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 Volume 2 
 
 March 1907 
 
 Number 2 
 
 
 UNIVERSITY OF ILLINOIS 
 
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 HISTORY IN THE GRADES 
 
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 ti'js • 4 
 
 1. Course of Study. 
 
 2. Methods of Instruction. 
 
 3. Bibliography. 
 
 
 Published Quarterly by the Lewiston State Norma! School at 
 Lewiston, Idaho. 
 
 wjfo'm 
 
 
 Entered «• second-class matter, August 5, 1905, at the Postoffice at Lewiston, Idaho, under Adt of Congress 
 
 of July 16, 1894. 
 
Digitized by the Internet Archive 
 in 2017 with funding from 
 
 University of Illinois Urbana-Champaign Alternates 
 
 https://archive.org/details/historyingradesOOtalk 
 
STATE CAPITOL BUILDING, BOISE, IDAHO. 
 
HISTORY IN THE GRADES 
 
 1. Course of Study 
 
 2. Methods of Instruction 
 
 3. Bibliography 
 
 UNIVERSITY OF ILLINOIS 
 
 PRESIDENT’S OFFICE. 
 
 HENRY L. TALKINGTON 
 
 Department of American History and Civics 
 Lewiston State Normal School 
 
PREFACE. 
 
 in no department of learning has greater advancement been 
 made during the last few years than in the department of 
 history. There are histories of the world, histories of nations, 
 histories of great movements and great events, and histories 
 of men, all well written and by the ablest scholars. In the 
 course of study, and the credit allowed for the work done, col- 
 leges and universities make the subject of history co-ordinate 
 with other branches and some of the strongest men in these insti- 
 tutions are those in charge of this work. The secondary schools, 
 too, give history equal rank with other studies, but outside of 
 the city schools the grades have not shared in the great ad- 
 vantages resulting from the advancement in historical scholar- 
 ship. 
 
 In the course of study prescribed for the grades in the public 
 schools of a state it will be seen that while at least twelve to 
 fifteen per cent of the child’s time is given to the study of read- 
 ing, language or arithmetic, only five to six per cent is given to 
 the study of history. Though in other subjects the child is 
 abundantly supplied with books suitable to his grade, in history 
 practically all of the work is done with one or two books. The 
 desire to improve the grade work in history is quite general and 
 there are hundreds of good books on this subject, but it has not 
 been clear what should be taught in the different grades, where 
 the proper books may be obtained, or how the work is to be pre- 
 sented. This pamphlet has been prepared with a view of help- 
 ing along these lines, and the work is divided into three parts. 
 
 Part T. deals with the course of study for grade work in 
 history, showing what the leading schools of Europe are do- 
 ing and what the committees appointed in the United States 
 to investigate the subject have recommended for the work in 
 each of the grades. 
 
 Part IT. deals with methods of instruction, calling at- 
 tention to the most important points in the presentation of this 
 subject, 
 
Part III. is a bibliography, with books arranged according 
 to the grades. 1 
 
 It must be kept in mind, however, that there can be no 
 final classification of books exactly suitable to all schools. The 
 children of the fourth grade of one school may have had more 
 history, or may be better prepared for a certain book than the 
 children of the seventh grade of another school. The teacher 
 should test the book and see whether it is the proper one for 
 the grade in which she desires to use it. In this work no book, 
 map, or picture is recommended which has not been examined, 
 and no method is advocated which has not been tested by the 
 the author. 
 
 If the collection and classification of this material and its 
 adaptation to the grades shall aid in any way the schools of 
 Idaho, the author will feel abundantly repaid. 
 
 HENRY L. TALKINGTON. 
 
 Lewiston, Idaho, April 16, 1907. 
 
COURSE 
 
 
 
 History in 
 
 Grade 
 
 Age 
 
 German Gymnasium 
 
 I 
 
 6 
 
 
 II 
 
 7 
 
 
 III 
 
 8 
 
 
 IV 
 
 9 
 
 Mythology 
 Classical and 
 German 
 
 V 
 
 10 
 
 Mythology 
 Classical and 
 German 
 
 VI 
 
 1 1 
 
 Greek History 
 correlated with 
 Geography 
 
 
 
 Roman 
 
 VII 
 
 12 
 
 
 
 
 Mediaeval 
 
 VIII 
 
 1 
 
 13 
 
 
 TIME— I. 
 
 2. 
 
 3. 
 
 4. 
 
 German schools 
 French schools * 
 Committee of te 
 Proposed Cours 
 
COURSE OF STUD YJN HISTORY FOR THE GRADES. 
 
 
 
 History in the Schools of 
 
 Reports of Committees on Study of History in the United States 
 
 Grade 
 
 Age 
 
 German Gymnasium 
 
 French Lycees 
 
 Ten 
 
 Seven 
 
 Eight 
 
 Proposed Course 
 
 I 
 
 6 
 
 
 
 
 
 
 
 11 
 
 7 
 
 
 
 
 
 
 
 III 
 
 8 
 
 
 Biography 
 
 
 Stories 
 
 Greek, Roman 
 English, Ameri- 
 can, Norwegian 
 
 
 Stories 
 
 Greek and 
 Roman, English 
 and American 
 Norwegian 
 
 IV 
 
 9 
 
 Mythology 
 Classical and 
 German 
 
 Biography 
 
 (French) 
 
 
 Biography 
 
 Greek, Roman 
 German, French 
 English, Ameri- 
 can 
 
 
 V 
 
 10 
 
 Mythology 
 Classical and 
 German 
 
 Biography 
 
 (French) 
 
 Biography and 
 Mythology 
 
 Greek and 
 Roman History 
 to 800 A. D. 
 
 American History 
 Discoveries 
 
 1492-1600 
 
 Greek History 
 
 Roman History 
 
 VI 
 
 11 
 
 Greek History 
 correlated with 
 Geography 
 
 The Orient 
 
 Biography and 
 Mythology 
 
 Mediaeval and 
 Modern History 
 from 800 to 
 present 
 
 Settlements 
 
 1600-1763 
 
 Mediaeval 
 
 Modern 
 
 VII 
 
 12 
 
 Roman 
 
 Greece 
 
 American 
 
 History 
 
 English History 
 
 1763-1825 
 Covering North 
 and South 
 America 
 
 European discov- 
 erers and explor- 
 ers of America 
 
 U. S. History to 
 1825 
 
 VIII 
 
 13 
 
 Mediaeval 
 
 Rome 
 
 Greek and 
 
 Roman History 
 
 American History 
 
 1825-1907 
 
 Trace industrial 
 and political de- 
 velopment and 
 expansion 
 
 U. S. History 
 from 1825 
 
 Civics 
 
 TIME-1. 
 
 2 . 
 
 3. 
 
 4. 
 
 German schools give three hours per week throughout entire course. 
 
 French schools give one and one-half hours, except last year, when it is two to four hours per week. 
 Committee of ten recommended three forty-minute periods per week. 
 
 Proposed Course gives same time allowed all regular studies. 
 
COURSE OF STUDY. 
 
 “Before a child is ready to study history he should 
 simply become familiar with its elements, in biographies, 
 stories, pictures and objects.” 
 
