what the colonies were teaching Europe; what each 
 successive war was teaching the colonies; the great value 
 of the French and Indian War; developed military leaders, 
 governmental leaders, crystallized the “Americans”—freed 
 them from a foreign enemy. 
 
 Supplementary reading: Evangeline. Study geogra¬ 
 phy of Quebec. 
 
 Fifth Month. Pages 123 to 157. 
 
 Pupils will be interested in reading Eggleston’s Primary 
 History in connection with this chapter. 
 
 Sixth Month. Pages 157 to 177. 
 
 The English view of the colonies; English arbitrariness, 
 American stubbornness; English oppression, American re¬ 
 sistance; the men these controversies developed; advance 
 in the ideas of government; the principles contended for 
 by both sides; why Massachusetts and Virginia were in the 
 lead in all agitation; the men they produced; the first con¬ 
 tinental congress; the exchange of ideas; war—summary 
 of the causes. 
 
 Supplementary reading: Paul Revere’s Ride. 
 
 Seventh Month. Pages 177 to 198. 
 
 Study the Declaration of Independence. 
 
 Eighth Month. Pages 198 to 221. 
 
 Foreign assistance; treason, plots and schemes; the sur¬ 
 render of Yorktown; the armies England had lost; the 
 peace parties in England; the treaty of peace; the Ameri¬ 
 can commissioners; the effect the war had on European 
 
122 
 
 Course of Study . 
 
 politics; why Canada failed to join the colonies; cost of 
 the war; the men it bankrupted; the financial system, etc. 
 
 Supplementary reading: Biography of Franklin. 
 
 Ninth Month. Review principal points of year’s work. 
 Use Foster’s Historical Outline Maps; trace discoveries, 
 explorations, settlements, campaigns, and important mili¬ 
 tary movements. If you do not have Foster’s outline maps, 
 use your geographies. 
 
 EIGHTH YEAR. 
 
 Text. —Davidson’s History of the United States. 
 
 First Month. Pages 221 to 215. 
 
 A review of the struggle for independence; how the colo¬ 
 nies were governed during the war; the need for a new 
 government; the discussion; the growth of the constitu¬ 
 tional idea; the Constitutional Convention; the adoption 
 of the Constitution; the men who composed the conven¬ 
 tion; the compromises; other conventions. Study the Con¬ 
 stitution. 
 
 Second Month. Page 245, to Madison’s Administration, 
 page 272. 
 
 The development of political parties; how the Constitu¬ 
 tion was construed; the leaders of each party; problems of 
 finance and internal improvement; troubles with foreign 
 countries; the admission of new States; inventions; news¬ 
 papers; the purchase of Louisiana; obnoxious legislation; 
 political campaigns as educational factors. 
 
 Third Month. Pages 272 to 299. 
 
 Events that led to the War of 1812; the war; the results; 
 the questions of States’ rights and slavery; growth of manu¬ 
 facturing and commerce; newspapers; education and in¬ 
 ventions; biographical sketches of the great men of the 
 period; etc. 
 
United States History . 
 
 123 
 
 Fourth Month. Pages 299 to 347. 
 
 The growth of the Republic; the determination, energy 
 and character of Jackson; the “kitchen cabinet’’; “rota¬ 
 tion in office”; United States Bank; private banks; specula¬ 
 tions; financial panics; the Subtreasury; Indian difficulties; 
 politics; the admission of new States; slavery and slavery 
 compromises; the men who led in the debates; the Mexi¬ 
 can War: cause, incidents, and results; statecraft; foreign 
 relations and treaties; the tariff; “gag rule” in the House; 
 abolition; anti-slavery leaders; inventions and discoveries; 
 growth of the country in wealth and population. 
 
 Fifth Month. Pages 347 to 385. 
 
 Extension of territory; the Compromise of 1850; Fugi¬ 
 tive Slave Law; Kansas-Nebraska Bill; border warfare; 
 Dred Scott Decision; the debates of Lincoln and Douglas: 
 the Clayton-Bulwer treaty; Perry and Japan; the “Ostend 
 Manifesto” and Cuba; John Brown; Mrs. Stowe; leaders 
 and literature of the period; election of Lincoln; secession; 
 war. 
 
