THE UNIVERSITY OF ILLINOIS LIBRARY lUMMMIUKtlSDIIvaf AURORA PUBLIC SCHOOL. \\va'.^ A'S'.V^^ AND I ||ns P7tblishcd by order of the Board of Education. AURORA, ILLINOIS : plEO.MUND ^' j-fAWKI.NS, J' U 8LISH Ef^S ^ U!\OR A p AIUY |J EWS, pENERAL. POINTERS AND RoOK filNDERS. IS76. -*»««) COPYRIGHT, 1876, .«^ BY fjSRtV ot-ceote- W M . B. F O \V K L I., ^r^ ■ f - f >^ . r /W- AD 0-^ AuEOKA, Illinois. December 27, 1875. To THE Board of Education, Gentlemen: — I herewith present a copy of the Course of Study now used in the schools under your ehari^e and respectfully call your attention to the desir- ableness of having it printed. This course has grown up in the S'-,hools. It is therefore a development, a result of class-room work, and is, as near- ly as it can practically be made, an texact copy of the work now done. The class that will enter the hio-h school at the close of the current year will have completed the work of the nine grades preceding the high school course, with the sin- gle exception of the last three months of Plant work. Succeeding classes will complete the entire course without difficulty. Much of the work, as you know, is done without pre- scribed text-books in the hands of the pupils. It is believed, however, that, if you should at any time think best to have pupils use text-books in more studies than now, the de- tails, herewith submitted, in print, will be of great assist- ance to teachers — enough to warrant their publication as a manual. This is not an oral course, except so far as it ap- plies to pupils too young to read. Our pupils use books more, and much more intellio^entlv, now than when les- sons were assigned them from prescribed text-books. As the use of prescribed texts but limits the extent and value of the pupils' book work, there is the more need of a defi- nite outline of what should be accomplished in each subject by each grade of pupils. The time and care given to this course of study during its growth warrant the belief that its various parts are so arranged as to be readily adjusted to the changing and grow- ing needs of a vigorous school. The course is indeed ar- ranged by grades and is subdivided into terms', months', and, in some instances, into weeks' work ; but it is not expected that all teachers can, at any time, or that any teacher can, at IV all times, do the work as prescribed. The varying condi- tions of" time and weather, of health, ability, and disposition, absolutely preclude the possibility of this. The subjects are arranged sepai-ateh', and the divisions into terms', months', and weeks' work are but the expressions of opinion, after a test of nearly five years in most cases, as to how much can be done by good teaching, with an average class, under favorable circumstances. Your intelligent arrangement of teaching and supervising forces renders it possible for principals to know the exact condition of each grade of pupils at all times, the possibil- ities and probabilities of each teacher, and they are expect- ed to adjust the coui-se to the circumstances of each class under their supervision. If the teacher is inexperienced, the principal should in- dicate, month by month, or term by term, at most, what ought to be accomplished in each branch of study. If the teacher has had experience attended with success, and is acquainted with the school to be taught, he and the prin- cipal, in consultation, should determine what and how much to do, the teacher representing the children in their exact condition, and the principal representing the interests of the general system of instruction and the purpose of the school. These decisions should be subject to prompt revision as soon as an error in judgment has been detected. The arrangement of this course of study renders such management possible and easy, without unnecessary compli- cation, or disarrangement of system. What has been said respecting the growth of this course of study does not apply to all of Form Work, or Drawing. Our experience in the use of cards and books has been unsatisfactory. True, our pupils could copy pic- tures very cleverly on paper, slate, or blackboard ; but M^hen tested properly, it became painfully apparent that their skill with the pencil, their culture of hand, their taste and judgment, were not at all commensurate with the time and labor expended. This led to the conclusion that either we, the teachers, must be taught by competent persons how prop- erly to use cards and books, must abandon the study of drawing as impracticable, or must adopt some other means of teaching the subject. The first was impossible under tlie circumstances. The second we could not believe, while i-etaining the opinions we hold concerningthe demands and possibilities of child natures; the obligations the schools are under to supply these demands and realize these possibilities ; and the close relation that Forvi, its production and application, sustain to the truly practical in mind development, as well as to the truly use- ful in the many industries of our time and country. The last course only was left to us. The wisdom of our present system of teacihing is attested by the results of the work done. The work assigned to the upper grades is taken largely from Smithes Manual and has not yet been well tested. As it occupies but little room, I have thought best to present it with the rest of the work. The course in Penmaiish.i]) is not given, because it was thought unnecessary to occupy the space. We use the ciis- tomar}^ graded series of books from 1 to 7 inclusive, com- pleting the course in the eighth grade. In the ninth grade, Single and Double- Entry Booh-Keejping takes the place of penmanship. This is given as much to secure good writing independent of copies, as to impart information in book- keeping, A course in Music is not given because I am not prepared to make definite suggestions based on experience. By sup- plementing the graded series of books in use we seinire fair results. The supplemental work, however, has never been definitely arranged. I fear that our success is due to hard work and enthusiasm rather than to system. To outline the high school course in full requires more space ttian can be given in this volume. It is, therefore, given in brief outline only, with the single exception of Language which is given in full. The course herewith presented has been the ground-work for study in the post-graduate course devoted to normal training since the establishment of the Normal Department. It has been the object, in both the theory and training branch- es of this department, to prepare teachers to do good work VI under careful supervision, rather than to make superintend- ents or mental philosophers of them, — to make skilled journeymen who, under the guidance of foremen and super- intendents, should be able to do acceptable work, rather than to make master mechanics. By a year's earnest application, students, who have com- pleted our academic course of study or its equivalent, ac- quire a comparatively thorough knowledge of the order in which each branch of study should be presented and, to some extent, of the relative importance of the various branches of study and of the different series or other divisions of the same. By the practice and critical training we are able to give them, pupil-teachers become skilled in presenting the vari- ous branches of study in their different stages of advance- ment, and skilled, also, in the management of classes and rooms. The character of the teaching n(jw done in the different grades of our school, in respect both to quality and uniform- ity, is such as to warrant the continuance of the Normal De- partment on its present basis. I desire in conclusion to express my grateful thanks for the valuable assistance given me, in the preparation of this course, by my associates in the school. Without their aid my labors would have been immeasura- bly increased, if indeed I could have succeeded at all. Mrs. L. Hood, Miss M. E. Keyes, Miss L. E. Denney, Miss Eva Covalt, Mr. W. S. Mack, Mr. George Shears and Miss B. B. Snow have aided me very greatly. I will mention especially Frank Thorwarth who has given much assistance in copying, Mr. T. H. Clark, Principal of High School, whose careful watchfulness has prevented many errors in plan and detail, and Miss E. J. Todd, train- ing teacher, who has prepared a large part of the work of the primary grades. I am, with high esteem, your obedient servant. W. B. Powell. CONTENTS READING. PAGE. Time Table i Charts 3 First Reader 9 Second " 15 Third " 17 Fourth " 20 Fifth " 25 LANGUAGE. First Series — First Grade 30 Second " 33 Second Series — Third " 36 Third " Fourth " 39 Fifth " 47 Fourth Series— Sixth; ' " 52 Fifth " Seventh" 58 Eighth " 64 Ninth " 71 Sixth Series — " " 71 Seventh " High School — First Year 73 " Second" 77 Third *' 81 Eighth " " " Fourth " 84 NUMBER. First Grade 90 Second " 96 Third " 102 Foui th " 106 Fifth " 109 Sixth " Ill Seventh '* ... 112 Eighth " 115 Ninth '* 117 GEOGRAPHY. First Series — • Third Grade 119 Fourth " 120 Fifth " 124 Second Series— Sixth " 127 Seventh " 137 Eighth " 144 VIII BIOGRAPHY. ^'AG''- First Series — Sixth Grade '54 Second Series — Seventh " • 59 Eighth " 167 Third Series— Ninth " I74 PLANTS. First Series— First Grade ^^^ Second " 182 Third " 183 Second Series — Fourth " 1S5 Fifth " 186 Sixth " 186 Seventh " 187 Eighth " iS8 Ninth " 189 Third Series -High School— Second Year 190 ANIMALS. First Series — First Grade 191 Second " 197 Third " 203 Second Series— Third " 205 Fourth " 207 Fifth " 2..S Sixth " 209 Seventh " 210 Eighth " 212 Ninth " 214 HUMAN BODY. First Series — First Grade 215 Second " 217 Third " 219 Second Series — Fourth " 2:9 Fifth " 222 Sixth ' 224 Third Series— Seventh " 227 231 -jj Eighth Ninth FORM. First Grade 237 Second " 242 Third " 250 Fourth " 258 Fifth " 26S Sixth " .' 269 Seventh" 269 Eighth " 274 Ninth " 274 Course of Study in the High School : . .■ , 276 IX APPENDIX. PAGE. Schedule of Time for General Lessons 277 Plan 1 278 Plan II 280 Plan III 282 Plan IV 284 Plan V 285 Plan VI 287 Plan VII 289 Plan VIII 290 Plan IX 290 Plan X 292 Plan XI 294 Outline 1 297 Outline II 298 Outline III 298 Outline IV 299 Daily Programme of First (irade 300 "Third " 301 " " "Sixth " 302 " " "Ninth " 303 tp^ ERRATA. Page 21, first line, for explosive read expulsive. Page 209, after cetacea for (four meeks) read (two weeks.) Uj^ E A D I N G . J^/J^ST YEAR. 1st Term. — Charts (from 75 to 100 words) and 60 pages of First Header (first book.) 2d Term. — First Reader (first book) finished. 3d Tern). — First Reader (second book) finished. SECOND YEAR. 1st Term. — Second Reader (half of first book.) 2d Term. — Second Reader (first book) finished. 3d Term. — Second Reader (half of second book.) THIRD YEAR. 1st Term. — Second Reader (second book) finished. 2d Terra. — Third Reader (first book) to page 100. 3d Term. — Same to page 159. FOURTH YEAR. 1st Term. — Third Reader (first book) to page 223. 2d Term. — Same finished in advance, 3d Term. — Same first half reviewed. FIFTH YEAR. 1st Term. — Third Reader (first book) finished in review. 2d Term. — Same (half of second book.) 3d Term. — Same finished. READING. SIXTH YEAR. 1st Term. — Fourth Reader to page ^^. 2d Term. — Same to page 97. 3d Term. — Same to page 137. SEVENTH YEAR. 1st Tei-m. — Fourth Reader to page 179. 2d Term. — Same to page 225. 3d Term. — Same finished. EIGHTH YEAR 1st Term. — Fifth Reader to page 94. 2d Term. — Same to page 127. 3d Term. — Same to page 173. NINTH YEAR. 1st Term. — Fifth Reader to page 233. 2d Term. — Same to page 281. 3d Term. — Same finished. READING. 3 •J CHART WORK THE FIRST READING LESSON. GenerBl 0bJ6Ct. — To cultivate the mental faculties and £>-ive inforunition. Secondary Object.— To teach read me:. Specific Object. — To develop the idea of the word boy an 1 teach pupils to recognize and spell it. Preparation. — "Before the hour of recitation, the teacher should print the word hoy with other words many times on the blackboard. When the pupils are to recite, they should be arranged in front of the blackboard and charts, so that the word to be learned can be seen by each. The Real Boy. — Select from the class a boy, place him be- fore the pupils, and ask them to state, what is before them, or what the}^ see, as: That is a boy ; I see a boy. Then by easy yet careful questioning obtain answers something like the following : The boy has eyes ; The boy has feet ; The boy has ears. The teacher then asks what the boy can do with his eyes, feet, ears, etc., and obtains : The boy sees with his eyes ; The boy hears with his ears, etc. (By this time the timid pupils have been relieved of embarrassment and inspired with confidence.) Tlie Picture Boy. — Show theclassthe picture of aboy,and .require pupils to point to and name the parts of the picture boy. READING. Now ask what the boy before the class can do that the boy on the chart or in the pictnre cannot. Answers similar to the following will be given: This boy can see; that boy cannot: That boy can't rnn ; this boy can : That boy can't work. Ask why that boy cannot see, run, work etc., and obtain : Because that is a picture boy. Ask what kind of boy to call this, if that is a picture boy, and obtain : A true boy; A live boy, etc. Give the term real^ and have pupils point to the real boy and then to the picture boy, saying, as they do so, This is a real boy ; or, This is a picture boy. The word Boy.— How many would like to see another kind of boy? Watch, while I write something that makes me think of a real boy. (Teacher prints the word and tells the pupil it is the word &ell the word ru?is/ to combine this woi'd with woi'ds previously learned and form sentences with them ; and to learn the word t/ie and use it with the other w(;i-ds in makiui"- sentences. MATTER. The words runs and t/ie : The hoy runs; the i;-irl runs; the man runs, etc. METHOD. Preparation. — Before the time of recitation the teachei- should print on tlie board tlie words nms and t//e, and the sen- tences given in Matter. Arrange the class in proper order before the blackboai'ds and charts. Review. — Pupils should be i-eqnired to iind and spell the object words previously learned. Train the pupils to work rapidly. The Action. — Select a child from the class and tell him to go from a certahi point in the room to anothei as fast as he can. Teacher then asks what the boy does. Pupils reply : The boy runs. If it were a girl instead of a boy, what would yon say ? The girl runs. If it were a man, what would 3'ou say? The man runs. (Continue this questioning until all the name words learned have been used with the word rtt7is to form sentences.) The Word Runs. — Ask how many wish to see and learn the word ru7is. Print it in several places on the board and call on pupils to find it on the board and charts. (Be sure that the pupils pronounce the word correctly and distinctly.) Spelling. — Spell the word for the pupils and require them to repeat. Drill in spelling by having individual pupils point to the letters as they are pronounced. —2— 6 READING. The Word The, Its Spelling and Use.— Write the sentence, The boj runs, on the board, read it to the pupils and have them repeat. Let tliera find the words they know : tell them the other woi'd is the if they cannot tell, and have them find the word in other places on the board and on the charts. Teach them the spelling of the word as before. Review and Drill. — Have the pupils read all the senten- ces given in Matter^ find and spell the two new words many times. Call on dull pupils oftener than on others. (This lesson should be given in t'-venty minutes.) (from twelve to twenty verbs should be given according to above plan. The word a should be given also. With these and the words previously learned, many sentences bhould be made. Children should be able to recognize any of the words at sight, as well as to write them on the slate.) THE TWENTY-FIFTH READING LESSON. Specific Object. — To teach pupils to recognize and spell the word good; to combine the word good with words pre- viously learned, and form sentences with them; to recognize and spell the word is and use it with other words in forming sentencies. MATTER. The word good; The good boy studies; The good girl reads; The good horse walks; The good cat catches mice, etc. The word is; Candy is good; The boy is good; The girl is good, etc. METHOD. Preparation. — Words and sentences should be printed on the board, as in previous lessons. The Idea Developed and Expressed.— ah those who like candy raise hands. How does it taste ? It tastes sweet. It tastes good. READING. Yes. If it tastes good, what may we say of it? Candy is good. Name other things that are good. The ajiple is good. The peach is good. What do we say of a boy or a girl who tries to do right ? The boy is good. He is a good boy. The girl is good. She is a good girl. (Pupils give many other sentences containing the word good.) The Word Learned. — What new word do you want to learn to-day 'i (Pupils will answer.) Teacher should next print the word in several places on the board and have the pupils point to and spell it. Teacher should next print a sentence on the board as The good horse runs, and cause pupils to read it word by word both forward and backwards. Pupils should next be practiced in finding sentences upon the boards and charts as they are pronounced by the teacher. This will train them to see sentences as wholes. This eye train- ing cannot be begun too soon. Next teach the word is as the word the was taught in lesson thirteen, and practice children in finding it on the board and charts. Drill in reading; many sentences as wholes. Erase all work from the boards, put the charts out of sight and drill pupils in spelling from memory the list of words they are supposed to have learned. Seat Work. — Pupils should be required to reproduce on their slates sentences containing the words that have been taught them. Great care should be taken to have this done in an orderly maimer. Some extra time will be required to show them how to do it. Be careful to show them how to hold the pencil and make them so hold it. From ten to twenty adjectives should be given according to above plan. With these and the words previously learned many sentences should be made. READING. THE THIRTY-SIXTH READING LESSON. Primary Object. — To teach pupils to recognize and spell the words and, on and in. MATTER. And, on and hi. Jane has a book and a box. John has a knife and a book. The book is on the table. The bell is on the table. The pencil is in the box. The slate is in the desk. METHOD. Prfiparation. — Words and sentences should be printed on the board, ^s in previous lessons. Give a brief, vigorous re- view of words previously learned. The use of the word and.— (Teacher has pupils take two objects, a book and a box, from the table.) Tell the class what you have. 1 have a book and a box. What has J ane ? Jane has a book and a box. (Pupils all repeat.) The word learned. — Find what you have said on the board. (Pupil does so.) What new word do 3'ou find? (Pupils will say the word a7id.) Pupils spell the new word and find it in various places on the board and charts. The use of the word on. — Jane may put the book dow^n. (Puts the book on the table.) Where is the book ? The book is on the table. (Pupils all repeat.) Where is the bell ? The bell is on the table ? (Pupils all repeat.) The word learned. — Kow, I want you to find what you have said about the book and bell, on the board or charts. Pupils do so and discover the nev\^ word. READINC;. <) They should be made to spell it and find it in other places on the hoard and charts until they are faujiliar with its sliapc and spelling. The use of the woril in. Where is the pencil ? The pencil is in the box. Where is niv slate ? My slate is in the desk. (Pupils repeat these statements until they are familiar with them.) They should be sent to the board to find what they have said. They will discover the new word. They should be made to find it elsewhere, and drilled in ir^pelling it until they know it. Drill pupils severely in spellingg the three new words. Assign for seat woi'k the task of writing these words many times on the slates. FIRST READER The followino: outline indicates what should l)e aceom- plished by the use of this book. PHYSICAL CULTURE. Pupils should be : Trained to a good position of head, trunk, feet and hands (including book): (See course of physical drill. ) Drilled to a distinct articulation and correct pronuncia- tion; (See systematic course of phonic drill.) Tauyht to var}-^ the rate of reading; to read with medium pitch; to emphasize proper words; to give rising and falling inflections w^hen required. —3— 10 READING. MENTAL CULTURE. Pupils fihonld recognize readily at sight: Letters, — small, capital, Italics, written and printed; also value of letters (sounds): Words and their division into syllables: Compound Words and parts: Contracted Forms : Possessive Forms of words: The Punctuation Marks. — comma, period, question mark (interrogation point), surprise mark (exclamation point), hyphen, dash; also the numl)er and division of par- agraph : Numbers, cardinal and ordinal, as far as they occur. Pupils should be: Repuired to spell by letters and by sounds; to give the number of the page and the number and subject of each lesson; to give simple but intelligent definitions; proper synonyms; to give the ideas expressed in each lesson in their own language: Trained to read in pure tones only and with expression; to cast the eyes from books to listeners ; to look at the ques- tioner and answer promptly ; to get assigned lessons ; to give opinions of pictures illustrating the lessens and to suggest other pictures. MORAL CULTURE. The teacher should : Impress the moral contained in each lesson on the minds of the children : Train pupils to be careful of their own and others' prop- erty; to be polite, kind and generous: Question ^is severely when visitors are present as when alone and not confine questions to bright pupils. Test Wori<. — While reading the second book, at least one recitation each week should be devoted to reading matter READING. 11 entirely new to the pupils. A corresponding book of another Series will serve for this purpose. The pupils may be called upon individually to read from it. The way in which pupils read new matter corresponding to what they are learning is a good test of the value of the teaching done. ARTICULATION AND PRONUNCIATION. The following exercises in articulation and pronunci- ation must be thoroughly given. Take them in course. place them on the board and devote two minutes daily to individual and simultaneous drill. The teacher's pronunciation should be faultless. It is not safe for the teacher to assume that he knows how to pronounce the words in the following lists. An Unab] ■-idged Dictionary should be a constant desk companion. LIST NO. 1. Half, path. guard, farther, aunt. laugh, calves. salve. hearth, palm. haunt. calf. ah, father. calm, halves. gape, haunch. LIST NO. 2. Pass, answer, mast. fast. glass. pasture, graft. ask. dance, class, cast. nasty, clasp, chance. draft. grass. master, staff, last. past, gasp. glance, mask, task, plaster. pastor, basket. casket. LIST NO. 3. James, Mary, Sarah, aye. LIST NO. 4. Care, bare, air. there, fair. parent. their. pair. stair, prayer. dare. hair. prepare, chair, share. pear. bear. where, stare, scare. rare. scarce. st ail- way. fairy. 12 READING. LIST NO. 5. Lord, short, saucer. auction, ■ nor, because. August, for saucy. naughty, orchard, organ. LIST NO. 6. Heard, earlli, curve, .stir. fern, fur. surface. sir. bird, thirst, thirsty. earn. birth, shirk. hurry, further, purr. certain. (turl, service, LIST NO. 7. God, cost, bonnet, coffee, wrong, borrow. bottle, . song, long, longer, longest. lock. locksmith, rod. soft. songster, clock, office. soften. often. fog moss, hod. odd, not. common, cobweb. offer,, frost. cotton. dog, ox, sod. cloth, blossom, strong, cough. coffin. frog. gone. lost. loss. copper, frolic, knotty. LIST NO. 8. Whole, wholly, hold. sofa, home, won't, coat. folks, wholesome. cloak, colt. poultry, stone. pork, only. LIST NO. 9. Foot, pull. full. push. cushion, stood, crooked, forsook. hook. look. cook, book, wood. understood. hood, wool, good. shook, bush. LLST NO. 10. Koot, boot, food, hoot. loose. noon, poor. soon. move, croup. rule. whooping. READING. 13 who, hoof, cool, fool. ; bouquet, roof, ooze, whom. loom. mood. brute. hoofs, roost, prove. tool. coop. broom. whose. moon. pool. hoop. loop, do. rude. room. too. LIST tooth, NO. 11. two. Blue, flute. blew. pupil, newspapers, new. news. July, tune, beautifi il, fluted. pure. acute, tube. putrid. Susan, tulip, mule, tuberose, perfume. music, knew, suit, cube, ; duty. beauty. few. dew. i dewlap. puny, due. June, nubia, LIST obtuse. NO. 12. ! Cow. house. down. town. [ now, out, i pronoun, round. found. sound. how. owl. i flowers. around. LIST ground, NO. 13. mound. 1 I^ib, crib. fib. sob. j bulb. rob, disturb. throb, robe, hub, LIST describe. NO. 14. ; And, hand, hands, friend. ' friendly, fields. wild, wilds. widely. cold. colds, coldly. ' kindly. blindness. blind, blinds, stands, finds, grand. grandly. child. grinds, lends, folds. build. builds. played. necks, 1 pecks. tasks. desks. masks. -4- 14 KEADING. LIST NO. 15. Horse, high, hammer. heaven. hail. have, hate, LIST NO. 16. handsome. Jam, jest, just. gill, journey, judge, joke, LIST NO. 17. gentle. Roll, ring, four. for. barn. dream, quart. rice. ribbon. rabbit. LIST NO. 18. Rest, rests, nest. nests. best, vest, vests. dusts. lists. casts, crusts. objects, guest. guests, recites. visits. wrists. against, directs. posts. fists. insects, neglects. connects. correct. corrects, request. requests, bisect, biscuits, trisect, LIST NO. 19. trisects. Yery, vase, vail, vegetable, vat. five, fives. fix, flames. flag. LIST NO. 20. Finger, linger, link. uncle, hungry, younger, young. strength, length, think, sink. singer. singing. wink, angle, anger. angry, thing, think, LIST NO. 21. monkey. teabbath, youths, fourth. fourths. death. deaths, fifths. fifth. truths. breath, breaths. thread. thief, thin, truth, LIST NO. 22. month. With, beneath, moths. cloths. mouths, leather, another. without, READING. 15 clothe, clothes. baths. paths, 1 Ijreathe, these, this, i laths, j wreathe. 1 i LIST NO. 23. Church, such, chicken, catch. chirxiney, each. scratch. LIST NO. 24. Shrill, shrub. sheet. shrink, shrewd, sharp. shake, shrunk. shoulder. Chicago , shrine, LIST NO. 25 shroud. White, whirl. whisper what. whim, whittle, whistle. whistling. where. whale, wheel. when. whether, which. wheat, whet. whip. • LIST NO. 26. Since, get. been, cellar. hundred. every, thistle. wrestle. elm, said. picture. really. between. before. says. genei-al. window, engine, deaf, vellow, pretty. SECOND READER. PHYSICAL CULTURE. In addition to what is required in the First Reader, the pupils should be Drilled in all the different degrees of force, speed, pitch and volume; Taught to read with moderate force. 16 READING. MENTA). CULTURE. Pupils should be taught To recognize abbreviated forms of words; simple, de- rived and base words; To spell all words found in the lesson and all words used in talking of lesson; To define in such a way as to show that what is I'ead is understood; To recognize quotation marks, marks of accent, the colon, semicolon and parenthesis. ARTICULATION AND PRONUNCIATION. Use lists given for First Reader. THIRD READER PHYSICAL CULTURE. In addition to what is required in the First and Second Readers, the pupils should be Trclined to read in the expulsive form of voice. MENTAL CULTURE. Pupils should learn To define pronunciation, emphasis, pitch, rate, accent, inflection and good reading; base word, derived word, simple word, compound word, contracted form, possessive form, abbreviated form; vowel, consonant, silent letter and equiv- alent; monosyllable, dissyllable, trisyllable and polysyllable ; To spell all words found in the Reader and all words used in talking about the lessons ; READING. 17 To Define all words accurately: i NoTK— The teacher should not allow the pupils to define loosely. The defi- nition accepted should apply to the word exacU3-, not to another word just or nearly like it but filling some other office, as: a noun for a verb, or a verb for a noun ; an adverb for an adjective, or an adjective for an atlverb ; a verb with to '■ before it for the structural part ending in in^, or vice versa. These errors, so common and so seldom corrected, intiuce bad habits in thought, study and ex- i prcssion. To use the dictionary: (This will require a kiK»\vledge of 1 the alphaheftAicilarmngement of words ; aa-ent inarks^ primary I and secondary ; representntiou of long sounds, broad sounds, short sounds, of long and short Italian a. of tilde e, and (^f the different soiuids of *, th, ch and c.) 1 To substitute appropriate synonyms in rapid reprodiic- ; tions of reading; lessons: ! To rdCOgnize all marks of division and reference: ! To give simple ^y^-'^*'*>S''**''*^^'''^^**^^^'^^'"''»>'*^^»^^»''«*<«^^* FOURTH READER PHYSICAL CULTURE. In addition to what is required in the First, Second and Third Readers, the pupils should be: READING. 