 In planning a course of study for the grades, it should be 
 kept in mind that eighty-five per cent of the children never 
 reach the High School ; that work in history as in other sub- 
 jects, must be adapted to the child’s intellectual condition; that 
 history should be given as much time and as serious considera* 
 tion as any other branch of study in the course; that “helps” 
 are as necessary in this work as in any other ; that the subject 
 may and should be correlated with the other branches and that 
 local conditions determine the amount and character of the work 
 that can be done. 
 
 The value of grade work in history is at least five fold. 
 
 1. The Worth of the Facts Obtained — All human prog- 
 ress is made by adding to what has already been accomplished, 
 hence the importance of knowing the pa'st. 
 
 2. The Intellectual Discipline Gained — The child should 
 not only remember, but interpret what he reads, or to put it in 
 another way, he is more likely to remember it if he understands 
 what he reads. 
 
 3. Acquaintance with Boohs and Skill in Their Use — The 
 pupil should be taught to help himself by showing him how 
 and where to find certain kinds of information. 
 
 4. The Value in the Formation of Character — The char- 
 acter of the child is determined by the standards which he 
 adopts in moulding it, therefore, it is necessary to set before 
 him right ideals and to arouse within him a laudable ambition. 
 
 5. The Awakening of an Interest for Future Work — Con- 
 tinued growth is possible only where the child is sufficiently in- 
 terested to continue his work. 
 
 Just what the course of study shall embrace, however, ’ 
 must be determined bv the ideal towards which the teacher is 
 working and the actual conditions' of his school. The city, the 
 town and the rural school all differ in the number of their 
 
teachers, size of libraries, and the time that may he given to 
 any one subject. Regardless of conditions, United States His- 
 tory should be made the principal subject in the course of study 
 in history for the grades, and all the work should be adapted to 
 the child’s intellectual development. The diagram on pages 
 1 and 5 shows what is being done and what is recommended by 
 those best prepared to speak on this subject, and every school 
 'vill be safe in adpating these recommendations to its own 
 conditions. 
 
 Third Grade. 
 
 The work of this grade should deal largely with the home 
 life of a people. 
 
 1. The domestication of the dog, the horse, the sheep, 
 the cow. 
 
 2. Growing of vegetables, the cultivation, harvesting and 
 threshing of grain. 
 
 3. Kinds of animals hunted and methods of fishing. 
 
 4. Metals, kinds, how mined and prepared for use. 
 
 ■V Clothing, of what made. 
 
 6. Farming implements and household utensils. 
 
 7. Means of travel, both on land and water. 
 
 8. Kinds of money and methods of trade. 
 
 9. Government, the family, the clan and the tribe. 
 
 The character side of this work may be done by the 
 teacher reading or telling stories of the heroic Greek, the brave 
 Roman, the hardy adventurous pioneers of America or the 
 chivalrous Knights of the Middle Ages. The child should be 
 encouraged, and to some extent be required fo repeat orally 
 what is told him, or he may reproduce it in his language work 
 in written form. ' 
 
 Fourth Grade. 
 
 At this time the child, intellectually, is in the heroic age. 
 He likes action, contests, “hair-breadth” escapes, men and wo- 
 men who accomplish something. The human element appeals 
 most strongly to him, hence the work should be largely biograph- 
 ical, representing men and women of high character and prim- 
 itive life. 
 
 The Spaniards were for the most part cruel. Cortez and 
 Pizarro slew their thousands and their lives and work form 
 
an exciting story, but they do not represent the kind of ideals 
 that should be set before children. Webster and Calhoun were 
 grand men, but the grandeur of their lives is not of a kind that 
 can be understood or appreciated by children ; but men like 
 John Smith, Roger Williams, William Penn, John Winthrop, 
 James Oglethorpe, Washington, Samuel Adams, Boone, Lewis 
 and Clark, Whitman, Fremont, Lincoln, Roosevelt, and many 
 other men, both American and European, will furnish plenty 
 of material for work in this grade. The warrior, the orator, 
 the scientist, the scholar, the statesman, the reformer, may all 
 be passed by for reasons that are apparent. While character 
 and the cultivation of a taste for reading are the main things 
 sought in this work, many others are gained incidentally. 
 
 1. The hardships of the early, colonists are clearly set 
 forth in the lives of John Smith and John Winthrop. 
 
 2. Washington represents plantation life and the aristoc- 
 racy of the South. 
 
 3. Samuel Adams is a good representative of town govern- 
 ment in New England. 
 
 4. William Penn well illustrates religious toleration and 
 the banishment of Roger Williams shows a lack of it. 
 
 5. The condition of the debtor and the poor generally, is 
 brought out in . the life of Oglethorpe. 
 
 6. Boone, Lewis and Clark, Fremont show the difficulties 
 and the value of the work of the explorer. 
 
 7. The possibilities of the poor and the duties of the rich 
 are set forth in the lives of men like Lincoln and Roosevelt. 
 
 . . . The • presentation ' of this work falls ■ into three general 
 parts. .... ... . ...... ‘ . . \ 
 
 1 Given Orally by the Teacher — The teacher should 
 have her work so carefully planned that she can give it in parts 
 that are complete in themselves. Suppose it is the life of Boone, 
 ene can think of his clothing, his arms for defense, his food, his 
 manner of travel, incidents when a prisoner of the Indian, etc. 
 
 2. One or more of these topics may be used, giving 
 the children an opportunity to ask questions and to discuss what 
 is presented. 
 
 3. Reproduction by the children in a written exercise 
 should follow, and when necessary be repeated until the child 
 can give from memory the main facts in the story. 
 
Fifth Grade. * 
 
 In the third and fourth grades the child has learned much 
 cf the lives of the Indians, Early Europeans, the Colonists, and 
 the Pioneers of America. What they ate and wore, the kind 
 of houses and how they were built, manner of travel, roads, 
 etc. Their churches, schools and local governments, in short, 
 ( verything that a child would learn because of meeting with it 
 in his daily life. . He is now prepared to study that phase 
 of the life of the Greek and the Roman corresponding to what is 
 already known to him. His work thus far has been largely bio- 
 graphical, and biography should still be prominent, but the 
 lives of nations in their early history may be treated chronolo- 
 gicaly, omitting the more difficult parts. Grecian and Roman 
 history are both rich in material adapted to this grade of work. 
 
 Greece — 1. The Legendary period. 
 
 2. The founding and growth of its cities. 
 
 3. Their conflict with Persia. 
 
 4. The development of the cities of Athens, Sparta 
 
 and Thebes. 
 
 5. The Schools, Oracles, Architecture, Noted Build- 
 
 ings. 
 
 ffi The Olympian Games. 
 
 7. Famous Men. 
 
 8. Walled Cities and means of protection. 
 
 9. Alexander the Great and his work. 
 
 Roman History may be treated in much the same way as 
 that of Greece. 
 
 Sixth Grade. 
 
 ♦ yi 
 
 The child has in the fifth grade acquired some of the ele- 
 mentary facts in the lives of the Greeks and the Romans. 
 In the regular “Migration of the Races, ” the next nation to be 
 considered is: 
 
 The Ancient Germans — 
 
 1. Early life, including location of the people. 
 
 2. Manners and customs. 
 
 3. Wanderings through Eastern and Southern Europe. 
 
 4. Conflicts with the Romans and other Western 
 
 people. 
 
 5. The rise of the Franks, their war with the Mo- 
 
hanredans and the establishment of their empire 
 under Charlemange. 
 
 6. A brief study of Feudalism and the Crusades. 
 
 7. Life in the Village, the castle and the Monastery. 
 
 8. Some of the more simple facts in the Hundred 
 
 Years’ War. 
 
