C55ro CbarDpaigo co.^Iil.-- Supt. di schools Manual aod guide for coiomon schools . ^^: '^"^^ I^^J^.: ■' '^^f •■ •■■ iv 188S. OF THE UNIVERSITY OF ILLINOIS Manual and Guide FOR— COMMON SCHOOLS, FOR THE USE OF -V. -« v., X XXXXXXXXX i^—^—^ X X X X X X X X X X TEAC HERIxrpUPlL . X X X X X X XX X X ^—C^-i^ XXXXXXXXXX VRINTF.D IX THE OFFICE 0¥ •' OUR COUNTRY AND VILLAGE SCHOOLS, DECATUR, ILL. . '5 THE — "LIGHT RUNNING NEW n O M E . ALWAYS RKADY NO F.QUAL. Q h .J < I < 'A < > I/: ;j .J < :3 < i I a: a r' ^ (ft o -^ r M okp: points of exckli.en("E than any in CiiU .md se<' this WONDKHFIL SbwIii,' M i.li riiE ine .MARKET. AT D. H. LLOYDE & SON'S, UEAI.KKS IN BOOKS PIANOS, OR- ANS. MISIC. STATION UlY. \V;ALL-PAPEU. FR VME^. FINE PIANOS AT FROM $200 to $400. "Cvmhellu" Orpins, uitli '>paiitifiil " Cliimp of Bells," 875.00. Orgms for the srl.ooi iind home from $:?0 to 8100 on Montiiia Paymenth, or to rent. Sunpliea f..r Tea, and Cravon Note Books, Tahh-ts, SumUy School Rewar.l and Birthdar Cttrd<. X'>te paper 5 c-nts per ((uire. Tlie popular Text Books, such as."How K. Tdk." r,0 ris ; 'Ilnw t.. Wrir.-." 75 cts. ; " Fish's Arithmetic," No 1, 40 cts ; "Ooodrich's Child's IliMory." 50 cts , and otlier> as recommended by the Count. School Superimendent. Fine liup of All)Uins, Bihlf'*, Gift Books. Standard, and .Juvenile ho«.ks in fine bindings, for the Holiday trade. B>'/7. '. -b 3 qualified should take the advanced grammar course at the propc time. Teach- ers "will exercise care in recommending promotions in grammar. Do not make promotions unless they are qualified to carry the advanced vt^ork. Geography : But two classes are recommended in the text-book. Of course oral instruction is expected as outlined. Examinations will be constructed with a view to having but two classes in the text. United States History : But two classes should be tolerated in the study, viz: the primary, and the advanced, as outlined. The classification may be studied by reference to the following scfi-eme: S: Primary Di- vision. First Second — Reader O H m P3 P O Intermediate Division. Third Fourth Reader. Advanced Division Fifth Reader. REGULAR EXAMINATIONS. f Reading. Spelling. ■{ Writing. i Numbers. (^Language. Reading. Spelling. Writing. «J Arithmetic. Geography. Language. I^U. S. History. 'Reading. Spelling. Writing. Arithmetic. Geography. Language, and Grammar. U. S. History. i While there are objections to regular examinations, no way of enforcing ^ the u.>-e of a course of study has yet been made public, that will apply to a ^^ county, or even to a township, without them. < 1. By the Teacher's Examination, is meant those which he holds upon r the third Friday of each month, beginning in October. The superintendent ii furnishes these questions, sealed, and uniform for the county. They can only be opened by a committee selected by the school, on the day of the examina- « Jaon. and in the presen-^e of the school. (This committee should be chosen on ^ the day previous, in order that the school may be able to write immediately '^ after the opening.) This committee will find a certificate within the envelope "^S which it will sign, filling proper blanks. '^^ Pupils should write upon both sides of the paper if necessary to complete ^... a branch. In doing so, turn the paper " end for end," not "side for side;" \ i. e., turn the paper from you, as it opens in the bound examinations. Number the answer to correspond with the question, placing the number 979042 in Roman notation on a line in the center of tlie page, tlius separating the paragraphs : I. 11. III. n^K^ IV. V. As a rule, use ink in all examination work ; it is more permanent and looks better than lead pencil. Take time to do this work, and endeavor to make a clean sheet by using capital letters where they belong, being careful .e_^ C»_-t/C.<-->-t_ ^=- 5 in penmanship, correctly spelling all words, cautiously , paragraphing all work, and studying your language. The examinations are to be neatly and carefully b^^und in the following order : place the questions containing the certificate of the committee, first; the penmanship and spelling, second; geography, third; U. S. History, /owrf/i; grammar or language, _/i/if7i; arithmetic, sixth, and miscellaneous work, last. Over all this place the manilla cover and secure with the fasteners fur- nished from this office ; when thus completed, label as follows : (month) Examination for i88 . . (XAMK) School (name) Teacher (Note.— If the teacher thinks it best to make any remarks, he should write them upon a sheet of the regular examination paper, and bind with the month's work.) The superintendent will call for these examinations in his visits, and will expect to find'them filled as directed above. Teachers and pupils are asked to use the following correction marks in both paper and blackboard work. 1. This = shows that the le tter under which it is drawn should have been a capital ; thus, richmond, margaret. When this I is drawn through a letter, and 1. c. (lower case), is placed in the margin, it should have been a small letter ; thus, 1. c. The ^Book is on the -"Table. j\ (caret). Something omitted. S (dele). Strike out, or erase. / Wrong letter or mark. = Use capital. 1. c. Use a small letter. ( , ) Use comma, &c. ? Query. Indent. {Set iii). D New paragi'aph. sxjperintendent's examination. These will be held at the central schools, and at the county seat, by the superintendent in person, unless there should be changes in the future. The examination will be written, and conducted in the same manner as those of last year. All pupils making an average of eighty-five per cnt. in the Centrals may enter the Final (annual) examinations in March. These examinations will extend to the limit of the work at that date. Note. — Only those pupils having the full course in the common branches, and recommended by the teacher, will be admitted to the Centrals. 6 RECORDS. It will not be long until a proper record for preserving the grades made in the examinations, will be furnished by the county, or by the district. Until such time the following plan is recommended : the teacher will enter the names of all his pupils on another page of the register and the names of the branches pursued over the terms "Mon, Tues, Wed, Thurs, Fri." Under these branches he can enter the averages made on examination and in an extra column give the general average. Teachers will thus find that a page will hold the record for a year, and will appear thus : (MONTH nEKB.) NAME. > John Tyler. John Adams. CTA.Arthur. jamea K. Polk, 14 92 )-8J85 I 18 I 95 16191 aT Jackson. | 10 | 60 88 75 I TO I 80 I 75 I 90 I 81 3-7 85 I' 90 I 70 1 i i f82'l-J 93 I 75 1 96 I 83^68 T 90 I 84 3-7 90196 I 88 175 r'80 I 95 I 89 'O 70 I 90 I 95 I I I r78"3^ 80 '6""| Anna Symmes. | 6 1 75 | 80 | 90 | 75 | | By simply repeating the same names of branches, the next month will be carried forward seven spaces, and so on to the close of the year. If your school is large it will be well to ask some member of the school to copy the grades for you. At least, leave some record of the progress and standing of your pupils for the inspection of interested parties. Tlie superintendent will carry a blank book with him during the Central examinations, in wliich he will enter the grades and averages of all pupils examined ; these grades, names, &c., will be entered in a record kept at his office for this purpose. He will keep a similar record of the Final examinations. AWARDS. The superintendent will award the following certificates of Rank in Class: one at the Central examination, which shall give the pupil's grades, averages, t&c, showing his rank in tlie class examined. He will issue a similar certificate to those attending the Final examination. The latter will be more elaborate, and artistic than the former. CARE OP THE EXAMINATIONS. In a few cases we find teachers very negligent concerning the care of past examinations. This is certainly an oversight and should be remedied. If there is no desk or drawer for these monthly examinations, the teacher can easily solicit some young man or pupil to build a receptacle for the books. By a little ingenuity a " cracker box " (or other box of suitable dimensions) may be quickly fitted up for this purpose. This should be closed so as to exclude the dust. When teachers are unable to secure a door properly hinged, it would be well to tack a light curtain over the front of the box, or case. This will exclude the dust. At any rate try to have aconvenient place for th« examinations and reference books. This drawing will represent our ideas as to the ajipearance of the open box : 1881 1884 1882 1885 188:^ 1886 Pens, PencOe, Ink, etc. 1 Miscellaneons Work. i 1 Examination Paper. 1 . Reference Books. Tbe superintendent will take charge of the examinations held at the Centrals, and will have them suitably bound, and kept on file at his office, He will also file and bind the Final examinations in like manner. These files will be subject to inspection at all times. AKlSrUAL EXEECISES. When practicable, annual exercises will be held at the Central examina- tions ; these will consist of songs, speeches, essays, &c. The several schools represented are expected to participate in some manner; each should electa representative who M contribute something of a literary, or pleasant character, to the evening's entertainment. Some one will be selected to deliver a short address at the Final exaaiin- ation. If time permits, one or two of the best selections from the Centrals will be reproduced at the request of the superintendent. REPORTS. Blank reports to parents are furnished free from the superintendent's office. Those teachers who believe them helpful are asked to use them. An occasional report from the teacher to superintendent will be required. They will be easily made, and are expected whenever called for. The county superintendent will make a written report of each official 8 visit to the school ; these will be sent to the board of directors, and will show the following items : The condition of the grounds, of the house, of the fur- niture; care of house and furniture; condition of the examinations, (how bound, &c.) ; progress of pupils, the decorations, discipline of the school, &c. Teachers are asked to note the obove, and govern themselves accordingly. SCHOOL EXHIBITS. The Central and Final examinations will ever be ready for any or all school exhibits. Teachers will arrange and send to this office such of the regulai- Februarj- work as may be required of them by the county superintendent ; he will hold this ready for display at the County Fair, or at such places as may be appro- priate to make an exhibit. Schools are invited to prepare anything suitable to represent them in the line of school work, and to contribute it to this regular exhibit. Teachers