OF THE U N I VERS ITY Of ILLINOIS 3T5 C + 29j I86G Digitized by the Internet Archive in 2016 •f-0 . t [24>C* f preface:. The Graded Course of Instruction, prepared by W. H. Wells, Esq., has been in successful use for about five years. It has been once or twice modified, and as the supply of copies had become exhausted, it was thought advisable to revise it before the publication of a new issue. The work of revision has required nearly a year’s labor, and produces, after all, but very slight modifications except in the oral course, and in this it is more a work of re-arrangement than of change. The excellent general directions of Mr. Wells have been retained so far as they are found applicable to the course as modified. Much credit is due also to the Teachers of the different grades of the several schools for their timely suggestions, the results of their experience, and especially to the Principals of the District schools, and to the Principal of the High School, and to the Teachers of the Normal and Model schools, for their valuable aid. It is presented to the teachers for their guidance, with the belief that it is yet imperfect, but with the hope that in their hands its errors may be so corrected as to make it sub- serve the good of the schools and the advancement of sound learning. The subjects of study embraced in the course are fixed by the Board of Education, and promotions from Grade to Grade j will depend upon the mastery of these subjects. 4 PREFACE. But the general directions accompanying the course are rather suggestions than positive precepts. It is not supposed that all teachers will pursue with equal success any prescribed methods of instruction. Each must work in his own way, while all labor for the accomplishment of the same end. The suggestions made as to methods are the result of the experience of many individuals, and may be safely adopted by many others, and yet in some particulars a better way may be found- All are encouraged to find that better way, or to pursue it if already found. That way is best for each, by which he may soonest attain the end sought — thorough scholarship and com- plete manhood. In the Appendix will be found a list of the Text Books used, and the portions of each allotted to each grade. GENERAL DIRECTIONS FOR ALL THE GRADES. § 1. READING. Every good reader aims first to comprehend the thoughts of the author he reads, and then to convey to others an intelligible idea of the author’s meaning. The training of the pupil in reading, therefore, involves two distinct and yet inseparable kinds of instruction. Mental discipline and vocal discipline must be carried along together. Thought and its expression must be considered at one and the same time. Some thought may be expressed by any sort of utterance, but the thought of the author requires vocal organs under complete subjection to the understanding. To read well, one must know what he is reading, and must have such complete mastery of his vocal organs as to make them faithful servants ready to do his bid- ding without mistake of any kind. No dull, listless, unthinking scholar can ever become a good reader. The teacher’s first work is to awaken thought. Something the child can under- stand should be selected as a reading lesson. It is not neces- sary that the lesson selected be one already understood ; it should be one in advance of the child’s present ability, but within the reach of his comprehension. We oftener underrate than overrate the ability of pupils, while the reverse is true as regards their actual growth or progress. Children who become expert in the utterance of sentences that contain no thought make no mental progress. There must be obstacles thrown in the child’s path, or he will gain no strength. If all be leveled and smoothed for him, his monoto- nous style of reading is but the outgrowth of an inactive, slug- gish mind. The teacher should bring the pupil into the face of the difficulties in his lesson, and encourage him to battle, rallying him again and again, if need be, to the contest, until victory crowns his efforts. 6 PUBLIC SCHOOLS. To test the accuracy of the child’s knowledge of what he reads, he should be encouraged to read sentences, substituting for some selected words, words of his own choosing, that shall change the form but not the meaning of the passage. This exercise may embrace at first but a single word in each sen- tence, and then may be extended as the capacity of the pupil may seem to warrant, until nearly or quite all the words are changed. In the more advanced classes, poetical selections may be changed into prose. While the definitions given by the author should not be neglected, the child should be en- couraged as far as possible to give definitions of his own, and should be permitted, as indicated above, to put his definitions into the place of the words defined, and then to read the sen- tences he has changed. This test may be still further extended by requiring the pupil to embody the selected words in sen- tences of his own construction. If the teacher finds difficulty in securing proper expression in any particular case, the remedy may be found in asking a question, the proper answer to which would be the difficult passage, and in requiring the pupil to give the passage as an answer to