 9. The Reformation, the Puritan Revolution. 
 
 10. The political conditions of France and Spain. 
 
 11. The great commercial activity and interest in the 
 
 subject of navigation. 
 
 12. The intellectual awakening and social unrest in 
 
 Europe. 
 
 These are some of the subjects that must be partially 
 understood before one is prepared for the study of United 
 States history. 
 
 The discovery, exploration and settlement of America was 
 done by two great historic races. The Romanic, represented by 
 the Spanish and the French, and the Teutonic, represented 
 by the English. A clear understanding of these people and 
 their work cannot be gained unless they are studied in their 
 own country, or to put it as Miss Salmon has so well expressed 
 it: “United States History alone is history detached from its 
 natural foundations — European history. It is history sus- 
 pended in mid-air.” 
 
 The last half of this year should be devoted largely to 
 the study of the Spanish, the French and the English ex- 
 plorers, tracing the routes taken and noting the motive bj 
 which they are actuated, whether it be wealth, adventure, evan 
 gelization of the Indians, or in search of homes. 
 
 Much attention should be given to the geography of the 
 country explored, as the future claims of these nations arc 
 based upon the work done by their explorers; their object had 
 ‘much to do with their relation to the Indians. The Spaniard, 
 who sought the precious metals, became a mere “prospector” 
 and hence traveled much. The Frenchman was a fur trader 
 and a religious enthusiast, so he lived with the Indian. He and 
 they became mutually helpful, while the Englishman wanted 
 onlv a home or the Indian’s land and hunting ground. 
 
 Seventh Grade. 
 
 The English Colonies 
 
 1. The object. 
 
 2. Place of settlement. 
 
3. Form of government. 
 
 4. Schools and churches. 
 
 5. Indian wars and civil rebellion. 
 
 6. The lives and the work of leading men. 
 
 7. Social customs, occupations and industries. 
 
 The Inter-Colonial Wars. 
 
 1. King William’s. 
 
 2. King George’s. 
 
 3. Queen Anne’s. 
 
 4. French and Indian. 
 
 In these wars the fighting was chiefly around five strat- 
 egic points: 
 
 1. Fort Duquesne, which controlled the Ohio river. 
 
 and was the key to the Northwest. 
 
 2. Niagara controlled the fur trade in Northwestern 
 
 Canada, and the route to Albany, N. Y. 
 
 3. Quebec controlled the St. Laurence river, and 
 one of the most strongly fortified places in America. 
 
 4. Crown Point and Ticonderoga controlled the route 
 
 from the Colonies to Canada. 
 
 5. Louisburg and Acadia the key to the Northeastern 
 
 part of Canada and the Gulf of St. Lawrence. 
 
 The American Revolution — The Campaigns in and Around : 
 
 1. Boston. 
 
 2. New York. 
 
 3. Philadelphia. 
 
 4. Saratoga. 
 
 5. Charleston. 
 
 6. Yorktown. 
 
 Wars should be studied with reference to causes, plans, 
 campaigns, leaders and results. Only place and causal rela- 
 tions of battles should be noticed. Lexington, Bunker Hill, Dor- 
 chester Lleights, are all incidents in driving the British out 
 of Boston, and it is of minor importance whether these bat- 
 tles occurred in the same or different vears. 
 
 Confederation and Constitution, 1781-1789. 
 
 1. The Formation of the Articles of Confederation. 
 
 2. The reason for their failure. 
 
 3. The causes leading up to the formation and the 
 adoption of the Constitution. 
 
The Development of Nationality, 1Y89-1830. 
 
 1. The Adjustment of the States to the Nation. 
 
 2. The Supreme Court by its decisions shows the true 
 ' meaning of the Constitution. 
 
 3. Commercial Supremacy gained in the war of 
 
 1812. 
 
 4. Gained national recognition. 
 
 5. Established, manufactories. 
 
 6. The Settlement of the West. 
 
 7. Internal Improvements. 
 
 The work not only in its beginning hut throughout should 
 he supplemented with the study of European history. The 
 Jay Treaty, the Alien and Sedition Laws, the War with the 
 Algerian Pirates, and the War waged for years on our Com- 
 merce by England and France can not be understood unless 
 the student is more or less familiar with the conditions existing 
 in Europe at the time these troubles occurred. 
 
 Eighth Grade. 
 
 United States History , 1830-1907. 
 
 1. Internal improvements, routes, trails, canals, riv- 
 ers and railroads. 
 
 2. History and extension of slavery. 
 
 3. Kinds of industry, growth of manufactories. 
 
 4. Protection and free trad* 3 
 
 5. The rise, growth and work of political parties, 
 the spoils system and civil service reform. 
 
 0. The Civil and Mexican Wars, causes, campaigns 
 and results. 
 
 7. Keconstruction, methods of. 
 
 8. The growth of the educational system of the 
 
 United States. 
 
 9. Social conditions, humanitarian reform and 
 charitable institutions. 
 
 10. Great, inventions and their influence on social and 
 industrial conditions. 
 
 11. Economic issues. 
 
 12. Foreign affairs. 
 
 13. The Pise and Control of Corporations. 
 
 The student should he taught to make free use of supple- 
 mentary books. A good dictionary of United States History 
 
ip very helpful. So are other text books on the same subject. 
 Considerable map work should be done, and the teacher should 
 not feel chained down by the ordinary chronological admin- 
 istration method of treating the subject. In whose administra- 
 tion the first United States Bank was chartered or the Wil- 
 mot Proviso introduced is not of so much importance as to 
 understand what these things were. 
 
 Eighth Grade Civics. 
 
 There are many important things a child should learn 
 before he is ready to take up a work on Civil Government 
 suitable for Normal or High Schools. 
 
 1. His rights and duties as a member of a family, 
 school, church, society or club of any kind. 
 
 2. Schools, how governed and supported, privileges 
 of teachers and pupils. 
 
 3. Cities, classes, manner of government, officers of, 
 and how elected. 
 
 4. Township or Precinct Government, administered 
 by what officers t 
 
 5. County, officers of, how elected and the duties 
 of each. 
 
 6. State, its resources, institutions and government, 
 the three departments, Legislative, Executive Ju- 
 dicial, and how they are administered. 
 
 7. The National Government should be treated brief- 
 ly in the same manner as the government of 
 the State. 
 
 Methods of Instruction. 
 
 In a pamphlet like this where the space is so limited, 
 r, one but the most general principles of instruction can be no- 
 ticed. It must always be kept in mind that “what to teach” is 
 of infinitely more importance than “how to teach,” in other 
 words, that “matter always comes before method.” When a 
 teacher knows his subject and understands the intellectual 
 condition of the child before him methods will largely take care 
 of themselves. 
 
 Classification of Historical Facts. 
 
 1. Social — Meaning the customs and relations of dif- 
 ferent members of the family. The Puritan family differed 
 
from the family on a plantation in the South, and the family life 
 of both of these differed from the family life of the English, the 
 German, the Roman or Greek , yet there are certain elements 
 common to all, as for instance, the relation of the parent to child, 
 husband to wife, one family to another. 
 