21 Trained to read in the effusive and explosive forms of voice; with the pure and orotund qualities of voice: DrillGd systematically in the sounds of the vowels and con- sonants. Pupils should learn: To define the different qualities of voice used; tlie differ- ent forms of voice: To Hnalyze the selections to be read, determining in each case the character of the selection, the form and quality <^)f voice to be used, and the kinds of pitch and rate necessary. To recognize and define a simile, a Metaphor, a Figure of Hyperbole, a Figure of Metonymy, a Comparison. To give brief descriptions of pictures that might be made to illustrate different portions of the text not illustrated. Note. — When practicable, these should be drawn on the board after they have been described. Pupils should: Learn the meanings of the prefixes, a, re, un, mis, cul, inter, pre, tratu, ex; and the suffixes, ing, ed,ful, y, ly, shij), ness, er, al, ar, less, en, or, hood, Hon, ahle, ihle, once, Idn, let^ dom, age, ship, al, ality. Memorize a short account of the life, and the names of some of the principal works of the following authors: FIRST YEAR. 1st Term. — Alfred Tennyson. 2d Term.— H. W. Longfellow. 3d Term.— J. G. Whittier, W. C. Bryant. SECOND YEAR. 1st Term. — William Wordsworth, O. W. Holmes. 2d Term. — Felicia Hem an s. 3d Term.— James R. Lowell, T. B. Aldrich. -6— 22 READING. Pupils should bo: Required to learn four or five selections from each of the above named authors. Friday afternoon of each av eek may be devoted to the reci- tation of selections as above required, and to read i no; new niattei- of propei- gi-ade. Other Fourth Readers, magazines, ! books of poems, and histories may be introduced. ARTICULATION AND PRONUNCIATION. LIST NO. 1. Massive, draught, blanch , cash, advantage. pasture. France, countermand, agape, almond, naive. palaces. algebra. dilennna, banana, LIST NO. 2. Broth, belong. oracle, trough. prong. forage. hostage, forehead, sovereign. foster. yonder. forest. torrent. sorrel, dofe, toss, dell. mock. LIST NO. 3. ^ Altitude, aptitude, conduce, gratitude. lunatic, numeral. solitude. constitution. absolute. allure, articulate. during. luminous, numerous, stewed, attitude, illumine. allude, durable, induce. luxurious, Luke, numerate, subdue. revenue. tunic. alluvial, confuse. museum, resolute, tumult. LIST NO. 4. True, brew. intrusive. tou r. ruin. noose, schooner, tourist, route. ruby, shrew, tournament. nepliew. truth. booth, prude. hurrah. prune. bestrew. rudiment. LIST NO. 5. Direction, dividend. digest. diverge. digestive. diversion. digestion. diminish, READING. 23 digress. divinity, diploma, digression. dilute. divide, dilate. divorce, direct, divisible. direction, divisor. director. divulge, divine. divest, dilapidate. diversity. diplomatist. divan, piano. piazza, fidelit}^, pianist. LI SI NO. 6. Futile, granite, medicine, vulpine, ermine. fertile, enfranchise. rapine. favorite, genuine. feminine. respite, hostile. infinite, heroine, bromine. intestine, definite. reptile, clandestine. masculine, nicotine. eJephantine. LIST NO. 7. Educate, gradual. modulate. assiduous, credulous, graduate, pendulum, verdure, individual, undulate, adulation. procedure. fraudulent. obdurate. grandeur, graduation. LIST NO. 8. Capture, virtue, future. picture, creature. feature, lecture, question. culture. fortune. rapture. natural. venture. nature. sculpture, stature, vulture, rapturous, pasture. LIST NO. 9. Blends, pretends. astounds, adz, holds. extends, friends. bonds. blinds. lends. rends. winds, bards,.. folds. kinds. stands. lands, sends. scolds. builds. LIST NO. 10. Whiskey, whelm, wharf. Whitney, whilst, whiten, whey, Whittier, whig, whimsy, whit, what. when, which, where, whole. LIST NO. 11. Concrete, dangle, Bangor, crank. yankee, language, conquest, conquer, 24 READING. angle. congregate. rankle, jingle, banquet. vanquished. anger. concourse. single, anchor, linguist, languid. mongrel, concave. linger, clangor, languish, lingual. IJST NO. 12. Design. Kansas, Illinois, transpose. discolor, Missouri, rise. transport. LIST NO. 13. Asia, pronunciation , appreciate, chaise. association, chamois, charade. excursion. Persia, Chicago, Persian. LIST NO. 14. Underneath, prithee. scythe. swathe. bequeath. withhold, northerly, scathed. thither. baths. seethe, noi'tliern. sheath, blithe. booth. writhe. lithe, , soothe, loathe. hither. LIST NO. 15. Often, pestle. jostle. hasten. chasten. epistle. prattle. listen, whistle, gristle. rustle. LIST NO. 16. Exuberant, exaugnrate. exaggerate, exhort. exalt, exile. exhibit, exempt. exorbitant, exhume, luxurious, exult. exotic, exert. exactly. exonerate. exhale, exertion. executive, exhilarate. LIST NO. 17- Exceed, exogenous, extend. exclaim. excess, exposition. exit, expand. except, exclude. excite, exile. express. excavate. expend. expel. execute, explicable. exquisite. expedition, experiment. expansion, exponent, extrude, exhortation. extirpate. export, expose, exterior, expulsive. extinct. extract, extolled, exude. explode, excelsior. READING. 25 LIST 1 Abdomen, address, NO. 18. adult. adverse. camelopard, dolorous, albumen, allies. encoi-e, finance, amateur, antepenult. arable, cayenne. chastisement, comparable, convex, frao-mentarv, illustrate, aroma. photographer, respiratory, obligatoi'}', impious. benzine, veliement, interesting, lamentable, conversant, aerolite. aeronaut, abjectly. blasphemous, equipage, alabaster, disputant. combative, applicable, LIST NO. 19. As nouns or adjectives anc as verbs. Absent, cement, discount, exile. compound, digest, iiisult, perfume, permit, produce. detail, undress. FIFTH READER. PHYSICAL CULTURE. In addition to what is given with the preceding readers, the pnjjils^should be: Drilled systematically in different qualities of voice, rate and pitch: the three forms of voice ; in the and in the different degrees of TrHinsd rigidly and systematically to distinct articulation and correct pronunciation: Practiced in choosing and retaining easy and graceful attitudes upon the rostrum. — 7— 26 READING. MENTAL CULTURE. Pupils should be: ReQUired to leam short selections illustrating each of the different forms and qualities of voice: ExpBCtCd to define and illustrate Allegory', Personifica- tion, Apostrophe, Climax, Irony, Interrogation, Syuecdoche: RequirGd to learn a short biography of each of the fol- lowing named authors and the names of some of their princi- pal works: (The selections illustrative of the different forms and qualities of voice should be from these authors as far as possible.) FIRST YEAR, 1st Term, — Bayard Taylor; 2d Term, — Charles Dickens, J, G. Holland; 3d Term, — J. (t. Saxe, Shakespeare: SECOND YEAR, 1st Term, — Lord Byron, Walter Scott; 2d Term, — II. W. Beecher, Thomas Moore; 3d Term, — Thomas Hood, John Pierpont: R6(]Uired to learn the meanings and uses of the following English and Latin prefixes and suffixes: ENGLISH, Prefixes. — a, be, co, en, fore, mis, out, with, iin; Suffixes, — able, a^e, al, ar, an, ary,dom, en, er, ery, fuLfy, ion, ish, ior, less, let, ly, me tit, ness, ous, ship, y : LATIN, Prefixes, — Ab, ad, ambi, ante, circiim, con, contra, de, dis, ex, extra, in, intro, mis, ob, per, post, pre, pro, preter, re, retro, se, sine, stib, subter, super, trans; Suffixes,— ^(T, aceous, acy, ate, al, an, ant, ar, ary, cle, ent, escent, ic, ice, id, He, ine, tse, ism, ist, ite, ity, ive, many, or, ory, ose, tude, ule, ure : Requirfid to Isaa-n the following primitives and to make many derivatives from each: Fero, fluo, jacio, frango, gero, pello, struo, facia, do, venio, ago, duco. mitto, dico, video, paro, pono, scribo, traho, vinco, qimero, eurro, verto, audio, cedo. ■ READING. 27 At least 50 derivatives should be made from eacli or most of the above words. Explain the process of formation in full. ARTICULATION AND PRONUNCIATION. | (Two-minute exercises.) LIST NO. 1. Naively, sardine, naivete, palmy. piano, bravo. plateau, partridge, daunt, psalmist, sergeant. saunter. LIST NO. 2. • Ostentatious, dogma. chorister. ostrich, opportunity, dolphin. florid. corolla. offal. solace, orator. hospital, obsolete. oft. oriflamme. origin, ostracism. ossify. osprey. list; NO. 3. Purlieu, fuchsia, superstition, Julia, lucifer, latitude, jurisdiction. elude, Judas, exhume. expenditure, fury, endure, actuary. literature,. Lucy, rectitude. habituary. Luther, lubricate. intuitive, tribune. verdure, obituary, pneumatics. lurid. abjure. agriculture, graduate. pneumonia, fluency, lunar. ludicrous. lucid. duplicate. institute, neuralgia. glue. ichneumon, graduation. LIST NO. 4. Abstruse, accoutre, Druid, obtrusive. quadruped, brougham, bruit. brutal. brute. obtrusion. surtout, scrupulous^. Buddhism, caoutchouc, courier, scrutinize. excni&iate, manoeuvre. ruthless. LIST_ NO. 5. Dijudicate, diluvium. divestment, dilution, dilatable, Titanic, directress, dimension, directorv, divergent. divest. dilemma, 28 READING. • diluvial. diminish, pirogue. directress. divinity. division, visite, LIST NO. 6. ridiculous. Adventure, manufacture, saturate. christian. caricature. punctual, congratulate, ritual. sumptuous, expenditure, depailure, effectual, curvature, literature, mature. fortunate. furniture. nurture, miniature , habitual. mutual. legislature, scripture. signature. statue. impetuous, obituary, petulant, fracture. indenture. LIST NO. 7. Magna Cliarta, architecture, archaism. archipelago. chiropodist. archives. Cheiroptera, chirography. Chaldee, chameleon, chalcedony. archetype. chaldron, Antarctic, orchestra. chimera, LIST NO. 8. Transverse, disconcert, transitive. transmute, discriminate, transmigrate. disconnect. transplant. LIST NO. 9. J Chagrin, chaperon. excursion. champagne. chicanery. equation. chevalier, chateau. LIST NO. lU. Suggest, giblet, gib-boom, gist. gesture, gy^e. gyrate,' gelatine. pedagogical, suggested, suggestion, LIST NO. 11. gibe. Exemplar, exanimate, exultant. exasperate, exulcerate. exitial. luxuriant. exuberant. exordial. exhaustion. exemplify, exuberate. READING. 29 LIST NO. 12. explication. excrescence, extenuate. exception, expurgate, exodus, exorcise. exoteric, exorable. expedite, extradition. explicit. extraordinary. exchequer. extinguish. exigency, expedient, expatriate, extort, expert. excruciate, exchange. exciseman. extension. excel, execrable. « LIST NO. 13. Absolutory, acclimate. adamantean, admirable. advertisement, aggrandizement. appropriative. capitoline, coadjutant. colportor, communist. desultory. Hellenic, hymeneal, allegorist, allopathist. pyramidal, animadvert, antipodes, Byzantine, coadjutor. epicurean. Herculean, telegraphist. irreparable, phosphorous. preferment, reconnoissance, undersigned. wiseacre, infamously. irrevocable. mandarin. referable. interesting, respited. iri-efragable. misconstrue. peremptory. precedence, refutable. LIST NO. 14. Bombard, pumpkin, blackguard. clapboard, alpaca. bombast. Indian, debris, parquet, indictment. • — 8— 30 LANGUAGE. M^ANGUAGE. FIRST SERIES. ^ix^ST ^f^n^zD siEOOisrzD o-:e^.<^id:h]s. ObJBCt. — To increase the children's vocahuhiries and to e'ive them a flneiit and accui-ate use of the same. FIRST STEP. (TWO WEEKS.) I. — Lead pnpils to form sentences involving- the use of nouns as subjects in l)oth sinNE WEEK.) II. — Lead pupils to talk in such a way as to involve the use of contractions. Train pupils to use the proper contractions or to avoid contractions. (TWO WEEKS.) Ill, — Lead pupils to form sentences involving the use of adjectives as complements, (Avoid the use of an adverb.) (TWO^ WEEKS.) IV. — Lead pupils to form sentences involving the use of adverbs for which they sometimes use adjectives, and vice versa. (THREE WEEKS.) V. — Lead pupils to foi'ui sentences involving the use of relative and interrogative pronouns: {a) As objects, {h) As adjectives (possessive form), {c) As subjects. (ONE WEEK.) YI. — Lead pupils to form sentences involving the use of as and like. LANGUAGE. 35 (TWO WEEKS.) VII. — Lead pupils to form sentences involving the use of relation words (prepositions.) At, to; on, upon; between, among; in, into; like. (ONE WEEK.) VIII. — Lead pupils to form sentences involving the use of and and hut. (EIGHTEEN WEEKS, including a review.) IX. — Lead pupils to form sentences involving the use of irregular verbs. (See Plan V, Appendix.) LIST. See, go, do. lay, lie, draw, throw. grow, swing, bite. blow. know, swim. strike, give. run. be or am, sting. drink. fall. feel. sit, set, teach, learn, write. think, fling, sing. break, come, bend, steal, hang. forget. dig, take. crow, %, shoe, wear, %, shoot. tear, ring. catch. drive, eat, fight, say, choose. cleave, buy, sweep. bring. Of irregular verbs learn forms to express : {a) Absolute past tense ; (b) Relative tenses. Pupils should be made to understand and to say that with has., have and had, the relative structural parts seen,done, etc., should be used. The pupils should be so familiar with the irregular verbs of their vocabularies that, when the teacher pronounces one part to them, they can promptly give tha other two. 36 LANGUAGE SECOND SERIES. 'T'X3:n^ID o-:E^.i^^)DC Object. — To teach pupils to write the English sentence as it appears on the correctly written or printed page. The principles given in this series should be develojped. Most of the laws should be discovered^ some of the laws must be dictated. Onlj' a small portion of the time allotted is necessarj' to teach the facts presented. Tlie time should be spent mainly in practice under the laws learned. Abundant material for practice is found in the reading lessons which may be dictated for the pupils to write ; as well as in the Human Body-, Plant- Animal-, Place- and Form- Work which should lie written as fast as learned ; and in the statements, dctinitions, rules and analyses in connection with the Xuml)er W(u-k. (FOUR MONTHS.) I. — Develop idea and teach detinition of a sentence. (See Plan VI, Appendix.) II. — Have pupils learn law for capitalization of the first word of a sentence. (Discovery.) III. — Develop idea and teach definition of a telling sen- | tence. Have pupils learn law for closing a telling sentence. {' (DiSCOVEKY.) \ j IV. — Develop idea and teach definition of an asking sen- 1 1 tence. Have pupils learn law for closing an asking sentence, j . (Discovery.) . j j V. — Develop idea and teach definition of a commanding sentence. Have pupils learn law for closing a commanding sentence. (Discovery.) LANGUAGE. 37 VI. — Develop idea and teach definition of an exclaiiniui>; sentence. Have })upils learn law for closinii' an exclaiming sentence. (Discoveey.) VII. — Develo]) idea and teach definition of a noun. VIII. — Develop idea and teach definition of a propei- noun. Have pupils learn law foi* capitalization. (Discoveey.) IX. — Develop idea and teach definition of a connnon nonn. X. — Teach that the words I and O should always be capi- tals. (Discoveey.) XI. — Deveh)p idea and teach definition of the singular form. Develop idea and teach defiiution of the plural form. XII. — Have pupils learn the genei-al law for the foi-niation of plurals. (See Plan VII, Appendix.) XIII. — Develoj) idea and teach definition of the possess- ive form. Have pupils learn how the possessive singular foi-ra is made. (Discoveey.) XIV. — Have pupils learn how the possessive plural form is made. (Discoveey.) XV. — Have pupils learn how the plural form is made when the singular ends in the sounds' of s, sh. z, (di, x and j. (Special law No. 1.) (See plan VIII. Appendix.) XVI. — Have pupils learn how the possessive forms, sing- ular and plural, of nouns given in XV, are made. (Dis- covery.) XVII. — Develop idea and teach definition of cpioted words. Teach use of quotation marks. Have pupils learn law for the capitalization of the first word of a quotation. (Discoveey.) XVIII. — Develop idea and teach definition of the con- tracted forms of words. Have pupils learn the use of the apostrophe. (Discoveey.) (THREE MONTHS.) XIX. — Develop idea and teach definition of the abbrevi- ated forms. Have pupils learn law for capitalization and punctuation of abbreviated forms. (Discoveey.) —10— 38 LANGUAGE. XX. — Teach the use of the comma in a succession of par- ti cuhirs when and is omitted. XXI. — Teach liow the phiral form is made when the sin- <^w\'AX ends in y preceded by a consonant. (Special law No. 2.) (Discovery.) XXII. — Teach how the plural foiin is made, when the sing-nlar ends in ij preceded by a vowel. (General law.) (DiSCOVKKY.) XXIIl. — Teach how the possessive forms, singular and plural, of nouns ending in //, are made. (Discovery.) XXIV. — Teach how the plural is formed when the singu- lar ends in/or/k The pupils should learn lists of words. XXV. — Teach how the possessive forms, singular and plu- ral, of nouns \\\ f or fe are made. (Discovery.) XXVI, — Teach how the plural is formed when the singular ends in o. The pupils should learn lists of words. XXVII. — Teach the possessive forms, singular and plural, of nouns ending in o. (Discovery. XXVIII. — Teach the plurals of nouns whose forms are changed irregularly. The pupils should learn list of words. XXIX. — Teach the possessive forms, singular and plural, of nouns given in XXVIII. (Discovery.) • (THREE MONTHS.) XXX. — Teach nouns that have the same form in sino-ular and plural. The pupils should learn list of words, XXXI. — Teach nouns that are used only in the singular. The pupils should learn list of words. XXXII. — Teach nouns that are used only in the plural. The pupils should learn list of words. XXXIII. — Teach the possessive forms of nouns given in XXX, XXXI and XXXII. (Discovery.) XXXIV. Teach the plurals of letters, signs and marks. (Discovery.) XXX. — Develop idea and teach definition of compound words. Have pupils learn the use of the hyphen in compound words. (Discovery.) LANGUAGE. 39 Have 23upils learn law for making the plural of compound words. (Discovery.) Have pupils learn use of hyphen at the end of a line. (Discovery.) XXXVI. — Develop idea and tea6h definition of {a) sim- ple words, (b) derived words, (c) hase words. XXXVII. — Have pupils learn law for the capitalization of the first word of every line of poetry. (Discovery.) XXXVIII. — Have pupils learn law for the capitalization of the names of Deity. (Discovery.) XXXIX, — Teach the use of the comma {a) to separate an inverted member from the rest of the sentence, {b) before and after parenthetical portions. XL. — Teach the use of the semicolon when there is greater separation of parts than is indicated by the comma. THIRD SERI ES. I^OTJI^im O-Z^-^IDE. FOUR MONTHS. The specific object of this series isfour foldjviz: to train pupils, I. — To arrange methodically in writing their (1) knowl- edge and (2) thoughts of things and events within their ob- servation and experience; II. — To reproduce from memory, in like or changed forms, the sayings of others ; HI. — To note carefully and improve their language and style of expression; IV. — To obey the laws given in the "Second Series" until obedience thereto becomes habit. 40 LANGUAGE. The work of the series includes, I. — Simple Description of (1) Objects, (2) Places, (8) Processes; II. — Simple Narrations of (1) Events experienced, (2) Events heard of or read; III. — Epistolary Forms, (1) Social, (2) Formal, (3) Business; IV. — Transformation of poetiT to prose. The first production in each kind of composition should be developed. The compositions when finished, will, therefore, be identicaL Before a composition of any kind is attempted, either by development or otherwise, be sure that the pupils have infor- mation enough upon the given subject to admit of an ar- rangement. Do not attempt the development of a composition without a definitely arranged outline. Do not allow pupils to write a composition until they have first decided on an outline. By following these simple rules, so obviously important, and yet so universally ignored, children mav be trained to write English as well as they can be trained to do any other school work of corresponding grades. By beginning and practicing frequently at an early age, the pupil's ability to write will be ever ready to respond to his taste and to his (rea- sonable) desire, and he will not "dislike to write a compo- sition" any more than he will dislike to make a recitation in Geography or Arithmetic. {FIRST AND SECOND WEEKS.) The following is given for illustration: THE DOG. The dog is a very common domestic animal. Dogs vary in size from the small poodle to the large New- foundland. They differ in appearance as much as in size. Some dogs are useful for guarding propei-ty, others for hunting, others as pets, while still others seem to be of no use. Many dogs seem to understand everything that is said to them and can be taught to do many cunning things, such as standing and walking on their hind feet, shaking hands. LANGUAGE. 41 opeuiiio- and shuttino; doors, and carrviiii;- l)askets. Dog-s hecoiiie veiT much attaclied to those who ai'e kind to them. I once read of a dog- that died of grief at the death of his niastei'. PLAN. The pupils shonld be led to "discover," by reference to their books, where to place the name of the Snl)ject about which they are to write. The first sentence may be obtained by asking a few cpies- tions; as, "How many of you see dogs on your way to sehool?" " Flow many have doo-s at home?" "What kind of animals do we call those that are found al)!»;it our home.s^' After the sentence has been arranged satisfa;;torily, all should be made to repeat it, the hard words should be spelled, the laws for beginning and closing it should l)e stated, after which the pupils should be required to write it carefully on their slates. By talking of the different varieties of dogs and the pe- culiarities of some of them, the second and third sentences may be obtained. After leading pupils to give law^s for capi- talization and p mctuation, and having them spell the difh- cult words, these sentences should 1)e written with the lirst. By talking of the uses of dogs, the fourth sentence may be obtained. The same care respecting the spelling, punct- uating and capitalizing should be exercised befoi-e the pu- pils are allowed to write the sentence. Call attention to new paragi-aph. The pupils may be interested in naming tricks that dogs may l)e taught. In the mean time they may lie led to speak of the intelligence of dogs. Thus the fifth sentence may be obtained. Pupils should be made to spell, and give neces- sary laws before writing. Pupils may l»e led to relate anecdotes and give their opin- ions concernino- the attachment that doffS manifest toward their masters. By such means the remaining sentences may be obtained which, after due preparation, may be written on the slates. —11— 42 LANGUAGE. The Doir. i It will require at least three days to develop the fore- o-oinj^ composition and have it written on the slates. A day should be spent in transcribing it to blaukbooks, and another day in writing it on paper of proper size, for the inspection of the Principal. The outline or plan according to which the composition was written should next be developed; the pupils should be led to see the agreement of the composition with the outline, and the advantages of having Avork planned before it is done. Have pupils write the OUTLINE. ' Beginning (Introduction.) Size and Appearance, Uses, Intelligence, Affection, Anecdote for Closing (Conclusion). (THIRD WEEK.) By a similar plan write a composition taking "The Cow" as subject. (FOURTH WEEK.) Take "The Horse" as subject, and develop an outline for a composition using pupils' knowledge of the two outlines be- fore developed. Let each pupil write liis own composition according to outline. (FIFTH WEEK.) Take "The Cat" as subject, and follow directions given for Third Week. (SIXTH AND SEVENTH WEEKS.) Take "The Sheep" as subject, and spend the time of two or three recitations in talking of this animal and of the plans of compositions written about other animals. Let pupils form plans and write compositions. (EIGHTH WEEK.) Take "The Squirrel" as subject, and follow directions giv- en for Sixth and Seventh Weeks. (THIRD MONTH.) Teach pupils where and how to write and punctuate the dates and addresses of letters of friendship; where and how to sign them ; where and how to write the superscription. Much patient care will be required to do this month'^s work. LANGUAGE. 43 But little attention need be given to the subject matter of the letters. The arbitrary, conventional '-''forms'''' should oc- cupy the attention of teacher and pupils. Insist upon neatness and accuracy. The work may be done mainly on slates and cheap printing paper, and written with pencils. Once a week, the pupils should be required to write with pens on good paper of appropriate size ; fold the papers properly and enclose them in envelopes; direct them, and in- dicate by appropriate marks where the stamps should be placed. This will serve to test the value of the work done. The letters thus prepared should be submitted to the Prin- cipal. Do not attempt more than the two kinds of work given below. y v^ ^^-^'^■O-^d^ U-aui -m^j-^^^ Cyfe^^^-e^ 44 LANCtUAGE. s: ^. -^-^^ f^V V (yi^€.dAe<^/j^^^u, id. ^Af 'cz^. X nd. ^2>/'e.€i4t. iee'^^^t^-f^ , 1^^-J^f7y€i-Z/?-7/ i-t^t^^-^'tA , / / ■llt^-f/ H^n. ^fUi'U^t^, KS>^^i^%>^^^i^r'^ LANGUAGE. 4r. (FOURTH MONTH.) J lave pupils wi-ite two letters, one t(» Mrs. ('. II. Freeinaii, (The dear aunt); the other to T. II. ("lark, o-ivihn- two weeks to each. In the first letter, (1) acknowledge the receipt of a letter: (2) inquire after the health of Mrs, Freeinaii: (3) note matters of interest which have transpired during- the day; fii-st, at home, in connection with (a) j)ets, (b) tasks; second, at school, in connection with [a] studv, (6) pla}- : (■!:) close. (This kind of (-(jniposition is closely related to narration. The teacher must see that the laws of method are not violated. While developing the work, the pupils should he made to se- lect tlie points that are best suited to give a pix)j)er idea of the circumstances, and to determine how much should be said on each point.) Let the pupils decide the subject matter of the second let- ter, the tea(^her requiring only that it be a letter of friend- ship. This should be done before beginning to write, and the plan decided upon should be closely and methodically followed. THREE MONTHS. (FOUR WEEKS.) Reproduction from WIemOry of short, interesting nar rations selected from some book or paper of proper grade with which the pupils are unacquainted. PLAN. Take a very short narration, characterized by a few de- cided points, and read it or have it read to the class. Call upon several pupils to reproduce the composition orally. Have the hard words spelled. Have pupils give laws re- specting capitalizing and punctuating. Read the selection again and have pupils reproduce it on paper. The time of one recitation will lie required for the re- production on paper of one selection. This should be care- -1-2- 46 LANGUAGE. fully criticised by the teacher, and the childi-eii should rewrite it. Tlie second selection, if it be short, should be reproduced in writing after the first reading. Be content only with having the thoughts (1) all repro- duced in proper order; (2) expressed in good language, and (3) written according to the laws found in the Second Series. It is not desirable to attempt tlie I'eproduction of long selections al this time. Tlie teacher should work rather for accuracy and smooth expression. From two to five selections should be i-eproduced each week. (FOUR WEEKS.) Transformation of Poetry to Prose. Have pupils transform four short poems to prose. Select poems that narrate or describe; avoid didactic poems. Di- rections before given Avill serve for this work. Lead the pu- pils carefully at tii-st; afterward require them to do like work umissisted. (FOUR WEEKS.) 1. — AVrite a composition on "The Camel." Let pupils under the guidance of the teacher determine the outline for this com- position from tiieir knowledge of the animal as learned in Second Series of Animal Lessons. (See Outline No. 1, Ap- pendix.) The pupils should write the conipobition. 2. — Write a letter and direct it. The pn})ils, under the guidance of the teacher, determine to wliom and for what it shall be wi'itten. 3. — Reproduce at least three shoit selections. 