 Sixth Month. Pages 385 to 425. 
 
 . Abraham Lincoln and his policy; events of the war to 
 1864; use Foster’s Historical Outline Maps, tracing the 
 movements of the armies through the important campaigns; 
 revolution in naval warfare; improvement in war equip¬ 
 ment. 
 
 Seventh Month. Pages 437 to 461. 
 
 Complete the study of the Civil War; principal military 
 leaders; cost of the war; charities and other institutions of 
 mercy; assassination of Lincoln; disbanding the army; out¬ 
 line review of the war. 
 
 Eighth Month. Pages 461 to 507. 
 
 Reconstruction; views of Congress, views of the Presi¬ 
 dent; amendments to the Constitution; military rule in the 
 
124 
 
 Course of Study . 
 
 South; impeachment of the President; secret political or¬ 
 ganizations; treaties with foreign countries; the part acted 
 by them during the war; trouble in Cuba; building of rail¬ 
 roads; the homestead law; coinage; civil service; govern¬ 
 mental scandals; the electoral commission; resumption of 
 specie payments; political parties—the Democrats in the 
 ascendency; tariff legislation; destruction of the Maine; 
 the war with Spain: causes, incidents, and results; death 
 of McKinley. 
 
 Ninth Month. Pages 507 to 524; and review acquisi¬ 
 tion of territory and development of political parties. Study 
 events more recent than given in your history 
 
History of Kansas. 
 
 125 
 
 HISTORY OF KANSAS. 
 
 EIGHTH YEAR. 
 
 Time.—T hree months. 
 
 Only the topics specifically named need to be carefully 
 studied. Others should be read. 
 
 Seventh Month. Pages 9 to 93. 
 
 EARLY HISTORY. 
 
 Early Explorers — Spanish : De Vaca, Coronado; French: 
 Marquette, La Salle (the French claims based on ex¬ 
 plorations of Marquette and La Salle in the Mississippi 
 Valley); Dutisne; (the English claims were based on the 
 grants made to the London and Plymouth Companies). 
 
 Cessions: Kansas was included in the cessions of 1763 
 and 1800, and in the Louisiana purchase. (That part south 
 of the Arkansas river and west of the 100th meridian was a 
 part of the Mexican cession.) 
 
 Native Indian tribes. 
 
 Later Explorers: Lewis and Clark, Long, Pike. 
 
 Trails : Santa Fe, Oregon. 
 
 Kansas a part of the Indian Territory, organized in 1830; 
 transplanted Indian tribes; missionaries to the Indians. 
 
 TERRITORIAL HISTORY. 
 
 Kansas-Nebraska Act: Boundaries; author’s motive; 
 previous opening of land to settlers; bona fide settlers, 
 squatters; colonization societies — Northern, Southern ; 
 settlements—Free-State, Pro-Slavery. 
 
 Reeder’s administration: Election for Territorial Dele¬ 
 gate ; census taken; election for Territorial Legislature; 
 fraudulent voting, new election; first Territorial Legisla- 
 
126 
 
 Course of Study . 
 
 ture : place of meeting, adjournment, trouble with the 
 Governor; Governor Reeder removed. 
 
 Acting Governor Woodson : Bogus Legislature; Terri¬ 
 torial officers; Territorial capital; Free-State agitation. 
 
 Governor Shannon: Pro-Slavery election for Territorial 
 Delegate; Free-State election for Territorial Delegate; 
 Free-State election for constitutional convention ; constitu¬ 
 tional convention — met at Topeka; the Topeka Constitu¬ 
 tion; the Wakarusa War; Topeka Constitution submitted 
 to the people; election of state officers under the Topeka 
 Constitution; meetingofthe Free-State Legislature; second 
 Wakarusa War; meeting of the grand jury — Chief Justice 
 Lecompte’s charge; warrants for Free-State leaders; order 
 of the United States court—destruction of Free State 
 Hotel and Free-State papers; guerrilla warfare ; Free- State 
 Legislature reassembled at Topeka; Governor Shannon 
 removed. 
 
 Acting Governor Woodson: Militia called out to repel 
 Lane’s invasion; reign of terror. 
 