 2. Industrial — In the development of civilization the 
 human race passes through certain phases of industrial progress. 
 The barbarian or savage who depends upon hunting,, fishing and 
 wild fruits for his living; the herdsman who depends upon his 
 herds for his maintenance ; the agriculturist who tills the soil ; 
 the manufacturer who invents and manufactures ma- 
 chines. Every nation may, to some extent, represent 
 •all these phases of life, yet one or the other will pre- 
 dominate. The American Indian in his early history was re- 
 garded as a savage. The Hebrews depended upon their herds. 
 The American people until within a few .years were occupied 
 largely in agricultural pursuits, while the English have long 
 been considered a commercial or manufacturing people. 
 
 3. Religious — Every people has some form of religion, 
 and if the manner of worship is in any way controlled by the 
 congregation or the state, it is spoken of as a church. Articles 
 of belief, methods of government and manner of worship are 
 some of the things to be studied. 
 
 4. Educational — Those /things that pertain to schools 
 meaning kinds, methods of government, source of support, who 
 attend, kinds of books, school buildings, furniture, etc., news- 
 papers, magazines, lyceums, libraries, and anything else that 
 pertains to the intellectual advancment of the people. 
 
 5. Political — Political questions deal with kinds of gov- 
 ernment and methods of administering them. England is a 
 monarchy, France a republic, Switzerland largely a democracy, 
 rnd the United States a Federal republic. The questions that 
 arise in the administration of thes governments are termed po- 
 litical, as for example: The tariff, free coinage of silver, im- 
 provements of rivers and harbors, regulation of corporate pow- 
 ■r or the sale of liquor. In speaking of government in the 
 United States, it may be national, state, county, city or munici- 
 pal, township or precinct, and school district. 
 
 6. Ethical — Those facts that have to do with with honesty, 
 lira very, courage, patriotism, unselfishness, loyalty, fairness, 
 justice, peace, duty, heroism, self-sacrifice, faith in a Supreme 
 
Being, punishment for wrong doing, and reward for the doing 
 tf right. 
 
 Except the last, these facts should be presented in the 
 the order named. Ethical facts may and should be presented 
 whereeyer there is an opportunity. 
 
 Phases of History Teaching. 
 
 Prof. Mace in his “Method in History,” points out three 
 well defined phases in the the teaching of elementary history, 
 corresponding to the intellectual development of the child. 
 
 1. Sense History — Sense history is that acquired through 
 the senses. The child sees the occupations of those around him 
 {•nd the product of their labor, the kinds of animals and their 
 uses, the relation of parent and child, how trade is carried on, 
 church services conducted, local government administered, and 
 many other things that will be of value to him when he comes to 
 consider the manners, customs, habits, and conditions of a peo- 
 ple whom he does not know. This work should be done in the 
 third and fourth grades and in the grades below, if any history 
 work is done. It should be largely oral, as the voice and 
 facial expressions of the teacher mean much more to the child 
 than the printed page; it affords the teacher a better oppor- 
 tunity to watch the children and see if they understand what is 
 being said and for the child to ask questions and make com- 
 ments. A large use should be made of pictures that the child 
 may see as far as possible, what is being described. However 
 vividly the teacher may present a thing a word picture is never 
 so real or forceful as the picture. The child should be encour- 
 aged to describe things read about and to tell what he knows. 
 It will not only aid in fixing them in his mind, but he acquires 
 a vocabulary and practice in the use of words. If it be asked 
 “What history shall be studied in these grades V 9 “Shall it be the 
 early history of the human race, that of the English people, 
 Colonial life, or the early struggles of the pioneers in the com- 
 munity in which he lives ?” The answer is that it does not make 
 much difference so long as it is sense history, that is history that 
 deals Avith the home, the family life. 
 
 2. Representative History is that phase of history that 
 enables a pupil to understand Avhat he cannot gain through the 
 senses, from its likeness to that which he has gained in this man- 
 ner. School will always suggest to him teacher, pupils, books, 
 etc; the church will represent minister, congregation, place and 
 manner of Avorship ; the farm a v i 1 1 call to mind the animals, 
 
implements and products of the farm; war will mean guns, sol- 
 diers, generals. 
 
 This will represent the work of the fifth and sixth 
 grades, and both Europe and America are drawn upon 
 for material. The founding and development of nations is 
 much the same regardless of the time or locality of the nation. 
 The early life of the people on the seven hills of Rome did not 
 differ very greatly from that of the early settler in Massachus- 
 etts. In both cases there is a union of families because of com- 
 mon interests and for mutual protection. The life of the prim- 
 itive people in the forests of Germany did not differ much from 
 that lived by the pioneers in the forests of America, and the 
 deeds of daring, loyalty and heroism are much the same in all 
 ages and in all countries, and may he understood by the child. 
 There must be something in the experience of the child corre- 
 sponding to the object presented for his consideration. An En- 
 glish lord, a French count, or a Spanish castle is pretty hard for 
 an American child to understand, because there is nothing of 
 the kind in his country. 
 
 3. Reflective History — Reflective history, as the name 
 would indicate, is only another way of saying that thought 
 should predominate in this phase of the work. Cause and ef- 
 fect, plan and purpose, connection, results, reasoning, in short, 
 interpreting what is read. This embraces the work of the sev- 
 enth and eighth grades. The first year and a half should be 
 devoted to the study of American history, and the last half year 
 t( civics, state and national. 
 
 While* there can be no hard and fast classification of histor- 
 ical work into the three phases mentioned, yet these three 
 thoughts should predominate and in the order named, as they 
 correspond to the psychological development of the child, and 
 the material for his work should be arranged accordingly. 
 
 Time. 
 
 For the teacher who has many classes, or the school that 
 already has a full course, the question of time is a serious one, 
 when the introduction of new subjects is mentioned. Rut there 
 i • always a time for that which is most important. Let the sub- 
 ject be alternated, correlated with, or substituted for, other sub- 
 lects. For reading, read history, for some geography, study his- 
 torical geographv, in language work use some historical inci- 
 dent, instead of using so much time for number work or arith- 
 metic, devote some of it the study of history. Two or three reci- 
 tations per Aveek throughout a child’s entire school life, devoted 
 
to this sub ject, will mean much, not only in what is actually done 
 but in showing the child what may he done. If in the lower 
 grades, all cannot have books, the teacher can read one hook to 
 all. If she lias not time to finish a book she can read enough so 
 that the child becomes interested and he will finish it. 
 
 Text Book. 
 
 A good text hook is indispensable, there is a definiteness 
 about it that is very helpful to both teacher and pupil. In school 
 a child should and usually does do wliat he is told, again the 
 teacher and the child work along the same lines. As 
 the name indicates, the teacher should know more than is found 
 in any one text book, he must he constantly collecting new 
 materil, know where it belongs, and what to do with it 
 The subject should be so presented that the pupil will continual- 
 ly see new fields beyond and desire to explore them. 
 
 The Recitation. 
 
 The object of the recitation like that in other subjects is to 
 test the pupil to see that he has mastered the work assigned, and 
 the ordinary topical method will be generally used. While most 
 of the work is done by this method, written recitations are quite 
 helpful in the upper grades. Ask questions that will require 
 short answers, take two-thirds of the time ordinarily assigned to 
 the recitation with the questions and then call on different mem- 
 bers of the class for answers, allowing them to read from their 
 papers. This work may be confined to general questions or the 
 development of some topic, when by a series of questions, every- 
 thing the student has ever had on the subject may be called for. 
 Reviews should be frequent, and may, like the recitation, be 
 oral or written. Instead of learning the facts of history as one 
 learns the multiplication table, they should be learned with a 
 view ultimately of making each a part, of the whole of some sub 
 ject. Facts by themseles in history have no meaning. 
 