4. — Transform one poem. THREE MONTHS. (FOUR WEEKS.) \. — Write an account of a journey to Montgomery. A suumiarv of the iournev as learned in Place Work, First LANGUAGE. 47 Series, will serve as a plan for this work. • Be careful not to make this composition too long. 2. — Re2)roduce three selections from memory. (FOUR WEEKS.) 1. — Write four letteis. ■2. — Re})ro(luce four selections from memory. (FOUR WEEKS.) 1. — Write an account of a journey to Geneva. (See Placp Work, First Series, for outline.) 2. — Reproduce four selections from memory. ;-). — Transform one poem. 4. — Wi-ite two letters. IF^II^TH OI^^^HDE. After the sul»ject of the composition has been decided upon, the pupils should in all cases be led to decide what points to make prominent; the order in which the points should be presented; the r-elative importance of the different points, and tlie attention required by each. Much time can be spent witli profit in arranging all of the foregoing preliminaries in the form of an "Outline" before any writing is done. Thus will the pupils be trained at an early age in many of the important requirements of good composition. Impress u]J)on the minds of the pupils, that a description should en- able the hearer or reader to form a mental picture of the thing or place described, and they will readily choose the fea- tnj-es that form the "outline" of the picture. Few persons can relate the events of an hour's experience without having to go back, and supply something of importance that had been forgotten; or give a description without omitting the mention of some part or feature without which a complete mental pic- ture of the thing described cannot be formed. It is to be feared that nnich of our teaching is so lacking in method as to remedv little of the evil alluded to. 48 languagp:. Tliat this Senes of Laiiguafre Lessons may serve as a test of other work done, many of the "Subjects" are chosen from other l)ranches taught. The teacher wlio in this work finds it necessary to teach "Method" de novo may well look to his method of teach- ing with thought of improvement. Much attention ought to be given in this grade to letter writing. Impress the importance of brevity and clearness in busi- ness letters. In writing social letters pursue the following order: 1. Write of your correspondent ami all affairs that re- late to him. 2. Write of general topics of mutual interest. 3. Write of yourself as briefly as possible. FOUR MONTHS. (SIX WEEK.S.) 1. A Description of a Picture. (Developed, Compositions uniform.) '•2. A Description of a picture. (Outline only developed.) 3. A Description of a Picture. (All work done by pupils.) 4. Two Business Letters. 5. Reproduce from four to eight selections. No descriptions are more easily developed than those of pictures. Care should be exercised to select the right kind of })ic- ture. The subject of the picture for instance should be very prominent and easily understood. By a little careful questioning an outline may lie obtained. Ask about the kind of picture; whether painting, engrav- ing, wood-cut, or other kind. Ask about the size; about the LANGUAGE. 49 subject, whether one or more figures, and the most promi- nent; about position of principal figure or figures and the effect of same; about foreground and its acc^ompaniments the back ground and its accompaniments the general effect of the picture; the use of pictures. ' Introduction. r Kind. Size. ""Of what composed, How arranged, Subject <^ Peculiarities, such as size, color, foi-m or occupation, Effect. • S Dei. f rlurai k ^ • n i ossessive j j ( bpeciallaws. Subject, Object, Idea word in a second class element, Adverb, Independent element, C Ordinary, Direct < Appositive, r Possessive. Adjective <( Indirect S ources Original Derived from I iHLiiicvjL j Compl '^Connectives ^ ement. < Verbs ! By prefixes, Adjectives [ By suffixes, ^ Nouns J Without change r Wrong capitalization, J Wrong abbreviation, Errors to be avoided ] Wrong formation of posses- l sive and plural forms. Composition. — Description of the picture representing the landing of Columbus. The picture should be talked about at length and an " outline" prepared before the ]3upils write. Pupils should be expected to follow the " outline" closely. Any other historical picture may be selected, if the teacher and pupils so choose. (See suggestions for "outlines" in Appendix.) LANGUAGE. 61 VERBS — SIX MOXTHS. ORDER OF PRESENTATION. Review. — Definition of a verb. New Work. — I. — (l) Time of action or assertion repre- sented by the verb; (2) how represented, («) structural parts, (b) relation Avords; (3) definition of structural parts; (4) time represented by each structural part; (5) name of each struc- tural part, {a) present, {h) progressive, {c) past, {d) relative ; (6) law for formation of structural parts; (7) logical outline of Structural Parts of verbs. II. — (1) Definition of {a) a regular verb, (b) an irregular verb, (c) a defective verb* ; (2) definition of {a) a transitive verb, (b) an intransitive verb, (c) an auxiliary verb*; (3) logical outline of Kinds of verbs. III. — (1) Keasons for changes of forms of verbs: (2) de- finition of tenses, (a) absolute present, {h) absolute past, {c) absolute future, {d) relative present, {e) relative past, (/) relative future : (3) definition of («) passive form; {h) pro- gressive form; (c) emphatic fonu; {d) common form; {e) idio- matic forms {cca) hypothetical, {hh) idiomatic-passive, {cc) use of an expletive, {dd) idiomatic use of the verb to he: (4) reasons for learning structural parts of verbs : (5) structural parts of all the irregular verbs: (6) logical outline of Forms of verbs. Review. — Use of verbs (1) to express action; (2) as copula. * Pupils should learn the list of these verbs and the structural parts of each. —16— 62 LANGUAGE. New Work.— I.— (1) Use of verb as relation word (aux- iliary) ; (2) use of verb with to before it -u as subject, (h) as object, (c) as copula, {d) as complement, {e) as adjective ele- ment, {f) as adverbial element, {g) as predicate of third class objective element, {1i) in repetition of the subject in the predicate; (3) use of progressive structural part (a) as ad- jective, {l)) as adverb, (c) as noun; (4) logical outline of Uses of verbs. II. — (1) Lists of verbs derived from («) nouns, (J) adjectives, (c) adverbs, {d) other verbs; (2) lists of prefixes and sufiixes used in deriving verbs; (3) list of original verbs; (4) logical outline of SoUFCeS <>f verbs. Practical Applications .—Avoid the use of (1) relative structural part for past; (2) past structural part for relative; (3) past tense when referring to un- changeable facts ; (4) present tense when referring to future events; (5) common form when stating an hypothesis; (6) sing- ular form for plural form; (7) wrong relation word (aux- iliary;) (8) wrong verb ; (9) redundant verb; (10) improper contraction. Logical outline of YorbS. I. II. III. Verbs \ IV. V. VI. Definition, Structural Parts, Kinds, Forms, Uses, Sources, VII. Practical Applications. II. Sh'uctural Parts. Definition, Why learned. ( Present, ime represented ■ p j Absolute, i ^^^^ I Relative. ( Law, ( Exceptions. f Present, j Progressive, I Past, |_ Relative. T How made Names LANGUAGE. 63 r Structure III. Kinds according to ■{ I f Definition Common Use Def. How made < I Regular y Law. i Irregular } . ^ Defective f ^'^^^• ( Transitive, < Intransitive, ( Relation words (auxiliary). Relation words ] j ■ ^ ' ( List. Structural parts ^ Office. Absolute, Relative. Progressive i i Present Time rejiresented -| Past ( Future Definition j Office, ! Relation words ( List. Structural part ] Office. ) Present Time represented j- Past /Absolute, IV. Forms -{ Passive -t Definition How made \f uture Relative. Office, i Relation words ( List. ^ Structural part -j Office. Time represented -; Past ;- ,, ,*°." ^' j Future j Relative. j Office, f Definition [ Relation words / List. Emphatic ■{ How made Structural part -■ Office. V. ^ Idiomatic To assert I Time represented -; p . ' Definition , Hypothetical, Kinds ) Idiomatic-passive, "] Expletive, ( Copula, To be.' ses ■{ ■s Predicate verb, ( Relation word (auxiliary). ( Noun, To assume -l Adjective, ( Adverb. With ^0 Subject, Object, Complement, -! Copula, Predicate of third class element. Adjective element. Adverbial element. VI, Sources Original words, ( Nouns, Derived from -| Adjectives, ( Adverbs. r Wrong verb, ! Wrong relation word, VII. Errors to be avoided -j Wrong form, I Wrong contraction, L Use of redundant verb. 64 LANGUAGE. Reindrk. — in giving illustrations for the uses of verbs, pupils should be required to give complete sentences con- tainino: the verbs in illustration. In illiistratine; verbs ac- cording to structure, thej should be required in all cases to give the structural parts. Composition. — Narrate the events of Longfellow's " Evangeline." This poem should be read bj the pupils, its plot determined, and an outline made under the guidance of the teacher. The " Introduction" may be either a brief sketch of Longfellow's life, or a brief history of Acadia from dis- cover^' to date of plot. Pupils may consult the poem when writing, but should be required to follow the prepared out- line closely. PB ONO rXS. - ( THREE MONTHS. ) ORDER OF PRESHNTATIOX. Review. — Definition of pronoun. New Work. — I. — (l) Lists of pronouns {a) whicii only represent nouns, (h) which limit as well as represent nouns, (c) which show relation as well as represent nouns. II. — (1) Eeasons for changes of forms of pronouns; (2) definitions of {a) subjective form, (h) possessive form, (c) objective form; (3) list of pronouns which change tiieii- forms ; (4) outline of ForiTlS of pronouns. Review. — Lse of pronoun as base of subject. New Worlc. — I. (l) Use of pronoun as [a] object, {b) com- plement, {c) idea word in a second-class element, {d) ad- jective, {e) relation word; (2) outline of USOS of pronouns. II. — (1) Lists of pronouns derived from («) adjectives, {]>) nouns; (2) list of original pronouns. LANGUAGE. 65 Practical Applications.— Avoid the use of (i) wnmg pronoun; (2) objective form as couipleuient; (3) objective form in compound subject; (4) objective form as subject of an interro<^ative sentence; (5) objective form as subject of a predicate understood; (6) subjective form as idea word in a second class element; (7) subjective form as object of a transitive verb; (8) subjective form in compound objecti\'e element; (9) plural pronoun with singular antecedent; (10) a pronoun and its antecedent as subject of same verb; (11) wrong form of pronoun with an appositive; (12) two styles of pronoun as iliou and you standing for the same noun; (13) / heiore you, tkey, he, she, or it, as subject; (14) 7tie before them, him, her, or it, as object, or as the idea part of a second class element. Logical outline of PronOUIlS. . Definition. Kinds F(M me Pronouns ■<( Uses Those having a single office, Those havinof a double office. C Subjective, Singular / Objective, ( Possessive. I Subjective, Plural < Objective, ( Possessive. Subject, Object, Complement, Idea word in a second class element. Adjective, Relation word. Original words, C Nouns, I Adjectives. ''Wrong form. Wrong pronoun, Errors to be avoided •{ Change of form. Giving precedence to wrong pronoun. Sources Derived from -17- 66 LANGUAGE. Composition. — Write a description of some book by one the authors stn No. 2, Appendix. of the authors studied in the Reading Work. See outline A DJE CTI VES. - ( THR EE 31 ONTHS. ) ORDER OF PRESENTATION. Review. — Definition of adjective. New Work. — I. — (l) Definition of qualifying adjectives (a) verbal, (b) proper, (c) ordinary : (2) definition of limiting adjectives fff) possessive; (J) numeral (««) cardinal, (^ J) ordi- nal, (gg) multiplicative ; (c) ordinary : (3) definition of com- parable adjectives : (3) definition of incomparable adjectives : (5) logical outline of KindS of adjectives. II. — (1) Reasons for changes of forms of adjectives ; (2) definition oi{a) comparative proper form, {b) superlative form, (c) ordinary form ; (3) laws for formation of comparative forms ; (4) list of adjectives whose comparative forms are irregularly made ; (5) logical outline of FETmS of adjectives. Review. — Use of adjectives to limit noun or pronoun. New Work. — I. — (l) Use of adjectives as pronouns, (a) subject, (J) object, (c) idea word in a second class element ; (2) logical outline of UseS of adjectives. 11. — (1) Lists of adjectives derived from (a) verbs, (J) nouns, (c) pronouns, (d) adverbs, (e) relation words, (/) other adject- ives; (2) lists of prefixes and sutilxes used in deriving adject- ives ; (3) lists of adjectives derived from other parts of speech without the use of prefixes or suflixes ; (3) list of original adjectives ; (5) logical outline of SourCeS of adjectives. Practical Applications.— Avoid the use of (l) wrong adjective ; (2) wrong comparative forms ; (3) comparative LANGUAGE. 67 inc(irrectly formed ; (4) double comparatives ; (5) adjectives to limit verbs ; (6) adjectives to limit adjectives ; (7) redun- dant adjectives. Logical outline of AdjeCtiveS. > Def. Use r Def. Kinds ^ <( o r\ IT • J Ordinary, ^ " '^ Trope r, Verbal. Ordinary, Possessives, LimitiuiT Numerals Forms <; S Nature \ Comparable I incomparable. ■ Ordinary, ^ .- { Comparative proper Comparative < ^ t ^- ^ ^ ^ ( buperlative Cardinal, Ordinal, ] Multiplica- [ tive. < Laws for form- ation. Uses ■( To limit nouns, Subject^ Object, To represent nouns <( Complement, Idea word in a second class element. Original words. Nouns, c, Prononns, Sonrces ^ ^^^^^^^ Adverbs, Errors I Relation words. f Use of an adjective for adverb, ^ 1 -it' Use of wrong; comparative, to be avoided j jj n j-\.- I Use ot wrong adjective, 1^ Use of redundant adpctives. Composition. — Write a comparison between Washing- ton and Lincoln. A good outline should be made before any writing is done. The teacher should prepare the pupils for 68 LANGUAGE. this work hj briefly reviewing the biographies of Washing- ton and Lincoln. ADVERBS.— {SIX WEEKS.) ORDER OF PRESENTATION. Review. — Definition of adverb. New Work. — I — (l) Definition of adverbs of {a) manner, (5) cause, (c) time, (d) place, {e) pnrpose,(/) negation, (g) degree ; (2) definition of comparable adverbs ; (3) definition of incom- parable adverbs ; (4) logical outline of KJndS of adverbs. II. — (1) Reasons for changes of ft)rnis of adverbs ; (2) definition of [a) comparative proper form, (b) superlative form, (d) ordinary form ; (3) law for formation of comparative forms ; (4) list of adverbs whose comparative forms are irreg- ularly made ; (5) logical outline of ForHlS of adverbs. Review. — Uses of adverbs to limit (1) verbs, (2) adjectives, (3) advei-bs. New Work. — I — (l)Use of adverb as a relation word ; (2) logical outline of UseS of adverbs. II — (1) Lists of adverbs derived from (a) verbs, (b) adject- ives, {c) nouns, (d) relation words; (2) lists of prefixes and suflixes used in deriving adverbs; (3) list of adverbs derived without the use of prefixes or suflixes; (4) list of original adverbs ; (5) logical outline of SOUrCCS of adverbs. Practical Applications.— Avoid the use of (l) wrong comparative forms ; (2) double comparatives ; (3) an adverb as a complement ; (4) an adverb as an adjective ; (5) two direct negatives ; (6) but, only or hardly after not; (7) no for not; (8) how for what. Logical outline of AdverbS. LANGUAGE. 69 rDef. 03 Si > < Kinds -S Forms Uses f ' Manner, Cause, o -4J Use Time, bJD { Place, o Purpose, Negation, < Nature < ^Ordinar_; ^ Degree. ' Comparable, Incomparable Comparative, ( Comparative ( Def. / })roper < Laws for ( Superlati\e ( formation. Verbs, Adjectives, Adverbs. Sources C To limit \ To show relation f Original words, j Nonns, 1 Adjectives, Verbs, Relation words, ^ Adverbs. f Use of an adverb for an adjective, I Use of wrong adverb, Errors to be avoided { Use of wrong form. Use of an adverb for a pronoun, ^ Use of redundant adverbs. Composition. — Write a comparison between the first set- tlers of Massachusetts and those of Virginia. The teacher should see that the pupils know about these people before an outline for the composition is attempted. Let pupils re- view the biographies of Miles Standish and John Smith. RELATION WORDS.— {SIX WEEKS.) ORDER OF PRESENTATION. Review. — Definition of a relation word. New Work. — Definition of (1) co-ordinate relation words {a) uniting, {b) rejecting, (c) alternative ; (2) subordinate rela- 70 LANGUAGE. tion words tiiat show [a) the relation of place or direc- tion, (h) the relation of time or condition, or both, (c) an attributive relation, {d) a pronominal relation, {e) an adverbial relation. Outline of KindS of relation words. Review. — (l) Forms of pronouns and verbs ; (2) uses of relation words. New Work. — (l) Lists of relation words derived from {a) verbs, (h) pronouns, (c) adverbs ; (2) list of original relation words ; (3) outline of SOUPCeS of relation words. Practical Applications.— Avoid the use of {l)or after neither or no ; (2) nor for or ; (3) in for into ; (4) up for upon; (5) between for among ; (6) to for at ; {7)a7idior hut; {8 J with or i?i for on-, (9) upon for over ; (^10) what for that ; (11) a dependent proposition without a relation word. Logical outline of Relation Words. Definition. ( Uniting, Relation Words Kinds . Co-ordinate < Rejecting, ( Alternative. Relation words proper, Pronouns, Adverbs, Copulative verbs, ^ Auxiliary verbs. Subordinate <; Forms < (Review Pronouns and Verbs.) Use To show relation. C Original words, c ' J T-k • J ( Pronouns, D0urce8^< Derived i a j i P < Adverbs, from ) -vr T, ( Verbs. ( Wrong correlative, Errors to be avoided < Wrong word, ( Omission of relation word. LANGUAGE. 71 Composition. — Write an account of a journey from Aurora to the Mississippi River, by rail to Peru via Ottawa, thence bv water to destination. See Place Lessons, First Series, for outline. I^II^^1:x3: o-i^-a-^e. {FOUR MONTHS.) Review the Fifth Series giving particular attention to Forms and Practical Applications. Composition. — Write two compositions, taking for sub- jects " Rivers," and "Mountains." SIXTH SERI ES. (THBEE MONTHS.) Review the Fourth Series. It will require one month to analyze sentences that involve the different uses of the verb with to before it, and another month to analyze sentences that involve the different uses of 72 LAN(iUAGE. the 2)t'ogressive strttctural part of verb. Obtain sentences for analysis from the reading or other text book. Composition.— Write a brief history of the Missouri Compromise. {THREE MONTHS.) 1st and 2d Months.— Review the prefixes, sufiixes and roots given in the Fourth and Fifth Reader Work. Complete the lists of English and Latin prefixes and sufiixes and add to them Greek prefixes, sufiixes and roots from Swiuton's Word Analysis. Associate the above work with a review of the SourCOS of the different parts of speech as studied in the Fifth Series. 3d Month. — Review all the Figures of Rhetoric as studied in the Reading Work. Make and find numerous examples of each. Composition. — Write, weekly through the term, scien- tific descriptions of animals and plants for careful work in punctuation. This work should involve especially the use of the dash, the brace, the parenthesis, and the C(jlon. SEVENTH SERIES HIGH SCHOOL. The work of this Series is a continuation of the work of the Third Series. It extends through three years, four or five weekly recita- tions of thirty to forty-five minutes each. LANGUAGE. ' 73 Pupils have already had considerable practice in writing essays in Description, Narration and Analysis. Their work, however, has been almost wholly the expression in language of what they have learned in connection with tlieir other studies, and has been almost entirely free fi-oin the technical terms of Khetoric. flereafter, to a great extent, they must themselves gather the needed information for their essays, and must acquaint themselves with the meanings and applications of all necessary technical terms. The sul)jects assigned for essays should be such as will demand much investigation. It will be found profitable to devote the first year to further work in simple Description, Simple Narration, and Analysis. ^II^SIT ■^zr^i.^^Ti. FIRST TERM— {FIRST MONTH.) Day's Praxis.— Chapters l, II, VIl, and VIII to page 55; also, Simple Description in Appendix V. Essays. — Subject: The Coulter Opera ILkisc; Chicago; or some similar theme. An Impromptu Composition in Description to be written in fifteen minutes, the rest of the recitation hour being given to the reading and brief criticism of the same. A Reproduction from memory. Short lessons in Praxis should be recited daily for a week, the outlines for essays being meanwhile prepared, presented criticised, and approved. In preparing the outlines, pupils should be led to see the necessity of observing the Laws of Selection, Method and Completeness. The essays should be presented at the first recitation of the third week, and the rest of the month should be spent in reading them in class, criticising, rewriting etc. —19— Y4 LANGUAGE, No draft of essay should l)e accepted as final till faultless in spelling, use of capitals, punctuation, paragraphing, penmauship so far as practicable, and, so far as may be reasonably expected, free from violations of tlie three laws above named. Note — The teache/- must see to it that in description, the pupil never loses sight of the object in view, to-wit : To enable the reader or hearer to form a clear mental picture of the object described. The /;//// too, while writing, should frequently question himself: " Is my language fitted to give to the reader a clear idea of the object described?" "Had I never seen the object, would such a description as I have given enable me to form a clear mental picture of it?" By such self-questioning, indispensable to the best results in the work in hand, the pupil will receive, in addition, valuable culture in imagination and judgment. When the theme demands it, the teacher should be prepared to assist the pupils to find the information needed, and should be watchful that they do not fall into the pernicious habit of copying the hmguage as well as appropriating the information. {SECOND MONTH.) Day's Praxis.— Chapter YIII finished and together with what was learned last month, reviewed. Essay. — Subject: The Home I Wish to Have, or some like theme for imaginative description. An Impromptu Composition. A Reproduction from Memory. The outlines of essays should be prepared, presented, criti- cised and approved by the end of the first week. Let pupils be trained to be quick to detect any violation of either of the laws named above, as also, any inelegance of diction. The essays should be presented at the first recitation of the third week and take the same course as in last month. (THIBD 3IONTH.) Day's Praxis.— Chapters III, and lY to paragraph 34, and Simple Narration, Appendix V. Essay. — Subject: Glass-making, Zinc-making, or some similar theme. LANGUAGE. 75 An impromptu Essay and a Reproduction from mem ory, as before. The outlines and essays should take the same course as last month. While preparing outlines pupils should be led to perceive the difference between the purpose in Narration and in Description, and the difference in the reqtiirements of the Laws of Unity, Selection, Method and Completeness. In writing an essay in narration the pupil is to imagine himself addressing some one and often to question himself : Am I presenting this theme in such a way that the imagin- ation of the reader will have no difficulty to conceive the actual changing? (FOURTH 3IONTH.) Day's Praxis. — Chapter IV finished and with what waS learned last month, reviewed. Essay. — Subject: Memories of a Moss-rose, or History of a Dew-drop. An Impromptu Essay and a Reproduction as before. SECOND TEBM.-iFIBSI MONTH.) Day's Praxis. — Chapters X, XI to paragraph 79, and Analysis, Appendix V. Essay. — Subject: Vertebrates, Birds, or some similar theme. An Impromptu Essay on some simple subject in Di- vision, and a Reproduction from memory. In the preparation of outlines pupils are to be led to a 76 LANGUAGE. full apprehension of what is required in Division by the Laws of Unity, Selection, Method and Completeness. The fact should be made clearly to appear that Analy- sis in both its parts, — Division and Partition, — has refer- ence rather to outlining themes than to a full presentation of them, the filling up being Description or Narration, already studied. {SECOND MONTH.) Days Praxis.— Chapter XI finished. Essay. — Subject: The Rose Family; or Exogenous Plants. An Impromptu Essay and a Reprodnction from mem- ory. (THIBD 3IONTH.) Day's Praxis. — ^Work of first and second months re- viewed. Essay. — Subject: Forms of Government; or The Orders of Architecture. An Impromptu Essay and a Reproduction from mem- ory. THIRD TERM.— FIRST MONTH. Day's Praxis.— Chapter X reviewed, and Chapter XII to paragraph 85. Essay. — Subject : The Telescope; or The Human E^'e. LANGUAGE. 77 An Impromptu Essay on some familiar subject in Parti- tion and a Reproduction from memory. In preparing outlines, (See Outline Ko. 3, Appendix,) the difference in the requirements of the four Laws in Division and in Partition should be clearly shown. The criticisms of the Essays should be primarily and very largely as above in reference to violations of these Laws. {SECOND 3IONTH.) Day's Praxis.— Chapter XII finished. Essay. — Subject: The steam-engine, or A Watch. An Impromptu Essay and a Reproduction from memory. (THIRD MONTH) Day's Praxis.— Chapters X and XII reviewed. Essay. — Subject: The Electric Telegraph; or the Plane- tary System. An Impromptu Essay and a Reproduction from memory. SECO^TID ■H'S-A.I^. During this and* the following year pupils should be called on quite frequently to read essays before the school as a part of the Friday afternoon Rhetorical Exercises. Essays in Confirmation should be memorized' and spoken. FIRST TERM.— (FIRST MONTH.) Day's Praxis.— Chapter xiii. -20— 78 LAN(;UAGE. Essay. — Exemplify a Eodent in the Rabbit; or Marsu- pials in the Kangaroo. An Impromptu Essay in Simple Description and a Reproduction from memory. In the preparation of outlines, the greatest care should be given to the requirements of the four Laws so frequently alluded to before. In the writing of the themes, after they have been outlined in accordance with these laws, the filling — what is said on each of the selected properties — will be found to come under one or another of the preceding pro- cesses, to wit: Description, Narration, or Anah'sis. (SECOND MONTH.) Day's Praxis.— Part II, Chapters 1 and II. Essay. — Exemplify a. Vine in the Grape. An Impromptu Essay in simple Description, the theme to be imaginative, and a Reproduction from memory. (THIBD MONTH.) Day's Praxis.— Part II, Chapter III, and a review of the Praxis Work of the two preceding months. Essay.— Exemplify Birds of Prey in the Hawk. An Impromptu Essay in Simple Narration and a Re- production from memory, {FOURTH MONTH.) Day's Praxis.— Chapter XIY to paragraph 103, omit- ting all abstract themes. Essay.— Subject: The Cat and the Cow; or The Oak and the Pine. LANGUAGE. 79 All Impromptu Essay in Simple Narration, the theme to be imaginative, and a Reproduction from memory. In outlining and in writing the first theme in Compari- son and Contrast, as the first theme in each of the former processes of Explanation, too close attention cannot be given to the requirements of the four Laws. SECOND TER3I.~(F1RST MONTH.) Day's Praxis.— Chapter XIY, paragraph 103, first three themes. Essay. — Subject: A Cloud and a Fog; or Europe and Africa. An Impromptu Essay in Analysis by Division, and a Re- production from memory. (SECOND MONTH.) Day's Praxis.— Chapter XIV, paragraph 103, the re- maining themes not abstract. Essay. — Subject: The Plant and The Animal; or The Earth and the Moon. An Impromptu Essay in Analysis by Partition, and a Reproduction from memory. The process of explanation employed in the essay written this month, may be Direct Comparison and Contrast, for part of the class, and for the rest. Analogical Comparison and Contrast. {THIRD MONTH.) Day's Praxis. — Review of last three months' work. 80 LANGUAGE. EsS^y. — Subject: Washington and Xapoleon; or Irving and Preseott. An impromptu Essay in iixempiification and a Repro- duction from menior}'. {THIRD TERM.-FIRST MONTH.) Day's Praxis.