the question asked. The voice of the teacher should be frequently heard in every reading exercise, as an example for the scholars to imitate. If any teachers are conscious of imperfect articulation or expres- sion, they should seek every means of correction within their reach. There are those who have superior ability and success as teachers of reading, whose methods and whose experience may be made available by those of less experience or less success. In this branch more than in any other, models may be safely followed. Teachers may learn, as their pupils must learn, by imitating good models. Mere repetition of a badly read sen- tence does no good, unless the fault be distinctly marked out, and the correct reading be given by the teacher, or by some member of the class who has mastered the difficulty. Good readers in a class may be permitted to give the model. This course often secures the desired result sooner than any other. Too much concert reading leads to the formation of bad GRADED COURSE OF INSTRUCTION. 7 habits, and to the cultivation of unnatural tones of voice. The forward raise their voices to an unnatural key lest their supe- rior reading should not be heard, while the diffident and dis- trustful drop their voices into a lower than natural key, lest they should make some mistake and mar the general effect, and the lazy move their lips that they may appear to read, while not a sound escapes their moving lips. Concert reading should not be discarded, but should be carried just so far as it can be done without encouraging monotonous and measured reading. Short sentences are much better for concert practice than long ones, since they do not require measured divisions. Every teacher should make strenuous effort to secure good reading of a whole class in concert, but should check such reading the instant it falls into measured monotone, or devel- ops in any pupil unnatural tones of voice. The advantages of concert reading will not pay for a single bad habit formed by its -careless use. The attention of the class may be kept by other methods, one of which is of importance in other recita- tions as well, — that is calling upon scholars out of their regular order of standing or sitting, and if need be, calling upon the same person two or three times, until the impression that he will be called on but once is entirely dissipated. Answers to general questions connected with reading lessons maybe given in concert. The enunciation of elemental sounds may also be given in concert. Poetical selections, which are already meas- ured, may be read in concert with less difficulty and with less danger than prose. While a class is engaged in reading, the undivided attention of the teacher should be given to it. If the attention of the teacher be called away necessarily, the exercise should be suspended. Children should be encouraged to criticise each other fairly and justly. Raising the hand during the progress of the read- ing should not be allowed, but at its close those who have noticed errors should have an opportunity of correcting them, provided always that the critic can illustrate his own criticism. This should be occasionally tested. An excellent teacher gives as the result of her experience 8 PUBLIC SCHOOLS. this important caution, “ Children must be taught to open their mouths before they can become good readers.” The import- ance and value of this suggestion are fully confirmed by the experience of all good teachers, and this introduces also the important topic of distinct articulation. Frequent exercises, varied according to the advancement of pupils, in the utterance of elementary sounds, single and com- bined, should be most faithfully attended to. This may be more fully treated under the instructions with reference to the several grades. While good articulation is not the end of reading, it is an essential means , and one without which the true end — expression of thought — can never be attained. There is no fault more common in reading than that of stumbling, hesitating, catching and repeating. It is but one fault and teachers should use every effort to break it up. The moment the child shows the first symptoms, his case should be carefully but immediately considered, and strict attention at once given to its cure. It sometimes arises from the child’s vocal organs getting the start of his thoughts, and should be cured by a little hard study, until the pupil becomes familiar enough with the thought to have his mind keep ahead of his voice. It sometimes arises from pure carelessness and its cure needs no mention. It often arises from the use of books in advance of the child’s capacity, so that reading becomes mere utterance without so much as a thought creeping in even be- hind a word uttered. The case suggests its own remedy. It sometimes arises from indulgence in a similar habit in all other recitations. Whatever its cause, its cure must be certain, or no progress is made, but on the other hand constant retrogression. § 2. SPELLING. In conducting oral exercises in spelling, pupils should pro- nounce each word distinctly before spelling it, and they should never be allowed to try twice on a word. Whenever a pupil misses a word, let him afterwards be required to spell it cor- rectly. This may be done as soon as the correction is made in the class, or deferred till the close of tlie recitation. b GRADED COURSE OF INSTRUCTION. 