have it in their power to bring out much talent now latent within those under their care. There are pupils usually dull and stupid in many things, having much ability in some line of work. This aptness and desire for certain labor should not be hampered or dwarfed, but wisely directed into a useful channel. The teacher has no right to destroy the individuality of the pupil ; but rather it is his duty to bring out and develop, those char- acteristic individualities which contribute to his usefidness, and to his hap- piness through life. When a pupil has a longing desire for drawing, encourage him by aiding in the execution of that which he so much civets; present him a sheet of Bristol board, an artist's pencil, a palette, an easel, a pantagraph, some colored crayons, a design, «fcc. ; encourage him to make a pen or pencil sketch of some well known object; to draw designs upon the blackboard; to ornament the programme ; to draw a clever design upon the margin of the board ; encourage the gills to invent card racks, contrive picture frames, work mottoes, contribute ornaments to the teacher's table of their own contrivance : ' to contrive ink wipers, cornucopias, &c. It frequently encourages pupils, to ask them to prepare one or more sheets of drawings to be presented to the county and kept on exhibition at the superintendent's office. These may be drawn upon the regular examination paper, or upon paper of the same form and dimensions. The thoughtful teacher will readily suggest many things which the pupil will not discover in this line. Encourage talent and originality; you may some day see your good works blossoming, and bearing good fruits. GOOD LirERATTTRE. A constant study of the literature read in the district should engage the attention of the teacher. He has it in his power to direct and shape the reading of his pupils in a certain measure. By the united assistance of our teachers, we maj' soon have our pupils reading good books and papers. When we find a reading community, we shall find the library rapidly building : shall we make reading communities by guiding otu- pupils into that channel which leads to a desire to read good books ? How 5 i: shall we begin ? Certainly not "with those heavy volumes and selections too difficult for the comprehension of our pupils; rather with those selections containing words and phrases below the reader grade of the pupil. As the pupil grows with age, so should this reading grow. '-. f The superintendent has several thousand copies of little papers used last g I year in the several reader grades of the county ; several hundred copies of g I bound pages of different readers ; a few hundred copies of bound selections O J from standard authors, &c. § He will cheerfully aid in securing their use in the classes as collateral ° reading. Many teachers availed themselves of this opportunity last year, and were unanimous in their praise as to results. To the above list of reading matter will be added such selections as are practicable to be obtained ; a subscription of a few pennies from each district will furnish all the new matter needed for this year. It is also suggested that districts raise funds by means of collections, entertainments, oyster suppers, &c. ; that these districts purchase such books as may be suited for collateral reading in their immediate classes; use this reading matter as needed, and either retain it for future use or else contribute it to the " Circulating Read- ing " now held in common. CATAI.OGUES. An annual catalogue of the schools will be published, showing a list of the teachers, of pupils examined at the Centrals, of pupils examined at the Finals, of the annual exhibits, and of schools in general. All teachers, school officers, and pupils whose names appear will be entitled to this catalogue. MISCELLANEOUS. Under this head we include several paragraphs of a miscellaneous character. What to Study. — The examinations for the last two years developed the fact that it is unnecessary to study geography, history (U. S.,)etc., for as many years as is usually the case in our imgraded schools. Instead of pursuing the study of geogi'aphy for the period of eight or ten years, it is now known from the work as exhibited in the Iilonthly, Central, and Final examinations, that two years is all-sufficient for the use of the text-book in this branch. The same is true in the case of United States History. Let those pupils who made an average of eighty-four or more in these branches during the year's examinations, take up a new branch of study, and omit such branches as may show these averages. By this we do not mean that the branches should be lost sight of at all, but that the pupils may not recite in these classes in the school work, and that they shall review such jKiints in private as they may think necessary. It is recommended that pupils take up the study of Physiology, Physical Geography, Algebra, Zoology, Botany, Natural Philosophy, Book-keeping, &c., in such order as suggested by the good judgment of the teacher. Pupils dropping one or more branches, may have the credits last received at the Central and Final examinations, (in the next ones) and may write upon those branches taken up in their stead. The old grades will enter into their averages in making out their rank in class, (in both Central and Final exam- 10 inations.) Their grades upon the new branches will be entered upon their ce'tificates, but will not enter into the Rank in Class, and will not effect those who do not take other branches than those outlined in other years. Thus: If a pupil drops geography, and takes up physiology, he will not need to write upon the topics in the former branch at the examinations, but will be required to write upon physiology; his old grade upon geography will enter into his average in the Rank in Class, and his grade in physiology will be written upon his certificate, but will not affect it. This will enable pupils to prepare for entering our high schools, and pre- paratory departments of our colleges. Let the teacher lend all the encourage- ment to this step, possible. Teachers' Helps. — The superintendent will spare no pains to furnish all the helps and suggestions possible for him to procure ; he will have on exhibition all new books and school appliances that he can command ; teach- ers are asked to " drop in " when in the city, and to avail themselves of any or all of these helps. Tardiwess.— A record of tardiness should be kept. The superintendent does not believe in carrying ont such measures to prevent this evil, as may ex- clude pupils from school a single half-day, but on the contrary urges a business-like treatment of the evil. Teachers' Meetings. — The regular meeting of the Macon County Teachers' Association occurs upon the first Saturday of each month ; in these meetings, for this school j^ear at least, will be discussed the month's work, as outlined in this Manual and Guide. The best methods of doing this work will be fully discussed, together with such aids of importance as may be sug- gested by those present. Certainly, no live teapher who can possibly attend these meetings, will neglect to do so. Other counties have different dates. If the teacher does not understand the plan of work now in use he can do no better, than get all the suggestions offered at these meet- ings. Teachers' Lirrary. — A Teachers' Library Association was organized in Macon county in 1877 ; it has had a steady growth in membership, and in the addition of books, until it is now equal to any library of its kind in the state. The only condition of membership is that the teacher paj'S into the library fund a fee of one dollar ; this entitles him to all the benefits of the profes- sional library without any future assessment. All teachers owe it to their profession to become readers of standard works upon teaching. Decoration Day. — While it is true that many of our school-rooms are most tastefully decorated and scrupulously clean, it is also true that "Eternal vigilance is the price of liberty." Cobwebs will be cunningly festooned by the industrious spider, the consumption of coal in the glowing stove will silently deposit its soot on the walls, and thus aided by the dust from sweep- ing, will soon cover up our whitened walls, and beautiful pictures. Let ns contrive frames from the cornstalk, the husk, ripened grain, card- board, buttons, beads, yarns, wood, etc. ; let us preserve all our tasteful wood- 11 cuts of interest, picture-cards of real worth, scraps of history, fac-similes of the handwriting of our prominent men and women, engravings of different kinds, and especially those of historical events, and those illustrating home life in all its simplicity, and place them within these deftly contrived frames, and on the fourth Friday of October let us place one or more of these memen- toes upon the walls of our school-rooms. Decorate ! Decorate I Sealed Examinations. — These will be ready for delivery on or before the teachers' meeting in October. In case the teacher cannot call for them, he should give some one permission to get them for him. It is desirable that they sliould not be sent by mail if possible to get them in any other manner. Daily Programme.— TIME. recite. study. A. M- Min All Classes 1st Class 2nd Class 3rd Class 4th Class 5th Class 9:30 5 \ Opening. 10 ; Read. 10 1 Read. 15 : Read. 15 I Read. 'ii) I Akith. 15 • At^ttit. 9:05 9:15 Copy. Copy. , Num. Num. Num. Read. Read. Read. Arith. Arith. Read. Read. Read. Arith. Arith. Arith. Arith 9:25 9:40 9:55 10:15 Copy. Num. Num. Num. Arith. Arith. Gram 10:30 15 1 RECESS. 10:45 5 Num. 15 Arith. 20 Gram. 10 Read. 10 Lang. 15 Write. Note b'k. Note b'k. Lang. Lang. Arith. Gram 10:50 Copy. Read. Copy. Copy. Read. Read. Gram. 11:05 Lang. Lang. 11 :25 Hist 11:35 Copy. Copy. Hist. 11 :45 12:00 60 N( )0N. 1:00 15 15 20 15 15 10 Read, Read. Hist. Read. Geog. Recite. Read. Copy. Goin\ Copy. Read. Read. Read. Note b'k. Geog. Geog. Geog. Hist 1:15 1:30 Copy. Copy. Copy. Copy. Hist. 1:50 Note b'k 2:05 Note b'k. Note b'k. flpCicr 2:20 Arith. Geofif. 2:80i 15 RE( 3ESS. 2:45 20 : 8:05 10 3:15 10 3:25 10 3:3.'i 15 3:50 10 Geog. Read. Read. Spell. Spell. Oral L. Read- Cop}^ Read. Read. Read. Read, Copy. Read. Copy. Spell. Spell. Note b'k. Arith. Spell. Spell. Note b'k. Note b'k. Spell. Spell. Note b'k. The cibove is only suggestive. Every teacher must modify it for his own school. The words " Copy " and " Note Book," as used in the Programme, are general terms. 