— Chapter XY to paragraph 109, and paragraphs 111, 112, and 136. Essay. — Subject: A Republic guarantees individual free- dom. An Impromptu Essay in Direct Comparison and Con- trast, and a Reproduction from memory. Pupils should be led clearly to understand the object to be effected in Contirmation and the means by which it is to be effected ; also the state of mind of the person addressed, and the different Kinds and applications of Proof. Two weeks may be profitably spent in outlining Chapter XY of the Praxis, and in illustrating different Proofs as to Object, (Direct and Indirect,) and as to Kind (Analytic and Synthetic.) The remaining two weeks may be given to writ- ing essays and reading and criticising them in class, as in previous work. In the theme assigned only Analytic Proofs are to be con- sidered. {SECOND MONTH.) Day's Praxis.— Paragraph 113, and a Review of last month's work. Essay. — Subject: A triangle cannot have more than one angle as great as a right angle. An Impromptu Essay in Analogical Comparison and Contrast, and a Reproduction from memory. LANGUAGE. 81 Diirinp: this month several further illustrations of different Proofs as to Object and as to Kind should ]>e given. In the theme assigned only Intuitive Proofs are to be con- sidered. IHfRD MONTH, Day's Praxis.— Paragraphs 114, 115, 116, and Review of the work of the two preceding months. Essay. — Subject: The American Indians are destined to annihilation as distinct tribes. An Impromptu Essay in Simple Description and a Reproduction from memory. Further illustrations of different Proofs as to Object and as to Kind should be given. Only A Priori Proofs are to be considered in this month's theme. TX3:IT^:D ■^■e.^i^. FIRST TERM.— {FOUR MONTHS.) Day's Praxis.— Chapters IX, V, YI, and in Part II, Chapter lY; and Review of Chapters III, YI, YII, X, XI and XII. Five Essays. — One in each of the following Processes: Abstract Description ; Abstract Narration; Complex Narra- tion ; Analysis by Division (Theme Abstract) ; Analysis by Partition (Theme Abstract.) -21— 82 LANGUAGE. Four Impromptu Essays, and Four Reproductions from memory of shoi't poems or poetical selections fi'om Lons;fellow and Whittier. The following themes are snggested for the essays not impromptu. ABSTRACT DESCRIPTION. Sincerity, Cheerfulness, Courage, Industry, Egotism. ABSTRACT NARRATION. Narration of a day-dream, The acquisition of knowledge. The formation of habit, The spread of popular delusions. COMPLEX NARRATION. The influence of climate on national character, The influence of the press. The power of custom. The necessity of recrea- tion. ANALYSIS BY DIVISION. Motives, Temperament, Science, Poetry, Beauty. ANALYSIS BY PARTITION. True Greatness, Resentment, Civilization, Heroism. The Impromptu essays are to be in the following Processes : Simple Description (Theme imaginative); Simple Narration; Analysis by Division (Theme Simple); and Analysis by Par- tition (Theme^Simple.) SECOND TERM.— {THREE MONTHS.) Day's Praxis.— Chapters XIII, XIV,and what has been learned of Chapter XV in Review ; and in Advance, Chapter XV, paragraph 117 to 126, and in Part II, Chapter V, and to paragraph 171 Chapter VI. Four Essays. — One in each of the following Processes: Exempliflcation (Theme abstract); Comparison and Contrast (Theme abstract); Confirmation (The Proof to be Signs, either Testimony or Authority, or both): and Confirmation (The proof to be by examples, (either Real or Invented, or both.) Three Impromptu Essays and three Reproductions from memory,— one from each of the poets, Lowell, Bryant, and Saxe. The following Themes are suggested for the essays not impromptu. LANGUAGE. 83 EXEMPLIFICATION. Patriotism, Mutability of Popular Favor, Prodigality, The Ingratitude of Republics. COMPARISON AND CONTRAST. Policy and Principle, Knowledge and Belief, Talent and Genius, Poetry and Painting. CONFRMATION. Washington was a true patriot. Bonaparte was ruled by selfish ambition. Truth is stronger than error. Labor is the salt of life. Habit is second nature. Guilt has no holiday. Prosperity gains friends. Relaxation is necessary. The Impromptu Essays are to be in the following Processes : Exemplification (Theme Simple); Direct Comparison and Contrast (Theme simple) ; and 'Analogical Comparison and Contrast (Theme Simple). THIRD TEBM.- {THREE MONTHS.) Day's Praxis.— Remainder of Chapter XV; in Part II, Remainder of Chapter VI; and in review all the work of the year. Three Essays in Confirmation. Three Impromptu Essays in Confirmation and three Reproductions from memory, one from each of the poets Mrs. Hemans, Scott, Tennyson. ■ The subjects of the essays not impromptu may be selected from the following: The execution of Major Andre was justifiable. The power of pardon ought not to be intrusted to the Ex- ecutive. Rotation in office is expedient. Men of thought are of greater service to the world than men of action. Immigration ought to be encouraged. A universal language is desirable. Games of chance are morally right. 84 LANGUAGE. Poverty is more favorable to character than riches. In tlie themes of this term half the class should take the affirmative and the rest the negative of each question. Those presenting the best arguments on either side may be selected to give them in writing, or orally, as a part of the closing exercises of the undergraduate classes. EIGHTH SERIES. Pupils have already made some acquaintance with Eng- lish and American authors in connection with the preced- ing language work. They are now to enter upon a fuller and more critical study of some of the best productions in our language, * Pupils should be encouraged to purchase, during this year, quite a number of books needed in preparation of lessons, or for gaining additional knowledge of authors studied. Each will thus form the nucleus of a private library, to be devel- oped, it is hoped, as he grows in years and in love of let- ters. (FlUSTMOJSTH.) The first two weeks should be spent in reading the two articles entitled, Theory of Beauty, and The Philosophy of Style, in Hunt's English Literature, and in reading in class and comparing, in respect to style, three or more of the fol- lowing short selections : Sorrow for the Dead. — Irving. The Chambered Nautilus. — Holmes. LANCiUAGE. 85 Address to the Moon. — Ossian. Thoughts for a Young Man. — Horace Mann. Pyrauius and Thisby. — Saxe. Death of Little Nell. — Dickens. Fall of Cardinal Wolsey. — Shakespeare. The Right Improvement of Time. — Sam Johnson. Elegy AVritten in a Country Churchyard. — Gray. During this time pupils should review Day's Praxis, Part II, and apply the principles therein, in making criticisms. As a result of this study and criticism the following Plan of Criticism may be developed, to be used, with slight modi- fications, in future work. PLAN OF CRITICISM. I.— Writer.— (1) Brief biography ; (2) department of literature; (3) rank in that department; (4) rank in general literature; (5) surroundings, literary and other; (6) character, as judged by writings; (7) miscellaneous. II.— Form of Discourse.— Oratory, Fiction, Poetry, or other form. III.— Rhetorical Elements.— (l) in Explanation, Are the laws of Unity, Selection, Method and Completeness observed ? (2) — In Confirmation, {a) Is the proposition clearly stated? (J)) Are the various kinds of proofs arranged in proper order? (c) Ai-e the introduction and peroration suited to the theme ? (3) — In Style, {a) Is the aim of the writer apparent at once? (b) Is the thought sententious or connected and flowing? {c) Is the expression affected or natural, — adapted to the character of the writer, the subject and the occasion? {d) Is the style figurative or plain? (-, V. — Teach pupils to add by 2's from 2 to 8; to count b}' 2's from 2 to 8; to make the 2 + 2 table; to multiply 2's from 1x2 to 4x2 inclusive; the sign of multiplication; the times table of 2'8 from 1 x 2 to 4 x 2. VI. — Teach the followinor: CD Two pints equal one qnait; One quart equals two pints; Two quarts equal four pints; Three quarts equal six pints Four quarts equal eight pints. Add quarts, and change to pints. Develop idea and teach definition of one-half; teawh-, rep- resentation of one-half; teach pupils to change-: units to halves, using multiples of 2, as far as learned. VII. — Teach pupils to subtract by 2's. fiiom^ ,8 to 0; to count backward by 2's from 8 to ; to make thte 8-2 table. VIII. — Teach division {measurement)sby 2^ as, There are two 2'b in 4; three 2's in 6; four 2's^in 8;; one 2 in 2, Apply division to measurement;:. aSy Two pints equal one quart; Four pints equal two quarts ; Six pints equal three quarts ; Eight pints equal four quarts. Review and examine, IX. — Change halves to units, using multiples of 2, as far as learned. Teach the sign of. division ; the 2^2 table. X. — Teach the fractional idea of division: i of 2=1 ; 1 of 4=r2 ; i of 2 qts.=l qt. ; ^ of 4 qts.=:2 qts ; i of 6=3 ; ^ of 8=4 ; i of 6 qts.=3 qts. ; i of 8 qts.=4 qts. 1 Teach addition by 2's from 1 to 9 ; counting by 2's from ' 1 to 9 ; the 1 + 2 table. ' XI, — Teach subtractipn by 2's from 9 to 1 ; counting back- ward by 2's from 9 to 1 ; the 9 - 2 table. XII. — Review all the work gone over. Drill in spelling all terms used. Give additions of I's and 2's, oral and written. Drill to acquire rapid work. 92 NUMBER. Teach addition by 3's, beginning with 3; counting b}' 3's from 3 to 9 ; the 3 + 3 table. XIII. — Teach multiplication of 3's from 1 x 3 to 3 x 3; the times table of 3's. Teach the followinof; Three feet equal one yard; One yard equals three feet; Two yards equal six feet ; Three yards equal nine feet. Develop idea and teach definition of one-third ; teach rep- resentation of one-third ; teach pupils to change units to thirds, using multiples of 3, as far as learned. Teach subtraction by 3's from 9 to 0; counting backward by 3's from 9 to ; the 9-3 table. XIV. — Teach division (measurement); as, There are two 3's in 6 ; three 3's in 9 ; one 3 in 3. Apply division to measurement; as, Three feet equal one yard ; Six feet equal two yards; Nine feet equal three yards. Change thirds to units, using multiples of 3, as far as learned ; teach the 3-^3 table. FRACTIONAL IDEA OF DIVISION. Drill as follows: ^ of 3=i:l ; ^ of 3 ft.=l ft. ; i of 3 vds.=l yd. ; I of 6=2 ; I of 6 ft.=2 ft. ; i of 6 yds.=2 yds. ; I of 9=3; I of 9 ft.=3 ft.; i of 9 yds.=3 yds. Teach addition by 3's from 1 to 7 ; counting by 3's from 1 to 7 ; the 1 + 3 table. XV. — Teach subtraction by 3's from 7 to 1 ; counting backward by 3's from 7 to 1 ; the 7-3 table ; addition by 3's from 2 to 8 ; counting by 3's from 2 to 8 ; the 2 + 3 table ; subtraction by 3's from 8 to 2 ; counting backward by 3's from 8 to 2 ; the 8-3 table ; addition by 4's from -i to 8 ; counting by 4's from 4 to 8 ; the 4 + 4 table ; multiplication of 4's iwm 1 X 4 to 2x4; the times table of 4'8. NUMBER. 93 Teach the following: 4 qts.=rl gal.; 4 pks.=l bu. ; 1 gal.=:4 qts. ; 1 bii.=:4 pks. ; 2 gaL=8 qts. ; 2 bu.=:8 pks. Develop idea and teach definition of one-fourth; teach representation of one-fourth; change units to fourths, using multiples of 4, as far as learned. XVI. — Teach subtraction by 4's from 8 to 0; counting backward by 4'8 from 8 to ; the 8-4 table; division by 4 from 4h-4 to 8-^-4 ; the 4-f-4 table. Teach the following: 4 qts.=rl gal. ; 4 pks.=:l bu. ; 8 qts.=2 gal. ; 8 pks.=2 bu. Change fourths to units, using multiples of 4, as far as learned. FRACTIONAL IDEA OF DIVISION. Drill as follows: i of 4=1 ; ^ of 4 bu.=l bu. ; i of 8=2; Jof8bu.=2bu. Teach addition by 4'8 from 1 to 9 ; counting by 4'8 from 1 to 9 ; the 1 + 4 table ; subtraction by 4's from 9 to 1 ; counting backward by 4'8 from 9 to 1 ; the 9-4 table. (THREE MONTHS.) I. — Review First Term's work, II, III. — Develop decimal notation to two places. Teach addition by I's from 9 to 50 ; counting by I's from 9 to 50 ; writing and reading numbers to 50. lY. — Develop and teach ordinals from 9th to 50th. Review and examine. V. — ^Teach subtraction by I's from 50 to 9; counting backward by I's from 50; the 50-1 table. VI. — Teach addition by 2's from 8 to 50; counting by 2's from 8 to 50 ; the 8 + 2 table to 50. VII. — Teach multiplication of 2'8 to 12x2; the times table of 2's from 1 x 2 to 12 x 2. 94 DUMBER. Apply multiplication as before to denominate niimbers and fractions, using multipliers from 1 to 12 inclusive. VIII. — Teach subtraction by 2's from 50 to ; counting backward by 2'8 from 50 to 0; the 50-2 table. Review and examine. The teacher should exercise great care as to the form in which pupils put their work upon slates and black board. IX.— Teach division by 2 from 2^2 to 24-f-2; the divis- ion table. FRACTIONAL IDEA OF DIVISION. Drill as follows: ^ of 2=1; ^ of 8=4 i of 4=2; i of 10=5 i of 6=3; i of 12=6 i of 14=7 i of 16=8 I- of 18=9 ^ of 20=10; i of 22=11; i of 24=12. X. — Apply division as before to denominate numbers and fractions. XI. — Give alternating tables ; as, 2 + 2=4; 2 X 2=4; 4 + 2=6; 3 X 2=6; XII. — Review the Term's work. 2-2= =0; 2 : 2- =1; 4-2= =2; 4 : 2- =2. Examine. (THREE MONTHS.) I. — ^Teach addition by 2's from 9 to 49 ; counting by 2's from 9 to 49 ; the 9 + 2 table to 49. II. — ^Teach subtraction by 2's from 49 to 9; counting backward by 2's from 49 to 9 ; the 49-2 table. III. — Teach addition by 3's from 9 to 48 ; counting by 3's from 9 to 48 ; the 9 + 3 table to 48. lY. — Teach multiplication of 3'8 from 1x3 to 12 x 3; the times table of 3's. Apply multiplication to denominate and fractional work as before. Review and examine. NUMBER. 95 V. — Teach siibtractiou by S's from 48 to 9; counting backward by 3's from 48 to 9; the 48-3 table. yi.— Teach division by 3 from 3^-3 to 36^3; the 3-~3 table. Apply division as before to denominate numbers and fractions. FRACTIONAL IDEA OF DIVISION. I of 3='!! i of 6=? i of 9=? i of 12=?etc. Teach addition by 3's from 10 to 49; counting by 3's from 10 to 49; the 10 + 3 table to 49; subtraction by 3's from 49 to 10 ; counting backward by 3's from 49 to 10 ; the 49-3 table. YII. — Teach addition by 3'8 from 8 to 50 ; counting by 3's from 8 to 50 ; the 8 + 3 table ; subtraction by 3'8 from 50 to 8 ; counting backward by 3's from 50 to 8; the 50-3 table. Give combinations of I's, 2'8 and 3'8 oral and written. Drill to secure rapid w^ork. Give blackboard and slate work like the following: Qt. Pt. Pt. Qt. Pt. Yd. Ft. Ft. Yd. Ft. 4= 8; 5==2 1; 2= 6; 4=1 1; 7=14; 11=5 1; 5=15; 9=3. YIII. — Teach addition by 4's from 4 to 48 ; counting by 4's from 4 to 48; the 4 + 4 table; multiplication of 4'8 from 1x4 to 12x4; the times table of 4's. Apply multiplication as before to denominate and frac- tional work. Review and examine. XI. — Teach subtraction by 4's from 48 to ; counting backward by 4's from 48 to 0; the 48-4 table; division by 4's from 4-+4 to 48-+-4 ; the division table of 4's. FRACTIONAL IDEA OF DIVISION. 1 of 4=? i of 16=? i of 28=? i of 40=? etc. Apply division as before to denominate numbers and fractions. 96 NUMBER. X. — Teach addition by 4's from 1 to 49 ; counting by 4's from 1 to 49 ; the 1+4 table : subtraction by 4'8 from 49 to 1; counting backward by 4's from 49 to 1; the 49-4 table; addition by 4'8 from 2 to 50 ; counting by 4'8 from 2 to 50 ; the 2 + 4 table ; subtraction by 4's from 50 to 2 ; counting backward by 4's from 50 to 2; the 50-4 table. XI. — Teach addition by 4's from 3 to 51; counting by 4'8 from 3 to 51; the 3 + 4 table; subtraction by 4'8 from 51 to 3; counting backward b}^ 4's from 51 to 3; the 51-4 table. Give blackboard and slate work like the following: Gal. Qt. Qt. Gal. Qt. Bu. Pk. Pk. Bu. Pk. 3=r:12; 4=1; 2= 8; 5=1 1; 6=24; 9=2 1; 11=44; 25=6 1. 24 + 4=? 3x?=12; 18-1- ?=6 18-?=14. XII. — Review and examine. SECOITID C3-:e^-^3de:. (FOUR MONTHS.) I. — Give constant reviews of denominate and fractional work comprising applications of I's, 2's, 3'8 and 4's. II. — Develop decimal notation to three places. Teach writing and reading numbers to 999; addition by I's from 50 to 100; counting by I's from 50 to 100. III. — Teach addition by 2'8 from 50 to 100; counting by 2's from 50 to 100; the 50 + 2 table-, subtraction by 2's from 100 to 50; counting backward by S's from 100 to 50; the 100-2 table. Review the multiplication and division tables of 3's. lY. — Teach addition by 2's from 49 to 101; counting by 2's from 49 to 101; the 49 + 2 table; subtraction by 2's from NUMBER. 97 101 to 49; counting backward by 2's from 101 to 49; the 101-2 table. V. — Teach addition by 3's from 48 to 102; counting by 3'8 from 48 to 102; the 48 + 3 table. Review multiplication and division tables of 3's. VI. — Teach subtraction by 3's from 102 to 48; counting backward by 3's from 102 to 48; the 102-3 table. Give rapid combinations of numbers oral and written from 1 to 3 inclusive. VII. — Teach addition by 3'6 from 49 to 100; counting by 3's from 49 to 100; the 49 + 3 table; subtraction by 3's from 100 to 49; counting backward by 3's from 100 to 49; the 100-3 table. VIII. — Teach addition by 3's from 50 to 101; counting by 3's from 50 to 101; the 50 + 3 table; subtrtaction by 3's from 101 to 50; counting backward by 3's from 101 to 50; the 101-3 table. Review and examine. IX. — Teach addition by 4's from 48 to 100 ; counting by 4's from 48 to 100 ; the 48 + 4 table ; subtraction by '4'8 from 100 to 48; counting backward by 4's from 100 to 48; the 100 - 4 table. Review multiplication and division tables of 4's. X. — Teach addition by 4's from 49 to 101 ; counting by 4's from 49 to 101 ; the 49 + 4 table ; subtraction by 4's from 101 to 49; counting backward by 4's from 101 to 49; the 101-4 table ; addition by 4's from 50 to 102 ; counting by 4's from 50 to 102; the 50 + 4 table. XI. — Teach subtraction by 4's from 102 to 50; counting backward by 4's from 102 to 50; the 102-4 table ; addition by 4's from 51 to 103; counting by 4's from 51 to 103; the 51 + 4 table; subtraction by 4's from 103 to 51; counting backward by 4's from 103 to 51; the 103-4 table. XII. — Give rapid promiscuous additions, subtractions, multiplications and divisions of I's 2's 3's and 4's oral and written. -25- 98 NUMBER. Add single columns of quarts and change to pints; pints and change to quarts; yards and change to feet; feet and change to yards etc. Review and examine. XIII. — Teach addition by 5's from 5 to 100 ; counting by 5'8 from 5 to 100; the 5 + 5 table; multiplication of 5's from 1 X 5 to 12 X 5 inclusive; the times table of 5'8. XIV. — Develop idea and teach definition of one-fifth; teach represensation of one-fifth. Change units to fifth? using multiples of 5, as far as learned. Teach subtraction by 5's from 100 to 0; counting backward by 5's from 100 to 5; the 100-5 table. XV. — Teach division by 5 to 60-^-5; the 5-T-5 tal)le. FRACTIONAL IDEA OF DIVISION. Take fifths of multiples of 5, as far as learned. Change fifths to units, using multiples of 5, as far as learned. Follow the aame general plan for the remaining tables of 5'8 as given in the preceding tables. Teach the 1 + 5 table to 101; the 101 - 5 table. XVI.— Teach the 2-1-5 table; the 102-5 table; the 3 + 5 table; the 103 -5 table; the 4 + 5 table; the 104-5 table. Give rapid combinations of nmnbers from 1 to 5 inclusive. Review and examine. (THREE MONTHS.) I. — Teach addition by 6'8 from 6 to 102; counting by 6's from 6 to 102; the 6 + 6 table to 102; multiplication by 6'8 from 1x6 to 12x6. Develop idea and teach definition of one-sixth; rep- resentation of one-sixth. Change units, halves and thirds to sixths, using multiples of 6, as far as learned. II. — Teach subtraction by 6's from 102 to 0; counting back- ward by 6's from 102 to 0; the 102 -6 table; di\asion by 6 from 6-^6 to 72-^6 ; the 6-^6 table. NUMBER. 99 FRACTIONAL IDEA OK DIVISION. Take sixths of multiples of 6, as far as learned. Change sixths to units, halves and thirds, using multiples of 6 as far as learned. Follow the same general plan for the remaining tables of 6's as given in the preceding tables. Teach the 1 + 6 table; the 103-6 table; the 2-f-6 table. III.— Teach the 104-6 table; the 3 + 6 table; the 105-6 table; the 4 + 6 table . the 106 + 6 table; the 5 + 6 table. IV.— Teach the lo7-6 table. Teach pupils to analyze mental examples in addition, sub- traction and multiplication. j ^ Grive rapid combination of numbers from 1 to 6 inclusive. V. — Teach addition of denominate uumbei*8 involving a change of denominations. Give problems. VI. — Teach addition of abstract numbers involving a change of denominations. VII. — Teach multiplication of denominate numbers in- volving a change of denominations. VIII. — Teach multiplication of abstract numbers involv- ing a change of denominations. Review and examine. IX. — Teach addition by 7's from 7 to 105; counting by 7's from 7 to 105; the 7 + 7 table; multiplication of 7's from lx7tol2x7; the times table of 7's. Develop idea and teach definition of one-seventh ; repre- sentation of one-seventh. Change units to sevenths. Teach subtraction by 7'8 from 105 to 0; counting back- ward by 7'8 from 105 to 0; the 105 - 7 table. X.— Teach division by 7 from 7-1-7 to 84-^7; the 7-^7 table. Change sevenths to units. 100 NUMBER. FRACTIONAL IDEA OF DIVISION. Take sevenths of multiples of 7, as far as learned. Follow the same general plan for the remaining tables of T's as given in the preceding tables. Teach the 1 + 7 table; the 106 - 7 table. XI.— Teach the 2 + 7 table; the 107 - 7 table ; the 3 + 7 table; the 108-7 table; the 4 + 7 table. XTI.— Teach the 109 - 7 table ; the 5 + 7 table ; the 103 - 7 table ; the 6 + 7 table ; the 104 - 7 table. Give rapid combinations of numbers from 1 to 7 inclusive. Review and examine. (THREE MONTHS.) I. — Teach addition by 8's from 8 to 104; counting by S's from 8 to 104; the 8 + 8 table; multiplication of S's from 1 X 8 to 12 X 8 ; the table from 1 x 8 to 12 x 8 ; the number of quarts in a peck; reduction of pecks to quarts. Develop idea and teach definition of one -eighth; teach representation of one-eighth. Change units, halves and fourths to eighths. II. — Teach subtraction by 8's from 104 to 0; counting backward by 8's from 104 to 0; the 104-8 table; division by 8's from 8-+8 to 96-+8; the 8^8 table. Change quarts to pecks ; as, 8 qts.=l pk. ; 15 qts.= 1 pk. 7 qts. FRACTIONAL IDEA OF DIVISION. Take eighths of multiples of 8, as far as learned. Change eighths to units, halves, and fourths. III. — Follow the same general plan for the remaining tables of 8's as given in the preceding tables. Teach the 1 + 8 table; the. 105-8 table; the 2 + 8 table; the 106 - 8 table. IV.— Teach the 3 + 8 table; the 107-8 table; the 4 + 8 table; the 108 -8 table; the 5 + 8 table. v.— Teach the 101 - 8 table ; the 6 + 8 table ; the 102 - 8 table; the 7 + 8 table; the 103 -8 table. NUMBER. 101 YI. — Give rapid combinations of numbers from 1 to 8 inclusive. Give problems involving preceding combinations. Continue the work in addition and multiplication of ab- stract and denominate numbers. Teach addition by 9's from 9 to 108 ; counting by 9's from 9 to 108 ; the 9 + 9 table ; multiplication of 9's from 1 x 9 to 12 X 9; the table from 1 x 9 to 12 x 9. Develop idea and teach definition of one-ninth; teach rep- resentation of one-ninth. Change units and thirds to ninths. Teach subtraction by 9's from 108 to ; counting back- ward by 9'8 from 108 to ; the 108-9 table; division by 9's from 9-i-9 to 108-r-9; the 9-r-9 table to 108-i-9. FRACTIONAL IDEA OF DIVISION. Take ninths of multiples of 9, as far as learned. Change ninths to units and thirds. VII. — Follow the same general plan for the remaining tables of 9's as given in the preceding tables. Teach the l-f 9 table ; the 109 - 9 table ; the 2-1-9 table ; the 110-9 table the 3 + 9 table ; the 102-9 table. VIII.— Teach the 4 + 9 table; the 103-9 table; the 5 + 9 table; the 104-9 table; the 6 + 9 table. IX.— Teach the 105-9 table; the 7 + 9 table; the 106-9 table; the 8 + 9 table; the 107-9 table. Give rapid combinations of numbers from 1 to 9 inclusive. X. — Teach subtraction of denominate numbers involving a change of denominations. Give problems. Teach subtraction of abstract numbers involving a change of denominations. XI. — Teach division of denominate numbers involving a change of denominations. Teach division of abstract numbers involving a change of denominations. XII. — Continue the work given in 10th and 11th weeks. Review and examine. -26- 102 JN UMBER. ?:e^z:eiid o-i^^^zde. (FOUR MONTHS.) I. — Review addition, subtraction, multiplication and division involving changes of denominations. II. — Teacli addition by lO's from 10 to 100 ; counting by lO's from 10 to 100 ; the 10 + 10 table; multiplication of lO's from 1 X 10 to 12 X 10 ; the table from 1 x 10 to 12 x 10. Teach the number of cents in a dollar ; the value of -|, -J, h h h h h and | of a dollar. Teach definition of one-tenth ; the value of one-tenth of a dollar; the signs for dollars {$) and cents (c. or cts.) Change units, halves, and fifths to tenths. III. — Teach representation of one-tenth decimally. Practice reducing halves, fifths and tenths to decimal form. Teach pupils to write dollars and fractional parts of a dol- lar decimally. Drill until pupils can write and read dollars and cents rapidly; as, $3i=$3.50, $25|=$25.75. IV. — Teach subtraction by lO's from 100 to ; counting backward by lO's from 100 to ; the 100-10 table ; divis- ion by 10 from 10-f-lO to 120-f-lO; the division table from 10-MO to 100^10. FRACTIONAL IDEA OF DIVISION. Take tenths of multiples of 10, as far as learned. Change tenths to units, halves, and fifths. Follow the same general plan for the remaining tables of lO's as given in the preceding tables. Teach the 1 + 10 table ; the 101 - 10 table ; the 2 + 10 table ; the 102-10 table; the 3 + 10 table; the 103-10 table ; the 4 + 10 table; the 104-10 table; the 5 + 10 table; the 105 -10 table; the 6 + 10 table; the 106-10 table; the T + 10 table; NUMBER. 103 the 107-10 table; the 8 + 10 table; the 108-10 table; the 9 + 10 table; the 109-10. Keview and examine, Y. — Teach addition by ll's from 11 to 132; counting bj ll's from 11 to 132; the 11 + 11 table; multiplication of ll's from 1x11 tol2xll; the times table from 1 x 11 to 12x11. Develop idea and teach definition of one-eleventh; teach representation of one-eleventh ; change units to elevenths. Teach subtraction by ll's from 132 to 0; counting back- ward by ll's from 132 ; the 132-11 table; division by 11 from 11-^11 to 132-hll;the 11^11 table. Appl}^ fractional idea of division. Change elevenths to units. VI. — Follow the same general plan for the remaining tables of ll's as given in the preceding tables. Teach the 1 + 11 table; the 133-11 table; the 2 + 11 table; the 134: - 1 1 table, etc. VII. — Give rapid combinations of numbers from 1 to 11 inclusive. Teach addition by 12's from 12 to 144; counting by 12's from 12 to 144; the 12 + 12 table; multiplication of 12's from 1 X 12 to 12 X 12; the times table of 12's; the number of inches in 1 foot ; reduction of feet to inches. Develop idea and teach representation of one-twelfth. Change units, halves, thirds, fourths and sixths to twelfths. Teach subtraction by 12's from 144; counting backward by 12's from 144; the 144-12 table. VIIL— Teach division by 12 from 12^12 to 144^12; the 12-M2 table. Apply fractional idea of division. Change inches to feet ; twelfths to units, halves, thirds, fourths, and sixths. Give rapid combinations of numbers from 1 to 12 in elusive. Follow the same general plan for the remaining tables of 12's as given in the preceding tables. 104 NUMBER. Teach the 1 + 12 table; the 145-12 tablej the 2 + 12 table; the 146-12 table, etc. IX. — Develop decimal notation to six places. Drill in writing and reading numbers. Teach definition of notation ; definition of numeration ; rules for notation and numeration. X. — Drill in writing and reading numbers. Teach definition of addition ; definition of term sum. XI. — Add denominate numbers involving a change of denominations. Teach addition of fractions involving a change of denom- inations XII. — Add abstract numbers involving a change of de- nominations. Give problems. Teach rules for addition. Review and examine, XIII. — Teach definition of multiplication. Teach definition of terms mnltiplicand, multiplier and product. Drill in multiplication of denominate numbers. Give problems. XIV. — Teach multiplication of fractions by whole num- bers. Teach reduction of the same to whole or mixed num- bers. Teach rules for multiplication. XV. — XVI. — Drill in addition and multiplication. ' Review and examine. (THREE MONTHS.) I. — Drill in addition and multiplication of denominate numbers, abstract numbers and fractions. II. — Teach definition of subtraction. Teach definitions of terms minuend, subtrahend and difference, or remainder. NUMBER. 