9 An excellent plan is for the teacher to pay no apparent at- tention to the misspelling, but pronounce the next word in order, and so on until some pupil who has noticed the error, spells the misspelled word instead of the one pronounced for him by the teacher, and for this correction he should receive some credit, either by going above all whom the word has passed and the one who first misspelled it, or by changing places with the one who committed the error, or if no change of place be allowed, by some mark of credit. The teacher should in all cases keep track of the misspelled words and see that they are not entirely passed over. In all cases of a mis- spelled word under this practice, each pupil who has allowed the word to pass him should be required to spell it correctly before the recitation closes, if there be time, if not, at the next recitation. In giving out the words to a class, teachers sometimes com- mit the error of departing from the ordinary pronunciation, for the sake of indicating the orthography. Thus in the word variance , the vowel in the second syllable is given very dis- tinctly as long i, to show that the letter is i and not e. The words should in all cases be pronounced according to the standard dictionary used in the schools. As pupils are constantly liable to misunderstand the pronun- ciation of words, it is a very useful practice, in all written ex- ercises, to call on some pupil in the back part of the room to re-pronounce each word distinctly, as soon as it is pronounced by the teacher. Special attention should be given to syllabication, in con- nection with oral spelling. Pupils should syllabicate in all cases, as in the following example : a-m am , p-l-i pli , ampli , f-y fy , amplify. Nor should there be the least deviation from this rule in cases where the syllable contains but a single let- ter, as in element— e-l el , e e, ele , m-e-n-t ment, element. The reason for this will be specially apparent in words in which the sound of the syllable is not the same as the sound of the name of the letter. Syllabication in written spelling has but one use, that of de- termining the place of division of words when a word occu- 10 PUBLIC SCHOOLS. pies parts of two lines. With present practice this is of such rare occurrence that it does not compensate for the time spent in syllabication, nor does it warrant the unnatural appearance of words so divided. Besides, any person having learned syllabication in connection with oral spelling need never make mistakes in writing, where the necessity of dividing words arises. Teachers should bear constantly in mind, that unless habits of correct spelling are formed early, there is very little proba- bility that they will ever be acquired. However thorough the drill in spelling may be, from the lessons of the speller and reader, every teacher should have frequent and copious exercises in spelling words from other sources. These should be words in common use, chosen, as far as possible, from the range of the pupil’s observation, in- cluding the new words that arise in object lessons, and in geography, arithmetic, grammar, etc. The more difficult of these words should be written in columns on the blackboard, and studied and reviewed with the same care as lessons from the speller and reader. Failures in spelling these words should be marked with errors, the same as failures in any other les- sons. Teachers should put forth their best efforts, especially in pri- mary classes, to secure the attention of the pupils, and render the lessons as interesting as possible. Occasional exercises in “ choosing sides,” when properly conducted, may be made highly useful. The exercise of “ spelling down ” a class may be resorted to occasionally with good effect. If a teacher finds at any time, while conducting an oral ex- ercise in spelling, that a portion of his class are becoming list- less, he can easily recall their attention by the following sim- ple measure : The whole class pronounces distinctly the word given by the teacher, as notation ; then one scholar says n ; the next o ; the next pronounces the syllable no ; the next says t ; the next a ; the next ta ; the next nota ; the next t; the next i; the next o; the next n; the next tion; then the whole class pronounce the word notation. Another useful method is to read a sentence of reasonable GRADED COURSE OF INSTRUCTION. 11 length, and require the members of a class to spell the words in order; the first scholar spelling the first word, the next scholar the second, and so on to the end. Pupils may be allowed to select words for each other’s spelling, confining them to the last lesson in geography, arith- metic, history or grammar. The first in the class pronounces a word for the second to spell, and the second for the third, and so on, the last pronouncing a word for the first. The scholar who fails to pronounce his word properly, or to spell correctly the word given him should take his seat at once, and the one standing longest on the floor be declared the victor. No exercise can be more frequently varied than this with profit to the pupil. In all written exercises the spelling should be carefully