13 It is uot expected that this i)rogramme shall be retained upon the board to the exclusion of other important matter, but the pupils should be made familiar with the order of recitation and of study in some manner. This programme gives the maximum number of classes that any school can profitably have. If grades are fewer, increase the time of recitations, aad lessen the number of classes. If there are additional subjects, the recitations in them may alternate. COURSE OF STUDY FOR PRIMARY DIVISION. Approximate time, two years. KEADINCi. Books: Charts, First, and Second Readers. Materials: Blackboards, pictures, objects, ruled slates, long pencil, sponge. Object: To teach the pupil the correct printed, and wiitten forms of the words he uses, and to preserve, or gain a natural mode of expression. METHODS AND HELPS IN READING. 1. If there be a secret in the successful teaching of reading, it is this; '• Never permit the pupil to find a word which he cannot readily pronounce at sight." How may I do this, asks the teacher? It may ba done in this manner ; print the new word upon the board, and place it in script at the right of the printed word, thus : NEW, s\ . Invent similar diagrams, and continue this at pleasure. 16 Have pupils copy these sentences inserting name of objects. Teacher must inspect all written work or pupils will grow careless and not do all the work assigned. Place lists of words upon the board, omitting one letter from each, thus: gi-ls b-rn ba-k ta-e c-p com-s k-nd go-ng bo-rd sh-d s-nds ch-ir op-n ha-d wa-on mo-th app-e pa-s pict-re spo-nf-1 but-er oth-r clean-d lit-le sp-on fi-ld again-t ha-d wh-p co-t Have these copied upon slates and inspect in class. Make lists of words omitting the final letter, or the initial one in same manner. Require them copied in script. Take such a word as "at," and require lists of words containing it, by pre- fixing a single letter, thus : cat, rat, mat, pat, bat, hat, etc. Write from the reader, sentences, omitting letters fi'om words, thus : In this picture I see am — , a d — , and a bar-. The man stands by the fen- -. One hand is on the head. The man has a in the otlierhand. He pats the dog and says, "Good dog!" The man is kind to the , and the dog likes him. The dog's n-m- is Jack. The man-s na — is Henry. Henry has no on, and his shirt are rol-ed up. He has a on his head. The barn-doors are wide o . They are putting h-y in the barn. The wagon has gone to the after a load of hay. Have pupils write sentences directly from the reader, omitting certain let- ters and supplying the same by the — . Then have them to read from slates, thus: Kitty 1-kes mi-k. The milk is in a dis-. She laps it up with her , 1 1-ve my kit- -y. Her fur is soso-t. My kit-y is whi-e. She has u b-ack spot on her ne-k. She will p-ay with my bal-. When I rol- it, she r-ns aft-r it. I lik- to fe-d her. She com-s to me and sa-s, "Mew." Then I k-ow what she w-nts. Some-ti-es she sits in the s-n and was-es her fa-e. She seems very happy. Disarrange the letters of words composing sentences, then have them properly arranged upon slates and read in class, thus: I aveh a odg. ell si a dogo odg. ell psaly wthi em- eH nac karb nad nur. He illw ton iteb. oD ouy etjs eht odg ? eH sees you. Where si ouyr odg?. Write in a continuous line, have words separated, and read as before, thus: w ^h a V eialli o r s e.h e\i s(n o trw h i t efa e I sWg o o dlli o r s e!h e,i 17 sin o tfo 1 d"! c anridehimhepullsustochurchhestandsi n t h e s h e a whenchur c\x i's o u tW e^V> l\ o m e w h^e n\twh e b e 1 1 sringitischurcli-timecanyourideahorsedoyoulik etogotocliurchiliketoridetocliurchmyunclegeorg eletsmerideontliehorsesometimesthehorsewillno trunawaywitlime. Make np puch questions as the following from the reader; specimen blanks are also given : I can make cat 'iut of a t e . What can you make out of o g d ? O, I can make out of o g d. Now, what can you make out of a p n ? I can make out of a p n. " So can I. And a p n will make , too. Here are ^A/ o e . What will they make ? They will make . Now you tell me what 1 1 k m will make. I can do that. They will make . Can you tell me what 1 i g r will make? Let me see. O, yes. They will make . (See language course for similar work in reading and language combined.) Slates should be carefully ruled at the top so as to present this appear- ance : An ordinary Spencerian pen, with center broken out, offers ruling points of the proper width. LANGUAGE. See appendix to this Manual. PENMANSHIP. Do not teach principles in this Division, neither have a separate class in penmanship, but be cautious in all your writing for the children, to present the best possible specimens of your hand writing, and to insist upon neat let- ter forms. The idea of care, and of neatness, should run through all the woik in copying, or in sentence building. Have this Division write at the same hour with the whole school, as a general exercise, and have its members give attention to all explanations; but do not ask it to memorize rules and analysis. Do not introduce tbe pen in this Division; have pupils use slate-pencil, lead-pencil, and crayon. (For slate ruling see form under the head of Reading.) 18 The teacher will select one or two lines for practice each month ; these should be neatly written upon the board, or better, upon slips of paper, and the pupils required to practice upon them. (See Manual of last year for puggestions.) From this time forward, through all grades of the school, almost every reading lesson should be accompanied by appropriate written work; and in connection with grammar, geography and history, much writing should be done. In all of this work and in the written examinations, it is of the first importance that no carelessness be tolerated. The habit of writing a confused, jumbled scrawl is easily formed and cannot be changed without the most per- sistent effort. Pupils should be compelled to re-write their work when it is not satisfactory. Never allow any of it to pans unnoticed. Look at everything they do. When members of the Primary Division write exercises in spelling, language, etc , on paper, have the paper ruled like the slates. 'While making a specialty of the forms of letters, as should be done in this grade, the writing must be large. Early in the term take a specimen of penmanship from every pupil able to write. At intervals afterwards, take other specimens, and keep the first and the last one by each pupil together. Unless you do this there will be no real- ization of the progress made. You might use for the purpose slips of ex- amination paper about seven lines wide, and making a hole through one end of a collection of them, tie them together. They could then be turned like the leaves of a book. Have, date, name and age of pupil, name of teacher, and name of district written on each specimen. Let the line be repeated one or two times according to spare. NUMBERS. Book : In the hands of the teacher, only. Object: To prepare the pupil for the use of the textbook, by securing accuracy and rapiditj' in performing the fundamental operations. f I. Induction. II. Measuring ■ a. Pleasuring by — - b. Measuring by Order OF Study, \ &c. &r. &v. ' ' c. Equal parts III. Table. I V. Comparing V. Com bining the numbers 1 V I. Applying the numbers 1 COl!NTIKG MODELS. One Mark. | (y*^^ J<,o^^^^ui^. /. Two marks. | | c^ct.^ e.o-^o^. Jl. One cow and one cow ar«» how many cows ? Pupil,— One cow and one cow are two cow^s. (Extend at pleasure.) 19 3- Three marks. 4. Four marks. 4*c C-Q^ :^ ^ w o " g W '^ o i y C 1> ^ Si S ,H -a g o > a = s u s I** w) ♦^ ^ •s ss-y" .S3^ o c " y o O-'C •" o Si - ■' o CL-a a '■ ■" u •^ 8 •A <2 01 ~ d in Sit j3 "I « in iM 28 Practice upon the following for October specimen. LINES FOR OCTOBER. "Hope — only Hope— of all that clings Around us, never spreads her wings." NOVEMBER. Study the formation and analysis of t, d, p, and q,and combine these with the short letters. Call this group the semi-extended letters. Use only the three principles. Review the short letters; practice and study the capital letters containing the capital O. (O, C, D, E, G.) Copy for practice : LINES FOR NOVEMBER. "Friends, if we be honest with ourselves, We shall be honest with each other." Lead pupils to discover the resemblances of letters. The small i alone is the base or main feature of twelve different letters. It is easy to teach the forms of letters when pupils can be made to understand how little there really is to learn. They should know, for instance, after studying a and t, that there is nothing new in d. All copies should be written upon the blackboard, which should be used again and again at every recitation in making explanations and illustrating mistakes. It is easy to acquire skill in the use of the board, and no teacher should be satisfied for a moment without it. If you have space, keep both small letters and capitals permanently on the board. In their second year pupils should take pen and paper. Continue through- out the coures to use the blackboard in presenting each lesson. Blank paper (our examination paper is good) will, for many reasons, do better than copy books. Nothing can be accomplished when there are four or five different numbers of books in school. It is advised that all pupils using pen and ink write the same copy at the same hour. A child should no more turn from the regular lesson of the day to wi'ite a neglected copy than he should, in reading refuse to recite with his class until he has "caught up." DECEMBER. Study the formation and analysis of 1, b, h, k, f , g, y, z, f, and s. Use the three principles, only. Combine these letters with the semi-extended. Call this class of letters the extended. Practice and study those letters containing the "stem of beauty," as found in the capital letter M. (A, B. P, S, M, N, R, S. T.) Copy for practice : LINES FOR DECEMBER. "Into each life some rain must fall ; Some days must be dark and dreary." Do not teach flourishing, simply plain writing. JANUARY. Classify the letters into xipper and lower case (capital and small); sub- divide the lower case into short, semi-extended and extended. Thus: 29 { UPPERCASE. Letters ] ( Short, ( LOWER CASE. \ Semi-extended, ( Exleaded. Practice and study those capitals (upper case) not yet studied. Let each pupil select and practice writing a short saying, or stanza, of not more than four lines, during the month. This will be called for in the January exam- ination. FEBRUARY. Let those pupils who are advanced dropout of the class, if they desire, but have them understand that the February examination will contain a review of Penmanship. Let the teacher give his class practice in such work as he may think best, but do not abandon the writing exercise. Write and receipt bill for three articles purchased of your nearest mer- chant as a specimen of your penmanship. Be certain that the date, place, name, etc., are correctly written. Take the specimen at any time. Other months at the discretion of the teacher. Note. — The superintendent believes that one copybook in the ungraded schools will be all sufficient in the course. He has carefully studied the va- rious systems, and believes that any author giving a complete analysis of all the letters in one book, will best serve the purpose of the examination. He also believes that, no matter what book is used, it is best to teach the three principles, only. It should be remembered that constant practics, with a view to improving each individual letter is the only way to perfect your penmanship. The teacher will select one of the following forms for practice, at such times as he deems best : \ccdtu^ (^/^., ^^^ ^, /(TcTcr. w^^ 9^v 6^^/ // yyy^' eui (^oiA, ^i^t^. ^6, /66^. ^^,- iiy'yv. 80 7 f. //^^ VV' ^IXeci u my,.