 Supplementary Reading. 
 
 From the very nature of the case, a one-volume book on any 
 subject can give but a brief account of those things described. 
 The child, on the other hand, because he has so little general 
 knowledge or power to - reason, needs full accounts, both that he- 
 rnay understand and be interested. The teacher of arithmetic 
 gives supplementary problems until she is certain that the child 
 
understands the principles involved, and for the same reason 
 supplementary work is given in the other subjects. 
 
 American independence, like the great rivers of the coun- 
 try, had many sources; but the head spring which colored all 
 the streams was the “Navigation Act” (Bancroft.) The same 
 thing might be said of Slavery in connection with the Civil 
 War. It, is the duty of the teacher to see that the pupil has the 
 opportunity and explores the many tributaries that go to make 
 up any great stream of thought. It gives breadth and depth to 
 it that nothing else will and lends an interest to the work that 
 nothing else can. Members of the class ought to be encouraged 
 to bring books containing other accounts of whatever they may 
 be reading. The teacher should be as much interested in culti- 
 vating a taste for reading and the habit of research as in 
 any other feature of the child’s work 
 
 The Library. 
 
 Closely allied to supplementary reading is the use of the li- 
 brary. Nothing acquired in school is worth more to the student 
 than the ability to work by himself. The progress he makes in 
 school will depend, to some extent, rmon his teacher, but his 
 growth after leaving school will depend upon his individual ef- 
 forts. In the use of one book, memory is the chief factor in his 
 work, but when he begins the use of many books where the same 
 subject is presented in different ways by different authors, he 
 begins to to think for himself. Anything like research work is 
 imnossible with one book where there is a plain statement of 
 plain facts with no attempt at explanation. Again he learns how 
 to do constructive work, how to take bare facts and interpret 
 them in their connection with the other facts. He investigates, 
 Ihinks. arrives at a conclusion. By this means his memory 
 work becomes easier, it is “constructive.” He learns where 
 things are and how to find them and hence does not have to 
 lemember them. 
 
 Geography. 
 
 The geography taught in connection with historv will come 
 under the following heads : 
 
 1. Descriptive - — The mere location of places, used in con- 
 nection with the study of wars, location of settlements and the 
 tracing of the routes taken by the people in moving from ono 
 'place to another. 
 
2. Political — Which shows the boundaries of state and 
 nations, the territory gained by treaties or otherwise, what was 
 included in the Northwest Territory, the seceding, neutral or 
 ioyal states in the Civil War. 
 
 3. Commercial — Which includes the sea routes, rivers, 
 roads and the highways generally, along which coifimerce 
 moves. 
 
 4. Physical — Which determines why the people at one 
 place are farmers, at another fishermen, miners, manufacturers 
 or engaged in commerce. Why one kind of labor is desired a t 
 one place and another eleswhere. 
 
 Descripive Geography should he taught wherever history is 
 taught, but the other three kinds belong only to the reflective 
 period of the study. Maps are indispensable and when possible 
 they should represent most prominently those things desired to 
 be seen. For instance, a map showing rivers, roads, boundary 
 lines, mountains and many other things will not give a student 
 a very clear idea of the Oregon Trail or the boundaries of the 
 Louisiana Purchase. Far better for the teacher to get blank 
 maps with only rivers, mountains and boundaries and color 
 them to show what is desired, and if possible let each student 
 have corresponding maps of note book size, which he can use in 
 the same way the teacher uses the larger maps. The Atkinson- 
 Mentzer maps are very satisfactory for the note book and the 
 McKinley maps for wall maps. Both have all the rivers, state 
 boundaries, etc., already drawn so the teacher and student, have 
 nothing to do but to color the map, locate the places or trace the 
 routes desired. This kind of work fixes, as nothing else can, the 
 facts in the mind of the child. 
 
 Pictures. 
 
 The child does not always get the correct idea from the print- 
 ed page, he may be deficient in imaginative power, or he may 
 not understand the language used, even though it gives a per- 
 fect “pen picture.” But when a picture is placed before a class, 
 all members may understand and understand alike. The tools, 
 implements and household utensils of the pioneers or of prim- 
 itive man, cannot be understood well, if at all, by mere descrip- 
 tions, but from a picture a child will gain the idea at once. Then 
 there is an intensity, a concentration about seeing a thing that 
 cannot be gained by merely describing it. Tn addition to this, 
 reprints of noted works of art may be obtained that have much 
 
value from an artistic standpoint, and the teacher should make 
 much use of these aids in her work. 
 
 Examinations. 
 
 Examinations become less and less a necessity for the reg- 
 ular and faithful student, yet thc^ are often required before 
 he is allowed to pass to another grade. In case of an ex- 
 amination a student should have a term review when the whole 
 subject may be hurriedly gone over, as it will always be to some 
 extent a memory test, an opportunity therefore should be given 
 to refresh the memory, and then too, reveiewing for a test is by 
 no means a waste of time as facts are fixed in mind and a com- 
 prehensive view of the subject is gained. But the examination 
 should never be held over students as a “whip” to get them to do 
 iheir work, such a motive rarely does any good and often does 
 nucli harm to the faithful, vet it may be nervous, sensitive child. 
 The student should always feel that his daily standing 
 as well as his ability to pass an examination will determine 
 whether he does or does not “pass” in any subject. 
 
THIRD GRADE. 
 
 Text Books. 
 
 Stories of Colonial Children, by Mara L. Pratt; Educa- 
 tional Publshing Co., Boston; price 75 cents. 
 
 “A History Reader for Elementary Schools.” hv L. L. W. 
 Wilson, Ph. D. ; Macmillan Co., Hew York; price 60 cents. 
 
 “American History Stories,” Yol. 2, by Mara L. Pratt; 
 Educational Publishing Co., Boston, Chicago ; price 40 cents. 
 
 “ America’s Story for America’s Children,” Yol. 1, by Mara 
 L. Pratt; D. C. Heath & Co., Boston; price 50 cents. 
 
 Supplementary. 
 
 “Ten Boys of Long Ago,” by Jane Andrews; Ginn & Co., 
 ( ’hicago ; price 60 cents. 
 
 “Stories of Great Men,” Yol. 1, by Mara L. Pratt; Educa- 
 tional Publishing Co., Chicago; price 50 cents. 
 
 “Stories of American Pioneers,” by Mara L. Pratt ; Ed- 
 cational Publishing Co., Chicago ; price 40 cents. 
 
 Teacher’s Books. 
 
 “American Inventions and Inventors,” by Mowry; Silver, 
 Burdett & Co., Chicago; price 65 cents. 
 
 “The Early Cave Men,” by X. E. Dopp ; McClurg, Chica- 
 go ; price 45 cents. 
 
 “The Tree Dwellers,” by K. E. Dopp; McClurg, Chicago; 
 price 45 cents. 
 
 FOURTH GRADE. 
 
 Text Books. 
 
 “American History Stories,” Yol. 4, by Mara L. Pratt; 
 Educational Publishing Co., Chicago; price 40 cents. 
 
 “American History Stories,” Yol. 3, by Mara L. Pratt; 
 Educational Publishing Co., Chicago; price 40 cents . 
 