scru- tinized, and the misspelled words given to the pupil or the class at the next exercise in written sjielling. First make sure that pupils can spell correctly the words they have occasion to use, and after that words they may never use, if there be time. In written spelling it is better that the misspelled word should be re-written correctly and in such a position that the false and true spelling may be seen at a glance. In spelling, teachers should avoid the use of any unnatural tones of voice, and should pronounce the words as they would read them if they were reading aloud. This will secure the attention of the scholars better than it can be done by any other method. § 3. MENTAL ARITHMETIC. In all the grades where a text-book on this subject is used, teachers should make up many exercises similar in principle to those of the book, so that principles may be thoroughly under- stood. The use of prescribed formulas at all times is not de- sirable. It cripples independent action and thought. After an example is wrought according to formula, pupils should be en- couraged to present other methods of solution, and should be commended for any correct solution, especially if it be brief and intelligible. 12 PUBLIC SCHOOLS. The answer should in all mental exercises be given first, and then the solution may or may not be given, as the teacher may prefer — provided, the teacher is sure that the pupil understands the correct method of solution. A solution may with profit be given by several members of a class, each person called upon taking the solution exactly where it was left by his prede- cessor, without omission or repetition of a word. This practice secures facility, attention and accuracy. For the purpose of securing solutions according to a prescribed formula, concert exercises may be made very profitable. Great pains should be taken to secure brevity and accuracy in language, in me- thods and in results. Classes in arithmetic should have frequent extemporaneous exercises in combining series of numbers, involving the princi- ples which they have gone over. These numbers should be given by the teacher, slowly at first, and afterward with more and more rapidity, as the pupils are able to carry forward the computation. The following is an example : Take 5, add 3, add 10, subtract 9, multiply by 8, add 20, add 8, subtract 40, divide by 10 — result? Those who are prepared to answer raise the hand, and the teacher calls on one or more of them individually for the answer, or on all together. Exercises of this kind should be commenced as soon as pupils are able to add simple numbers together, and continued through the en- tire course. Similar examples may occasionally be carried rapidly around the class, each pupil giving in turn the result for one step of the process, with as little delay as possible. In all exercises of this kind there is danger that but few will derive benefit from them, unless the teacher is specially watch- ful, and calls out often those who do not give evidence in their countenances of mental activity. In all cases it is well to get answers from a large number of the class before telling which are right. This course may be pursued. An exercise is given ; hands are raised ; some one called on gives the result, and all who agree with the result given drop their hands. One of the disagreeing ones gives a result and those who agree drop their hands ; and so on till all hands are down. The teacher then GRADED COURSE OF INSTRUCTION. 13 announces the correct answer, or if it be not a lengthy exer- cise calls upon some one to repeat it, giving results at each step, that those who failed may see the cause of their failure, § 4. WRITING. Writing should be taught as a simultaneous class exercise, all the members of the class attending to the same thing at the same time. In conducting exercises in writing, teachers should make constant use of the blackboard. Important letters and princi- ples of the copy should be written on the board, both correctly and incorrectly, illustrating the excellencies to be attained and the errors to be avoided. Teachers who are not accustomed to this mode of illustrating will find that they can easily qualify themselves to introduce it. Many teachers who excel in imparting a knowledge of other branches, teach penmanship only indifferently well. Teachers who have little taste for this exercise should discipline them- selves to increased effort. Even a poor writer may make a good teacher of penmanship ; and no one who attempts to teach writing is excusable for not teaching it successfully. Exercises of special excellence should receive marks of spe- cial credit; and deficiencies resulting from carelessness or indifference, should in all cases receive marks of error and affect the scholarship averages as much as failures in any other lessons. Occasionally, in the higher grades, it may be well to place a copy on the blackboard, and require each pupil of the division to hand to the teacher, after so many minutes’ practice, what he considers the best imitation of the copy. For this purpose the pupil should write upon slips of paper, the copy being written but once upon each slip, and then the slips being care- fully compared, the one with which the pupil is best satisfied should be handed to the teacher for marking. The practice of directing the movements of the class by counting is recommended. The pupils will thus write with greater care and precision while learning. Rapid writing must succeed slower movements if at all successful. 