— (^€4y. S^h/>/ '^^«-. c-«-/^. Name of Pupil.) ^ ant, &U, (Name of Pupil.) (Name of Pupil.) f^ClM '-^^^-ttd^'^j , (Naine of Pupil.) Have pupils draw exact size of envelope upon slates, write and address its for mailinji, and criticise. Continue this at pleasure, always having the question of punctuation, form, and neatness in view. Break up any incorrect habits already formed. ORTHOGRAPHY. If the spelling book is used at all it should not be introduced before the pupil enters the Fourth Reader grade. Spell eveiy new word in the reader when first found and constantly review .those likely to be misspelled. Spell all the proper names from the geography likely to be missed. Do this in other branches, also. LANGUAGE. (See Appendix.) 31 ARITHMETIC. The Third Reader class should complete the work of any modern Arith- metic, No. 1 ; in other words, this amount of work should be given this class before it enters the Practical, or Written Arithmetic. The great trouble has usually been that teachers push their pupils along too rapidly in the primary grades in this branch. Let us do our work more carefully and patiently than ever before. The future success of the pupil in this branch lies in his ability to master the fundamental rules. If he has the ability, give him the oppor- tunity. The teacher will use his discretion about the extent of the work in this grade, and v/ill hold examinations at such times as he may think best. These should be at least monthly. If the text book be placed into the hands of the pupil in the Third Reader, it should be some good primary one, not the written arithmetic. No rules should be required, simply an abundance of practice as suggested in the Primary Division. OCTOBER. — BEGINNERS. — WRITTEN ARITHMETIC. 1. Notation and Numeration ; two methods. Unit, number, figure, order, Deriod. 2. Addition ; sum or amount, sign, equality, equation. 3. Understand and define like and unlike numbers. 4. Dollar sign, number of places for cents, mode of expressing cents. 5. Drill on adding columns of numbers. 6. Subtraction: minuend, subtrahend, difference or remainder, sign. 7. How prove work ? 8. Many examples involving addition and subtraction. 9. In examples to be explained, the operations should be indicated by signs. 10. Tables of Money and Time. Use them in many simple problems. Note.— Solve at least one example a day in Mental Ai'ithmetic, using a method of analysis similar to the following: Example : John is sent to the store with a five dollar bill ; he buys fifty cents' worth of coffee and a dollar's worth of sugar. How much change should he receive. After the pupil has repeated the example understandingly, he should say : Since John paid fifty cents for coffee and a dollar for sugar, he paid for both the sum of fifty cents and one dollar, which is one dollar and fifty cents. He should receive in change the difference between five dollars and one dollar and fifty cents, which is three dollars and fifty cents. Drill ! Drill ! ! Drill ! ! ! Economy op Time : Assign problems for solution at the study desk ; have these solved and indicated upon the slates as they would appear upon paper in the monthly examinations. Spend all the time of the recitation ia the analysis of these problems, and in questioning the pupils concerning principles and processes. Many teachers in tlie country actually lose all the time of the recitation in the preparation of problems at the blackboard. Tfi^. ntudv desk is the place for all preparation of tcork for the recitation. as NOVEMBER. 1. Multiplication: multiplicand, multiplier, product, sign. 2. The denomination of the product. What about the multiplier? Multiplicand X Multiplier =: Product. Product. Piinciples of Multiplication : i = Multiplicand. Multiplier. Multiplier. Product. 1 _ Multiplicand. ) 5. Table of dry Measure vrith a review of the tables already learned. Note. — Solve at least one example a day in M^^ntal Arithmetic, using a method of analysis similar to the following : Example: Find the cost of five bushels oats at thirty-fi^e cents a bushel. After the pupil has repeated the problem understandinglj^ he should say : Since one bushel of oats costs thirty-five cents, five bushels will cost five times thirty-five cents, which is one dollar and seventy-five cents ; hence five bush- els of oats will cost one dollar and seventy-five cents . Drill ! Drill ! ! Drill ! ! ! Do not stop with the limit of the examination but move right along as far as possible to do the work thoroughly. DECEMBER. 1. Division ; dividend, divisor, quotient, signs, remainder. 2. How prove work ? 3. What are the factors in division ? 4. Understand and define even and odd numbers, prime and composite numbers. 5. All work to be explained should be indicated. Dividend. Principles 6. of Division: Divisor. Dividend, ( = Quotient. =Divisor. Quotient. Divisor X Quotient = Dividend. 7. Table of Long Measure with a review of the tables already learned. 8. Solve at least one example a day in Mental Arittmietic, using a method of analysis similar to the following : Ex,\MPLE : Mary sold four quarts of berries at ten cents a quart, and with the money bought calico at five cents a yard. How many yards of calico did she receive? Since one quart of berries is worth ten cents, four quarts must be worth four times ten cents, which is forty cents. If for five cents she received one yard of calico, for forty cents she would receive as many yards as five cents are contained times in forty cents, which are eight times ; hence eight j^ards of calico. Drill ! Drill !I Drill !!! Do all work tlioroughlj^ indicate and give full analysis of ever}' problem; have new and original problems every day. 33 JANUARY. Compound Numbers : Classify tables into money, weight, measures of extension, of capacity, circular, time, miscellaneous. Reduction : Ascending. Descending. Have full analysis of each problem ; give appropriate, practical problems upon each table. FEBRUARY. The fundamental rules applied to compound denominate numbers. The Government Land Surveys and practical land problems applied to farming Numbers factored to 100. Drill ! Drill ! ! D'-ill ! ! ! Other months at the discretion of the teacher ; usually it will be well to take the October work for the B. Class, in this Division, for this month ; if the class attend through the spring months it is best to take the regular monthly work for the fall months ; this prepares the pupil for strong work during the following year. OCTOBER. — B. CLASS. 1. Factoring : prime and composite numbers ; even and odd numbers, 2. Divisor, common divisor, greatest common divisor. 3. Find the Greatest Common Divisor of numbers by factoring only. Be able to explain the woik. 4. Multiple, common multiple, least common multiple. 5. Find the Least Common Multiple by factoring. Be able to explain the work. 6. Longitude and Time. NOVEMBER. — FRACTIOKS. Note. — Remember that fractions occur in nearly every calculation of actual business, and that these fractions usually appear in the simple forms of halves, thirds, fourths, etc. ; hence the importance of this subject. (A frac- tion is a division.) 1. Fraction: terms (numerator and denominator), proper, improper, mixed numbers, simple, compound, complex. 2. How reduce a fraction to its lowest terms ? - Upon what principle does this depend ? Notice the use here made of factoring. 3. How reduce an improper fraction to an integer or a mixed number ? Solve many examples mentally, using a rigid form of analysis, as : Reduce 7-2 to a mixed number. Since in one unit there are 2 2, in 7-2 there are as many units as 2-2 is contained times in 7-2, which is three times and a half ; hence 7-2 are equal to 33^ units. 4. How reduce a mixed number to an improper fraction ? Solve many examples mentally, using a rigid form of analysis, as : Re- duce 33^ to an improper fraction. Since in one unit there are 2-2, in 3 units there must be three times 2-2 which is 6-2 ; and 6-2 + % equals 7-3. 5. How reduce a whole number to the form of a fraction? 6. How reduce fractions to their least common denominator? What former principle is applied here, and of what use is this case ? 7. Addition of fractions. 34 8. Subtraction of fractious. Drill ! Exercise ! ! Practice ! ! ! Turn forward to the promiscuous problems and solve those which apply to principles already learned. DECEMBER. 1. Multiplication of fractions. 1. How mujtiply a fraction by a fraction? 3. Whenever a whole number is one of the factors, change it to the form of a fraction, and then proceed as in multiplication of one fraction by another. 4. Division of fractions. 5. How divide a traction by a frlaction ? 6. Whenever a whole number occurs in division of fractions, change it to the form of a fraction, and then proceed as in division of fractions. Review where most needed. JANUARY. — DECIMAL FRACTIONS. Note. — The only point in decimal fractions is the decimal point. The other principles are the same as in simple numbers. 1. Notation and numeration. Drill ! Be thorougli ! ! 2. Location of the decimal point in addition and subtraction. 3. Learn the rule verbatim for multiplication and division. 4. Change a decimal fraction to a common fraction. 5. Change a common fraction to a decimal fraction. 