 “Stories of Columbus,” by Mara L. Pratt ;. Educational 
 Publishing Co., Chicago ; price 60 cents. 
 
“De Soto, Marquette, and La Salle, : ” by Mara L. Pratt; 
 Educational Publishing Co., Chicago,; price 60 cents. 
 
 Supplementary. 
 
 “Stories of Ohio/’ by Anna Lovering; Educational Pub- 
 lishing Co., Chicago; price 50 cents. 
 
 “Short Stories from American History,” by Blaisdell & 
 Ball; Ginn & Co., Chicago; price 65 cents. 
 
 “Stories of Massachusetts,” by Mar'a L. Pratt ; Education- 
 al Publishing Co., Chicago ; price 60 cents. 
 
 “America’s Story for America’s Children,” Yol. 2, by 
 Mara L. Pratt; D. C. Heath & Co., Boston; price 50 cents. 
 
 “Colonial Chaildren,” by A. B. Hart; Macmillan & Co., 
 Chicago; price 40 cents. 
 
 FIFTH GRADE. 
 
 Text Books. 
 
 “Pizarro,” by Mara L. Pratt; Educational Publishing Co., 
 Chicago; price 5Q ce n ts. 
 
 “Cortez and Montezuma,” by Mara L. Pratt; Educational 
 Publishing Co., Chicago ; price 50 cents. 
 
 “Greek Gods, Heroes and Men,” by Harding; Scott, Fores- 
 rnan & Co., Chicago ; price 50 cents. 
 
 “The City of the Seven Hills,” by Llarding; Scott, Eores- 
 man & Co., Chicago ; price 50 cents. 
 
 Supplementary. 
 
 “The Great West,” by Mara L. Pratt; Educational Pub- 
 lishing Co., Chicago; price 50 cents. 
 
 “America’s Story for America’s Children,” Yol. 2, by 
 Mara L. Pratt; D. C. Heath & Co., Chicago; price 50 cents. 
 
 SIXTH GRADE. 
 
 Text Books. 
 
 “The Story of the Middle Ages,” by Harding; Scott, 
 Eoresman & Co., Chicago; price 60 cents. 
 
 “Makers of American History,” by Chandler & Chitwood ; 
 Silver, Burdett & Co., Chicago ; price 60 cents. 
 
 “First Steps in the History of Our Country.” 
 
Supplementary. 
 
 “American History in’ Literature/’ by Lane & Hill ; Ginn 
 <k Co., Chicago. 
 
 “Stories from English History/’ by A. L Church; Mac 
 millan & Co., Chicago; price $1.25. 
 
 Carpenter’s Geographical Readers; American Book Co., 
 Chicago ; price 60 cents. 
 
 ‘ 'The Ox Team on the Old Oregon Trail/’ by E Meeker ; 
 E. Meeker, Indianapolis ; price 60 cents. 
 
 “Short Stories of English History,” by Blaisdell; Ginn <fc 
 Co., Chicago ; price 40 cents. 
 
 “America’s Story for America’s Children,” by Mara L. 
 Pratt; I). C. Heath & Co., Chicago; price 60 cents. 
 
 SEVENTH GRADE. 
 
 Text Books. 
 
 “A Llistory of the United States for Beginners,” by Pow- 
 ell; Macmillan Co., New York; price 65 cents. 
 
 “An Elementary History of the United States,” by A. C. 
 Thomas; 1). 0. Heath & Co., Chicago; price 60 cents. 
 
 “A Short History of the United States,” by Scudder; Shel- 
 don & Co., Chicago ; price 60 cents. 
 
 Supplementary. 
 
 “Stories from English History,” by A. »L Church; Mac- 
 millan & Co., Chicago; price $1.25. 
 
 “Pioneer Stories of the Mississippi Valley,” hy C. Mc- 
 Murry; Macmillan & Co., Chicago; price 40 cents, 
 
 “Pioneer on Land and Sea,” by C. McMurry; Macmillan 
 Co., Chicago ; price 40 cents. 
 
 “Pioneers of the Rocky Mountains and the West,” by C. 
 McMurry; Macmillan & Co., Chicago ; price 40 cents 
 
 “Camps and Fireside of the Revolution,” by A. B. Hart; 
 Macmillan Co., Chicago; price 50 cents. 
 
 “The Western United States Geographical Reader,” by 
 Fairbanks; D. C. Heath & Co.* Chicago; price 60 cents. 
 
 “Side Lights on American History,” Vol. 1, by Elson ; 
 Macmillan & Co., Chicago; price 75 cents. 
 
 “Hero Stories from American History,” by Blaisdell & 
 Ball ; Ginn & Co., Chicago; price 60 cents. 
 
“How Our Grandfathers Lived/’ by A. B. Hart ; Macmil- 
 lan, Chicago ; price 60 cents. 
 
 Teacher’s Books. 
 
 “Epochs of American History/’ by E. S. Ellis; A. Flan- 
 agan, Chicago ; price 50 cents. 
 
 “Louisiana Purchase,” by R. H. Hitchcock; Ginn & Co., 
 Chicago ; price 60 cents. 
 
 EIGHTH GRADE. 
 
 Text Books. 
 
 “A Short History of the United States, by Channing; 
 Macmillan Co., Chicago; price 90 cents. 
 
 “Essentials of United States History,” by Mowry; Silver, 
 Burdett Co., Chicago. 
 
 “History of the United States,” by Davidson; Scott, Fores- 
 inan & Co., Chicago ; price 80 cents. 
 
 “A History of the United States,” by Allen C. Thomas ; 
 D. C. Heath & Co., Boston; price $1.00. 
 
 “Leading Facts of American History,” by 1). L. Mont- 
 gomery; Ginn & Co., Chicago; price $1.00. 
 
 “The Making of the American Xation,” by J. R. Red- 
 way; Silver, Burdett & Co., Chicago. 
 
 Supplementary. 
 
 “English History Told by English Poets,” by Bales Co- 
 man ; Macmillan Co., Chicago ; price 60 cents. 
 
 “Sidelights on American History,” Vol. 2, bv El 
 son; Macmillan Co., Chicago; price 75 cents. 
 
 “Romance of the Civil War,” by A. B. Hart; Macmillan 
 Co., Chicago; price 60 cents. 
 
 Teacher’s Books. 
 
 “History for Graded and District Schools,” by Kemp; 
 Ginn & Co., Chicago; price $1.00. 
 
 “Studies in United States History,” by Riggs ; Ginn & 
 Co., Chicago; price 60 cents. 
 
 EIGHTH GRADE CIVICS. 
 
 Text Books. 
 
 “State Constitution and School Laws of Idaho,” by Talk- 
 ington; $1.25; by mail, $1.35, 
 
“The American Citizen,” by Dole; D. C. Heath k Co., 
 Chicago; price 80 cents. 
 
 “Civil Government in the United States,” by J. E. Fisk; 
 Houghton, Miflin k Co., Chicago; price $1.00. 
 
 “Our Government,” by Macy ; Ginn k Co., Chicago ; price 
 75 cents. 
 
 “School Civics,” by F. D. Boynton; Ginn k Co., Chicago; 
 price $1.00. 
 
 “Government, Its Origin, Growth and Form in the United 
 States,” by Lansing k Jones; Silver, Burdett k Co., Chicago; 
 price $1.05. 
 
 Supplementary. 
 
 “How the People Buie,” by Iloxie; Silver, Burdett k Co., 
 Chicago ; price 40 cents. 
 