 Governor Geary: Hickory Point fight; disbanding of 
 all armed forces; constant friction between Geary and 
 Lecompte; meeting of the Free-State Legislature; second 
 Territorial Legislature; trouble over the appointment of 
 sheriff; resignation of Governor Geary. 
 
 Governor Walker: Constitutional Convention; Free- 
 State Legislature ; second submission of the Topeka Con¬ 
 stitution ; Lecompton Constitutional Convention; the 
 Lecompton Constitution, provisions for submission; elec¬ 
 tion for Territorial Legislature and Delegate; fraudulent 
 voting; Free-State majority; Governor Walker leaves the 
 Territory. 
 
 Acting Governor Stanton : Extra session of the Legisla¬ 
 ture provided for a submission of the Lecompton Constitu¬ 
 tion to be approved or rejected by the people; the Consti¬ 
 tution submitted to the people under its own provisions; 
 Stanton removed for calling extra session. 
 
History of Kansas . 
 
 127 
 
 Acting Governor Denver: Election upon the Lecompton 
 Constitution ; election under the provisions of the Lecomp¬ 
 ton Constitution, for member of Congress, Legislature, 
 State officers—both sides participated; the Free-State can¬ 
 didates elected; refused to serve under the Lecorflpton Con¬ 
 stitution : petitioned Congress not to admit the State under 
 the Lecompton Constitution; third Territorial Legisla¬ 
 ture— provided for another constitutional convention, re¬ 
 moved the capital to Minneola; meeting of the Free-State 
 (Topeka) Legislature; Leavenworth Constitutional Con¬ 
 vention; doubts as to its legality ; Governor Walker’s resig¬ 
 nation accepted. 
 
 Governor Denver: Leavenworth Constitution submitted; 
 trouble in southeastern Kansas; third submission of the 
 Lecompton Constitution — under English bill; Governor 
 Denver resigned. 
 
 Governor Medary : Election on the proposition for a new 
 Constitution; pony express inaugurated; Wyandotte Con¬ 
 stitutional Convention; election on the Constitution; 
 drought and famine; Governor Medary resigned. 
 
 Acting Governor Beebe : Last Territorial Legislature; 
 Kansas admitted as a State. 
 
 Eighth Month. Pages 93 to 188. 
 
 STATE HISTORY. 
 
 Governor Robinson : Legislature met at Topeka, March 
 26, 1861; Lane and Pomeroy elected Senators; adoption of 
 the great seal — motto by Ingalls; organization of the mili¬ 
 tia; Topeka chosen as capital by popular vote; Peniten¬ 
 tiary located at Lansing, 1861; Kansas troops; Kansas 
 generals; the war in Kansas. 
 
 Governor Carney : Quantrell raid ; Baxter Springs mas¬ 
 sacre ; Price’s raid; State institutions — educational: Uni¬ 
 versity, Agricultural College, Normal School; charitable: 
 Insane Asylum at Osawatomie, Asylum for Deaf and Dumb, 
 Asylum for the Blind. 
 
128 
 
 Course of Study. 
 
 Governor Crawford: Capitol building commenced in 
 1866; homestead law; land grants to railroads in Kansas; 
 the pioneers; Senator James H. Lane; Indian raids (from 
 1864 to 1878); Governor Crawford resigned. 
 
 Governor Green. 
 
 Governor Harvey : Permanent prosperity ; immigration 
 of colonies from Europe; Kansas entitled to three Repre¬ 
 sentatives in Congress. 
 
 Governor Osborn : Ingalls elected Senator; Kansas at 
 the Centennial Exposition ; grasshoppers; Insane Asylum 
 at Topeka; State Historical Society ; negro exodus. 
 
 Governor Anthony : Biennial sessions of the Legisla¬ 
 ture; Plumb elected Senator; cattle trade; prohibitory 
 amendment; continued prosperity, resulting in phenome¬ 
 nal growth. 
 
 Governor St. John: Indian land troubles; Reform 
 School located at Topeka; Kansas entitled to seven Rep¬ 
 resentatives. 
 