14 PUBLIC SCHOOLS. § 5. ORAL INSTRUCTION. This must be considered as essential a part of the course of instruction as any other, and must be made in part the basis of advancement from grade to grade. All examinations in the oral course, at least as far as through the sixth grade, should be entirely oral. From the sixth through the third grade, they should be oral mainly, but may in some parts be written. In the remaining grades there can be no objection to making the examination mainly a written examination. Teachers should prepare themselves thoroughly upon the topics in the oral course, and be sure that their instructions are simple, concise and accurate. This subject will be more fully treated under the several grades. While a definite time should be assigned to the exercise, and as a general rule no deviation be allowed from the programme) still occasionally opportunities will arise, when the facts of an object lesson maybe more vividly impressed upon the mind than at any other time, and advantage should be taken of this favorable opportunity, though it may call up objects out of their regular order. “ The teacher should never tell the child what he can make the child tell him, and should never give the child any infor- mation without calling for it again.” § 6. GOOD LANGUAGE. The importance of this subject cannot be over-estimated. It has been so well stated by Hon. J. G. McMynn that I quote his words : “ Great attention should be given to the language used in the school-room, both by teachers and pupils. It should be pure English, free from all provincialisms ; and the construc- tion of the sentences should be grammatical. It is of the ut- most importance that the teachers of our primary scholars should be accurate in the use of language ; quick to notice and prompt to correct all ‘ bad grammar ’ heard in their school- rooms. No dang , no useless expletives, no unnecessary repe- tition, no obsolete words, no violations of orthography or syn- GRADED COURSE OF INSTRUCTION. 15 tax, should, at any time , or under any circumstances, be allowed to pass without careful correction. The power of ex- pression may be cultivated by 1 Object Lessons ’ and conver- sation. Pupils should also be advised and required to write much. Recitations may sometimes be conducted by writing, and will be found profitable. Questions should be pointed and precise ; answers should be concise and exact. Every answer should embrace a complete proposition. Frequently the pupil gives the answer only in part. Every exercise and every recitation should be so conducted as to habit uate the scholars to correct, terse, and elegant modes of expression. All indistinctness of utterance, all clipping of words, all hesitancy of speech, should at once be noticed and the proper remedies faithfully applied.” Every exercise in the school-room should be made an exer- cise in the use of language. The most thorough study of the rules of syntax, the most careful analysis in later years, will not correct the bad habits formed in childhood. Many a man skilled in the use of language has never studied for an hour an English Grammar, while many who can parse any sentence given them, affixing the rule for each word, and giving to each rule its proper number, make constant and egregious blunders in their every-day talking or writing. The habits formed in early life are the ground of the difference. Let every teacher be a living grammar, and the “ dry study ” will become juicy and sweet to the learner. § 1 . MORALS AND MANNERS. Love to parents and others, friendship, kindness, gentleness, obedience, honesty, truthfulness, generosity, self-denial, neat- ness, diligence, etc., are cultivated in children, not so much by direct exhortation and formal precept, as by resorting to expe- dients that will call these affections and qualities into active exercise. Lead a child to do a kind act, and you will increase his kindness of heart ; and this is the best of all lessons on kindness. Let teachers ever remember that the exercise of virtuous 'principles , confirmed into habit, is the true means of establishing a virtuous character. 16 TUBLIC SCHOOLS. Little anecdotes and familiar examples, illustrating the love of brothers and sisters, the respect due to the aged, kindness to animals, mutual love of companions and associates, benevo- lence, etc., are among the best means of cultivating these vir- tues. Teaching mainly by examples, will accomplish far more than any formal catechism of moral instruction. Teachers should frequently read to their divisions short, en- tertaining narratives, and make them the subject of familiar and instructive conversations with their pupils. So also in les- sons on animals, trees, and all the works of nature, opportuni- ties should be constantly improved to show the wisdom, power, and goodness of the Creator, and to inculcate the reverence that is due to Him, and a sense of dependence upon Him. Every case of quarreling, cruelty, fraud, profanity, and vul- garity should be made to appear in its true light. The selfish- ness