 “A Primer of Political Economy,” by Wood; Macmillan 
 Co., Chicago; price 40 cents. 
 
 “The Young American,” by Judson; Maynard, Merril k 
 Co. ; price 45 cents. 
 
 Teacher’s Books. 
 
 “Method in History,” by Mace; Ginn k Co., Chicago. 
 
 “Guide to American History,” by Channing k Hart; Ginn 
 k Co., Chicago; price, $2.00. 
 
 “Topical Studies in American History,” by Allen; Mac- 
 millan Co., Chicago. 
 
 “The Teaching of History and Civics/ by Henry F. 
 Bourne, Longmans, Green k Co., Chicago; price $1.50. 
 
 “How to Study and Teach History,” by Hinsdale ; D. Ap- 
 pleton k Co., Chicago; price $1.50 . 
 
 “The Meaning of History,” by Frederic Harrison; Mac- 
 millan Co., Chicago; price $1.00. 
 
 “The Place of Industries in the Elementary Education,” 
 by K. E. Dopp; University of Chicago Press; price $1.00. 
 
 “Special Method in History,” by McMurry; Macmillan 
 Co., Chicago; price 75 cents. 
 
 “Report of the Committee of Seven on the Study of History 
 in Schools, ; Macmillan Co., Chicago. 
 
 “Course of Study for the Eight Grades,” by McMurry; 
 Macmillan Co., Chicago. 
 
 “Course of Study in Geography,” by McMurry; Univer- 
 sity of Chicago Press; price 25 cents. 
 
The prices of hooks have been taken from the United States 
 Catalog, “Books in Print.’’ 
 
 Lists of many other hooks of equal merit and on the same 
 subject might be given. 
 
John W. Graham & Co. 
 
 707-709-711 Sprague Avenue---708-710-712 First Avenue 
 SPOKANE, WASH. 
 
 Largest School Supply House 
 in the Northwest 
 
 Acme Automatic 
 School Desks 
 
 Are Guaranteed for 20 years 
 
 They are superior to any other desk 
 made, being the most compact, simplest, 
 most comfortable and of best mechanical 
 construction. 
 
 Our Combination Adjustable Desks 
 
 are absolutely perfect and can be readily 
 adjusted to suit children of all ages. 
 
 Let us quote you lowest prices on either 
 single or double desks. We know you 
 can do better at this house, and we can 
 make immediate shipments. 
 
 
 | 
 
 -JULJ1 
 
 
 
 innim 
 
 3 
 
 
 .ii 
 
 m 
 
 
 Alki Sectional 
 Bookcases 
 
 Grow with your library 
 
 This combination (above cut) in finely 
 finished antique oak--- each section 32 
 inches long with a depth of 8 inches: 
 
 Top $ 2.00 
 
 Second section, 9 1-2 inches high _ 3.15 
 
 Third section, 9 1 -2 inches high _ - 3.15 
 
 Fourth section, 1 1 inches high . _ , 3.45 
 
 Base 2.00 
 
 Total _ _ _ _ $1375 
 
 School Libraries 
 
 supplied at lowest prices. 
 
 Special catalogues and library lists on 
 application. 
 
 Send for our complete School Furnishing Catalog 
 
 giving descriptive matter on Desks, Globes, Maps, Charts, Blackboard, 
 Crayons, Dusters, Clocks, Bells, Flags, and auditorium Seating. 
 
SOME STRONG HISTORIES 
 
 The Making of the American Nation, by Jacques 
 
 W. Redwav, F. R. G. S ! $1.00 
 
 ' Essentials of United States History, by William 
 
 A. Mowry, Ph. H., and Blanche S. Mowry .90 
 
 First Steps in* the History of Our Country, by 
 W. A. Mowry Ph. I)., and A. M. Mowry, A. M. ... .60 
 
 First Steps in the History of England. .70 
 
 Marcus Whitman and the Early Hays of Oregon, 
 
 by William A. Mowry 1.50 
 
 The Territorial Growth of the United States, 
 
 by William A. Mowry 1.50 
 
 A Text Book of American History, by William 
 
 E. Chancellor 1.00 
 
 Historical Charts of the United States, with tri- 
 pod supporter, by Townsend MacCoun, A. M. 
 Twenty-six accurate, instructive maps in col- 
 ors, 38x40 inches 15.00 
 
 Historical Geography, Charts of Europe, Ancient and 
 
 ( dassieul ( with supporter) $1 5.00 
 
 Historical Geography Charts of Europe, Mediaeval 
 
 and Modern, with supporter 15.00 
 
 SUPPLEMENTARY HISTORICAL READERS 
 
 America's Great Men and Their Deeds Series 
 
 American Heroes and Heroism, by William A. 
 
 Mowry and Arthur May Mowry 60 
 
 American Inventions and Inventors, by William 
 
 A. Mowry and Arthur May Mowry .65 
 
 American Pioneers, by William A. Mowry and 
 
 Blanch S. Mowry 65 
 
 STORIES OF HEROES. 
 
 Heroes of Chivalry, bv Louis Maitland 50 
 
 Wandering Heroes, by Lillian L. Price .50 
 
 Heroes of Myth, by Lillian L. Price and Charles B. 
 
 Gilbert 50 
 
 STORIES OF COLONY AND NATION 
 
 Lads and Laassies of Other Hays, Lillian L. Price 54 
 
 The War for Independence, by E. T. Tomlinson... .54 
 The War of 1812, by E. T. Tomlinson .54 
 
 Full information concerning these valuable books gladly sent to any address 
 upon request. Books for all grades, from the kmdergarden to the university. 
 
 SILVER, BURDETT & COMPANY 
 
 New York Boston Chicago San Francisco 
 
Lewiston Pri alii? a ill Binding Co. 
 
 D URING- the past year we have been conducting a 
 Book Bindery in Lewiston under the name of the 
 Lewiston Blank Book Company. Our business 
 has been so flattering as to warrant us in installing a first 
 class printing office in connection. The first of the 
 printing material is now being placed in position, and 
 when our large presses arrive we will have in Lewiston 
 the most complete binding and printing plant in the 
 Inland Empire. We earnestly solicit your order for 
 first class printing and binding. 
 
 Lewiston Printing and Binding Company 
 
 Successors to Lewiston Blank Book Company 
 
 120 New Sixth Street LEWISTON, IDAHO 
 
 Are You Using Them in Your School? 
 
 THE PERRY PICTURES 
 
 They open up a new field of interest and of beauty to the children. 
 
 S1STINE MADONNA 
 (The One-Cent pictures are 5 to 7 times 
 this size.) 
 
 Half-Cent Size 3x3 1-2. For history, lan- 
 guage, composition, etc. 
 
 ONE-CENT SIZE 5 1-2x8 inches. One 
 Cent each for 23 or more; 1 20 for $ 1 .00. 
 Postpaid. Assorted as desired. 
 
 Two-Cent Size 7x9. All in the sepia 
 tone. 13 for 25 cents. 
 
 Two-Cent Size Birds, Animals, etc, in 
 natural colors. Two cents each for 13 or 
 more; $1.75 per hundred. 
 
 Five-Cent Size 10x12. Gems of art. 5 
 for 25 cents; 1 1 for 50 cents; 23 for $ 1 .00. 
 Send $1 for 23. Many new subjects. 
 