6. Difference between a decimal and a common fraction. Pupils should write promissory notes at this stage ; they should be able to make out bills and receipt them. FEBRUARY. Review if thought best ; if not necessary take up the October work for the Advanced Division. Do not neglect practical problems in lumbei trade ; in avoirdupois weight, etc. Turn to any or all problems not understood and have pupils solve and ex- plain until the principle is fixed in the mind. If thorough work is done, the class should take up percentage, and push on to such point as the teacher's judgment may dictate.. The examination for this month will be made up of practical problems, closing with decimals. The teacher will use his judgment as to work for other months. ORAL GEOGRAPHY. Books : None needed by the pupil. Object: To prepare the pupil for the text-book, by giving him primary IDEAS concerning the earth, and by teaching him to recognize objects by their proper geographical sj^mbols, as used upon ma])s and globes. OCTOBER. [Much of the following is adopted from White's Oral Lessons in Geography, now out of print.] The idea op time ; — Light called day, darkness night. Days long in summer and short in winter ; nights the opposite. Winter evenings long, summer, short. Day and night together a natural clay, or 34 hours. Babylonians began day at sunrise ; the Jews, at sunset. The civil day begins and closes at midnight, Twenty-four hours in a day. Number of hours in a school daj'; number of times the clock strikes; when school opened to-daj'; when it will close ; length of recess ; of noon ; number of recesses in an hour ; school be silent a minute; length of class exercise; time to walk home; minutes in an hour ; seconds in a minute : use of clocks and watches ; use of hands, and how to tell the time ; sun-dials, and how made ; noon-marks, and when useful ; hours measured formerly by the burning of notched candles ; by hour-glass. Names of days of week; the first and last day; weeks in a month; weeks since a visit, since school began; a year; from birthday to birthday; from Christmas to Christmas; from New Year to New Year; months in a year; weeks; days; time table learned. METHODS ASD HELPS. In giving oral examination we should ever bear in mind that the child acquires a real knowledge of things generally through its own observation. Keep in mind, then, that the instruction is upon real objects, and that your inquiries must appeal to the senses of the pupil for answers. Wherever prac- ticable, bring the object before the class. If not so, try to get pictures for your illustration. The child's limbs are important factors in securing an education ; give tbem something to do at each lesson. Make your lessons short, but lively. Be brief, Five minutes daily are sufficient to complete the course. Enter into the spirit of the lesson j^ourself, or you will fail. Be filled with that enthusiasm which inspires others. NOVEMBER. The idea op place, — The terms, right, left, front, back. Point in these directions: name numerous objects in these directions; change positions and name as before ; teacher names objects and class locate by same terms ; the individual names of objects located by the class, and visa versa. Objects up- on the table, or floor, located in same manner. Point to top, bottom, right side, left side, and center of map. Idea of direction. — Pupils face the rising sun ; the setting sun ; at noon ; sunrise, and sunset; face east; the west; shadow in morning, evening; noon; face shadow at noon, face is north and back south ; face the different points of the compass ; (exhibit compass, if possible to do so ;) pupils point in succes- sive directions ; locate numerous objects in the room; pupils walk so many steps in given direction ; directions of lines in room, (cracks, desks, &c. ;) sides of room; objects near the house; walks of pupils to and from school. The semi cardinal points; location of more objects in and out of school-room; direction of north wind, east wind. How does the sun get back to the east every twenty-four hours ? Is the world flat ? If so, how does the sun get through ? Is the sun larger or smaller than the earth ? .V r N v^ 36 DECEMBER. Idea op distance.— Compare the length of objects with each other; sup- ply the pupils with foot rules ; guess length of objects, then measure them ; extend this practice to the yard, when inside of room is exhausted ; secure a line one rod in length ; pupils guess distances, then measure them : select ob- jects a half mile away; a mile away; distance to school, or home; to church; combine distance, time, and direction, by the us«i of imaginary or real jour- neys. To illustrate, "The church is about a mile due east, and it will take twenty minutes to walk to it." Review most difficult points. Idea of map. — Top of board, north ; bottom, south ; right hand, east ; left hand, west. Drawmap of schoolroom, upon a definite scale. Locate doors, windows, stove, desks, &c. Pupil locate with pointer; compare map with room ; note tlie boundaries ; same of lot ; of a well known farm ; draw map of school-grounds upon slate; draw this figure, — 2 B 4 8 1 7 3 9 6 Form many questions, such as : Direction of 3 from 1 ; 4 from 1 ; 2 from 6, &c. Draw map of district and township ; represent roads, villages, bridges, &C-, upon this; use map to find symbols of object; continue this until pupils can locate all objects, and draw a neat map of the township. Let each pupil prepare and file map with the examination. JANUARY. Take pupils on imaginary journeys in different directions, noting hills, streams, prairies, woodlands, villages, &c. ; let pupils tell of what they have seen when abroad. Review township mnp. Let pupils tell of the kinds of soil; speak of the Sahara; the prairies; name grains produced; name some production of China, South America, Greenland. (When you name a place, always point to it on the map.) Talk of trees, and go from known trees to the great trees of California, \md the Brazilian forests ; how to tell the age of trees ; useful trees : pupils name fruits ; name fruits eaten, but not grown in vicinity ; find pictures of tropif^al fruits; pupils name domestic animals at home; why is each one useful? Name wild animals ; those of the woods ; of the house and barn ; fur-bear- ing animals; burrowing animals ; races of men. Talk of Indians, and where found ; of Japanese ; of Poles, &c. Occupa- tions of people ; wild and domestic flowls ; sp'-ak of some of the most im- portant ones ; define the different kinds of meat^'^ talk of the four seasons, and heir products; sun nearer earth in winter thau summer; sun's rays more dtVeci in summer; shadow shorter in summer. Draw county map, and take imaginary journeys across it; locate and point out all things of importance ; pupils point toward real objects in county; bound it; bound township; bound school-room. File map with regular examinations. 11^ FEBRUARY. "With state map suspended before pupils, point out your village, town- ship, county seat, your county; counties made up of townships; a state of counties. Draw outline of your county upon board, on same scale as state ; your state as many times larger than your county, as your state map is larger than the county map ; time it would take to cross the state at the rate of twenty miles per day ; locate and find capital; why called capital ; speak of fdovernor and legislature i if a pupil has seen the capital, let him speak of it ; pupils point toward it; find and locate metropolis; a journey from capital to metropolis , how made ; what crossed, and how ; find and locate asylum for blind ;i deaf and dumb;yor lunatics; the state's prison; Arsena^; normal schoolVnoted colleges ; places noted for the manufacture of certain things; /H'Vl noted historical items of interest; find location for certain mineral products; take steamboat at , for , and tell what you would pass ; with what would you load and unload ; canal, if any ; take cars from , to ; note places of interest; name exports of home market; imports of same ; imports and exports of state ; a noted monument or park ; oldest town in state. Summary. — Boundaries and extent; surface; soil and productions; climat«3; minerals; manufacturers and commerce; internal improvements; education; cities; rivers, &c. The following is left to tlie discretion of the teacher, as to the time for study. Find picture of a hill ; select one in neighborhood if possible ; talk of its foot, sides, top (or summit), slope, &c ; get an idea of a precipice ; secure defi- nition for hilh (mountain. Top covered with snow, very high, clouds rolling round it, &c.xn^ountains joined together; a tunnel; use of mountains; a vol- cano ; show picture of one; tell of fearful eruptions, and noted volcanoes; define mountain range and volcano ; all plains not level ; a gradually rolling country a plain ; talk of prain^s ; define plain, valley, prairie, desert. Streams, great and small; their direction, mouth , head, channel, bed, brancEes, rapids,_ falls; speak of freshets and in undation s \ta.Vs. of steamboats, head of Baw^ar" tionT commerce, ^c ;"^efine spring, rivulet, brook and river. Talk of ponds, lakes ; their shores, outlets and inlets ; waves and how caused ; speak of storms and waved-tossed ships; define lake, pond. LOCAL GEOGRAi'HY. Be sure that your pupils have ideas before words. A correct idea of a cape or island should precede the definition. The names of the lines and circles upon maps should be early taught. Outline maps are almost indispen- sable in teaching local geography without the text. If they cannot be had, the teacher should draw them upon the board. Place maps upon the north board or wall. Provide a wooden pointer whose end is covered with a pen- cil eraser. The teacher should insert some interesting fact as the pupils point out places. Advance Lessok.— The teacher directs class to a few objects as repre- sented upon the map. He names them distinctly and requires class to do so in concert, as the pupil points to theni. Difficult names are repeated by teacher and pupils. ?* 38 The second time the lesson is passed over, the pupil will locate (silently with pointer; the places in exact order, without aid from the class or the teacher. "Not right," or "omitted," should arrest the pupil at every error. Review Lessox. — The pupil will give the location of objects in words while pointing. Tlie pupil sliould follow the models given for the recitation. It will be a saving of much valuable time to adopt a definite model for the location of places. It is well to divide the class into two divisions, and have pupils in each, test the other by asking such questions as they may think difficult. Some record of the failures or credits will enable class to see which is most suc- cessful. This test will apply to text-book geography, also. A short written review daily will stimulate to exact and careful work. Pupils should be encouraged to find new facts concerning places, and to tell them in their own language. Be careful about the use of good language. Let one pupil give boundaries of a country ; another the names and de- scription of its rivers ; another its capes ; another its cities, &c., always telling of important things connected with each. Whenever the teacher is uncertain as to a pupil's knowledge, he should ply him with searching questions concerning the doubtful points. Where the outlines of a country are somewhat regular they should be sketched, and form an essential part of the preparation for work. Map drawing is a necessary aid to the study of geography, provided the geography is not lost sight of in the embellishment of the map. MODELS. Political Divisions. — The United States is bounded on the north by British America, on the east by the Atlantic Ocean, on the south by the Gulf of Mexico and Mexico, and on the west by the Pacific Ocean. (Alaska should be bounded separately as a part of the U. S.) The capital is Wash- ington. Peninsdlas. — Lower California is in the western part of Mexico and embraced by the Gulf of California and the Pacific Ocean. Capes.