105 Subtract denominate numbers involving a change of de- nominations. Give problems. III. — Drill in snbtraction. Teach subtraction of fractions involving a change of de- nominations. Give problems. IV. — Drill in subtraction of fractions. Review and examine. V. — Subtract abstract numbers involving a change of de- nominations. Give problems. VI. Drill in division of denominate numbers. Teach definition of division. Teach definitions of divisior, dividend and quotient. VII. — Teach division of fractions by whole numbers (divid- ing the numerator). Drill in division of abstract numbers involving a change of denominations. Give problems. VIII. — Teach rules and analyses for division, lieview and examine. Review fundamental operations in denominate numbers, abstract numbers and fractions. Drill on definitions, rules and analyses. Work for accuracy and rapidity.. THREE MONTHS.— (FOUR WEEKS.) Review addition of denominate numbers, fractions and abstract njnnbers. Review definitions of all terms used in addition. Review rule and analysis for addition. Work for accuracy and rapidity. Give care to the forms and neatness of written work. Give problems. Review the work given in multiplication of denominate numbers, abstract numbers and fractions. Have pupils -27— 106 NUMBER. multiply by immbers from 1 to 12 inclusive. Review the definitions of terms used in multiplication. Review rules and analyses. (FOUR WEEKS.) Review multiplication. Review definitions of subtraction and the terms used in subtraction. Drill in subtraction of denominate numbers, abstract numbers and fractions involving changes of denominations. Review rules and analyses. (FOUR WEEKS.) Review the definitions given in division. Review division of denominate numbers, abstract numbers and fractions. Have pupils divide by numbers from 1 to 12 inclusive. Review rules and analyses. Obtain parts of numbers indicated by fractions; as, What is I of 20? I of 15? etc. Review and examine. iF^OTJ^-Txa: o-:E^-A-ZDE. (FOUR MONTHS.) Write and read numbers to nine places. Practice in writing numbers, beginning at the left hand. Teach multiplication involving partial products, using multipliers consisting of units and tens. Teach definition of partial product, and review other terms used in multiplication. Develop rule and analysis. Review and examine. Review definition of the terms used in division. Teach long division using divisors to 99 inclusive. De- velop rules and analyses. NUMBER. lOY Review and examine. Develop idea of reduction descending, using tables already learned. Appl}^ multiplication to reduction, nsing Liquid, Dry and Long measures, as far as learned. Teach Avoirdupois Weight. 16 oz.=lib. 2,000 ibs.= l ton. Give applications of multiplication in reduction descend- ing, using the table just learned. Teach reduction ascending, using the above named tables. Review notation and numeration to nine places. Drill in multiplication and division. "Work for accuracy and rapidity. Review and examine. Reduce halves, fourths and eighths of pounds to the same denomination. Add and subtract. Do similar work in Liquid and Dry Measure. Give practical applications of denominate numbers; as, in buying by the bushel and selling by the quart or pint, buy- ing by the pound or fractions of the pound, and selling by the ounce. Review and examine. (THREE MONTHS.) Complete tables of Long Measure and Liquid Measure. 5^ yd.=l rd.; 320 rd.=lm.; 31^ gal.=l bbl. Teach the table of Apothecaries' Weight. Apply reduction ascending and descending to Apotheca- ries' Weight. Reduce, add, and subtract fractional parts of the denom- inations of Liquid Measure and Apothecaries' Weight. Give business applications of the tables ; as, building rods of fence or sidewalk at a certain price per foot, making miles of road at a certain price per rod, buying medicine by the quantity and selling by the ounce or dram. Teach the Time Table. Give addition, subtraction, multiplication and division of denominate numbers, using the Time Table. 108 NUMBER. Reduce, add, and subtract fractional parts of the denom- inations of the Time Table. Teach the Kumber Table. Drill in addition, subtraction, multiplication, and division of denominate numbers, using the Time Table and Number Table. Review and examine. Apply reduction ascending and descending to the Number Table. Reduce, add, and subtract fractional parts of the denominations of this Table. Give business applications; as, in buying pens by the gross and selling them, 3 for 5 cents. Teach Paper Table. Drill in addition, subtraction, multiplication, and division of the same. Apply reduction ascending and descending to the Paper Table. Reduce, add, and subtract fractional parts of the denom- inations of this Table. Give business applications; as, in buying paper by the ream and selling it by the sheet. Review and examine. (THREE MONTHS.) Factor numbers to 50 inclusive. Give all possible divisors of numbers to 50 inclusive. Give all numbers below one hundred that will contain each number from 1 to 12 inclusive. Be careful about the representation of factors. Review and examine. Write and read decimals to five places. Write and read mixed numbers. Change ^, I, |, f , f, | to decimals. Teach addition of decimals. Apply the same to rods, pounds, bushels. Teach multiplication of decimals and mixed numbers by whole numbers to 12 inclusive. NUMBER. 109 Apply the same to denominate numbers. Review and examine. Teach subtraction of decimals in all their variations. Apply the same to denominate numbers. Teach pupils to divide decimals and mixed numbers by numbers not exceeding twelve. Apply the same to denominate numbers. Review and examine. ^I^TH O-E^-A-ZDE. (FOUR MONTHS.) Factor numbers to 150 inclusive. Name divisors, greatest divisors, common even-dividends of two or more numbers; smallest common even-dividends of two or more numbers. Develop rules and analyses. Take fractional parts of numbers as above. Review and examine. Teach table of Troy Weight. Give addition, subtraction, multiplication, and division of numbers applied to Troy Weight. Drill in reduction ascending and descending, using de- nominations of Troy Weight. Reduce, add and subtract fractional parts of the same. Give business applications; as, finding the value of an article weighing 5 oz. 2 pwts., at a certain price per penny- weight. Review and examine. Give drill in rapid addition, subtraction, nniltiplication, and division of abstract numbers. Use multipliers and divisors of two figures. Review and classify tables. -28- 110 :number. Do rapid work in addition, subtraction, multiplication, and division of denominate numbers. Have rapid work done in business applications. Review and examine. (THREE MONTHS.) Teach multiplication of a fraction by a whole number, by the two methods. Teach division of a fraction by a whole number, by the two methods. Give many concrete examples for practice. Develop rules and analyses. Teach the two ideas of a fraction. Teach that the carry- ing out of the second idea is changing a common fraction to a decimal. Review and examine. Teach that multiplying or dividing both numerator and denominator by the same number does not change the value of the fraction, giving the two reasons — (1) Because it is an expression of division. (2) Because of its purely fractional character. Drill in multiplicatton and division of abstract numbers, using numbers of three or more figures for multipliers and divisors. Teach the short method of multiplying and dividing l)y 10, 100, and 1,000. Review and examine. (THREE MONTHS.) Drill for rapid work in writing mixed numbers and deci- mals. Drill in multiplication and division by 10, 100, 1,000, ac- cording to short ^method. Give practice in addition, subtraction, multiplication and division of decimals. rise whole numbers for multipliers and divisors. Review tables of denominate numbers with classification and applications. Review entire work. Outline w^ork. General examination. NUMBER. Ill sri^TH o-^^-<^I^E. (FOUR MONTHS.) Review multiplication of a fraction by a whole number. (Both methods.) Teach multiplication of a whole number by a fraction; multiplication of a fraction by a fraction. Give rules, analyses and applications. Review and examine. Review division of a fraction by a whole number. (Both methods.) Teach division of a whole number by a fraction; division of a fraction by a fraction. Give rules, analyses and applications of the same. Review and examine. Revaew fractions and teach terras. Define kinds of fractions. Review the subject and make outlines. Review multiplication of decimals involving all changes in multiplicand and multiplier; division of decimals involv- ing all changes in divisor and dividend. Develop definitions, statements, analyses and rules. Review and examine. (THREE MONTHS.) Teach table of Square Measure. Apply reduction ascending and descending to the same. Drill in addition, subtraction, multiplication and division of numbers applied to the same. Reduce, add, and subtract fractional parts of the above named denominations. Give business applications of Square Measure — measuring lumber, building side- walks, fencing, roofing and siding. Review and examine. 112 NUMBER. Grive business applications of Square Measure — lathing, plastering, papering, flooring, carpeting, land platting with township, section, number and part of section. Review and examine. (THREE MONTHS.) " Teach the table of Cubic Measure. Apply reduction ascending and descending to the same. Reduce, add, and subtract fractional parts of the at«:)ve named denominations. Give business applications of Cubic Measure, measuring wood, stone, walls, and excavations; finding contents of bins, corncribs, gallons, bushels. Give definition of a circle. Teach method of finding the area of a circle. Teach method of finding the contents of cylinders, wells, cisterns and barrels. Review and examine. Teach the table of Lontifitude and Time. Apply reduction ascending and descending to the same. Drill in addition, subtraction, multiplication, and division, using the denominations of this table. Reduce, add, and subtract fractional parts of these denom- inations. Give practical applications. Review and examine. Drill in findmg time equivalent for distance, and distance equivalent for time. SE-\rE3sri'i3: o-i^-^^-ide. (FOUR MONTHS.) Review abstract numbers includino' decimals. Drill for accurate results and quici?: work. Review fractions and denominate numbers. Make outline of frat-tions and denominate numbers. Drill for accuracy and rapidity. NUMBER. 113 Give cross-section work. Drill ill addition and subtraction of integral and fractional numbers, l)oth abstract and denominate. Give definitions, rules, analyses, statements and appli- cations. Drill in multiplication and division as above detailed. (THREE MONTHS.) 1. Drill in getting hundredths of numbers. Give term per cent, and tell what it means. Give mnch drill in finding hundredths of numbers, using the terms per cent, and hundredths interchangeably. Develop definition of percentage and give sign. Show relation of 50% to -^^ of a number; 25% to J; 100% to the whole; 75%to |. Give much drill in finding parts of numbers as above in- dicated, using the fractions and corresponding per cent, inter- changeably. Show difference between ^% and -I of a num- ber; ^% and 1^ of a number. Drill in finding |^%, 50%, and ■| of numbers; ^%, 33-J%, and|^ of numbers; f%,66|%,and f of numbers, using fractions and per cent, interchangeably. Show the relation of 200% to two times a number; 300% to three times a number, etc. Give much drill in all of the above indicated work. Find 1% from a given per cent. Find any required per cent, from a given per cent. Find what per cent, one number is of another. Develop terms and definitions of the same. Develop the number of different cases that may occur. Develop rule for finding each term. Develop the following Statements : {a.) The base is the difference between the amount and the percentage. {h.) The base is the quotient of the percentage by the percentage on one. (c.) The base is the quotient of the amount by the amount of one. -29- 114 NUMBER. {d.) The rate is the quotient of the percentage by one per cent, of the base. if.) The percentage is the product of one per cent, of the base by the number of units in the rate, etc. Practice upon business applications until the subject thus far outlined is thoroughly understood. 2. Apply previous knowledge to operations in buying articles and selling them at a profit or loss. Trace correspondences in terms used and give definitions appropriate to Profit and Loss* Develop rule. Develop statements to apply. Give practice in business applications. (THREE MONTHS.) 3. Apply previous knowledge to Commission. Change names of terms. Develop rules and statements. Make a table showing correspondences of the terms of per- centage and its applications. 4. Teach by what means schools are supported, city and state governments sustained, bridges built, etc. Teach how and by whom taxes are levied; how and by whom an estimate (assessment) of property is made ; how and by whom each man's tax is determined; how and by whom the tax is collected. Teach by what authority the different persons act. (elec- tion or appointment.) Teach what is the penalty for not paying taxes. Apply previous knowledge of percentage to ta.xes. Change names of terms and tabulate, showing correspon- dences. Develop rules and statements. Give practice in business applications. Teach what is meant by poll tax. NUMBER. 115 5. Teach how the expenses of the national government are borne. Teach what is meant by imports and exports; by duties; ad valorem and specific ^\\.\aq.%. Teach how officers are appointed, and what is meant by smuggling. Teach what is meant by internal revenue; how and by whom assessed and collected. Teach by whom these officers are appointed. Apply previous knowledge of percentage to the terms of Custom House Business. Change names; trace and tabulate correspondences; de- velop rules and statements and give practice in business ap- plications. Eica-xazim o-i^-^ide. (FOUR MONTHS.) 6, Teach how to find what must be paid for the use of money at various rates percent. Call this Interest. Apply previous knowledge to Interest and change names of terms. Teach how to find what nnist be paid for the use of money at a certain per cent, per annum. Give term Time. Develop definitions for terms; trace and tabulate corres- pondences; develop rules and statements; give business applications. Teach how to find interest for months and days. Teach how to find time between different dates. Give practice in business applications. Teach the relation of 6 to the number of months in a yeai-, and the number of days in a month. Teach how to find interest by the 6% rule. 116 NUMBER. Teach how to find interest by taking "aliquot parts." Have pupils draw promissory notes and cast the interest upon them. Teach how to find the interest when partial payments have been made. Develop rules. Teach pupils various forms of promissory notes and re- ceipts. Teach what is meant by compound interest. Give practice in business applications. (THREE MONTHS.) 7. Show how to get the present value of mone}- due in future time. Appl}- previous knowledge to Discount; change names of terms; trace and tabulate correspondences; develop rules and statements, and give practice in business applications. Show how notes are discounted at a l)ank. Teach differences in fact between True and Bank Discount. Develop rule for finding Bank Discount and give business ap- plications. 8. Teach how to find the cost of insuring properly from loss. Apply previous knowledge to Insurance ; change names of terms; trace and tabulate correspondences of terms; de- velop rules and statements; and give practice in business applications. 9. Teach what stocks and bonds are. Teach meaning of different kinds of Government bonds ; 2i&, five-twenties^ ten-forties, etc. Drill pupils in finding the comparative profit of invest- ments in bonds at premium and at discount; as, for example, Which is the better investment, 9% bonds at 12% premium or 7% bonds at 9% discount? (THREE MONTHS.) 10. Teach definitions of Bankruptcy, Assets, Liabilities, in- solvent. Give many examples involving business applications of the foregoing terms. IS UMBER. 117 Teach definitions of Draft, Drawer, Drawee, Payee, Re- mitter, and teach what is meant by accepting a draft. Give practice in making and accepting drafts. Involve numbers and teach vchat Is meant by Power, In- dex, Square, and Cube. Let pupils learn the squares of numbers from 1 to 25 incluhive. Drill in (mentally) squaring numbers above 25 by adding \\ to the square of the tens, twice the product of the tens by 1 1 the unii 8 and the square of the units. While doing this, lead pupils to see and state within what bounds the squares of the tens and units are found respectively. ! Teach how to find one of the two equal factors of a I number. I Apply square root to finding the sides of tria^igles. j Give business applications of square root. Make notes, receipts, orders, due bills, and bills of ex- change. Make applications of each of the above to practical busi- ness transactions in the purchase or sale of goods, hay, wheat, pork, lumber, laud, wood, etc. 2Sri2iT'TX^ o-ip-^a^zdie:. (FOUR MONTHS.) Elementary Algebra to Division inclusive. (THREE i^.IOyiHS.) The same to Equations of the First Degree. -so— 118 NUMBER. (THREE MONTHS.) Review Addition, Subtraction, Multiplication and Divis- ion of abstract and denominate numbers both integral and fractional. Have pupils state likenesses and differences be- tween correspoiiding processes, and make full Logical Out- lines of the various subjects. Give practical applications, and work for accurate results quickly obtained. Give much attention to rapid additions of numbers in long columns, single and double; short processes of multi- plication and division; rapid mental combinations. Review Percentage and its applications ; trace likenesses and differences; make Logical Outlines of the various subjects; give practical business applications; do accu- rate, rapid work. -4ii^^a^^4p^e^/^70i?p^^:>:^ GEOGRAPHY. 119 m. sgEOGRAPHY This work is to be begun the last term of the Third Year. FI RST SERI ES. PLACE. (FOUR WEEKS.) I. Position. (Review the place tvork given in I, of Form.) II. Representation. 1. Plane Surfaces (table, floor, blackboard). 2. Objects on plane surfaces. III. Direction. 1. Cardinal Points. 2. Semi-cardinal Points. JOURNEYS. /. A yourney to Montgomery. (FOUR WEEKS.) Starting from the school house, cross the river, go down the west side to destination, and return on the east side. 120 GEOGRAPHY. All objects of interest should be noticed, and their names given and defined. The following points sliould be made: 1. Schoolhouse. 2. Church. Z. Street. 4. Park. 5. Residence. 6. Garden. 7. Store. 8. Bkx;k. 9. Post-office. 10. Island. 11. City Hall. 12. Bridge. 13. River — (a) banlvs, (b) current, (c) course, (d) bed, (e) dam, (y ) mills, (g) factories, (h) scavenger. 14. Railroad. 15. Road. 16. Farms. 17. Fields. 18. Products. 19. Meadow. 20. Pasture. 21. Stwk. 22. Montgomery — (a) village, (b) mills, (c) cheese factory. (CROSS RIVER.) 23. Woods. 24. Cemeter}'. 25. Seminary. 26. Stone-quarry. 27. Idea of distance. 28. Distance from Aurora to Montgomery. rOTJ^^TXa: CS-I^-A-XDZE. (FOUR MONTHS.) //. A Journey to Geneva. (THREE WEEKS.) Go from Broadway to Schneider's Mill on the east side of the river and finish the journey on the west side. Notice all points of interest and define terms. The following points should be made : 1. The direction of Geneva from Aurora. 2. Up river. 3. Down river. 4. Ravine. 5. Island. 6. Railroad. 7. Brook. 8. Creek. 9. Spring. 10. Tributary. GEOGRAPHY. 121 11. North Aurora — («)< railroad station, (6) sash factory, (t;) foundr}', (f?) cheese factory, (e) bridge, {/") dam, {(/) mill, (h) boats. 12. Woods. 13. Prairie. 14. Hill. 15. Valley. 16. Farms. 17. Farmers. 18. Crops. 19. Products. 20. Batavia — (a) stone-quarry, (b) greenhouse, (e) asylum. 21. Geneva — («) jail, (/^) court-house. 22. (Compare with Aurora — term city. 23. Distance. 24. Compare distance from Aurora t(j Montgomery with distance from Aurora to Batavia, and from Aurora to Geneva. ///. A Joiirney to Chicago by rail. (TWO WEEKS.) Make the following points: I. Depict — passenger and freight. 2. Pailroad — trains, cars. 3. Car-shops. 4. Farms — crops, principal products. 5. Prairie. 6. Telegraph — use. 7. — Villages and stations. 8. Chicago. 9. Depots, 10. Idea of its size. II. Noise. 12. Lake Michigan — {a) uses of the lake, (1) water supply (2) wa}' of travel — com- merce, (^) wharf, (c*) harbor. 13. Large and hand- some stores, churches, schools, public buildings. 14. Street cars and omnibuses. 15. River — {a) tunnels, (b) drawbridge. 16. Compare with Fox River ; (a) navigable and unnavigable, (b) steamboats, (c) tugs, (d) sail vessels. 17. Long streets. 18. Warehouses and elevators — use. 19. Stock j'ards. 20. Compare with Aurora; — large and small cities. 21. Compare with other places visited — term town. 22. Compare distance from Aurora to Chicago with distance from Aurora to Geneva. -31- 122 GEOGRAPHY. MAPS. [TWO WEEKS.) I. Draw map of schoolroom. DIRECTIONS FOR DRAWING. 1. Draw from left to right two horizontal lines five inches long and four inches apart. Call the nearer line a, and the other b. Connect these lines at their extremities forming an oblong. Call the connecting line on the right c, and that on the left d. 2. In d one inch and one eighth from a and b respectively make points. 3. One inch to the right of the points just made, make points and connect the two calling this line c; connect each point with the corresponding point in d. 4. In the short lines, one-eighth inch from e, and in e, one-eighth inch from the short lines respectively make points; connect points in adjacent lines and erase corners. 5. In ^/one-half inch, and one inch from a make points and erase lines be- tween points. In same line one half inch and one inch from b make points and erase line between points. 6. In b one-half inch, and one inch from d make points, and erase line between points. In same line one half-inch, and one inch from c make points, and erase line between points. 7. In c one half-inch, and one inch from each extremity make points and erase both half inch lines. 8. In the corner one half inch from /;and seven-eighths of an inch from <" make a point. Two inches and three-fourtiis to the left of this point, make a pomt, and connect the two. One-halt inch below and parallel with the line just drawn, draw another line, and connect the corresponding ends of tlse two lines. In the parallel lines one-eighth of an inch from the left end of the oblong, make points and connect. In the same lines one fourth of an inch to the right of the line just drawn, make points and connect. Erase the parts of the parallel lines between the last two lines drawn. Continue until eight small oblongs have been drawn similar to the one just completed. g. Construct and divide three other large oblongs of the same size as the one first drawn. Make the oblongs three eighths of an inch apart. Teach definition of {ft) Map, (h) Scale. Teach difference between map and other pictures. GEOGRAPHY. 123 (TWO WEEKS.) IJ. Draw map of ricluHjl floor upon wliicli the room is situated. (TWO WEEKS.) III. Draw map of school block, and hxtate all buildings on it. Two weeks should be taken for review. MAP DRILL-JOURNEYS. THREE MONTHS.— (FOUR WEEKS.) I. Study nuip of city to give a more perfect idea <»f a map and its use. Trace river, railroads and principal streets. Lo«uite pub- lic buildiTigs aud prominent residences. Give directions and relative distances. (FOUR WEEKS.) II. Study map of Kane County. Let pupils find places to which they have taken journeys, and trace courses of travel. Trace courses of streams aud railroads. Estimate and compare distances. Give relative directions. (FOUR WEEKS.) III. — Make brief journeys to Lodi and Dundee for sake I of drill, and to give idea of distance and representation on I map. i^ote objects of interest. Learn and compare distances and directions. (THREE MONTHS.) A journey down the Fox and Illinois rivers to the Missis- i sippi. Notice principal objects of interest and define terms. In taking the journey, a good map of Illinois should be in constant use; distances from place to place should be given and compared with distances previously given.. 124 GEOGRAPHY. The following points slionld be made: Ottawa: — («) location — mouth of river, {b) size, (c) starch factory, {d) glass works, {e) artesian wells, {/) canal — (1) how used, (2) for what used. Lasallk: — [a) coal mining, {h) glass works, (c) cement works, {d) great zinc works, {e) terminus of canal. Peru: — («) glass works, {li) coal mining. Peoria: — {a) size — compare with size of Aurora, (h) man- nfactures, (1) whiskey, (2) plows, (3) wagons. Pekin. Havana. Notice, (1) increase of size toward mouth of river, (2) importance of river, (3) mouth of river, (4) the Mississippi river. It will be found that too much time has not been allowed for the foregoing journeys if proper attention is given to the subjects, canal, glass, coal, and zinc. T^II^T^Z O-^^-^^E. (FOUR MONTHS.) BOOKS. A good map of the United States should be in constant use while giving the lessons enumerated below, from Guyofs Introduction. 1. (SIX weep:s.) Lead pupils up the Mississippi to its source, then take Journey Fourth^ pages 12, 13, 14, 15, 16, 17, 18 and 19. Give actual and relative distances frequently. GEOGRAPHY. 125 II. (TWO WEEKS.) I Ascend the Mississippi river to the Ohio and the Ohio to i Cincinnati and take Joui^ney Thirds pages 10 and 11. i I III. (FOUR WEEKS.) I Take Journey Second, pages 6, 7, 8 and 9, and Journey 1 First, pages 2, 3, 4 and 5. I IV. (THREE WEEKS.) i Travel to the Hudson river and take Journey Fifth, pages 21, 22, 23, 24 and 25. Give one week's review. I i (THREE MONTHS.) t ! V, (FOUR WEEKS.) i j Enter the Erie canal and take Journey Sixth, pages 26, i 27 and 28, and Journey Seventh, pages 29, 30, 31 and 32. I i VI. (ONE WEEK.) 1 Return bj the Erie canal to the Hudson and take Journey I Eighth, pages 32 and 33. VII. (ONE WEEK.) Cross Lake Champlain and take Journey Ninth, pages 34 and 35. VIII. (TWO WEEKS.) Cross the St. Lawrence river and take Jaurney Twelfth, pages 46, 47, 48 and 49. IX. (TWO WEEKS.) Cross the continent and take Journey Tenth, pages 36, 37, 38 and 39. X. (TWO WEEKS.) Take Jour7iey Eleventh, pages 40, 41, 42 and 43. -32- GEOGRAPHY. FIRST GLOBE LESSONS, (THREE MONTHS.) 1. First view of a vessel coming iu from sea. 2. Circum- navigation of the earth. 3. Apparent shape of earth. 4. Eeal shape. 5. Idea and definition of a sphere. 6. Idea, definition, and use of a globe. 8. Colors of globe. 7. Idea and definition of the earth's surface. 9. Divisions of ! surface — land and water. 10. Proportion of land and water, (Read I7ie Atlantic Ocean, pages 65, 66 and 67, also matter found on pages 103, 104, 105 and 106, Journey Book.) 11. Division of water — ^from lake teach ocean. 12. Names of the five great oceans — read Journey. 13. Divisions of land — from island teach continent. 14. Names of continent, relative size and position. 16. Coast : — {a) gulf, (&) bay, () Geneva: — (1) Advantages] — («(/) Railroads, {hh) water power, {cc) quarry. (2) Leading Interests; — (aa) Flouring m\\\,{hh) iron foundry. (c) St. Charles: — (1) Advantages \ — {aa) Railroads, (bh) water power. (2) Leading Interests; — {aa) Flouring niills^(Ji) iron foundry, {cc) paper mills (brown wrapping paper.) [d) Elgin: — (I) Advantages; — {aa) Railroads,(^J) w-ater power). Leading Interests; — {aa) Flouring mills, (bh) GEOGRAPHY. 129 woolen mills, (^<^') iron works, {dd) watch factory, {ee) boot and shoe factory, {.ff) agricultural works, {gg) foundry, (hh) inilk-coudensing factory, {ii) great dairy centre. {e) Dundee: — (1) Advantages-^ — {aa) Railroad, (^(^) water power, (c'c) brick yards. (2) Leading Interests; — {a,a) Two flouring mills, {hh) iron-bolt factory, {cc) woolen mills, {dd) sash factory. Hang map of Illinois before the children. Locate and bound County. IV. state of lllinais. 1. Definition of a State. Have pupils draw map of State. DIRECTIONS FOR DRAWING. 1. Draw a vertical line. i. 2. Bisect this line and trisect the upper half, calling each of the parts one measure, [i M.] 3. One and one-fourth M's to the right and one and one-fourth M's to the left of the upper end of i, make points. 4. Connect these points by the horizontal line, A. 5. Two and one-1 alf M's oelow A make a point in i. 6. One and one-half M's to the right, and two M's to the left of this point, make points. 7 . Connect these points by the horizontal line B. 8. Three M's below B make a point in i. 9. A little less than one M to the right of this point make a point. 10. Connect these points by the horizontal line C. 11. One and three-fourths M's above, and one M below the right end of B make points. 