of children is the greatest obstacle to moral training. To moderate this strong instinct, to teach self-denial and self-con- trol, must be the constant care of the teacher. There is no time when the watchfulness of the teacher is more necessary than during the recesses and other hours of relaxation at school. This is the time when little differences are most likely to spring up, and bad passions to gain the ascendancy. Ho parent’s eye is upon the children, and yet they should constantly feel that some kind guardian is near — not to check their cheerful sports, but to encourage every kind and noble act, and to rebuke every departure from the path of virtue and honor. Good manners are intimately connected with good morals , and teachers should improve every opportunity to inculcate les- sons of civility and courtesy. In the primary divisions, espe- cially, the teachers should give frequent and somewhat minute directions respecting the ordinary rules of politeness. Let the pupils be taught that when a question is asked them, it shows a lack of good breeding to remain silent or shake the head, even if they are not able to answer it. They should receive some general directions respecting the manners of younger persons in the presence of those who are older. They should be taught that well-bred persons seldom laugh at mistakes, etc. GEADED COUESE OF INSTEUCTION. 11 The manners of the children in their intercourse with each other before and after school, and at the recesses, and in going to and from school, should receive the constant and watchful care of the teacher. The position of the pupil in his seat; his movements in pass- ing to and from the class ; his position in class or at his seat when called upon to recite, should receive the teacher’s most careful scrutiny. Bad manners open the door for the entrance of bad morals, and all listless and lounging habits in the school- room are but the sure indication of a loaferish spirit which unchecked will lead to vicious associates and practices. The teacher should respect himself too much to receive any answer from a pupil who is not in a manly posture, and who does not in his tone and manner express sincere respect both for his teacher and the place he holds among his fellows. Nor can the teacher keep too constantly in mind the truth uttered by Marcel — “ Nature, reason and experience proclaim this order, example before precept .” No teacher can expect to make his pupils more civil, more courteous, or more truthful and virtuous than he shows himself to be. In dress, in movement, in speech, in thought even, he must b wick — why not consumed ; use of circular wick in astral and solar lamps ; use of glass chimney ; of small hole in top of lamp ; gas used in lighting buildings ; use of a blower in kind- ling a fire ; action of a common chimney ; proper construction ; advantages of stoves as compared with open fire-places, dis- advantages. § *73. GRAMMAR. See §§ 6, 70. § 74. COMPOSITIONS. See § 8. § 75. ABSTRACTS AND WRITTEN REVIEWS. See § 10. § 76. GEOGRAPHY. One of the best modes of reciting history, geography, etc., is by the use of topics. Thus, in geography, a pupil passes to an outline map, drawn on the blackboard, with a set of topics in his hand, as boundaries, rivers, mountains, climate, surface, soil, productions, commerce, etc., and proceeds to describe the country assigned, stating all he recollects under each topic. When his description is completed, other members of the class are called on for corrections and additions, and the teacher makes such suggestions as the case may require. This mode of reciting by topics leaves the pupils in a great degree to their own resources, secures a more thorough and systematic prepa- ration of the lessons, and furnishes important aid in imparting that discipline of mind which is more valuable than knowledge. It will be found particularly adapted to reviews. Map Drawing . — See §§ 57, 6(3, and in addition, note care- fully the following illustration. The pupils are required to draw a map of Europe, the most irregular and difficult of all the grand divisions. The pupils having been carefully drilled in the application of latitude and longitude, and in the relative length of a degree of longitude in different latitudes, the fol- GRADED COURSE OF INSTRUCTION. 59 lowing prominent points in the boundaries of Europe should be written by the teacher on the blackboard and copied by the pupils into a blank book for preservation, to be committed to memory in lessons of five or ten each, according to the ability of the class. Commencing at Lat. Lon. North Cape . .71° N. 26° E, The Naze . .58 a 7 a Tornea . .66 tt 24 tt St. Petersburg ..60 a 30 tt Lubeck a 11 <( Mouth of the Elbe a 9 a Brest . .48 ec 4* w. Bayonne tt 1 2 (C Ortegal ..44 tt 8 tt Straits of Gibraltar . .36 a 5 a Genoa ..441 tt 9 E. Cape Spartivento ..38 <( 16 << Venice a 12 a Cape Matapan . .36 a 22 ii Constantinople tt 29 tt Sebastopol ..44 tt 33 tt Intersection of Caucasus Mountains and Caspian Sea ..404. a 50 it Northeast point of Ural Mountains . . . .67 tt 60 it Mouth of Ural River ..47 a 52 ti Mouth of Volga River ..46 tt 48 it The above points are deemed sufficiently accurate for prac- tical purposes, differing from the true position less than one- half of a degree. Teachers