— Cape Hatteras is the eastern extremity of North Carolina, and extends into the Atlantic Ocean. Islands. — Cuba is southeast of Florida, in the Atlantic Ocean. Mountains. — The Appalachian mountains are in the eastern part of the United States, and extend northeast and southwest in a line parallel with the coast. Mountain Peaks.— Mount Washington is a peak of the White mountains, in New Hampshire Isthmuses.— The Isthmus of Darien connects North and South America, and separates the Atlantic and the Pacific Oceans. PiiOMONTtmiES. — See model for cape. Volcano. — See model for a mountain peak. Valley. — The Valley of tho Mississippi lies between the Appalachian mountains, on the east, and the Rocliy mountains on the west. 39 Seas, Gtilfs, Bats, Sounds, and Inlets.— The Caspian sea is on the boundary of Europe and Asia, at the Southeast of Europe, and has do outlet. Straits and Channels. — Florida strait separates Florida and Cuba, and connects the waters of the Atlantic with the Gulf of Mexico, Lakes. — Peoria lake is north of Central Illinois, and has the Illinois river as its outlet. ' Rivers. — The Ohio is formed by the junction of the Alleghany and the Monongahela in the western part of PennsyWania, flows southwest, into the Mississippi. CiriES.^Cairo is at the junction of the Ohio and Mississippi rivers, in Southern Illinois. EXTENT OF ORAL GEOGRAPHY. The extent of oral geography should not stop short of a fair knowledge of the United States ; a limited knowledge of South America, Europe, Asia and Africa. The teacher should know his lessons well, should make his explanations sparkle with condensed information in the shape of curiosities, and inter- esting facts, and should leave his pupils ready and willing to take up the text- book when prepared to enter it. But one text should be purchased in the rural schools. Pupils should not purchase the primary geography, but remain in the oral geography until they reach the fourth reader ; then one book will do for the two year's work re- quired. TEXT-BOOK GEOGRAPHY. Book ; Any author. Object : Definite work in the geography of the United States, and a short study of other countries in North America. Time : One to two years. Grade: Fourth Reader. OCTOBER. — STUDY OP ILLINOIS. 1. Position: Latitude, longitude, outline (regular or irregular), extent (east or west) in miles, area (compare in size with surrounding States), coast waters bordering it. 2. Surface: Level, undulating, hilly. 3. Boundaries (exact constitutional), of home state. 4. Rivers: Mississippi, Ohio, Wabash, Rock, Illinois, Kaskaskia, Sangamon. 5. Lakes: Michigan, Peoria. 6. Climate: Modified, how? 7. Natural Advantages : On the surface, in the earth, on the water. 8. Occupations : Agricultural, mining, manufacture, transportation. 9. Internal Improvements : Railroads (5), canals. State house, peniten- tiaries, colleges, asylums, etc. 10. Name and locate ten prominent cities. 11. Education: State superintendent, county superintendent, school trustees, school directors, teachers. 40 12. 13. History of the capital, with dates of removal. Number of counties, boundaries of this. METHODS AND HELPS. As many of the pupils in this grade may not enter tlie schools until a short time before the examination, the outline is lirnited to your home state ; but you should move right along with the next month's work, even if it be done before the examination. This division into months is simply for the purposes of examination — not as a limit to study. First, complete the study of Illinois, in order to get a model, then fill out a form similar to this, but somewhat fuller, and more complete. Make a special study of it. The form should contain a few more cities and objects of interest. Adopt this or some other similar form for each state. It will be needed in written reviews : BLACKBOAKD FORM. . 1818. Illinois. "Sucker State. Boundary. A^-ea. Population. Rivers. Lakes. Cities. Mississippi. Rock. Illinois — Sangamon. Kaskaskia. Ohio — Wabash. Michigan. Peoria. ' Chicago. Peoria. Bloomington. Quincy. Alton. Joliet. Springfield. Centralia. Etc., etc. Vegetable productions. Mineral productions. Objects of interest. ^Draw map. A pupil may place forms similar to preceding, upon the board, for each state ; the teacher should see that it contains all that is found in the outline. If the teacher considers other objects of sufficient interest, he should insert them at the proper place. Use this book in the study of each State and follow the topic lists in the recitation. Pupils should build up the Brace Form on their slates ^or wnac is better, in their note books), and be required to reproduce them on the board. Talk about the length and breadth of Illinois; its wavigable rivers; lake coast; why favorable for commerce ; its imports and exports ; railroads ; coal and lead mines ; its principal canal (define canal); its two Normal Schools; State University; penitentiary; bridge at East St. Louis; shot-tower and crib at Chi- cago. Let the teacher direct pupils how to find these and many more items of interest. Make good use of all the special geographies of Illinois. Read all that can be found concerning a place while studying it. 41 Define the following terms at the proper time in the study of the above: Valley, plain, prairie, forest, rivulet or rill, brook, course of a river, source of of a river, mouth of a river, bank of a river, right bank, left bank, bed of a river, river basin, pond, lake shore, harbor, railroad, village, town, capital, Capitol, metropolis, political division, map. NOVEMBES. — NORTH ATLANTIC STATES. (New England.) — Arrange the following geographical objects by States, as suggested for Illinois : Rivers, — St. John's, St. Croix, Penobscot, Kenne- bec, Androscoggin, Merrimac, Connecticut, Thames. Lakes, — Grand, Moose- head, Chesuncook, Winnipeseogee, Memphremagog, Champlain. Bays, — Passamaquoddy, Penobscot, Casco, Massachusetts, Cape Cod, Buzzard's, Nar- ragansett. Mountains, — "White and Green. Mountain Peaks, — Mt. Katahdin, Saddle Back, Mt. Washington, Mt. Mansfield, Killington Peak, Mt. Tom, Mt. Holyoke. Islands, — Grand Menan, Mt. Desert, Nantucket, Martha's Vineyard. Capes, — Ann, Cod. Cities, — Portland, Augusta, Bangor, Manchester, Concord, Nashua, Portsmouth. — Burlington, Monipelier, Rutland. — Boston (capital), Cambridge, Lynn, Salem, Lowell, Plymouth, Worcester, Springfield.— Provi- dence, Newport (capitals). New Haven, Hartford, New London, Bridgeport, Norwich. Notes : The metropolis is placed first, the capital second, in the list of cities. Define each new term introduced, and review others daily until learned. Do not memorize areas, except for a very few of the most important States. Show the child how to arrang-e each State 'inder the brace. Suppose we are to study Maine; the child should make up his outline on the slate as he studies his lesson, thus : ' Boundary. Area (comparative). fSt. John's. St. Crois. Rivers < Penobscot. Kennebec. _ Androscoggin. (Grand. Lakes. •< Moosehead. ( Chesuncook. ! Passamaquoddy. Penobscot. Casco. Mts. J Katahdin. I Saddle Back. T 1 1 i Grand Menan. 1^1^° H Mt. Desert. ( Portland. Cities - Augusta. ( Bangor. Vegetable. ) Animal. V Products for New England (as a whole). Mineral. ) Objects of Interest. 43 The teacher should place the outlines on the board for a few lessons and spend the recitation in showing the pupil how to study his lesson (topically), and how to recite it. Ha^e numerous tracing lessons and imaginary voyages. Make the lesson and the study lively by talks with pupils about history con- nected with places, about colleges, scenery, tunnels, water power, derivation of names, nicknames, etc. Associate something important with everything learned. When j'ou have completed the New England (Eastern) States, begin at once on the December work. TJie division into month's work is simply for the purpose of review and examination. DECEMBER. — MIDDLE AND ATLANTIC STATES- RiVERS. — Hudson, Mohawk, St. Lawrence, Oswego, Genesee, Niagara, Delaware, Schuylkill and Lehigh, Susquehanna, Juniata and Potomac, Ohio, Alleghany, Monongahela. Cities. — New York, Brooklyn, Albany, West Point, Troy, Saratoga, Utica, Syi"acuse, Auburn, Rochester, Buffalo, Elmira, Trenton, Jersey Cit}% Newark, Princeton, Camden, Philadelphia, H irrisburg, Reading, Pittsburg, Erie, Dover, Wilmington, Baltimore, Annapolis, Washington. Bats. — New York, Long Island Sound, Delaware, Chesapeake. Mountains. — Adirondac, Highlands, Catskill, Alleghany, Mt. Marcy. Lakes. — Erie, Ontario, Champlain, Oneida, Cayuga, Chautauqua, and Otsego. Capes. — May, Henlopen. As soon as you complete the outline for December, begin with that for January. It will be all the better if you can do more than is here outlined. JANUARY — south ATL.^NTIC, SOUTH CENTRAL, AND NORTH CENTRAL STATES. Rivers. — James, Roanoke, Neuse, Cape Fear, Santee, Savannah, Alta- maha, St. Mary's, St. John's, Appalachicola (Flint and Chattahoochejs), Mo- bile (Alabama and Tombigby), Pearl, Yazoo, Mississippi, Tennessee, Cum- berland, Kentucky, Wisconsin, St. Croix. Cities.— Richmond (capital,) Norfolk, Yorktown, Alexandria, Lynchburg, Petersburg; Wilmington, Raleigh, New Berne; Charleston, Columbia, Sa- vanah, Atlanta, Milledgeville, Augusta, Dalton, Columbus, Macon; Jackson- ville, Tallahassee, St. Augustine, Pensacola, Key West ; Mobile, Montgomery, Selma, Huntsville ; Vicksburg, Jackson, Natchez ; Memphis, Nashville, Chat- tanooga, Knoxville; Louisville, Frankfort, Lexington; Wheeling (capital), Parkersburg, Charleston ; Indianapolis (capital). Fort Wayne, Terre Haute, Evansville, New Albany, Madison, Lafayette ; Cincinnati, Columbus, Cleve- land, Sandusky, Toledo, Springfield, Dayton ; Detroit, Lansing, Kalamazoo, Grrand Rapids, East Saginaw, Ann Arbor ; Milwaukee, Madison, Fon du Lac, Racine, La Crosse, Oshkosh. Capes.— Charles, Henry, Lookout, Fear, Sable. Lakes. — Okeechobee, Erie, St. Clair, Huron, Michigan, Superior. Bats. — Pamlico Sound, Albermarle Sound, Appalachee, Mobile Saginaw, Green Bay, Tampa. 43 Mountains. — Alleghany, Cumberland, Blue "Ridge, Mitchell's Peak. Notes.