12. Connect these points by the vertical line D. 13. Connect the left ends of A and B; the left end of B with the lower end of I ; the lower end of i with the right end of C; the right end ofC with the lower end of D, and the upper end of D with the right end of A. (Hang up map of Hlinois.) —33— 130 (iEOGRAPHY. Cause pupils to trace the courses of the following rivers: Hock, Illinois, Sangamon, Fox, DesPlaines, Kankakee, Kas- kaskia, Big Muddy, and Little Wabash. Tell into what each empties. Cause pupils to locate the following places: Aurora, Chicago, Elgin, Rockford, Galena, Rock Island, Moline, Galesburg, QuiucVj Peoria, Springfield, Cairo, Carbondale, Centralia, Decatur, Bhxjmington, Peru, LaSalle, Ottawa, Champaign, Joliet. Tell for what these places are noted. Locate the different State Institutions, and the seat of government. Give definition of the capital of state. Have pupils write a composition on the City of Chicago. Have pupils locate the principal railroads in the state, giving their termini and the principal places through which they pass. I.— Illinois Central. 1. Main Line: — {a) TeTmA7ii; — (1) Cairo, (2) Dunleith. (b) Prineijpal Places; — (1) Carbondale, (2) Cen- tralia, (3) Decatur, (4) Bloomington, (5) LaSalle, (6) Mendota, (7) Dixon, (8) Freeport, (9) Galena. 2. Chicago Branch : — {a) Termini; — (1) Chicago, (2) Centralia. (6) Principal Places; — (1) Kankakee, (2) (Cham- paign. II. Chicago and Northwestern. 1. Illinois Division : — (a) Galena Branch ; — (1) Termini; — {aa) Chicago, (^h) Galena. (2) Principal Places; — {aa) Elgiu^ {hh) Belvidere, {cc) Rockford, {dd) Freeport. {h) Fulton Branch; — (1) Termini; — {aa) Chicago, {hb) Fulton. (2) Principal Places; — {aa) Dixon, {}>h) Sterling. GEOGRAPHY. 131 III. Chicago, Burlington and Quincy. (1) Tentiini; — (a) Chicago, (/>) Burlington and Qiiin(;j. (2) Principal FUicen: — {a) Anrora, {h) Mendota, (c') (Talesburg, {d) Monmouth. IV. Chicago, Rock Island and Pacific. (1) Termini; — {a) Chicago, (h) Rock Island. (2) Principal Places; — {a) Joliet, Kh) Ottawa, {c) LaSalle, {d) Pern, {e) Geneseo. V. Alton and St. Louis. (1) Termini; — (<«) Chicago, ((^) St. Louis. (2) Principal Places; — (a) Joliet, {h) Pontiac, (c) Bloomington, {d) Springfield, {e) Alton. VI. Great Western. (1) Termini; — («) Qnincy, (6) Toledo, Ohio. (2) Principal Places; — (a) Jacksonville, {h) Spring- field, (o) Decatur. VII. Ohio and Mississippi. (1) Termini^ — {a) St. Louis, {h) Cincinnati, Ohio. Have pnpils bound State. DISTINGUISHING FEATURES. I. Surface: — Level or gently undulating, with bluffs along the Mississippi and Ohio rivei-s. II. Advantages; — (1) Water connnunication with the world by means of the Mississippi river and the Great Lakes, (2) A great-net work of i-ailroads. (3) Extensive lead mines in the northwest. 132 CiEOGRAPHY. (4) Very valuable coal iiiiiies. (5) A mild climate. (6) Exceedingly fertile soil, adapted to the growth of the different grains. 111. Leading Interests: — (1) Manufactwriruj-^ — (a) Agricultural implements, (?>) iron castings, {e) steam engines, {(Pj wagons and carriages, (e) leather-lyoots and shoes, {f) flonr and meal,(^) liquors, (Ji) glass, (?') zinc, etc. (2) Mining \ — («) Lead, (h) coal. (3) Farming \ — (c-) Corn, {d) wheat, (t) oats, {f) hay, {g) potatoes, (A) fruit, (?) wool and butter, {j) beef and pork. Illinois produces the nu^st wheat and corn of any State in the Union. It is the second manufacturing state west of the Allegha- ny Mountains, and one of the largest in the United States. Its lead mines are among the most productive known. (THREE MONTHS.) Have pupils draw maps of Wisconsin, Indiana, Missouri, and Iowa; locate some of the principal cities, and trace a few of the principal rivers and trunk railroads. Study briefly the distinguishing features of these States under the heads of Surface, Advantages, and Leading Interests. WISCONSIN. I. Cities. (1) Milwaukee, (2) Fond dn Lac, (3) Oshkosh, (2) La Crosse, (5) Janesville, (6) Madison. II. Rivers. (1) St. Croix, (2) Wisconsin, (3) Wolf, (4) Fox. GEOGRAPHY. 133 III. Railroads. 1. Chicago and North Western, Wisconsin Division, (2) Milwaukee and St. Paul. CONSTRUCTION LINES P^OR MAP. 1. Make a vertical line i and divide it into 5 equal parts calling each M. 2. 2 M's to the left of the upper end of i make a point and draw the horizontal line A. 3. 2 M's below A make a point in the vertical line i. 4. A little less than 2)4 M's to the left, and 2 M's to the right make points and connect by the horizontal line B. 5. % of an M to the left, ami 2 M's to the right of the lower end of i make points and connect by the horizontal line C. 6. Bisect A and make a point % of an M above the right end of B. 7. Connect the bisecting point in A with the point last made. 8. Connect the last point made with the right end of C. 9. Connect the left ends of A and B, and the left ends of B and C. I. Cities. (1) Ft. Wayne, (2) Logausport, ^ Haute, (5) Yinceunes, (6) Ev (3) Indianapolis, (4) Terre ansville. II. Rivers. (1) Wabash, (2) White. III. Railroads. (1) Michigan Central, (2) Lake Shore and Michigan South- ern, (3) Pittsburg and Fort Wayne, (4) Great Western, (5) Ohio and Mississippi. CONSTRUCTION LINES FOR MAP. 1. Draw a vertical line i and divide it into 4 equal parts, calling each part M. 2. A little over one M to the right, and left of the upper end of i make points, and connect by the horizontal line A. 3. 2j{ M's below the right end of A make a point and connect by the ver- tical line 2. 4. At the left end of A draw the vertical line 3 corresponding to i. 5. Connect the lower ends of i and 2, and i and 3. -34- 134 GEOGRAPHY. MISSOURI. I. Cities. (1) St. Louis, (2) Hannibal ,(3) St. Joseph, (4) Kansas City, (5) Jefferson City. II. Rivers. (1) Missouri, (2) Grand, (3) Osage. III. Railroads. (1) Hannibal and St. Joseph, (2) Kansas Pacific. CONSTRUCTION LINES FOR MAP. 1. Draw a vertical line i and divide it into four equal parts, calling each part M. 2. lyi M's to the right, and left of the upper end of i make points and con- nect by the horizontal line A. 3. ^ of an M to the left, and 3^ M's to the right of the lower end of i make points, and connect with the horizontalline B. 4. 2% M's above the left end of B make a point, and connect this point with the left ends of A and B. 5. Connect the right ends of A and B. 6. Make a square having each side ^ M on the lower side, and at the right end of B. IOWA. I. Cities. (1) Dubuque, (2) Clinton, (3) Davenport, (4) Burlington, (5) Cedar Rapids, (6) Council Bluffs. II. Rivers. (1) Cedar, (2) Des Moines. II. Railroads. (1) Burlington and Missouri, (2) Chicago and North West- ern (3) Chicago, Kock Island and Pacific. CONSTRUCTION LINES FOR MAP. I . Draw a vertical line i and Trisect, calling each part M. GEOGRAPHY. 135 2. 2 M's to the left, and right of the upper end of i make points and con- nect by the horizontal line A . 3. 1% M's to the left, and 2 M's to the right of the lower end of i make points and connect the horizontal line B. 4. Connect the left ends of A and B. 5. Bisect I, and 3 M's to the right of this point make a point. 6. Connect this point with the right ends of A and B. THE UNITED STATES. (THREE MONTHS.) I. Position. II. Size. III. Natural Divisions. IV. Population. Y. Government. VI. Political Divisions. VII. Important Routes of Travel. I. Position. 1. Absolute: — {a) Latitude; {h) Lougitude. 2. Relative: — {a) Boundary. II. Size. 1. Length and Beeadth. 2. Akea. III. Natural Divisions. I. Pacific Highlands: — {a) Position; (b) extent; (c) sur- face, — (1) Mountains — Rocky, Sierra Nevada, — (2) Pla- teaus — Green River Plateau, Utah Basin, Colorado Plateau, Columbia Plateau; — (3) Plains — Coast Plains Valleys, — (4) Waters — {aa) Rivers — Columbia, Green, Sacramento, Rio Gila, Colorado, Humboldt, San Joa- quin, — (hh) Lakes — Great Salt Lake. 136 GEOGRAPHY. 2. Atlantic Highlands : — {a) Position; (b) extent; (c) Snrface, — (1) Mountains — White, Green, Adirondacks, Blue Ridge, Alleghany, Cumberland, — (2) Plateau, — Eastern, Western,— (3) Plains — Coast Plains, Valleys, — (4) Waters, — (aa) Rivers — St. Lawrence, Penobscot, Kennebec, Merrimac, Connecticut, Hudson, Delaware, Potomac, James, Roanoke. St. John's, Savannah, Al- tamaha, Alabama, — (bb) Lakes — Ontario, Erie. 3. Centkal Plain : — (a) Position ; {b) extent; (c) surface, — (l)One Great Plain,— (2) waters, («a) Rivers— Missis- sippi, Rock, Illinois, Tennessee, Red, Arkansas, Mis- souri, Ohio, — (bb) Lakes — Michigan, Superior. IV. Popuiation. (a) Number, (b) Nationality, (c) Distribution, (d) Charac- ter, (e) Chief Occupations: — (I) mining, (2) agriculture, (3) manufacturing, (4) commerce, (5) lumbering, (6) grazing, (7) fishing. V. Government. VI. Political Divisions —(«) states, (b) Territories. REPRESENTATIVE STATES. Teach each of the following named States according to the plan suggested below. 1. California. 2. Massachusetts. 3. Louisiana. 4. Maine. 5. Texas. 6. New York. PLAN OF STUDY. 1. Location, — absolute and relative. 2. Phvsical Characteristics, — surface, climate. 3. Advantages. 4. Leading interests. 5. Cities. 6. Relative importance with respect to area, popula- tion, commercial interests. GEOGRAPHY. 1 37 SE-\rE2iTTI3: O-Z^-A-IDE. NORTH AMERICA. (FOUR xMONTHS. I. Position. II. Size. III. Form. lY. Natural Divisions, V. Coast. VI. Climatic Divisions. VII. Political Divisions. VIII, Important Routes of Travel. I. Position. 1. Absolute: — {a) Latitude, (b) Longitude. 2. Relative: — {a) Boundary. II. Size. 1, Length and Breadth, 2. Area. III. Form. (Draw Map — feee Guyot's Common School Geography). IV. Natural Divisions. 1. Western Highland : — {a) Position; (b) Extent; (c) Sur. face, — (1) Mountains — Rocky, SierraNevada, Cascade, — (2) Plateaus — Alaska, Utah Basin, Colorado Plateau, Columbia Plateau, Green River Plateau, Mexico, Cen- tral America, — (3) Plains — Coast Plains, Valleys, — (4) Waters, — («a) Rivers — Yukon, Columbia, Colorado, Rio Gila, Frazier, Sacramento, Sources of rivers of —35— 138 GEOGRAPHY. Middle Plain, — {hb) Lakes — Great Salt Lake, Smaller * salt lakes. i 2. Eastern Highlands: — (a) Position; [b) Extent; (c) Snr- face, — (1) Mountains — White, Green, Adirondacks,Blue \ Ridge, Alleghany, Cumberland,— (2) Plateaus-Labrador, j Heightli of Land, Eastern and "Western Slopes, — (3) ' Plains — Coast Plains,Yalleys, — (4) Waters, — («a.)St.Law- rence System, — (aaa) Rivei s — St. Lawrence, Ottawa, — : (bbb) Lakes — Superior, Michigan, Huron, Erie, On- ' tario, — (bb) Atlantic System, — (See outline U. S.) ' 3. Middle Plains : — (a) Position ; (b) Extent ; (c) Surface, — ! (1) Plains — Great Northern Plain, Hudson Bay Plain,; Mississippi Valley, — (2) Waters, — (aa) Mackenzie Sys- 1 tein, — (aaa) Rivers — Mackenzie, Athabasca, — (bbb) i Lakes — Deer, Bear, Slave, — (bb) Hudson Bay System, — (aaa) Rivers — Nelson, Churchill, — (bbb) Lakes — Winni- peg, — (go) Mississippi System, — (aaa) Rivers — Missis- j sippi, Ohio, Illinois, Missouri, Tennessee, Arkansas. : V. Coast. I 1. NoKTHEKN Coast: — (a) Character; (b) Indentations, — Hudson Bay, Baffin's Bay; (o) Projections, — (aa) Pe-! ninsulas — Boothia, Melville, Labrador, — (bb) Capes— j Barrow, Bathurst, Chudleigh ; (d) Islands — Arctic Arch- ipelago, Iceland, Greenland. 2. Eastern Coast: — (a) Character: (b) Indentations, — ' (aa)Gnli6 — St. Lawrence, Mexico, — (bb) Bays — Chaleurs, j Massachusetts, Delaware, Chesapeake, — (cc) Sounds — ' Long Island, Albemarle; (c) Projections, — (aa) Penin- ! sulas — Florida, Yucatan, — (bb) Capes — Cod, Charles,; Henry, Hatteras, Henlopen, Sable, Catoche ; (d) j Islands, — New Foundland, Long, Bahama, West Indies. | 3. Western Coast: — (a) Character ;(&) Indentations, — ; Gulf of California ; (c) Projections, — (aa) Peninsu- las — Alaska, Aliaska, Kenai, Lower California, — {bb)\ Capes — Flattery, Mendocino, San Lucas ; (d) Islands, — \ Santa Barbara. ' GEOGRAPHY. 139 VI. Climatic Divisions. 1. Cold Region: — {a) Location; (b) climate; (<:;) plants; (d) animals. 2. Tempj:kate Region: — (a) Location; (b) climate; {c) plants; (d) animals. 3. Wakm Region: — (a) Location; (J) climate ; (cO plants; {d) animals. VII. Political Divisions. 1. British America : — (a) Position; (6 Extent; (tO Divis- ions, — (aa) Northwest Territory, (bb) Isew Foundland, {cg) Canada, — (1) Divisions — Manitoba, Ontario, Que- bec, New Brunswick, Nova Scotia, Prince Edward's Isle, — (2) Government, — (3) People — Esquimaux, Whites, — (4) Cities — Ottawa, Montreal, Qnebec, To- ronto. 2. United States: — (See Outline of U. S.) (Review.) 3. Mexico: — (a) Position; (b) Character of People; (c) Oc- cupations,— (1) Agriculture, (2) Mining; (d) Produc- tions,-(i) Tropi(;al fruits, (2) Sugar, (3) Indigo, (4) Cof- fee, (5) Silver, (6) Mercury; (e) Government ; (/) Cities — Mexico, Puebla, Acapulco, Vera Cruz. 4. Central America : — {a) Position. EUROPE. {THREE MONTHS.) I. Position. 11. Size. HI. Forin. IV. Natural Divisions. 140 GEOGRAPHY. V. Coast. VI. Political Divisions. YII. Hank among the Continents. I. Position. 1. Absolute: — (a) Latitude; Longitude. 2. Relative: — (a) Boundary. il. Size. 1. Length and Breadth. 2. Area. III. Form. (Di*aw map — See Guyot's Common S(;hool Geography.) IV. Natural Divisions. 1. High Europe: — (a) Position; (b) Extent; (c) Surface, — (1) Mountains-Alps, Apennines, Pyrenees, Carpatliian,- (2) Plateaus — German Highlands, Basin of Bohemia, Plateau of Transj'lvauia, Table-land of Spain, — (3) Plains — of France, of North Sea, of Lombardy, — (4) Waters, — (aa) Rivers— Rhone, Rhine, Soane, Loire, Seine, Elbe,"VVeser, Oder, Po, Danube, Ebro, Garonne,— (bb) Lakes — Constance, Geneva, Garda. 2. Low Europe: — (a) Position; (i^*) Extent; (c) Surface, — (1) Mountains — Ural, Caucasus, Scandinavian, — (2) Plateaus— Scandinavian Highlands,— (3) Plains — Plains of Scandinavia, Great Russian Plain, — (4) "Waters, —{aa) Caspian System, — (aaa) Rivers — Volga, Ural, — {bbb) Lakes — Caspian Sea,— (55) Black Sea Sys- tem,— (fl^ao^) Rivers— Don, Dnieper, — (bbb) Lakes — Black Sea, Azov Sea,—{cc) Baltic System, — (aaa) Rivers — Duna, Nieman, — (bbb) Lakes — Onega, Ladoga, — (dd) Arc- tic System, — (aaa) Rivers — Dwina, Petchora. V. Coast. # 1. Southern Coast: — (a) Character; (b) Indentations, — Aegean Sea, Adriatic Sea, Gulf of Genoa, Gulf of Lyons; (c) Projections, — Hellenic Peninsula, Italy GEOGRAPHY. 141 Spain ; [d) Islands — Grecian Ai-chipelago, Crete, Corsica, Sardinia. Sicily, Balearic Isles. 2. Western Coast: — () Indentations — White Sea. VI. Political Divisions. I. Monarchies. 2. Republics. . Rank Among the Continents. 1. As TO Size. 2. As TO Civilization. REPRESENTATIVE NATION.S. 1. 9t I. British Isles. Position: — {a) Absolute; {h) Relative. Divisions: — {a) England; {b) Wales; {c) Scotland; {d) Ireland. 3. Climate. 4. People : — («)Occiipations — (1) mining, (2) manufactur- ing, (3) commerce; ih) Productions — (1) coal, (2) iron, (3) tin, (-1) cotton goods, (5) woolen goods, (6) hard- ware and cutlery; (c) Government; {d) ReligioiL 5. Cities: — («) London ; (^) Liverpool; {c) Manchester; {d) Edinburgh; {e) Glasgow ; {/) Dublin ; {g) Belfast. II. France. Position. — (a) Absolute ; (5) Relative. Climate. People: — («) Occupations — ( 1 ) agriculture, (2) manu- facturing, (3) commerce ; {b) Productions — (1) grains, (2) flax, (3) grapes, (4) mulberry, (5) olive, (6) beet, (7) lace and silks, (8) woolen goods, (9) cutlery, 1. 2. 3. —36— 142 GEOGRAPHY. sugar; (c) Government; (cl) Religion. 4. Cities: — (a) Paris; (h) Lyons; (c) Marseilles; (d) Brest; (e) Havre. ill. German Empire. 1. Position: — (a) Absolute; (b) Relative. 2. Divisions. 3. Climate. , * 4. People: — (a) Occupations — (1) agriculture, (2) mining, (3) grazing, (4) manufacturing, (5) commerce; (h) Pro- ductions — (1) grains, (2) tobacco, (3) grapes, (4) live stock, (5) wool, (6) coal, (7) iron, (8) lead, (9) copper, (10) zinc; (c) Government; (d) Religion. .5. Cities: — (a) Berlin; (b) Hamburg; (c) Munich; (d) Dresden; (e) Bremen; (J^) Strasburg. IV. Russia. 1. Position: — (a) Absolute; {b) Relative. 2. Climate. 3. People: — (a) Character; (b) Occupations — (1) manu- facturing, (2) agriculture, (3) grazing, (4) lumbering, (5) fishing. (6) commerce; (c) Productions — (1) wheat, (2) flax, (3) hemp, (4) iron, (5) gold, (6) salt, (7) plati- num, (8) linen and woolen goods, (9) candles, (10) leath- er, (11) live stock, (12) wool, (13) beef, {U) tallow, (15) hides; (d) Government; (e) Religion. 4. Cities: — (a) St. Petersburg; {b) Riga; (c) Odessa; id) Moscow ; (e) Nijni Novgorod; (/") Warsaw. ASIA. (THREE MONTHS.) I. Position. II. Size. III. Form. IV. Natural Divisions. V. Coast. VI. Political Divisions. GEOGRAPHY. 1^3 I. Position. 1. Absolute:— («) Latitude; (b) Longitude. 2. Relative — Boundary. II. Size. 1 . Comparative. III. Form. (Draw map. See Guyot's Common School Geography.) IV. Natural Divisions. 1 . Central Highlands : — (a) Position ; (h) Extent ; (c) Sur- face, — (I) Mountains — Himalaya, Altai, (2) Plateaus — Thibet, China Desert, Plateau of Siberia, Table-land of Iran, (3) Lowlands — Few Valleys, (4) Waters — Sources of all the great rivers of Asia, a few small mountain lakes. 2. Border Plains: — (a) Position ; (b) Extent; {e) Surface, — (1) Plains— of Hindostan, of Indo-Chiua, of Coast, along lower courses of great rivers. The Great Tun- dras, ( 2 ) Waters,— (««) Rivers — (aaa) of South — Tigris, Euphrates, Indus, Ganges, (bbb) of East — Hoang-Ho, Anioor, Yang-tse-Kiang, (cce) of North — Lena, Obi, Yenisei,— (Z*^) Lakes — Baikal, Balkhash, Tengri Nor, Van, Aral Sea, Dead Sea. V. Coast. 1. Southern Coast: — (<*) Character ; {b) Indentations — Persian Gulf, Arabian Sea, Bay of Bengal, South China Sea; (c) Projections — Peninsula of Hindostan, Peninsula of Indo-China, Malay Peninsula ; (d) Islands — Ceylon, Borneo, Java, Sumatra, Philippine. 2. Eastern Coast: — (a) Character; (b) Indentations — Okhotsk Sea, Japan Sea, Yellow Sea; (c) Projections — Corea, Kamchatka ; (d) Islands— Formosa, Japan, Saghalien. 4. Northern Coast : — (a) Character ; (b) Islands — Nova Zembla, New Siberia. 144 GKOGEAPHY. VI. Political Divisions. REPRESENTATIVE NATIONS. Study the Chinese Empire and the Japanese Empire according to plans alread}' familiar. :e:i3-xit:e3: C3-i^^^:de. SOUTH AfVIERICA. (TWO MONTHS.) I. Position. II. Size. III. Form. IV. Natural Divisions. V. Coast. VI. Climatic Divisions. VII. People. VIII. Political Divisions. I. Position. 1. Absolute: — (a) Latitude; (b) Longitude. 2. Relative : — Boundary. II. Size. 1. Comparative. III. Form. (Draw map. See Giiyot's Common School Geography.) iV. Natural Divisions. 1. Andes Highlands: — («) Position; (J) Extent; (c) Sur- face, — (1) Mountains — Double range of Andes, (2) Plateaus — Summit of Andes, Table-land betvt^een GEOGRAPHY. 145 ranges, (3) Lowlands — Yalleys and SlojDes, (4) Waters — Sources of Rivers, Mountain Lakes. 2. Eastekn IIiGnLANDs: — {a) Position ; {h) Extent ; (c) Sur- face, — (1) Mountains — Brazilian, (2) Plateaus — Brazil, Guiana, (3) Plains — Coast Plains, Yalleys, (4) Waters — Rivers — Parana, Tapajos, Xingo, San Francisco, To- cantine. 3. Central Depkession: — [a) Location; (/>) Extent; (c) Sur- face, — (1) One Great Central Plain, (2; Waters — (aa) Amazon System, (hh) LaPlata System, {co) Orinoco System. V. Coast. 1. XoRTHERisr Coast: — {a) Character; {b) Indentations — Gulf of Darien, Gulf (^t Venezuela; (c?) Projections — Cape Gallinas ; {d) Islands — Margarita, Trinidad. 2. Eastern Coast: — {a) Character; {h) Indentations — Bay of All Saints, Gulf of Matias ; [c) Projections — Cape Frio, Cape Horn ; {d) Islands — Marajo, Falkland, Magellan. 3. Western Coast: — {a) Character; {h) Indentations — Gulf of Arica; (c) Projections — Cape Aguja; {d) Islands — Galapagos. VI. Climatic Divisions. 1. Warm Regions: — {a) Location; {h) Extent; [c) Vegeta- tion, — (1) Of Selvas — palm, tree-fern, banana, fig, locust^ mahogany, rosewood, vanilla, coca, medicinal plants, (2) Of Llanos — rank grass, flowering plants ; {d) Animals. 2. Temperate Region: — («) Location; (b) Extent; (c) Veg- etation, — Of pampas — tall grass, clover, gigantic thistle, prickly bushes; {d) Animals. 3. Cold Region: — («) Location ; ih) Extent; (c) Vegetation ; {d) Animals. 4. Slopes of the Andes: — {a) Extent; (b) Climate; (c) Ani- mals. VII. People. 1. Natives: — Indians. —37— 146 GEOGRAPHY. 2. Whites: — (a) Dutch; (b) French; (c) English; (d) Span- ish; (^) Portuguese. VIII. Political Divisions. REPRESENTATIVE NATIONS. Study Brazil and Pern according to plans already familiar. AFRICA. (ONE MONTH.) I. Position. II. Size. III. Form. lY. Natural Divisions. V. Coast. VI. Climatic Divisions. YII. People. VIII. Religions. IX. Political Divisions. I. Position. 1. Absolute: — (a) Latitude; (h) Longitude. 2. Relative : — Boundary. II. Size. 1. Comparative. III. Form. (Draw Map. See Guyot's Common School Geography.) IV. Natural Divisions. 1, ISTokthekn Plateau: — {a) Position; {b) Extent; (c) Sur- face, — (1) Mountains — Atlas, Kong, (2) Plateaus, GEOGRAPHY. 147 Atlas Highlands, Kong Highlands, Sahara, ]S"nbia, (3) Waters — (aa) Sources of Coast Eivers, (bb) Lake Tchad. 2. Southern Plateau: — (a) Position; (5) Extent; (g) Sur- face, — (1) Mountains — Cameron, Blue, Crystal, (2) Plateaus — Interior, Abyssinia. 3. Boeder Plains:— («) Location; (b) Extent; (c) Sur- face,— (1) Plains— along the coasts, along courses of rivers, (2) Waters— Rivers— Nile, ISTiger, Umbre, Wani- bre, Orange, Dori, Jub, Zambesi, Haines, Senegal, Gambia. V. Coast. 1. Northern Coast: — (a) Character; {b) Indentations — Gulf of Cabes, Gulf of Sidra; (c) Projections — Cape Bon, Cape Sem. 2. Eastern Coast: — (a) Character; (b) Indentations — Gulf of Aden, Sofala Bay, Mozambique Channel ; (c) Projections — Cape Guardafui, Cape Agulhas , (d) Islands — Zanzibar. Madagascar. 3. Western Coast : — (a) Character ; (b) Indentations — Bight of Biafra, Gulf of Guinea; (c) Projections — Cape of Good Hope, Cape Frio, Cape Verd, Cape Blanco, Cape Spartel. VI. Climatic Divisions. 1. Tropical Africa: — (a) Location; (b) Extent; (c) Divis- ions as to soil — Desert, Fertile Region. 2. Temperate Africa: — (a) Position; (b) Extent; (c) Cli- mate; {d) Vegetation ; (e) Animals. VII. People. I.Negroes: — (a) Where found; (b) Character; (c) Occu- pations. 2. Whites: — (a) Berbers; (b) Arabs ; (c) Moors. 3. Kaffirs. 4. Hottentots. VIII. Religions. 1. Pagan. 2, Mohammedan. 3. Christian. IX. Political Divisions. 148 GEOGRAPHY. AUSTRALIA. (ONE MONTH.) I. Position. II. Size. III. Form. IV. Natural Divisions. V. (Joast. VI. Climate. VII. Vegetation. VIII. Animals. IX. People. X. Colonies. I. Position. 1. Absolute: — {a) Latitude; (h) Longitude. 2. Relative: — Boundary. II. Size. 1. Comparative. III. Form. (Draw Map. See Gujot's Common School Geography.) IV. Natural Divisions. 1. Eastern Swell : — (a) Extent; (b) Character; (c) Waters — Murray River, Darling River. 2. Western Swell: — (a) Extent; (b) Character; (c) Waters — Swan River, Gascoyne River. 3. Central Depression: — (a) Extent; (b) Character; (c) Waters — Cooper River, Lake Torrens, Lake Eyre. GEOGRAPHY. 149 V. Coast. 1. XoKTiiERN Coast: — {a) Character; (b) Indentations,— Gulf of Carpentaria, Caml)ridge Gulf; (c) Projec- tions, — ISTorth Australia, York, Cobiy, Cape York, Cape Londonderry. 2. Eastern Coast: — {a) Character. 3. Southern Coast:— («) Character; (b) Indentations, — Spencer Gulf, St. Vincent Gulf, Encounter Bay, Aus- tralian Bight; (6')Projections,— Cape Wilson, Cape Catas- trophe. 4. Western Coast: — {a) Character. Vi. Climate. Warm temperate with wet and dry seasons. VII. Vegetation. VIII. Animals. IX. People- 1. Blacks: — {a) Savage. 2. Whites: — {a) Occupations, — (1) agriculture, (2) grazing, (3) mining; (I)) Productions, — (1) gold, (2) copper, (3) lead. 3. Cities, X. Colonies. SECOND GLOBE LESSONS, PHYSICAL GEOGRAPHY. (THREE MONTHS.) I. The relation of the earth to the sun and other heavenly bodies. 11. Bodies composing the Solar System, — (1) Kelative Position, (2) Relative Size. III. Movements of bodies in Solar System,- (1 ) Axial, (2) Orbital. IV. Effect of movements. V. Circles. —38— 150 GEOGRAPHY. THE EARTH. I. Land- 1. Distribution: — Northern, Southern, Eastern and West- ern Worlds. 2. Structuke of Continents: — («) Primary Highlands; (h) Secondary Highlands ; (c) Central Depressions. 3. Islands : — (a) Continental, — manner of formation; {h) Oceanic — manner of formation, — (1) volcanic, (2) coral. . 4. Disturbances: — (a) Volcanoes, — (1) causes, (2) results, (3) relative position; (b) Earthquakes, — (1) cause, (2) kinds, (3) distribution. II. Water. 1. Continental Waters: — (a) Rivers, — (1) cause, (2) ero- sion, i3) deposit, (4) relation to land structure (Review the river systems of the several continents); (b), — Lakes, — (1) kinds — mountain lakes, lakes in plains, salt lakes, — (2) geographical distribution. 2. Oceanic Waters: — (a) Ocean Basins — (1) form, (2) size; (b) Oceanic movements — (1) waves — cause, (2) tides — cause, (3) Marine currents — polar, equatorial, return. Cause and directions of the different currents. Influence of the different currents on adjoining land. III. Atmosphere. 1. RelxVtion to Other Elements. 2. Properties. 3. Causes of Changes of Seasons: — (a) Motions of the earth; (b) Relation of the earth to the sun. Causes of Differences of Climate in Places Having same Latitude : — Mountains, oceans, winds, marine cur- rents, altitude. (Review position, climate, natural resources, and the occupations of the different Representative States and iV7^- tions given in the Continents. Make comparisons and give reasons for differences found.) GEOGRAPHY. 151 5. Disturbances: — («) AVinds — constant, periodical, varia- ble ; {h) Revolving Storms — hurricanes, typhoons, c}^- clones. 6. DiSTRIBCTION OF VaPOE IN AtMOSPHEEE. 7. FoEMs OF Yapoe: — {a) De\v ; ib) Fo^; (\."^-S^M^^^^^^^ PLANTS. 181 eH L A N T S . FI RST SERIES This work should not be taught without specimens, in iUustration, on the desk of each pupil. One or two speci- mens in the hands of the teacher is not enough. Facts are to be obtained by discovery and experiments ; these depend upon observation and experience. It w^ll be better to omit the work altogether than to dictate it; more profitable em- ployment can be found for both teacher and pupil. Defini- tions are to be developed, after which the pupils should commit them to memory'. (FIVE WEEKS.) I. Parts. 1. Leaves. 2. Stems. 3. Roots. II. Organs of Vegetation. 1. Leaves: — (a) Parts — blade, footstalk or petiole ; (b) Shape — base, apex, margin; general form; (Lead pupils to state differences of shapes without giving scientific terms; also, that margins are entire or cut.) (c) Composition — woody material, pulpy matter; {d) Uses — ornament, shade. —46— 182 PLANTS. 2. Stems: — (Two weeks.) (a) Kinds, — (1) Nature — woody, herbaceous, (2) Growth — erect, running, climbing. 3. Roots : — (Three weeks, including a review.) {a) Kiiuls, — (1) Nature — fibrous, fleshy. (Teach forms of fleshy roots without gi'ving scientific terms.) {h) Uses — to fasten plauts firmly in the ground ; to take in nourishment; for food. III. Organs of Reproduction, 1. Flowers: — (Four weeks, including a review.) [a) Parts, — (See Plan IX, Appendix.) (1) Calyx — sepals, (2) Corolla — petals, (3) Stamens, (4) Pistil ovary. (Call attention first to a monopetaloiis corolla, then to a lobed monopetalous, and then to a polypetalous. Teach that the parts are called petals. Develop the idea and teach that the corolla is sometimes wanting. Follow the same plan with calyx. Teach^what is called the ovary, and what it contains.) (b) Arrangement — solitary, clustered. 2. Fruit:— (Four weeks.) {a) Kinds, — (1) Fleshy — berry, pepo, pome, (Compai*e berries with gourd fruit. Compare pome fruit with berry and gourd fruit. Give the use of each.) (2) Stone — drupe, [Compare stone fruit with fleshy fruit. Give use.) (3) Dry — pods, nuts, grain. PLANTS. 18 Q (Develop the idea that some dry fruits when ripe sj^lit and let the seeds fall out, others do not. Give examples of each. Have pupils name the different kinds of grain and nuts. C(jmpare dry fruit with stone and fleshy fruit. Lead pupils to state differences.) 3. Seed: — (One week.) (a) Parts, — (See Plan X, Appendix.) ■ (1) Coats — use, (2) Kernel — embryo, albumen. (Develop the idea that a little plant is like an infant and cannot support itself. Develop the idea that the food is stored in the kernel to nourish the plantlet.) {})) Uses, — (1) Food, (2) Propagation of plants. 4. Buds: — (One week.) (a) Kinds — flower-buds, stem-buds, leaf-buds. {h) Uses,- (1) Growth of plants, (2) Propagation of plants — slips, grafts, layers, tubers, bulbs. (Call attention particularly to the potato. Show that budless branches will not grow. Teach what bulbs are.) (TEN WEEKS, INCLUDING A REVIEW.) IV. Nutrition. 1. Absorption: — {a) How, ih) Why. 2. Circulation: — {a) Of what; (b) Use. V. Kinds. 1. Structure: — [a) Herhs; {h) Shrubs; (c) Trees. 184 PLANTS. 