 Large Pictures for Schoolroom Deco- 
 ration 22x28 inches, for framing. Every 
 school should have them. 8 for $5.00. 
 
 Catalogue of 1,000 miniature illustrations 
 and 3 pictures for two 2-cent stamps. 
 
 THE PERRY PICTURES CO. 
 
 Box 310, Malden, Mass. 
 
 AWARDED FOUR GOLD MEDALS. 
 
 Do not accept inferior imitations, if you want the 
 genuine Perry Pictures. 
 
T EACHERS looking for Supplementary Material 
 along Historical lines will do well to consider 
 the following list of books published by Ginn 
 & Company: 
 
 Price Grades 
 
 Andrews’ Ten Boys 50 4-6 
 
 Hero Stories From American History, 
 
 Blaisdell & Ball 50 4-6 
 
 Story of American History, (Blaisdell) 60 4-6 
 
 Stories From English History (Blaisdell) 40 4-6 
 
 Heroes of Middle West (Catherwood) 50 4-6 
 
 Church’s Stories of the Old World 50 4-6 
 
 Washington and His Country (Fiske-Irv- 
 
 ing .60 7-8 
 
 Franklin’s Autobiography, 40 6-S 
 
 Two Great Retreats in History (Retreat 
 
 from Moscow and Retreat of Ten Thou- 
 sand 50 8-12 
 
 Lamb’s Adventures of Ulysses 30 4-10 
 
 Martineau’s Peasant and Prince (a Story 
 
 of French Revolution) 40 7-12 
 
 Plutarch’s Lives 45 9-12 
 
 Fassett’s Colonial Life in Few Hampshire... .60 6-8 
 
 How the United States Became a Fat ion 
 
 (Fiske) .50 7-12 
 
 Legends of King Arthur and His Court .50 6-8 
 
 Hitchcock’s Louisiana Purchase, (contains 
 
 story of Lewis and Clark 60 8-12 
 
 Lawler’s Columbus and Magellan .40 4-7 
 
 Shaw’s Stories of Ancient Greeks .60 5-8 
 
 Old Indian Legends .50 5-8 
 
 Brigham’s Geographic Influences in Ameri- 
 can History, $1.25 8-12 
 
 Davis’ l nder Six Flags (story of Texas) 50 7-8 
 
 Address correspondence to 
 
 M. GANTZ, Agent 
 
 4539 Brooklyn Avenue ■ SEATTLE, WASHINGTON 
 
The Macmillan 
 
 Company 
 
 Leading High School Text Books 
 
 Tarr’s New Physical Geography 
 Schultze’s Elementary Algebra 
 Schnltze and Sevenoak’s Plane and Solid Geometry 
 Botsford’s Ancient History for Beginners 
 Huntington’s Elementary English Composition 
 Carpenter’s New Rlietoric-English Composition 
 Mitchill and Carpenter’s Exposition in Class Room 
 Practice. 
 
 Channing’s Students’ History -of the Enitcd States 
 
 Macmillan’s Pocket Classics 
 
 '(More Than a Hundred Numbers) 
 
 Books for the Grades 
 
 Sloan’s Primary Readers 
 
 A Series of Two Phonic Readers 
 
 Baker and Carpenter. Language Readers 
 
 Each reader has some dominating interest in its 
 subject matter. A series of six hooks to furnish basic 
 reading matter and language work through the first six 
 grades. 
 
 The Modern English Course 
 
 A Complete Course for the Grades in Two Books. 
 By Henry P. Emerson, Superintendent of Schools, 
 Buffalo, N. Y., and Ida C. Bender, Supervisor of Pri- 
 mary Grades, Buffalo, N. Y. 
 
 The Tarr and McMurrv Geographies 
 
 No geographies have so secured and held the interest 
 of children. Used in many states and large cities. 
 
 CORRESPONDENCE CORDIALLY INVITED 
 
 The Macmillan Company 
 
 Box 269, Berkeley, California. 
 
Ivanhoe Historical 
 Note Books 
 
 Part I, To accompany United States History. 
 
 Part II, To accompany General History. 
 
 Part III, To accompany Ancient History. 
 
 Part IV, To accompany Mediaeval and Modern History. 
 Part V, To accompany English History. 
 
 Price of each, 30 cents. 
 
 More than 3,000 schools endorse these books by using 
 them. They give the pupils something to do with their 
 hands. They provide outline maps, directions to the teach- 
 ers and pupils and space for notes. You should be ac- 
 quainted with them. 
 
 Historical Maps 
 
 Atkinson- Mentzer Historical Maps, 16 maps 40x45 inches, 
 per set $20.00. The State University at Moscow has 
 just added a set of thes maps. They should be in every 
 grammar school teaching U. S. History. Sent on approval 
 to superintendents. 
 
 Talisman Historical Maps, 47 maps 8x10 1-2 inches, per 
 hundred, $1.00. These maps are for note book work 
 and are printed on drawing paper. A list of the maps will 
 be sent on application. 
 
 Do You Know? 
 
 The Art Literature Primer 30c 
 
 Book I 30c 
 
 Book II 40c 
 
 Book III (in press) __ 40c 
 
 “ Folk Lore Primer 30c 
 
 “ “ “ Book I 30c 
 
 “ Childhood of Ji-Shib Jenks (grades 4-7) 60c 
 
 “ Bee People, Morley (grades 4-8) 50c 
 
 Little Mitchell, “ “ “ 50c 
 
 Nestlings of Forest and Marsh (First Series), Wheelock 
 (grades 4-8) 45c 
 
 Lady Lee and other Animal Stories, Ensign (grades 4-8) _ 50c 
 
 ; --r ^ \7JT -Z3Vr. J <*& && * . .Vt-fa- Jtgj It WRf 
 
 Atkinson, Mentzer & Grover ^ 
 
 CHICAGO Publishers “ BOSTON 
 
STATE CONSTITUTION AND SCHOOL 
 LAWS OF IDAHO 
 
 The sale of <k The State Constitution and School Laws of 
 Idaho, issued by Prof. Talkington less than a year ago, has 
 abundantly demonstrated that there is a field for such a work, 
 and that this book fills that field. 
 
 It is strongly endorsed by the state and countv school sup- 
 erintendents, as well as leading educators, has been introduced 
 as a regular text book in both of the Normals and in some of 
 the leading High Schools, and has been purchased by hundreds 
 of teachers throughout the state — one book dealer having sold 
 about one hundred copies in his county alone during the last 
 eight months. 
 
 The State Constitution is treated section by section, just 
 as the United States Constitution in an ordinary civil govern- 
 ment, while the topical method is adopted in the treatment of 
 the school laws. Both subjects are fully indexed and will be 
 found very helpful to the student, the teacher, the applicant for - 
 a certificate the school official or to any one interested in the re- 
 sources and institutions of the state. 
 
 The book comprises something over 200 pages, is bound 
 in cloth, copiously illustrated with cuts of the chief buildings 
 of all the state institutions, as well as those of its leading re- 
 sources and industries. 
 
 The price is $1.25 net, ten cents being added for postage, 
 and may be had by addressing the author at Lewiston, Idaho, 
 or any book dealer in the state. 
 
STATE NORMAL SCHOOL, LEWISTON, IDAHO. 
 
UNIVERSITY OF ILLINOIS 
 
 ' 
 
 PRESIDENT’S OFFICE. 
 
UNIVERSITY OF ILLINOIS-UnBANA