— Follow the same general plan as outlined for Illinois and the New England States. Define any or all terms used, as you may deem best. Define ocean, and locate the five usually given. Eevtew! Review ! ! FEBRUARY — WEST CENTRAL (NORTH AND SOUTH DIVISION), WESTERN, OR HIGHLAND STATES. Rivers. — Minnesota, Des Moines, Missouri, Osage, Kansas, Platte, Red River of the North, Arkansas, Red, Sabine, Brazos , Colorado, Rio Nueces, Rio Grande, Columbia, Sacramento, Colorado (Green and Grand), San Joaquin, Yukon, Willamette, Snake. Cities. — Minneapolis, St. Paul, Winona, Red Wing; Davenport, Des Moines, Burlington, Keokuk, Dubuque, Council Bluffs ; St. Louis, Jefferson City, Kansas City, Hannibal, St. Joseph ; Leavenworth, Topeka, Lawrence ; Omaha, Lincoln; Little Rock (capital). Hot Springs: New Orleans, Baton Rouge ; Galveston, Austin, Houston, San Antonio, Brownsville ; San Francisco, Sacramento, San Jose ; Portland, Salem ; Virginia City, Carson City ; Denver (capital). The Territories. — Prescott, Tuf^son, Santa Fe, Albuquerque, Salt Lake City, Cheyenne, Boise City, Idaho City, Helena, Virginia City, Tahlequah, Yankton, Sitka. Mountains. — Iron, Pilot Knob, Pike's Peak, Mt. Shasta, Mt. Hood, Mt. St. Ellas, Mt. Fairweather, Rocky, Coast, Sierra Nevada. Lakes. — Itasca, Devil's, Great Salt, Tulare, Klamath. Capes. — Flattery, Mendocino, Ft. Conception, Prince of Wales. other countries op north AMERICA. Cities— Halifax, Charlottown, Frederickton, St. John, Quebec, Montreal, Ottawa, Toronto, St. John's, Winnipeg, Victoria, New Westminester, Havana, Aspinwall. Panama, San Salvador, Guatemala, Balize, Vera Cruz, Tampico, Mexico, Acapulco, Metamoras, Reykjavik. Islands.— Greenland, Iceland. New Foundland, Cape Breton, Bermudas, Bahamas, West Indies, Sitka. (Name the largest four.) Capes. — Farewell, Race, Sable, St. Lucas, Barrow. Bays. — Hudson, Baffin, St. Lawrence, Mexico, Campeachy, Honduras, California. Caribbean and Behring Straits. Generalize the study of North America at this point, and make up gen- eral topic lists for review. The thoughtful teacher will have his class get the ideas expressed by each term in geography before he requires a definition. Do not make the sad mistake of beginning at the first page of the book and spending several weeks on definitions, but commence at once with the map studies, and develope the idea as you find need for the terms. Definitions are useless, unless the pupil has a clear idea of their meaning. Whenever the class has completed this outline in geogi-aphy it may enter the advanced class in the same study. Bright pupils who push forward with 44 the outlines and complete all required, should enter the next class in this study. Do not tolerate more than two classes in the text-book. It is well to advise pupils not to purchase more than one book in geography (in rural schools). From the first lesson make such brief explanations as are necessary to give the pupil a clear understanding of the shape of the earth ; its rotation upon its axis ; around the sun ; cause of the succession of day and night ; of the seasons ; (do not give reasons for the location of the circles, ) locate the principal circles ; the zones ; give dimensions of earth ; talk of the com- merce of each country and place ; in fact, make all your authors at hand ref- erences for getting the greatest possible amount of information on the topic considered. Associate the descriptive geography with the place studied at the time of study and recitation. For blackboard reviews, use the " block-map," thus : Wis. la. 1 Lake Michigan. Ind. Mo. UNITED STATES HISTORY. Goodrich's Child's History is the text. Study it as taught in this book. The following scale will fix the limit for each month's examination : October, to page 37. January, to page 121. November, to page 65. February, to page 143. December, to page 100. March, to page 158. Special Work. — Make a special study of the story of Capt. Smith, found on pp. 16, 17, 20, 21, and 22, for October. For November, study pp. 30, 31, 35. 36, 41, and 42. For December, pp. 47, 48, 52, 54, 58, and 59. For January, pn 64, 69, 70, 74, and 75. For February, pp. 80, 81, 82, 85, and 86. For the other months, let the teacher direct his pupils as he knows best. To THE Pupil. — Do not omit anything. Review something' every day, Attend carefully to every question. If you have time to do so, would be well to copy some of the outline work of the advanced class as given by your teacher; it will aid you in your work next year. 45 COURSE OF STUDY.— ADVANCED DIVISION READING. Book : The Fifth Reader. Object: Same as in the Intermediate, Materials : Same as in the Intermediate. ORTHOGRAPHY. The examinations for the work in orthography will be confined to the fol- lowing limits: For October — Define orthography, word, syllable, letter, elementary sound, vowel, consonant, vocal, subvocal, and aspirate. Two rules for spelling: Rule I. Final e followed by a vowel. Rule II. Final e followed by a consonant. Note exceptions. For November— Define diphthong, digraph, triphthong, trigraph, mono- syllable, dissyllable, trissyllable, polysyllable. Two rules for spelling: Rule III. Final y of a primitive word preceded by a consonant. Rule IV. Final y of a primitive word preceded by a vowel. Be able to spell ai y word in the first ten pages of this manual. For December. — Define a primitive, derivative, simple and compound word. Two rules for spelling: Rule V. Doubling of final consonant. Rule VI. No doubling of final consonant. Be able to spell all words on the first twenty pages of this book. Review all previous work. For January.— Define labials. Unguals, palatals,, suffix, prefix. Learu four rules for spelling plurals. Be able to spell all words in the first thirty pages of this book. For February — Be able to spell all words in this book— review ! review ! Learn the use of the macron, tilde, breve, dots, cedilla and suspended bar. Other months at the discretion of the teacher. The orthography given above is not intended to supplant the drill in speUing which must supplement every lesson. If the spelling book is used, let it be used so as to be worth something. Do not assign ten words for a lesson. Let there be fifty or a hundred words or a whole page assigned, from which the teacher can select the ten, twenty or thirty he has time to hear. Give constant drill in rapid pronunciation, pupils having the books open before them. Spell difficult woirds in arithmetic, history, grammar, and geography. Never give up the fight in spelling. 4G GRAMMAR. OCTOliEK. 1. «, orthography; 6, etymology ; c, syntax ;f3, prosody. Etymology, 1 uoun ; a, proper and common ; h, number, singular and plural ; formation of regular and irregular plurals ; c, gender, masculine and feminine (common), methods of distinguishing the sexes; d, persons (three) ; e, case, nominative as subject and predicate, possessive and objective. Declension. Rules for con- struction (nominative, possessive, objective). The following form is universally recommended by the teachers who have used it. We cheerfully recommend it as being the best form of which we have any knowledge. The man stole John's hat. 1. a. "man." c. n. 3. i. t. V. a. V. 'C c. n. 3. 8. i.m. 8. s. m. g. n. c. " stole." " man." m. g. "hat" n.g. 0. c. " stole." Reading from top to bottom we have " the " is a limiting adjective, limits ■' man." " Man " is a common noun, third person, singular number, mascu- line gender, nominative case, subject of "stole," etc. NOVEMBER. 2. Adjective, limiting and qualifying. Comparison. (Note. — Make a special review, almost daily, of the possessive, singular, and plural.) 3. Pronoun, antecedent, definition and rule. Otherwise treat as noun. DECEMBER. 4. Verb, classification (as to meaning, transitive and intransitive ; as to form, regular and irregular), properties, voice, (a) active, passive, mode (five modes), tense, present [i], past [2], future [2]. Person and number depend oa subject. Conjugation. JANTJARY. 5. Adverb, of time, place, cause, manner. 6. Proposition. 7. Conjugation, co-ordinate and subordinate. 8. Interjection. It would be well to write a neat letter this month, and file it for inspection by the superintendent when he calls; this letter should contain date line, superscription, subscription, &c., in regular form. 47 PEBRUART AND MARCH- Verbal Analysis. 1. Describe the sentence, ■{ As to structure. As to use. ! Simple. Complex. Compound. {Declarative. Imperative. Interrogative. Exclamatoi7. 2. Give the complex subject. 3. Give the simple subject. 4. Describe the modifiers of the subject as to Structure. Relation. Base. 5. Give the base of the modifier and describe its modifiers. 6. Give the complex predicate. 7. Give the simple predicate. 8. Describe the modifiers of the predicate as to I Structure. Relation. Base. 9. Give the base of the modifier and describe its modifiers. While we do not insist upon any particular form, we cheerfully recommend the following as being simple for the learner and pleasing to the eye: should be followed outline study Use some system of diagrams for the benefit of your classes. It is economy to do so. UNITED STATES HISTORY. OCTOBER — THE DISCOVERT PERIOD. Spanish Explorers: Use some good blackboard analyses for study and for constant reviews. We suggest the following, or something giving similar results: r 1492 San Salvador. 1493 Isabella. 1498 South America. 1502 Central America. 1512 South Sea. 1513 Florida. 1520 Magellan. 1541 Mississippi. 1,1565 St. Augustine. No uniformity of texts is needed ; the more authors you have' in the class lexts the better for your pupils; history cannot be taught intelligently without a fair knowledge of several authors. 48 After reading your histories carefully to find out all tuat can oe saia aoont Columbus' first voyage, and his discovery of San Salvador, tell the same in your own language, and fix the fact that "in 1492 Columbus discovered San Salvador." Treat each date in this manner until the study of the Spanish explorers is exhausted. Take a small memorandum book, and carefully fill it as you progress in your study, first, with the blackboard outline, as given by your teacher; second, with a few odd questions; and third, with leading review questions calling for important facts in our history. MEMORANDUM MODEL. United States History — Discovery Period. (Write the form for the Spanish explorers, as given at the head of this article.) Queer Questions. — 1. What did Columbus hold in his hand as he sailed out of the harbor of Palos ? 2. Who waded into the South Sea when he first saw it? Why? 3. Why did De Soto drive hogs before him when he went on his exploring expedition? 4. Why was Florida so called? (Continue at pleasure.) Revieiv Questions. — 1. Write the form for the Spanish explorers. 9.. Write a brief sketch of Columbus 3. Tell all about the settlement at St. Augustine. 