will increase or diminish the number of points at their discretion ; but care should be taken not to burden the memory with more numbers than are really necessary to secure accuracy in the form of the map. Some teachers would have more points fixed in the map of Europe than the number here given* Very few maps require more than half as many points as the map of Europe. By making a few trials, teachers will readily ascertain how many points it is best to fix in the memory by 60 PUBLIC SCHOOLS. latitude and longitude, and how far it is best to rely upon general recollection in giving the direction of coast lines. Suppose the first lesson be a map of the coast line from Cape North to St. Petersburg. The points essential to this exercise are Cape North, the Naze, Tornea and St. Petersburg. The latitude and longitude of the points having been learned, recitation may be required in the following manner : Cape Norfh is situated 71° N., 26° E. The general direc- tion of the coast line is southwesterly to The Naze at the south point of Norway, with many small indentations ; thence north- easterly to Christiana, coast line regular ; thence southeasterly to the most southern point of Sweden, very regular. The position ^ ■S "a, * g ei iJ feD si _ o -© 3 © r-H ^ O JZ Pi -d 1.2 41 ® S £ & © .« 2 ^ V -, |o5§ i g £ o 0 g > © ’3 Ob *31 I s ” O § m r ? fl OJ O g > © ‘3 Ob 2 ► *1 --2 © bc-=r > ■> •S§2- >1^2 © *, w © m o g “3 _ ^ O Si * ©g3 8H~.a -n (L, 53 CO 0 0^3 3 .5 m o © © w l o3 Pm S © w §« . SU 00 !>> 0 — |.sg© l*2.s © W * -g §f o ? 5 w bO *3 o •e ? H3 ra 2 5 HIG-II SCHOOL-SYNOPSIS OF THE CLASSICAL COURSE. c£ .2 d 'O >0) a> . a> fe * .2 T3 >» > > d ,G Sh •50 b -d> S-4 £ £ 0 S3 .2 d ► > Cg a, O Reading, during the first and second years. Drawing, during.the second, third and fourth years. Composition and Dec- lamation, during the entire course. Classical Antiquities, Military Affairs, during the second year. Classical Antiquities, Civil Affairs, during the third year. Classical Antiquities, Mythology, during the fourth year. Ancient Geography, in con- nection with the History and Literature of Greece and Rome. Physical Exercises through the course. OPTION- IN THE COURSE. 67 OPTION IN THE COURSE. Pupils in the General Department are required to choose between German and Latin at the commencement of the course, and continue the same language without change for two years. At the beginning of the third year, pupils in the General Department are allowed to continue their Latin or German, or take French instead for the remainder of the course. Thus no pupil in the General Department studies more than one foreign language at the same time, and all are permitted to take two foreign languages at some time in the course. Pupils that elect to take Latin during the first and second years, can defer their choice between the Classical and General Course till the opening of the third year. ?! « ! H a « 3 % ' H H ! A H (V> H ◄ H Ph ri 0) h ft 0 P 0 0 s ◄ 1 H H B w E-i Q H 6 O ! P3 r W CO i 0 n 0 ? H 4 6 H 0 P B 0 P w 0 0 m B S « rM 0 H H H co H ffl 2 E TEARS. >1 GO ns ei _ bb g O 03 ® d CD ft a CD Q ; ft >> 2 g £ « O 03 rrt g M d o «3 ^ *»C5 pd ft bC O 0) CD Q ft si 'H ej 5 5 >> 1 8 > f-S I ■S <1 03 t>C CD d u3 ►> >: ^ S d 03 g 1 §• | 1 .2 w>l§ += o £ is 2 O ° o . Sh ® ,d p be a? 8 .2 2 £ d g g § ’■d P o d pd pd £ bo - O 03 d | 2 O G 03 « H o p_ I S .t: d 03 -1 o ft 2 03 03 03 *H in d *43 O fl O g 03 0 .2 pd d t! SP « 2 d pd §p „ bo pd ° .2 2 d M ^ p. .2 H bo 02 ^ .2 o I ^ s’ ft d 2 ° £ 03 E-l TEXT BOOKS — HIGH SCHOOL. 69 TEXT BOOKS USED IX THE HIGH SCHOOL. GENERAL DEPARTMENT. 1. Preparatory Studies reviewed, using the text books author- ized in the District Schools. 2. Warren’s Physical Geography. 3. Weber’s Universal History. 4. Ancient Geography, in connection with History. 5. Ray’s Higher Arithmetic. 6. Ray’s Algebra. 7. Davies’ Legendre. 8. Plane and Spherical Trigonometry. 9. Mensuration. 10. Gillespie’s Surveying. 11. Xavigation. 12. Hanaford & Payson’s Elementary Book-keeping. 13. Gray’s Botany. 14. Robinson’s Elementary Astronomy. 15. Cutter’s Physiology. 16. D. A. Wells’ Xatural Philosophy. 17. D. A. Wells’ Chemistry. 18. Geology (Hitchcock’s) and Mineralogy. 19. Quackenbos’ Rhetoric. 20. Wayland’s Political Economy. 21. Shurtliff’s Governmental Instructor, and Constitution of the United States. 22. Haven’s Mental Philosophy. 23. Etymology. 24. Cleveland’s English Literature. 25. Hillard’s Sixth Reader. 26. Drawing. 27. Vocal Music; using. the Coronet. 28. Woodbury’s German Series. 29. Schiller’s William Tell, and Schiller’s Maria Stuart. 30. Fasquelle’s French Course. 31. Chapsal’s Literature Francaise. 70 TEXT BOOKS — DISTRICT SCHOOLS. CLASSICAL DEPARTMENT. Nos. 1, 2, 3, 4, 5, 6, 7, 15, 16, 24, 25, 26, 27. Andrews’ and Zumpt’s Latin Grammars. Harkness Arnold’s First Latin Book. Andrews’ Latin Reader. Arnold’s Latin Prose Composition. Andrews’ Caesar. Johnson’s Cicero. Bowen’s Virgil. Andrews’ Latin Lexicon. Antkon’s Classical Dictionary. Crosby’s Greek Grammar. Crosby’s Greek Lessons. Arnold’s Greek Prose Composition. Felton’s Greek Reader. Boise’s Xenophon’s Anabasis. Owen’s Homer’s Iliad. Liddell & Scott’s Greek Lexicon. TEXT BOOKS USED IN THE DISTRICT SCHOOLS. Hillard’s Fifth and Sixth Readers. Parker & Watson’s First, Second and Third Readers. Parker & Watson’s Elementary Speller and Pictorial Primer. Edwards’ Outlines of English History. Charles A. Goodrich’s History of the United States. Kerl’s Grammar. Warren’s Common School Geography. Mitchell’s Primary Geography. Robinson’s Practical Progressive Arithmetic. Colburn’s Intellectual Arithmetic. Emerson’s First Part. Payson, D unton & Scribner’s Writing Books. Webb’s Charts. Philbrick’s Primary School Tablets. Webster’s Primary Dictionary. TEXT BOOKS DISTRICT SCHOOLS. 