2. Duration: — {a) Annuals; (h) Biennials; (c) Pere?mials. VI. Uses. 1. Food: — (Name plants of which the roots are eaten; also, those of which the stem, the leaves, the seeds, the bark or the flowers or buds are eaten. Give object lessons on the different garden vegetables and fruits. Teach what parts are eaten and the kind of fruit borne by each, and correct erroneous ideas in regard to sweet and Irish potatoes. Give lessons on the process of sugar and molasses making. Give lessons on the process of starch making naming kinds and brands. Give object lessons on wheat and corn. Teach whether planted or sown and how; how cultivated and their uses. Give object lessons on the process of flour making naming kinds and brands.) 2. Clothing. (Name plants used.) (Give object lessons on cotton and flax, telling what they are, where found, how used, and a general view of the pro- cess of manufacture. Give short object lessons on silk and wool in comparison with the above.) 3. Medicine. (Name plants used.) 4. Building Material AND Utensils. (Name plants used.) 5. Fuel. (Name plants used.) 6. Ornamentation. (Name plants used.) VII. Analysis. 1. Morning Glory. 2. Rose Family. 3. Spring Beauty. 4. Marsh Marigold. 5. Mustard. Teach pupils to recognize and name plants and describe as far as their knowledge will allow. Form suggested. PLANTS. 185 Morning Glory — Annual; hairy stems; entire leaves; flowers three to five ; flowers pink, purple or white, opening in the morning and closing in bright sunshine. SECON D SERI ES. (THREE MONTHS). 1. Organs of Vegetation. T. Leaves: — (a) Kinds according to Venation — net- veined, parallel- veined ; {b) Kinds according to form: — (1) Entire leaf — linear, lanceolate, oblong, oval, round, oblanceolate, spatulate, wedge-shaped, — (2) Base — cordate, reniform, auriculate, peltate, — (3) Apex — pointed, acute, obtuse, truncate, retuse, notched, — (4) Margin — (a) entire, (b) toothed — serrate, dentate, .crenate, — (c) wavy, (d) sinuate, {e) jagged; (c) Kinds according to nature ; — (1) Compound — pinnately, palmately, — (2) Simple — whole, cleft; (d) Ai^rangement — alternate, opposite, whorled; (e) Composition — (Review First Series— give ideas, defi- nitions and terms) ; {/) Use — absorption. —47— 186 PLANTS. (THREE MONTHS). 2. Stems: — {a) Kinds according to nature — herbaceous, shrubby ; {b) Kinds accordin^r to growth — (Review First Series) ; (c) Kinds according to structure — exogenous, en- dogenous ; {d) Forms — round, square, triangular ; ie) Different Develojpmeuts — spirie tendril, peduncle, stolon, runner, sucker, offset, root, stalk ; (/) Composition — cellular tissue, woody material ; {g) Arrangement — alternate, opposite, whorled. 3. Roots: — {a) Kinds: — (1) Fleshy,— («) single— tap. conical, turnip-shaped, spindle-shaped,— (b) clustered, — (2) Fibrous ; (b) Uses of both fleshy and fibrous roots ; (c) Rank — primary, secondary. (THREE MONTHS). 11. Organs of Reproduction. 1. Flowers: — {a) Farts ; — (1) essential— stamens, pistils, — (2) non- essential— calyx (sepals), corolla (petals) ; (b) Kinds according to essential parts— perfect, im- perfect ; (c) Kinds according to all parts— complete, incomplete ; {d) Kinds according to number of parts— symmetrical, unsymmetrical ; {e) Condition of jioral envelopes'^ — (1) Corolla,— (fl^) monopetalous — trumpet-shaped, fun- nel-shaped, rotate, labiate,— (b) polypetalous— petals ; PLANTS. 187 (2) Calyx, (a) inonosepalous, {b) polysepalous ; if) Condition of essential j^arts; — (1) Stamens,— («) parts — filament, anther, — (b) ar- rangement of parts — filaments nnited, anthers united, — (2) Pistils,— (a) parts— ovary, style, stigma, — [h) ar- rangement of parts — ovaries united, styles united, stigmas united ; ig) Arra7\gement\ — ( 1 ) Solitary, — (2) Clustered, — raceme, corymb, umbel, head, spike, panicle, fascicle. Give tei'ms alternate and ojyposite as applied to jioioers. (THREE MONTHS.) 2. Seeds: — {a) Parts, — (1) coats, (2) kernel, — (««) embryo — radical, seed-leaves, — (bb) albumen ; (b) Location— in ovary; (c) Use — reproduction of plant. 3. Buds — (Review First Series.) 4. Fruit: — {<() Simple, — (1) fleshy fruit — ben-y, pepo, pome, — (2) stone fruit — drupe, — (3) dry fruit — {aa) dehiscent, — {aaa) simple — follicle, legume, — (bhb) compouiid — capsule, silique, pyxie, — (bb) indehiscent. {b) Cornpound — aggregate, accessory, multiple. Analyze the flowers named in the orders enumerated below. Drill upon each order until the pupils are able to recognize plants of that order at sight. CROWFOOT. ( Ranunculaceae. ) A7ie7tione, Crowfoot, Buttercup, Larkspur, Peony, Mead- ow-Rue, Columbine, Monkshood. ROSE. (Rosaceae). Peach, Pear, Apple, Cherry, Strawberry, Raspberry, Rose. 188 PLANTS. GOURD. ( Ciicurbitaceae.) Squash, Pumpkin , Citcumber, Wdter -melon. CRESS. ( Crtici/erae. ) Hadish, Turni/p, Mustard, Water-cress,. LILY. ( Liliaceae .) Lily, Tulip, Onion, Hyacinth. Lily of the Valley, Solo- morOs Seal. PULSE. ( Leguminoseae. ) Locust-tree, Clover, Bean, Pea. BELL-FLOWER. (Campanulaceae.) VIOLET. (Violaceae.) Violet, Pansy. PRIMROSE. (Prinndaceae.) Cowslip^ Primrose. (THREE MONTHS.) CONVOLVULUS. ( Convolvulaceae. ) Morning Glory, Potato, Tomato. POLEMONIUM. {Polemoniaceae.) Phlox. VERVAIN. {.Verbenaceae .) Verbena. CURRANT. (Glossulaceae.) Currant. Gooseberry. COMPOSITE. (Compositae.) Dandelion, Lettuce, Sunflower, Aster. III. Nutrition. 1 , Absorption ; — {a) by what, (b) of what. 2. CiKcuLATioN : — (b) of what, (b) where. lY. Kinds. 1. According to Structure — herbs, shrubs, trees. 2. According to duration — annuals, biennials, perennials. Y. Classes. 1, PhuEnogamous : — {a) Exogens;— (1) Augiospermous — polypetalous, monopetalous, apetalous, — (2) Gymnospermous. (5) Endogens. 2. Cryptogamous. PLANTS. 189 VI. Uses. (Review uses given in first series.) 1. To TAKE IN CAKBONIC ACID. 2. To PEODUCE OXYGEN. isrii^Tia: c3-^2,^^iz>e. (*rHREE MONTHS.) Classify according to growth the plants previously stndied. Teach pupils to recognize and classify the following forest trees, also teach their general contour, description of their leaves and flowers, their geographical distribution and kinds and uses of woods. Oak^ Majyle, Cottonvmod, Bass^vood, Hickory, Arhor- Vitae, Pi7ie, Chestnut, Willow, Butternut, Elm, Walnut, Poplar. GRASSES.!' j;( Graminae.) Teach the general characteristics of this order. Teach the pupils to recognize and classify the following plants, giving as much general information as possible, as commercial value and geographical distribution. Wheat, Rye, Oats, Barley, Coi'n, Sugar Cane. By comparing, distinguish grasses from canes; grasses proper from cereals; the different cereals from each other. Teach pupils what mosses, ferns and lichens are. Have pupils classify them. —48— 190 PLANTS. THIRD SERI ES. mc3-xi schooij. (THREE MONTHS.) Review second series. Teach anatomy of plants, exhausting the structure of each part. Teach physiology of plant life, dwelling at length upon fertilization^ absorption^ circulation and respiration. Give uses and commercial value of plants. Teach reason for rotation of crops. Teach use of the key. Have pupils analyze many plants. — »e:3^ ANIMALS. 191 Wm N I M A L S FI RST SERI ES. r-IIE^ST O-I^-^IDE. RUMINANTS. Whenever it is possible, as it is in most cases present tlie animal to the pupils for study. When this is not possible or practicable, a good picture of the animal to be studied should be procured, and when possible, such parts of the animal as are interesting and necessary to a proper classification, such as hoofs, horns, teeth, vertebrae, etc. Without some or all of these, no lesson should be attempted. Mere dictation work is profitless. Principals will make requisitions upon the high school cabinet and furnish teachers with all needful appliances. THE COW. (TWO WEEKS.) Parts'. — [See Plan XI, Appendix,] Large, broad head ; large body covered with hair ; short legs; feet divided or cloven; short, thick neck from which hangs a broad piece of skin called a dewlap. Hollow horns; broad, naked muzzle; no front teeth in the upper jaw; large front teeth in the lower jaw; back teeth in both jaws, large and broad; long, rough tongue. (Pupils should be able to name any part not mentioned above.) Habits : — Eats corn, hay, grass, roots, etc., (vegetable food.) Uses its long tongue in obtaining food. Is slow in movement and kind in disposition. Chews the cud. Uses : — Alive — Work; milk (butter and cheese.) Dead — Flesh (beef); skin (leather); hair (mortar). Miscellaneous : — Name of male, female, young. Name of flesh of young. 192 ANIMALS. THE SHEEP. (FOUR LESSONS.) Parts: — Small head; small body covered with wool; slender legs; pointed muzzle. For horns, teeth, tongue and feet, see Parts of the cow. Habits; — See Habits of the cow. Quick in movement. Uses : — Alive — Wool (clothing.) Dead— Flesh (mutton); skin (leather). Miscellaneous; — See work on cow. THE GOAT- (FOUR LESSOMS.) Parts: — Long, narrow head; slender body covered with hair; long hair on chin, called beard. For horns, teeth, tongue, legs and feet, see work on cow. Habits: — See Habits of sheep. Uses: — Alive — Hair (clothing); milk (food). Dead— Flesh (food); si include all of the foregoing points. The Records should be made uniform in size. They should be kept neat and clean, and should be preserved by the pupils. ARTICULATA. (TEN WEEKS.) Study the wasp, the crab, and the common earth worm, to obtain the general connnon characteristics. Establish the Branch Artii;ulates, or Articulata. Compare with animals previously studied and establish the Siih-Kingdom Invertebrates, or Invertebrata. Study the same animals in full. COMPARISONS. By the study of differences obtain the Classes Insects, or Insecta\ Crustaceans, or Crustacea\ and Worms, or Yermes. Make Records. Make outline of Articulates as far as learned. INSECTA. Study the wasp, the spider and the myriapod. COMPARISONS. By the study of differences obtain the Super- Orders Six-footed Insects, or Hexapoda] Many-footed Insects, or M.yriapoda\ and Spiders or Arachnida. Make Records. Unite outline with Articulata. HEXAPODA. Study the wasp, the butterfly, the connnon housefly, the cicada, the dragon fly, the grasshopper, and the beetle. COMPARISONS. Bv the study of differences obtain the Orders Membra- nous-winged Insects, or Hymenoptera; Scale-winged Insects, -54- 214 ANIMALS. or Lej)idoj>f.era\ Two-winged Insects, or Di^tera\ Ilalf- wiiiged Insects, or IIemiptera\ Nerve-winged insects, or N'europtera] Straight-winged Insects, or Orthoptera\ Sheath- winged Insects, or Coleoptera. Make Records. Unite outlines with Articulata. Name all insects known to the pupils, and assign each to its proper order. CRUSTACEA. Study the crab and the lobster, and establish the Super- Order Ten -footed Crustacteans, or Decapod a. 3iTii.y a curve line passing through the point above the fourth vertical line, etc. Let pupils make many additions to this figure. CXXI. — 1. Draw an octagon and allow the construction lines within the figure to remain. 2. Bisect each semi-diameter, and draw a double com- pound curve as in CXI. 3. Drajv a circle having the circumference pass through the points of bisection. 4. Bisect each side of the octagon and make points within the figure one-eighth inch from each bisecting point. 5. Connect the angles by curve lines passing through the points placed opposite the bisecting points in the sides of the figui-e. Let pupils invent additions to, and changes in, this figure. CXXII. — 1. Draw an octagon and bisect each semi- diameter. 2. On the vertical line begin at the top and place points for the double compound curve first at the left, then at the right, etc. 3. For the double compound curve on the horizontal line begin at the left and place points first below and then above the line, etc. 4. For the double compound curves on the oblique lines place points at the right, then at the left. Draw the double compound curves. 5. Bisect each side of the octagon and make points within the figure one-half inch from each bisecting point. 6. Connect the points and corresponding opposite angles by curve lines, forming convex angles. 7. Bisect each side of the convex angles and connect the bisecting points with corresponding opposite points in the octagon, forming convex angles. Let pupils make changes in, and additions to, this figure. CXXIII. — 1. Construct the figure given in LXIII. —67— 266 FORM. 2. Bisect the sides of the triangles which form the right j angles, and place points within the triangles one-eighth i inch from each bisecting point. | 3. Connect each right angle with the opposite acute angles by curve lines passing through the points within the triangles. 4. Inscribe a circle within the figure the circumference of which shall touch each right angle. 5. Bisect each side of the inner octagon; place points within the octagon one-sixteeiith inch from each bisect- ing point, and connect the angles by curve lines pass- ing through the points within the figure. Let pupils invent changes in this figure. CXXIV. — 1. Construct a hexag(m and through the centre draw lines connecting the opposite angles. 2. Bisect each semi-diameter and connect the bisecting points, forming a hexagon. 3. Circumscribe each hexagon. Let pupils invent additions to this figure. CXXV. — 1. Construct a hexagon, complete the included double equilateral triangle, and allow the construction lines within the figure to remain. Teach the definition of an equilateral triangle. 2. Connect the angles of the outer hexagon by curve lines passing through the angles of the inner hexagon. 3. Bisect each side of the inner hexagon and make points within the hexagon one-eighth inch from each bisect- ing point. 4. Connect the angles by curve lines passing through the points within the figure. 5. Connect the angles of the inner hexagon, as in CXXIV, and bisect each semi-diameter. 6. Inscribe a circle having the circumference pass through the bisecting points. 7. Draw a line circumscribing the figure. Let pupils make additions to this figure. CXXYI. — 1. Construct a circle whose diameter is four inches, 2. Draw the diameter of the circle and bisect. FORM. 267 3, Trisect each semi-circumference and conBect corre- sponding opposite trisecting points by lines passing through the centre of the figure. 4. Bisect each semi-diameter and place points one-fourth inch each side of each bisecting point. 5- Draw a compound curve on each side of each line, passing through the points opposite the bisecting points. Let pupils make additions to this figure. CXXVII. — 1. Construct figure CXXVI and connect the ex- tremities of the diameters, forming a hexagon. 2. Bisect each side of the hexagon and place points within the figure one-fonrth inch from each bisecting point ; connect the extremities of the diameters by curve lines passing through the points within the figure. 3. Erase all the straio-ht lines within the fiijure. Let pupils invent additions to, and changes in, this figure. CXXVIIL — I. Draw two horizontal lines one inch and three-fourths long and one-fourth inch apart; connect the ends. 2. On the upper horizontal line one eighth inch from each extremity make points. 3. Two inches above each of these points make other points and connect with the points below, 4. On the vertical lines one-half inch from the lower ex- tremities make points and connect. 5. Bisect each side of the square. 6. "Within the figure one-eighth inch from each point make a point; connect the points within the figure, forming an octagon. 7. Connect the right trisecting point in the upper horizon- tal line with the upper trisecting point in the right vertical line ; the left trisecting point in the upper hor- izontal, and the upper trisecting point in the left verti- cal, line and erase the corner lines. 8. Mark the centre of the octagon and extend the vertical lines to the horizontal line first drawn. 9. Extend the lower horizontal line of the octagon each way to meet the vertical lines just drawn. 268 t^ORM. I^II^TXI C3-I^..^nD:E]. CURVE LINES APPLIED.— CONTINUED. (FOUR MONTHS.) CXXIX. — Dictate Exercise 54, SmitJi's Manual. Let pupils invent additions and changes. CXXX.— Dictate Exercises 57, 58, 64, 69, 86, 87, 88, 89, 94, 95, 96, Smith's Manual. Let pupils invent changes and additions. (THREE MONTHS.) CXXXL— Dictate Exercises 97, 98, 99, 100, 103, 107, 108, 109, 110. Ill, 112, 113, 117, 124, 123, 119, 121, Smiths Manual. Let pupils invent changes and additions. 10. Erase the parts of the third horizontal line between the outer and inner vertical lines. 11. On the same line one-eighth inch from each end make points ; one-eighth inch below these points make points and connect the two. 12. One-fourth inch below this line draw a line the same length and connect the ends, forming an oblong. 13. One-half inch to the right and left, above and below the point in the centre of the octagon, make points and draw a circle. 14. Liside of this circle draw another one-eighth inch from the first. 15. Bisect the inner circle ; bisect the parts, and place the ! numbers XII, III, VI and IX, within the circle and i opposite the bisecting points. 16. Trisect the parts between bisecting points and place 1 the remaining numbers. j 17. One-fourth inch from the centre, and in the direction of the number YI, make a point and connect with the centre, 18. Three-eighths inch from the centre, and in the direction of a point half-wa}' between land II, make a poinl: and connect with the centre. Let pupils invent many additions and changes. FORM. 269 i (THREE MONTHS.) CXXXIl.— Dictate Exercises 131, 132, 133, 134, 135, 136, ! 141.142,143,144,145, 146, 156, 157, 158, Smith's I Manual. Let pupils invent changes and additions. si^iiTia: o-iE^-^xDE. CURVE LINES APPLIED.— CONTINUED. (FOUR MONTHS.) CXXXIIL— Dictate Exercises 159, 160, 167, 168, 169, 170, 171, 172, 175, 177, 203, 204, 205, 207, 208, 209, 211, 213, 215, 216, 217, 218, 219, 220, Smith's Manual. Let pupils invent changes and additions, (THREE MONTHS.) CXXXIY.— Dictate Exercises 221, 222, 223, 224, 227, 229, 228, 231, 232, 233, 234, 237, Smith's Manual. Let pupils invent changes and additions. (THREE MONTHS.) CXXXY.— Dictate Exercises 242, 240, 239, 244, 245, 246, 247, 249, 250, 251, 252, 253, 254, 256, 257, Smith's Manual. Let pupils invent changes and additions. se^^ei^te: o-i^-a-zde. PERSPECTIVE. (FOUR MONTHS.) Plave pupils do the work suggested in Krusi's Iland- Booh of Perspective Drawing, page 15 to page 21. Have definitions of the following given as required: a solid, a surface, a plane, perspective. 1. — 1. Draw a horizontal line the length of the paper and bisect it. —68 I 270 FORM. 2. Two inches and a half below the point make a point and C(iunect the two. 3. One inch and a half to the left of the vertical line draw an inch and a half square, the lower side to be two inches and a half below the first line. 4. Connect the angles of the square with the npper ex- tremity of the vei'tical line at the right. 5. One-half inch above the lower extremitv of the riiJ-ht vertical line in the square make a point. On the line at the right and opposite the point just made make a point. 6. From this point draw a vertical line to meet the line above. 7. From the upper extremity of this line draw a horizon- tal line to meet the line at the loft. 8. Erase the lines which connect the vertical and horizon- tal lines last drawn with the right vertical line. Show pupils a cube; let tliem compare it with the representation and notice the position. Teach the definition of a cube. II. — Have pupils draw cubes representing the object at the right and below the centre of vision. III. — Have pupils draw cubes j;epresenting the object in front and below the centre of vision. IV. — Have pupils draw cubes representing the object at the left and above the centre of vision. V. — Have pupils draw cubes representing the object at the rio-ht and above the centre of vision. YI. — Have 23upils draw cubes representing the object in front and above the centre of vision. Show pupils M'hat is meant by the Vanishing Point. Pupils will discover that a change in the position of the object or in the jpoint of view involves a change in the direc- tion of the lines uniting in the vanishing-point, and in the distance of the vanishing-point. Pupils will also discover that the receding lines of figures drawn will converge in the vanishing-point. FORM. 271 VII. — Dictate Exercise 7, SmiWs Perspective Drawing, No. 1, and have pupils learn definitions of the follow- in*^: T/te Horizontal Line; The Centre of Vision] The Station Point \ The Line of DireGtion; The Pic- ture Line; The Field of Vision] the Measuring, or Distance, Points. YIII. — Dictate Exercise 8, Smithes Persjyective Drawing, No. 1. IX. — Dictate Exennse 18, Smith'' s Persjpective Drawing, No. 1. Many similar lists should be given. X. — Dictate Exercise 22, Smitft's Perspective Drawing, . No. 1, and have pupils learn definitions of the follow- ing: The Ground Plane; the Picture Plane, Hori- zontal Plane', Vertical Plane. XL — Dictate Exercise 9, Smith''s Perspective Drawing, No. I. XII. — Dictate Exercise 17, Smithes I^erspective Draioing, No. 1. Many similar tests should be given. XIII. — Dictate Exercise II, Smith'' s Perspective Draw- ing, No. 1. XIY. — Dictate Exercise 20, Smith''s Perspective Drawing, No. 1. Many similar tests should be given. XV. — Draw H. L., and fix the point C. V. ; draw L. of D. and P. L.,as in Exercise 23, Smith''s Perspective Draw- ing, No. 1. Find V. P.'s and M. P.'s of V. P.'s. On L. of D. one inch above point a on P. L. make point h. Connect extremities of line a h with V. P.'s. From point a measure one inch to right on P. L. to point c, and one inch to left to point d. Connect point d with M. P. on right of C. V., and point c with M. P. on' left of C. V. Designate point of instersection of d M. P. with a V. P. as e, and point of intersection of c M. P. with a V. P. as/! From points e and f draw vertical lines to the lines h V. P. Connect the upper extremity of the left vertical line with V. P. on the right of C. V. and the upper extremity t)f the right vertical line with V. P. on left of C. V. Erase all lines not forming out- line of cube. 272 FORM. Place a cube in corresponding position and have pupils compare with figure drawn. Teach definition of Parallel Perspective-, of Angular Perspective. Have pupils practice drawing, in parallel and angular perspective, cubes of different sizes and in different positions, till they can do so readily and accurately without using con- struction lines. XYI. — 1. Construct figure I, and bisect the vertical lines of the square not in perspective. 2. Connect the bisecting points. 3. Connect the right end of horizontal line with vanishing point. 4. Erase the lower half of figure and the part of line just drawn between vanishing point and right vertical line. Teach the definitions of base, prism, and rectangular prism. XVII. — Dictate directions for drawing the prisms in Exer- cises 24, 25, and 26, Smith's Perspective Drawing, No. 1. XVIII. — Dictate directions for drawing a dictionary. Dictate directions for drawing a table. Let pupils draw other books and tables from memory or imagination. (THREE MONTHS.) XIX. — Dictate Exercises 29 and 30, Smiths Perspective Drawing. No. 2. Many tests should be given. XX. — Dictate directions for drawing a triangular prism. Teach the definition of a ti'iangitlar prism. Have triangular prisms drawn in different positions and of different sizes. XXI. — Dictate directions for drawing a hexagonal prism. Teach the definition of a hexagonal prism. Have hexagonal prisms drawn in different positions and of different sizes. XXII. — Dictate directions for drawing pyramids in Exer- cise 24, Smiths Perspective Drawing, No. 1, and in Exercise 31, Smiths Perspective Drawing, No. 2. FORM. 273 Teach the definition of o/pex] oi pyramid; oi rectangular i pyramid. I XXIII. — Dictate directions for drawing a triangular pyr- amid. I Teacli the definition of a triangular pyram^id. Have I pupils draw triangular pyramids in different positions and of various sizes. XXIY. — Dictate directions for drawing a hexagonal pyr- amid. Teach definition of a hexagonal pyramid. Have hexagonal pyramids drawn in various positions and of varying sizes. XXV. — Dictate Exercise 33, SonitJi's Perspective Draw- ing, jSo. 2. XXYI. — Dictate Exercise 28, Smith's Perspective Draw- ing. No. 1. XX\^II. — Dictate Exercise 34, Smith's Perspective Draw- ing, No. 2. Teach definition of a cone. flave pupils draw cones in different positions and of varying sizes. Give pupils much practice in drawing pails, tubs, and other articles having the form of truncated cones. XXYIII. — Dictate directions for drawing a cylinder. Teach definition of a cylinder. Have pupils draw cylinders in different positions and of different sizes. Give pupils much practice in drawing boxes, measures, as peck-measures, half-bushel-measures, etc., and other articles having the form of cylinders. (THREE MONTHS.) XXIX.— Dictate Exercises 35, 37, 38, 40 and 41, Smith's Perspective Drawing, No. 2. Review the work of the Grade. —69- 274 FORM. e!IC3-i^t:e3: C3-:e^-<^3d:e:. (FOUR MONTHS.) In the foUowino; work the directions for drawing are to be developed after the pnpils have studied the objects. XXX. — Draw twelve pi(-tures from objects placed before the pupils; as, lamps and chimneys, vases, urns, coal- hods, pitchers and goblets. Let pupils invent ornamentations to embellish these figures. (THREE MONTHS.) Have pupils decide upon the directions for drawiiig in each case before the work is beffun. XXXI. — Draw twelve pictures from objects placed before the pupils; as, barrels, tubs, jneasures, tables, chairs, urns, wash-bowls and pitchers. Let pupils invent ornamentations to embellish these. (THREE MONTH.S.) Let pupils draw groups of objects; as, a pitcher and gob- lets, a pile of books, etc. At least six such pictures must be made this term. iNTH^Tia: o-i^-^^-E. (FOUR MONTHS.) In the following work the teacher is not expected to dic- tate as minutelj' as heretofore, but will illustrate on the board. Dictate Exercises 270, 271, 272, 273, Smith's Manual. Let pupils invent additions to the above figures and other similar figures. Dictate Exercises 274, 275, 276, Smithes Manual. Require pupils to observe patterns of carpets and wall- paper, and invent at least Jive designs. (THREE MONTHS.) Dictate Exercises 285, 286, 293, 296, 299. 301, 302, 304, 306, 340, 341, Smith's Manual FORM. 275 Let pupils draw pictures of leaves of many kinds. The objects should be well studied and the proportions of the pictures determined before work with the pencil is begun. (THREE MONTHS.) Let pupils draw an original plan for a gate, a fence, a vase, a chandelier, a cornice, an urn, a group of measures, a pile of books. ^"^fe^i 276 COURSE OF STUDY COURSE OF STUDY IN THE T^T'* ^\?\^' v\\^.v\\\\\'\\^v.' ' .\i^u\\>^' % FIKST TERM. Algebra, Latin, Praxis, Spelling, German-" — Optional. Fin ST rEAB. SECOND TERM. Algebra, Latin, Praxis, Spelling, German — Optional. THIRD TERM. Algebra, Latin, Praxis, Spelling, German — Optional. SECOND YEAR. Algebra, Latin, Algebra, Latin, Geometry, Latin, Praxis, Praxis, Praxis, Spelling, Botany — 3 mos.. Spelling, Aritbmetic, Spelling, Mod. Europ'n Hist V, German— —Optional. German — Optional. German — Optional. THIRD TEAR. Geometry, Latin, Praxis, Spelling, Natural Philosophy, German — Optional. Geometry, Trigonometry, Latin, Latin, Praxis, Praxis, Spelling, Spelling, Natural Philosophy,, Middle- Age History German — Optional. iGerman — Optional. Trigonometry, Latin, English Literature, Ancient History, German — Optional. FOURTH YEAR. Chemistry, Latin, English Literature, Science of Govern't, German — Optional. Geology, Latin, English Literature, German — Optional. Rhetorical Exercises. — Declamations original and select, discussions, recitations and essays — three Fiiday afternoons, every month. Vocal Music. — Three half-hour exercises weekly. APPENDIX. 