 Governor Glick : The only Democratic Governor; Has¬ 
 kell Institute at Lawrence; Soldiers’ Home at Leaven¬ 
 worth. 
 
 Governor Martin: Soldiers’ Orphans’ Home at Atchi¬ 
 son ; Asylum for Idiotic and Imbecile at Lawrence, after¬ 
 ward removed to Winfield; Industrial School for Girls at 
 Beloit; Reformatory at Hutchinson ; State Soldiers’ Home 
 at Dodge City; financial speculation; booming of Okla¬ 
 homa ; municipal suffrage for women; development of 
 natural resources. 
 
 Ninth Month. Pages 188 to 300. 
 
 Governor Humphrey : Opening of Oklahoma ; Farmers’ 
 Alliance — political importance ; original-package case; 
 Wilson Bill; irrigation laws; grain laws; the eight-hour 
 law; alien ownership of land; death of Senator Plumb. 
 
 Governor Lewelling: Political revolution; legislative 
 war; Martin elected Senator; Kansas at the Chicago 
 World’s Fair. 
 
History of Kansas . 
 
 129 
 
 Governor Morrill: Suffrage amendment defeated; 
 Coxey’s army; discovery of oil and gas; apple orchards. 
 
 Governor Leedy: Omaha Exposition; Kansas in the 
 Spanish War. 
 
 Governor Stanley : Hospital for the Insane at Parsons ; 
 period of prosperity ; Text-book Commission ; Penitentiary 
 twine plant. 
 
 Governor Bailey: Floods of 1903 and 1904; develop¬ 
 ment of the oil industry. 
 
 Review Territorial history. 
 
130 
 
 Course of Study. 
 
 CIVIL GOVERNMENT. 
 
 EIGHTH YEAR. 
 
 Time. — Six months. 
 
 Text. —James and Sanford. 
 
 Make use of the supplementary questions and refer¬ 
 ences at the close of each chapter as fully as conditions 
 will permit. 
 
 Students should read the Constitution while studying 
 its provisions. Important sections or paragraphs should 
 be memorized. 
 
 First Month. Pages 1 to 31. 
 
 Second Month. Pages 32 to 65. 
 
 Third Month. Pages 66 to 114. 
 
 Fourth Month. Pages 115 to 165. 
 
 Fifth Month. Pages 165 to 185. 
 
 Sixth Month. The Government of Kansas. 
 
For High Schools. 
 
 131 
 
 SUGGESTIVE COURSE OF STUDY 
 FOR HIGH SCHOOLS. 
 
 First Year: 
 
 English. 
 
 Latin, or Bookkeeping and Business Methods. 
 Algebra. 
 
 Botany. 
 
 Second Year: 
 
 English. 
 
 Latin, or Agriculture. 
 
 Plane Geometry. 
 
 Ancient History. 
 
 Third Year: 
 
 English. 
 
 Latin, or-. 
 
 Solid Geometry, one-half year. 
 
 Algebra, one-half year. 
 
 Mediaeval and Modern History, or English History. 
 
 Fourth Year: 
 
 Physics. 
 
 American History. 
 
 Review of the Common-school Branches. 
 
 Economics, Psychology or Chemistry. 
 
 Latin is a part of the college preparatory course. For 
 the general course three subjects are suggested as optional 
 with Latin. 
 
 It is suggested that two periods per week, of eighty 
 minutes each, be devoted to Manual Training in the first 
 and second years of the high school, and that the time for 
 Manual Training be taken equally from the different sub- 
 
132 Course of Study . 
 
 jects of those two years, and that it be given to all pupils of 
 those years. 
 
 Agriculture is recommended, for the reason that many 
 schools using this course are operating under the Barnes 
 law, and are therefore supported largely by farmers and are 
 in part farmers’ schools. A text-book in Agriculture has 
 been approved by the State Text-book Commission. 
 
 Any standard high-school subject may be selected op¬ 
 tional with Latin in the third year. Some schools may be 
 equipped for offering two years of business, and in that case 
 Agriculture will appear in the third year as optional with 
 Latin. Where the teaching force is larger, or where local 
 conditions are favorable, German may be offered. Alterna¬ 
 tion of subjects is suggested where it is necessary to reduce 
 the number of classes.