71 Merry Chimes and Song Bird, No. 2. Movable Cards with Words and Letters for the use of the Tenth Grade. Dictionaries. — Webster’s and Worcester’s Quarto Dictiona- ries shall be used as authority in Definitions, and Webster’s Dictionary as authority in Orthography and Punctuation ; but the orthography of any scholar, in exercises of composition, shall not be deemed incorrect if in accordance with either Webster or Worcester. TEXT BOOKS USED IN EACH OF THE GRADES OF THE DISTRICT SCHOOLS. TENTH GRADE. Webb’s Cards, Nos. 1, 2, 3, 4 and 6. Philbrick’s Primary School Tablets, Nos. 1, 2, 3, 4 and 9. See page 26. NINTH GRADE. Webb’s Cards, reviewed. Philbrick’s Tablets, Nos. 15 and 16. Parker & Watson’s Primer, completed and reviewed. Emerson’s First Part, through 4-f-10. See page 31. EIGHTH GRADE. Parker & Watson’s First Reader, completed. Emerson’s First Part in Arithmetic, through Addition and Subtraction to page 27. Song Bird, No. 2. See page 35. 72 TEXT BOOKS DISTRICT SCHOOLS. SEVENTH GRADE. Parker & Watson’s Second Reader, to page 119. National Elementary Speller, to page 40. Emerson’s First Part, from page 27 to page 32. Song Bird, No. 2. Writing — Philbrick’s Tablets, Nos. 3 and 4 ; and Payson,. Dunton & Scribner’s Charts. See page 37. SIXTH GRADE. Parker & Watson’s Second Reader, from page 119 through. National Elementary Speller, from page 40 to page 53. Writing — Payson, Dunton & Scribner’s Charts. Emerson’s First Part, from page 32, through. Abbreviations — pages 154 and 155 of Speller, and Multipli- cation Table through 12X12, and review. Song Bird, No. 2. See page 40. FIFTH GRADE. Parker & Watson’s Third Reader, from page 39 to page 163 r section 14; also, sub-sections 1, 2, 3, 4, 5, 6, 7, 8, 9 of the Introduction, Part 1 to page 25. National Elementary Speller, page 53 to page 70. Writing — Payson, Dunton & Scribner’s Charts, and Writing Book, No. 1, or 2, or 3. Colburn’s First Lessons, to page 56. Mitchell’s Primary Geography, to page 53. TEXT EOOKS — DISTRICT SCHOOLS. 73 Abbreviations — Speller, page 156, and review pages 154 and 155. Merry Chimes. See page 44. FOURTH GRADE. Parker & Watson’s Third Reader, from page 163, section 14, through the book ; also, rest of Introduction from page 25 through. National Elementary Speller, from page 70 to page 85. Payson, Dunton & Scribner’s Writing. Colburn’s First Lessons, from page 56 to page 94, section 9. Robinson’s Rudiments of Written Arithmetic, to page 74. Mitchell’s Primary Geography, from page 53 through. Merry Chimes. See page 49. THIRD GRADE. Hillard’s Fifth Reader, from page 61 to page 219, lesson 60 i also one-half of Part 1. National Elementary Speller, from page 85 to page 117. Payson, Dunton & Scribner’s Writing. Colburn’s First Lessons, from section 9, page 94 to Tables page 128. Robinson’s Rudiments of Written Arithmetic, from page 74 through the book. Kerl’s Grammar, Part I and Part II to page 105, omitting fine print 74 TEXT BOOKS — DISTRICT SCHOOLS. Warren’s Geography, to page 46. Merry Chimes. See page 52. SECOND GRADE. Hillard’s Fifth Reader, completed. National Elementary Speller, from page 117 to page 131, Miscellaneous Exercises. Payson, Dunton & Scribner’s Writing. Colburn’s First Lessons, completed from page 128. Robinson’s Practical Arithmetic, from beginning to page 231, (mainly review, see 3d grade). Warren’s Geography, from page 46 to page 76. Kerl’s Grammar, from page 105 to page 190. Goodrich’s History United States, to page 145. Merry Chimes. See page 56. FIRST GRADE. Hillard’s Sixth Reader. National Elementary Speller, completed and reviewed. Payson, Dunton & Scribner’s Writing. Colburn’s First Lessons, reviewed. Robinson’s Practical Arithmetic, completed and reviewed. Warren’s Geography, completed and reviewed. Kerl’s Grammar, completed and reviewed. Goodrich’s History United States, completed and reviewed. Merry Chimes. See page 62. PREFERENCE BOOKS. 75 REFERENCE BOOKS. The following Books are recommended to teachers for their careful study : Page’s Theory and Practice of Teaching. My Schools and School Masters, by Hugh Miller. Welch’s Object Lessons. Calkins’ Object Lessons. Barnard’s Object Teaching. Sheldon’s Object Lessons. Mayo’s Lessons on Objects. Northend’s Teacher and Parent. Fireside Philosophy. Youmans’ Household Science. Herbert Spencer’s Works. Holbrook’s Normal Methods. Barnard’s American Journal of Education. History and Progress of Education. Willson’s Manual of Instruction. Walton’s Tablets and Key. Northend’s Teacher and Assistant. Hazen’s Professions and Trades. Wells’ Science of Common Things. Manual of Elementary Instruction. Model Lessons on Objects. Reason Why. Wickersham’s School Economy. These books can be found in the Teachers’ Reference Library at the office of the Board of Education, and may be consulted there.