277 |¥ P P E N D I X . SCHEDULE OF TIME FOR GENERAL LESSONS. One week. — Show pupils how to nse slates and pencils. Assist them in learning to write. Five weeks. — Plants — leaves. Six weeks. — Human bodj^ — head, trunk. Ten weeks. — Animals — Ungulata. Three weeks. — General review. Six weeks. — Human Body — upper extremities, lower ex- tremities, and review of first grade work. Four weeks. — Animals— Carnivora. Five weeks. — Plants — stems, roots, review of first-grade work. SrEZOOISTID O-I^-^^IDE. Eight weeks. — Plants — review of first grade work, flowers, fruit. Two weeks. — Human Body — review of first grade work. Six weeks. — Human Body — digestion. Four weeks. — Animals — Kodentia. Three weeks. — Animals — review of Ungulata and Car- nivora. Two weeks. — General review. Seven weeks. — Animals — Birds, Reptiles, Amphibians. Two weeks. — Human body — circulation. Two weeks. — Human Body — review of first and second grade work. Two weeks. — Plants — seeds, buds. Two weeks. — Plants — review of first and second grade work. -70- 278 APPENDIX. Six weeks. — Plants — l^ntrition, kind as to structure and duration, uses, review of first and second grade work. Eight weeks. — Human Body — First Series completed and reviewed. Four weeks. — Animals — Fishes, Articulates, MoUusks, re- view of First Series. Six weeks. — Place, A Journey to Montgomery. (See page 119.) Twelve weeks. — Animals — Second Series Rurninantia. Four weeks. — Plants — First Series completed and re- viewed. In the fourth, fifth, sixth, seventh eighth and ninth grades the general work is done as indicated below: September and October, — Plants. November, December, and January, — Human Body. February, — General review of year's work. March, April and May, — Animals. June, — Plants. PLAN I. LANGUAGE.— First Series. SINGULAR AND PLURAL FORMS. Lead pupils to form sentences containing the singular form of the noun. This may be done by asking pupils to tell what animal runs, plays or jumps. Several sentences will be given similar to the following: A dog runs. A squirrel runs. A cat plays. A lamb plays. A horse jumps. A cow jumps. Have pupils talk about the color of different animals they have seen; as, My cat is white. John's dog is black, A red cow is in the lot. A black horse ran away. APPENDIX. 279 In a similar way require pupils to name parts of animals and objects. Lead pupils to form sentences containing the plural form of the nouns, by asking them to tell of more animals than one that run, jump or play. Sentences like the following will be given: Horses run. Cows ru]i. Cats play. Dogs play. The teacher may then ask pupils to tell the color of cats and other animals; as, Cats are ijrav. Cats are black. Cats are white. Cats are black and white. Pupils should be led to correct all mistakes in the nse of the verb; as, He said. The boys is playing, for The boys are playing. Train the pupils, so that- when the teacher gives a sen- tence containing a noun and a verl) in the singular, they will ofive a sentence containino- the same noun and verb in the plural forms, and vice versa. The teacher says, I will say something about one and you may say the same al)Out more than one. Teacher. Pupil. A horse jnmps. Horses jump. A boy work. Boys work. A girl studies. Girls study. A girl is playing. Girls are playing. A horse has a mane. Horses have manes. Now I will say something about more than one, and you may say the same about one. Teacher. Pupils. Doijs liark. A ([ou: barks. Squirrels are quick. A squirrel is quick. Horses have manes. A horse has a mane. Cows have horns. A cow has horns. If I talk about one, you may say the same about more than one; or, if I speak of more than one, you may make the same statement about one. Teacher. Pupil. A boy is in the room. Boys are in the room. Good boys study. A good boy studies. Cats have claws. A cat has claws. A book has leaves. Books have leaves. 280 APPENDIX. Continue this drill until pupils answer correctly and promptly. Lead pupils to give sentences containing a series of nouns in the singular; as, A boy, a girl, a cat and a dog run. Mary, John and Willie are good. Lead pupils to form sentences containing a series of nouns in the plural; as, Squirrels, rabbits, cats and dogs play. Lead pupils to combine sentences by having them tell one thing about a boy and another about a girl ; as, A boy works and a girl plays. Boys study and girls work. The boy is writing and the girl is reading. Conversational lessons of fifteen minutes in length, em- bodying the points in the foregoingj^^^^^jmay be given for a period of two w^eeks, provided they are made in jpractice what they are called in theory, viz., conversational lessons. PLAN II. LANGUAGE— First Series. THE USE OF A AND AN. In this lesson the teacher should have many objects to present to the pupils. 1. Lead pupils to form sentences in which a is used to limit a single noun. The teacher places on a desk several objects whose names begin with consonants. Many pupils are required to take different objects and tell what they have.- Sentences similar to the following may be obtained : I have a book. This is a slate. This is a cup. A pencil is on the desk, etc. 2. Lead pupils to form sentences in which a is used to limit several nouns combined. The teacher requires a child to take several objects from the desk and tell what he has. In this way the teacher may obtain many sentences similar to the following: I have a book, a pencil, a slate, a knife and a vase, Frank gave me a cup, a cap, a bottle and a ruler. APPENDIX. 281 Name four things that you saw on your way to school this morn in 2;. I saw a horse, a cow, a cat and a dog. Pupils should be led to correct all mistakes. 3. Lead pupils to form sentences in which an is used to limit a single nonn. This may be done by having pupils take objects whose names begin with vowels. In this way a variety of sentences may be obtained; as, You have an apple. Ella has an orange. Mother gave me an ivy. The man cuts wood with an ax. In the use of the word a/^, pupils make mistakes similar to the following: I saw a ox draw a load. John gave a apple to Frank. 4. Lead pupils to form sentences in which an is used to limit several nouns combined. The teacher has pupils take certain objects and tell what they have ; as, I have an apple, an ivy, an overshoe and an apron. Mary has an arm, an ear and an eye. An inkstand, an ivy, an overcoat and an orange are on the table. Pupils correct as follows: I said a for an, or, I said a when I should have said an. 5. Lead pupils to form sentences in which a and a7i are used to limit nouns in the same sentence. At first the teacher may show the objects and require pu- pils to tell what she has. Many sentences should be obtained similar to the fol- lowing: You have an apple, a book, an ax, a slate, an ivy and an inkstund. A knife, an apple, an orange, a pencil, a ruler, aiid an iron are on the table. 6. Lead pupils to give sentences rapidly. Ro(|uire them to form sentences using a and an alternately, as follows: I have a book. He has an overcoat. That is a slate. This is an egg. A fish swims. An oyster lives in the watei-. There is an organ in the High School; the one who plays it is an organist. Present objects and have pupils give names of them, as follows : -71- 282 APPENDIX. An apple, An oil-can, An orange, A slate, An awl, A dnck. An egg, An apron, An acorn, A pencil, A stick. An ink-stand. 7. In a similar way cause pupils to form sentences involv- ing the use of the articles a and an before nouns limited by adjectives ; as, John is a good boy. I saw an old man. I see an open box, au iron ring, an old book, and an oval frame. Pupils make many mistakes in the use of the articles a and an in mvine; sentences and in writino: them. PLAN III. LAXU UA a E.— First Series. THE USE OF THE ADJECTIVES GOOD, BETTER, BEST. 1. Lead pupils to form sentences containing the positive form good. Show an apple and obtain a sentence similar to the fol- lowing : You have a good apple. 2. Lead pupils to form sentences containing the compara- tive form better. Show another apple larger and better looking than the one just shown. Let pupils compare. Have a pupil select the apple he prefers and tell the class which one he has taken. A sentence similar to the foUowinc; will be ffiven: I have taken the best apple. Call upon others. If pupils fail to give the comparative form, the teacher must tell them what to say. Question to obtain many sentences similar to the fol- lowing : I gave the better apple to Ella. Ellen is the better girl. This is the better book. I have the better pencil. 3. Lead pupils to form sentences containing the positive and comparative forms. APPENDIX. 283 Have pupils take both objects and talk about them; as, This is a good apple, but that is the better one. My peach is good, but yours is better. Continue this drill until pupils discover that in comparing two objects the comparative form is used. Pupils may be led to make a statement similar to the followino;: In speaking of two, we say one is good and the other is better. 4. Lead pupils to give sentences containing the superla- tive form. Show a third apple larger and better than either of the first two. As before, a child selects the one he prefers and gives reasons for making the selection. 5. Lead pupils to give sentences containing the three forms. Have them talk about three objects and make sentences similar to the following: That apj)le is good, this one is better, but that one is the best. Lead pupils to correct mistakes. 6. Talk about more than three objects and continue the drill until pupils discover that the superlative form is alwa^^s used in comparing three or more objects. Have pupils state when to use better and when to use best. T. Teach the spelling of the three forms. 8. Drill until the pupils, after hearing one form, are able promptly to give the otlier two. 9. Continue this work, using different adjectives, until pupils use the different forms correctly. 284 APPENDIX. PLAN IV. LANG UA GE. -First Series. THE USE OE THIS, THAT, THESE, AND THOSE. To work effectively the teacher should be supplied with a variety of objects. 1. Lead pupils to give sentences containing the adjective this. Question and obtain sentences similar to the following: This book is mine. This ring is yours. May I give this apple to Frank? 2. Lead pupils to form sentences containing the adjec- tive that. Require children to point to objects and talk about them; as, That book on the desk is large. Ella gave that large red apple to the teacher. Where did you get that pretty flower? 3. Lead pupils to give sentences containing both adjec- tives ; as, This book is yours, and that one is mine. That apple is sweet, and this one is sour. Drill until pupils discover when to use this and when to use that. 4. Lead pupils to give sentences containing the adjective these. Have a pupil take two or more objects and tell what he has done. An answer similar to the following will be given: I took them apples, or I gave them apples to you. Question pupils until the correct answer is given. Obtain many sentences similar to the following : These books are mine. John gave these marbles to me. May I put these spools in the box? 5. Lead pupils to give sentences containing the adjective those. APPENDIX. '^85 As before, require pupils to point to two or more objects and talk about thein. Sentences similar to the followins; may be obtained: & %j Those pictures are pretty. Bring nie those large flowers. Drill until pupils discover when to use these and when to use those. Drill until pupils avoid the use of them for these or those. Have different kinds of apples and several of each kind ; also, pencils, books, etc. Ask pupils to tell how many kinds of apples are on the table. Have a pupil select the kind he likes best. By requiring him to make a statement telling which kind he likes best, a sentence similar to the following will be given : I like these kind the best. Call upon others and, if possible, obtain the correct state- ment. Have pupils point to them and tell which is large or small, green or red, etc. Question for and obtain sentences similar to the following: That kind of pencils is long. Can you get this kind down town? This kind of apples is red and that kind is green. I like that kind of marbles better than this kind. Drill until pupils discover that it is wrong to say these kind or those hind. Lead pupils to correct as follows: He said these kind for this kind, or those kind for that kind. PLAN V. LAJSTG UA GE. —First Series. THE VERB SEE. 1. Lead pupils to form sentences involving the use of the verb see in the present tense. —72— 286 APPENDIX. This can be done by showing pupils an object and asking what it is, and how thej know. 2. Lead pupils to form sentences containing the verb see in the absolute past tense. Show an object, and then, while puj)ils are looking at it, put it away. Ask where it is, and how they know. Obtain many sentences similar to the following: 1 saw your watch. I saw you put your watch in your pocket. I saw Mary's book. John saw Henry last night. The teacher saw you whisper. I saw him playing in the school-yard. I saw him on tiie grass in the front yard. 3. Lead pupils to form sentences containing the verb see in the relative present tense. Talk with pupils about some object which they have seen, and ask them how they know how it looks. Many sentences similar to the following may be obtained: I have seen it. I have seen an elephant. I have seen your sister, etc. How does Ella know about these objects that we have been talking about? She has seen them. Ella has seen an elephant, etc. Write two sentences on the board, one containing has seen and the other have seen. Pupils read the sentences. 4. Lead pupils to form sentences containing the verb see in the relative past tense. Show an object and talk with pupils about it. Ask how many knew it before, and how thej^ happened to know it. I knew it because I had seen it. Obtain many sentences, and write one on the board. Pupils now say, AVe use the words have, has and had with see7i\ or, With seen use have, has and ha/L 5. Drill pupils in giving the parts until, when the teacher gives one part, the pupils will give the other two. I will give one part and you may give the other two. Teacher. Pupil. See, Saw, seen. Saw, See, seen. Seen, See, saw. APPENDIX. 28 >-r When I give a sentence containing one part of the word, you may give a sentence containing the other parts. Teacher. Pupil. I see a girl. I saw a girl. I have seen a girl. I saw a horse, I see a horse. I have seen a horse. I have seen an apple. I see an apple. I saw an apple. Continue to drill until pupils understand and can give the parts of the verb see correctly. A similar plan for other irregular verbs may be followed. PLAN VI. IjANGV AGE.— Second Series. THE SENTENCE. The teacher comes before the class with a number of objects in hand; as, a book, an apple and a pencil. Tell me what I have here. An apjile, a book and a pencil. Look at these and tell me something about them. After the pupils have given many sentences, the teacher selects, we will suppose, the following: The pencil has a point. XoTE. — As much tact is required on the part of the teacher in selecting tlie most appropriate sentence as in any other part of the work. Note. — Pupils spell all words and teacher writes them on the board. The teacher, now holding the pencil before the pupils and requiring their close attention, continues: What was the first thinar I did in this lesson ? You showed us a book, an apple and a pencil. What did I do next 'i 288 APPENDIX. You told ns to look at them and say something about them. What then did vou do? We looked at them. What next? We said something about them. Did you not do something before you talked? (Children think: — hands are raised.) We thought. Yes, that is right; you thought. Note. — Let the whole class repeat and spell the word thought. What did you do after you thouo-ht? We told you what we thougnt. How did you tell me what you thought? We told you promptly. What did you use when you told me what you thought? We used our tongues. Note. — It will be noticed that the last two answers are not wanted. Such replies must be expected, however, and may be met by the teacher in some way like the following : What else did you use when you told me what you thought. We used words. That is what I wanted you to say. N OTE. — All repeat and spell we used words. The teacher now refers to the sentence as seen upon the board, viz: The pencil has a point. What are these upon the board? Words. What do thev do? Thev tell a thoup-ht. Note. — When the pupils are slow to answer, a rapid re- view of the few previous points gained will seldom fail to secure the desired reply. Because they tell a thought, what may we call this whole group of words? The telling of a thought. The telling of a thought how? By words. APPENDIX. 289 What, then, may we call the whole grouj) of words? The telling of a thought by words. Who can give me a word to use instead of telling ? (Hands raised.) Showang. — Saying. I will give it. — Expression. Tell me what this is on the board and use the new word. The expression of a thought by words. (Pupils repeat and spell.) By what other name may this group of words be called? A sentence. Note. — Pupils will not fail to give the word sentence ; they have had it many times in their reading exercises. Now tell me what a sentence is and say the word sentence last. The expression of a thought by words is a sentence. Note. — Pupils spell words, and, after individual repeti- tions, the teacher writes the definition on the board. Let pupils make five other sentences about the pencil or other objects in the school-room. The teacher writes them on the board. The words should all be spelled by the pupils. PLAN VII. LANGUAGE.— Second Series. THE PLURAL OF NOUNS— GENERAL LAW. Lead j)upils 1. To give nouns denoting one. 2. To change them so that they will denote more than one. 3. To state the different uses of the two forms. 4. To note the difi^erence in the sounds of the two words. 5. To find on the printed page the manner of represent- ing this difference. 6. To name and define each form. T. To state and write the law for writing the plural form. 8. To PRACTICE. -73- 290 APPENDIX. PLAN VIM. LANG UA GE.— Second Series. THE PLURAL FORM OF NOUNS— SPECIAL LAW NUMBER ONE. Let pupils spell words in both forms, both by sounds and by letters ; let them state the exact difference in each case. Pronounce a word ending, in the singular, with one of the sounds represented by s, z, s/i,zh, ch (as in church), or j^ and let the pupils 1. Pronounce it. 2. Change it, so that it shall denote more than one. 3. Spell both words by sounds. 4. State the difference between the sounds of the two words, 5. Discover that the difference involves an extra impulse of the voice (syllable). 6. Discover, by giving the sounds of the words, why an additional syllable is necessary. 7. Determine, without reference, how to represent that difference. In a similar manner, let pupils dispose of many words ending in sounds as above, after which let them 1. Give law just learned and associate it with that previ- ously learned. 2. Practice by writing sentences in which these words occur in both forms. PLAN IX. PLANTS. MATTER. Parts of the Flower. — The outer cup of the flower is called the calyx. The inner cup of the flower is called the corolla. APPENDIX. 291 The jDart or parts in the centre of the flower are called the pistil. The parts around the pistil and within the corolla are called stamens. A flower has a calyx, corolla, stamens and pistil. The parts of the corolla are called petals. The parts of the calyx are called sepals. METHOD. (Each pnpil should be supplied with proper specimens.) Lead pupils to discover that the flower has parts. Call the attention of the pupils to the calyx and corolla. Have them And corresponding parts in other flowers. Lead them to notice that these two parts are cup-shaped and are called cups. Next lead thein to discover the position of each cup. Tell them that each cup has a name ; that the outer cup is called calyx, and the inner one corolla. Write both terms on the board and drill in spelling. Have them show many flowers and point out the calyx each time, and tell what is called the calyx. Do the same with the corolla. Pupils spell all words, tell how the statements should be written, and write on slates. Lead pupils to state that the calyx is generally green, while the corolla is usually of some other color. By examining flowers pupils discover a part or parts in the centre of each. Give the term pistil and write it on the board. Drill in spelling. Have pupils find the pistils of many flowers. Pupils tell what is called the pistil and write the statement on their slates. Bv a closer examination pupils are led to discover and state that there are parts around the pistil and within the co- rolla that do not look like the pistil. Give the term stamens and write on the blackboard. Pupils spell the word and tell what are called stamens. Pu- pils write as before. Pupils i-ead the work written on the slates. 292 APPENDIX. The teacher should criticise the work in respect to neatness, capitalization and punctuation. Pupils should now have practice in iinding the parts of flowers. Have pupils take flowers, point to each part and, as they do so, make a statement similar to the following: This flower has a calyx, corolla, stamens and a pistil. Place on the pupils' desks raonopetalous, lobed monopeta- lous and polypetalous flowers. Have them examine the corollas closely and compare them. Pupils discover and state that the corolla in some flowers is in one piece, in others consists of njany parts or pieces. Have pupils call these parts leaves. Give term jpetal and write on the board. Pupils spell and tell what is called a petal. Have pupils write on slates. Have pupils describe the corolla as follows : The corolla to this flower is in one piece, or the corolla to this flower is divided. The pansy has five petals, etc. Pupils should examine and describe the corollas of many flowers. The same plan should be followed for teaching sepals. PLAN X. PLANTS. MATTER. $66dS. — The outer parts of the seed are called coats. The inner part of the seed is called the kernel. A seed has coats and a kernel. The part of the kernel that grows is called the embryo. The starch-like substance which nourishes the embryo in germination is called albumen. The kernel consists of the embryo and albumen. APPENDIX. 293 METHOD. A few days previous to giving this lesson the teacher should plant a few seeds and have them well sprouted. Each child should also be supplied with beans thoroughly soaked. Review the definition of a seed. By examining the seeds closely the pupils discover that the seed, as well as the leaf or flower, has parts. Lead them to see that the outer parts protect the inner part and are called coats. Obtain the term kernel by referring to the part of a nut that is eaten. Tell them that the inner part of the seed is called the kernel. Drill in spelling and have the statements written on the slates. Have pupils examine many seeds. Pupils state that the seed has coats and a kernel, and write the statement on slates. Have pupils examine the kernel closely and state that there are two parts to it. Remove the seeds from the soil and have pupils examine them. In this way they will discover and state that one part of the kernel grows and forms the plant. Tell them that the part of the kernel which grows is called the evxhryo. Pupils spell, define, and write the definition on their slates. In previous lessons pupils have been taught that growth requires food. They can easily be led to see that the em- bryo has no roots, as the plant has, to take in nourishment from the soil, and that while it is sprouting it must be fed or nourished by something. Lead them to observe that a certain part of the kernel when planted becomes soft and jelly-like, or is changed to sap. Let them examine Indian corn in the same way and lead them to discover that this substance is starch-like. The pupils now understand and will state that the kernel has a starch-like substance which nt)urislies the embryo while sprouting. — T4— 294 APPENDIX. Give the tei-m germinating for sprouting and from this ob- tain the term germination. Tell them that this starch-like substance is called albumen. Pupils spell, define, and write the definition of albumen on their slates. PLAN XI. ANIMALS.— Second Series. RUMINANTS. MATTER. I. Parts of the Cow.— The cow has a large, broad head; a large body covered with hair; short legs and cloven feet. The cow has a short, thick neck, from which hangs a broad piece of skin called a dewlap. The cow has hollow horns; a broad naked muzzle; no front teeth in the upper jaw; large front teeth in the lower jaw; large, broad, back teeth in both jaws; and along, rough tongue. II. Habits. — The cow eats vegetable food (corn, ha3', grass, roots.) The cow uses her lon , .• fLids. Protesting ,' -r, .^ ^ \ Brows, Organs. * I. Lachrymal Glands. APPENDIX. '299 OUTLINE 4. 8 >5i I g 8 <« •? ■-N r (This is the outline of a graduation-part.) (1) Refer to belief somewhat general, tliat the race is degenerating in- tellectually ; that there are not so great men now as in times past. (2) Propose to show that this belief is not well-forinded ; that the race is improving intellectually. s < Compare Fielding and Dickens — sliowing the great im- provement of the modern novel over that of earlier times. Compare the oral history of the ancients, mingled with superstitious legends, with the clear, methodical, concise histories ot the present. Compare Essayists of past ages, even of the Addisonian age, with Carlyle and Emerson — showing the advance made. Show how the growth of mind has given rise to the valu- able department of Literary Criticism. ^•1 o c I. Contrast the disadvantages under which Galileo labored with the advantages of Darwin, Spencer, Huxley — the latter having eager multitudes to investigate with and en- courage them — shovvinfT the -i 3 ■*-» C4 2, u O Ph o 3 I. Compare England with the United States; Germany with France — to show the effect of universal education. ^ I 2. Show the wonderful spread of education within a c [_ years. fe\ fe'S S
  • -, , u> b/) 1> c c 0-, ■^A J3 13 H •Xl 1. Show that the true poet must wait for posterity for fame. 2. Show th3t the contemporaries of Homer, Shakespeare and Milton had little appreciation of these poets as com- pared with the appreciation in which they are now held. 3. Prophesy that there are modern poets who, when years shall have rolled by, will stand as high as they. 8 ":; j Summary of proofs. •^ / Statement of conclusion. 1 300 APPENDIX. DAILY PROGRAMME ■ OF MORNING. Time. Recitations. Studies. 9 to 9-10 Ope ning Exercises — Music. r A Writing Reading J Lesson, " 9-30 C Pweading. "* B Forming Sentences 1^ with Letter-Cards. j'B Reading. " 9-50 A Reading. J CW riting,or Forming ' Words and Sentences [ with Letter-Cards. " 10 Writing, " 10.05 Recess. " 10-30 General Lesson. •' 10-35 Recess. " 11 C Number. C A and B Copying ) General Lesson. " 11-05 Recess. (C Dismissed.) " 11-20 B Reading. A Number. " 11-25 Physic ;al Exercises — Marching. " 11-45 A Number. B Reading. " 11-55 Examination of Slates. Dismissal. 1-30 AFTERNOON. to 1-45 Language. " 2-05 B Reading. A and C Reading. " 2-20 C Reading. ( A Writing. I B Number. " 2-30 Music. " 2-35 Recess. (C Dismissed. | " 2-55 B Number. A Reading and Num- ber. " 3-10 A Reading. B W riting. " 3-30 Drawing. Dismissal. 1 APPENDIX. 301 DAILY PROGRAMME OF TITTI^ID 0-2^-^3DE, : FORENOON. Time. Recitations. Studies. 9 to 9-10 OpeningExercises — Music. " 9-35 B ReadiDg. A Number. " 10 A Number. B Number. " 10-05 Recess. " 10-30 B Number. * A Reading. " 10-35 Recess. •' 11 (I) General Lesson. " 11-05 Recess. B Reading, and Re- ' '^11-30 A Reading. <| producing General 1 Lesson. " 11-35 Recess. " 11-45 Writing. " 11-55 Examination of Slates. "12 Dismissal. AFTERNOON. 1-30 to 2 Language. rA Reading, and Re- : " 2-20 B Reading. } producing General | [ Lesson. i " 2-30 A Number. B Language. 1 " 2-35 Recess. " 2-45 B Number. A Language. '• 3-05 A Reading. B Reading. " 3-10 Fhysica Exercises. i " 3-30 Drawing. " 3-35 1 Disn lissal. limals, or Place. (■ j (i) Plants, Human Body, Ai —76— il 302 APPENDIX. DAILY PROGRAMME OF siszTiz <3-:e^.^i:5e. FORENOON. Time. Recitations. Studies. 9 to 9-15 Opening Exercises. " 9-35 B Number. A Number. " 10 A Number. B Readinsr. " 10-05 Recess. " 10-30 (i) General Lesson. " 10-35 Recess. "11 " 11-05 Biography. Recess. " 11-30 Drawing. " 11-35 Recess. "11-55 B Reading. A Reading. " 12 Dismissal. 1-30 AFTERNOON. to 2 " 2-05 Language. Recess. " 2-30 " 2-35 A Reading. B Geography. Recess, " 3 " 3-05 B Geography. A Geography. Recess. " 3-30 " 3-35 A Geography. B Number. Recess. " 4-10 " 4-15 Writing. Dism issal. (i) Zofilogy, Botany or Physiology. APPENDIX. 303 DAILY PROGRAMME -OF- i^in^om c3-i^.A.iDE. MORNING. Time. Recitations. Studi 9 to 9-15 Spelling. "10 Algebra. " 10-05 Recess. " 10-30 Book-keeping. " 10-35 Recess. "11 B Language. A Algebra. " 11-05 Recess. "11-30 A Language. B Language. " 11-35 Recess. " 11-55 B Historv. A Language "12 Dismissal. 1-30 (I) AFTERNOON. to 2 General Lesson. " 2-05 Recess. " 2-30 A History. B History. " 2-35 Recess. " 3 B Reading. A Historv. " 3-05 Recess. " 3-30 A Reading. B Reading, " 3-35 Recess. " 4-10 (2 & 3) Natural Science. " 4-15 i Dismissal. (i) Rhetorical Exercises Friday Afternoon. (2) Music on Tuesdays and Thursdays. (3) Physiology, Zoology and Botany, one term each.