4. Tell about the discovery of the South Sea, and who changed its name. Why? 5. Tell about how Columbus was buried. (Continue this at pleasure, but be certain that you can answer all such questions in writing. Teacher will require historical essays after completing each blackboard outline.) Make up form and study the English discoveries in the same manner from the following names : The Cabots, Sir Walter Raleigh, Gosnold, and Drake. Ditto the French from Verazzini, Cartier, DeMonts, and Champlain. Ditto the Dutch from Hudson. Make a special study of Americus Vespucius. Why? Have you attended to the blackboard forms carefully? Have you a good list of queer questions ? Can you write out the answers to all the review questions? SETTLEMENT PERIOD. Blackboard Form. ( 1607 Jamestown. I 1610 Famine. 1607. I 1619 Legislative. Virginia. -{ 1620 Negroes. '' Old Dominion." \ 1624 Royal. I 1622 Massacre. I 1666 Bacon's Rebellion. 49 Study this as in the plan for the discoveries. Place the nickname of each State beneath the name, and the date of the first settlement over the name Attend to the queer questions and reviews. Ditto the above form for Massachusetts. Many teachers prefer this form. I. Massachusetts. 1-1. Two leading settlements. 1-2. Plymouth colony. 1-5." Landing of the Pilgrims. 2-5. Charactel" of Colonists. 3-5. Sufferings. 4-5. Treaty with Indians. 5-5. Miles Standish. 6-5. Progress. 7-5. Government. 2-2. Massachusetts Bay Colony. 1-5. The grant. 2-5. Settlements. 3-5. Character of the people. 4--5. Religious disturbance. 1-4. Roger "VTilliams. 2-4. Mrs. Anne Hutchinson. 5-5. Harvard College. 3-2. Union of the Colonies. A-2. Persecution of the Quakers. 5-2 Navigation Act. Q-2. King Philip s War. 1-5. Causes. 2-5. Events. 3-5. Results. 1-2. Royal Government established. 8-5. Salem witchcraft. 9-2. Manners and customs. NOVEMBER. Settlement Period {continued). Use form similar to that given last month for the colonies of New Hamp- shire, Rhode Island, Connecticut, New Jersey, Pennsylvania, Delaware, Mary- land, North Carolina, South Carolina, and Georgia. INTERCOLONIAL, WARS. Do not spend to exceed ten lessons upon these four wars. Give cause, gen- eral result and effect upon the colonies especial attention. Outline quite fully the French and Indian War. Note especially the part taken by George Wash- ington in this war and previous to it. Observe the extent of the territory ceded to England by the treaty which closed this war. 50 DECEMBEK — REVOLUTIONARY PERIOD. Note cairses which led to the War of Revolution. Outline events of each yeax. Memorize but few dates. Draw maps, to illustrate battles of Bunker Hill and Long Island. Note that the treaty of peace was not signed for two years after the fighting ended. Note also the adoption of Articles of Confeder- ation and of the Flag. Observe the appearance of the flag, and be able to describe it and make a drawing of it. JANUARY — CONSTITUTIONAL PERIOD. Outline events for each administration as in the following mode: Monroe's Administration — 1817-1825. 1 — Election; a, by what party; b, meaning of election. 3 — Important facts: a, internal improvements; b, Indian War in Georgia; c, purchase of Florida; d, states admitted; e, Missouri compromise; /, Monroe doctrine; g, LaFayette's visit. Above administration is taken as a model, and the teacher is expected to assist the pupil in arranging the best possible topical outline. For the black- board and for definite written reviews, use the following form: From 1817 to 1825. ' 1817 — Mississippi. 1817 to 1825— Erie Canal. ' 1818— Illinois. 1819 — Alabama. Monroe — ■< 1820-j^^^"«- Missouri Compromise. 1821 — Missouri. 1822— Monroe Doctrine. 1 1824— LaFayette. The above is simply suggestive. Care should be taken not to burden the mind with too many dates. Place them in your note books, but memorize, in the above outline for instance, 1818 — Illinois, 1820 — Missouri Compromise, and 1824— LaFayette. Teachers should select or originate a good list of general questions on U. S. History. The pupil should be furnished with these, and requested to preserve them for constant use. Make out form as needed for each of the Presidents in order. Use the same general plan as suggested in the first analysis and follow up the plan of reviews with much care. Do not omit an important question. This month's work will extend to Pierce's administration. Do not stop at the extent of the month's work if you can do more. Simply review to these limits for the examinations. FEBRUARY. Complete the book to Johnson's administration. Keep up constant reviews. MARCH. In this and the remaining months, do as the teacher suggests. The ques- tions for examination for this month will be made up by the teacher. 51 GEOGRAPHY. It is best to encourage intermediate pupils wlio were in the schools during the past winter to continue the work outlined, in order to prepare for the fall and winter work. If the teacher does his work thoroughly and carefully during the winter months he will lay the foundation for much private study during the vacations. By grounding the principles of some plan for outlining the sev- eral branches, the pupil will frequently be encouraged to push along in hia studies during the vacations. OCTOBER — EUROPE. 1 . Boundaries and area. 2. Indentation and projection of coasts (why suited to commerce.) 3. Mountains: Ural, Caucasus, Balkan, Alps, Carpathian, Apennines, Pyrenees, Kiolen or Scandinavian. Mountain Peaks: ^tna, Vesuvius, Hecla, Blanc, Mt. Elboorz. 4. Rivers: Dwina, Petchora. Ural, Volga, Don, Dneiper, Dneister, Dan- ube, Tiber, Po, Rhone, Ebro, Tagus, Seine, Rhine, Elbe, Vistula, Thames, Lif- fey, Mersey, Neva. 5. Islands: Candia, Sicily, Sardinia, Corsica, Balearic— 1 Majorca, 2 Min- orca, 3 Ivica; Great Britain, Ireland, Man, Wight, Hebrides, Iceland, Goth- land. (Eland, (Esel, Zealand, Orkney, Shetland, Faroe, Loffbden, NovaZembla. 6. Cities: London, Liverpool, Manchester, Sheffield, Birmingham, Ply mouth, Bristol, Glasgow, Edinburgh, Dublin, Belfast, Cork, Galway, Reykjavik, St. Petersburg, Moscow, Archangel, Sebastopol, Odessa, Warsaw, Riga, Con- stantinople, Belgrade, Vienna, Buda, Prague, Rome, Venice, Milan, Turin, Genoa, Florence, Bologna, Naples, Paris, Marseilles, Bordeaux, Lyons, Brest, Harve, Madrid, Malaga, Gibraltar, Barcelona, Lisbon, Oporto, Brussels, Ant- werp, The Hague, Amsterdam, Berlin, Leipsig, Dresden, Frankfort, Munich. Strasburg, Cologne, Bremen, Hamburg, Hanover, Madgeburg, Breslau, Konigrs- burg, Dantzic, Lubec, Copenhagen, Stockholm, Christiana, Bergen, Palermo. Athens, Berne. 7. Peninsulas: Crimea, Morea, Italia, Iberia, Jutland, Scandinavia. 8. Seas: White, Kara, Caspian, Black, Azov, Marmora, Archipelago, Mediterranea^n , Adriatic, Irish, North, Baltic. Make out the brace form for Europe as you advance. Take each country and arrange as for Maine in No. 2. In the study of a place or country find out all that may be said of it in the descriptive geography. Omit no interesting or important fact concerning the subject under study. NOVEMBER — EUROPE (continued). 9. — Gulfs and Bays: Toranto, Genoa, Lyons, Biscay, Bristol, Riga, Fin- land, Bothnia. 10. — Straits: Bosphorous, Dardanelles, Otranto, Messina, Bamfacio, Gibral- tar, English, Dover, Skager Rack, Cattegat, St. George's, North. 52 11. — Countries, Capitals, and Governments: Rule three vertical spaces; write the names of the Political Divisions in one column, the Capital Cities in another, and the kind of Government in the third column. 12. — Capes: Matapan, St. Vincent, Finisterre, Wrath, Land's End, Clear, Malin Head, Stadtland, North. 13.— Lakes: Ladoga, Onega, Malar, Wener, Wetter, Geneva. 1. Circle — define (a) Great. Define. (6) Small. Define. 2. Tropics and Polar circles. Define. 3. Equator. Define. 4. Meridians. Define. 5. Meridians. Define. 6. Horizon. Define. Draw diagram showing tbe principal circles, width, and name of zones. If you have time to do so, it would be well to review the United States in a general way, as directed by your teacher. DECEMBER — SOUTH AMERICA. Boundaries, area, population, countries crossed by Equator, by Tropic of Capricorn; extent of latitude, north and south; of longitude, east and west, Physical features — Capes : Gallinas, St. Roque, Horn, Blanco; Rivers: Orinoco, Amazon, Negro, Madeira, Tapajos, Xingu, Tocantins, Para, San Francisco, La Plata, Uraguay, Parana, Paraguay; Lakes Maracaybo, Patos, Titicaca; Trini- dad, Joannes, Falkland, Terra del Fuego, Juan Fernandez; Cities: Bogota, Aspin- wall, Panama, Caracas, La Guayra, Georgetown, Paramaribo, Cayenne, Rio Janeiro, Para, Pernambuco, Bahia, Asuncion, Montevideo, Buenos Ayres. Valparaiso, La Paz, Potosi, Lima, Callao, Cuzco, Quito, Guayaquil. Locate the and Andes one or two other mountain ranges. Otherwise treat as suggested in the study of Europe. Read all you can find concerning the grassy plains of South America; the diamond district; the cultivation of grains; raising of stock; habits of natives, &c. JANUARY — ASIA. 1. Boundaries and area. 2. Indentations and projections of coast. (Why suited for commerce.) 3. Mountains: Ural, Altai, Himalaya, Everest, Ararat. i. Rivers: Obi, Yenisei, Lena, Amoor, Hoang Ho, Yang-tse-Kiang, Cambodia, Irrawaddy, Brahmaputra, Ganges, Indus, Euphrates, Tigris. 5. Islands: New Siberia, Saghalien, Japan, Philippine, Sumatra, Borneo, Celebes, Java, Ceylon. 6. Cities: The capital cities, together with the following, will be sufficient: Shanghai, Nankin, Canton, Rangoon, Benares, Bombay, Muscat. Mecca. Jerusalem, Smyrna, Batavia. 7. Peninsulas: Kamtschatka, Corea, Malay, Farther India, India, (Hin- doostan,) Arabia. 53 8. Select ten seas. 9. Secure a general description of Asia by reference to the text and cyclopedia. 10. Review New England States. FEBRUARY — AFRICA AND REVIEW. Spend but three or four lessons on the map of Africa, but read and recite all the descriptive geography you can get. Secure good descriptions of the ruins along the Nile, of the Great Desert, of the inland forests, of the animals, of the people, etc. Review Oceanica in a* general way, leaving out all unimportant places and islands. A part or the whole of the following will be sufficient: f OCEANICA. Malaysia, ' Philippine, Spice, "i Celebes, j Java, [Sumbawa. '' Australia, Papua, New Zealand, Australasia, ■{ Tasmania, Caledonia, Hebrides, _N. Ireland. 'Sandwich, Caroline, Ladrone, Polynesia, -i Friendly, Samoan, Marqusas, .Pearl. Locate Manilla, Batavia, Sydney, Melbourne, Adelaide, Perth, Hobart Town, Honolulu, Auckland. One or two review questions upon the United States should be had daily, in addition to the regular lessons. By so doing pupils need not make a special study of the geography of the United States. It is an excellent plan to write the names of numerous places, including rivers, islands, mountains, lakes, terms to be defined, &c., upon fools-cap paper, cut these names apart, pass them to members of the class promiscu- ously, and cause each member of it to rise, name topic and recite. By so do- ing the reviews may be made spicy and interesting. When lesson is com- pleted preserve reviews for future recitations. In the same manner the teacher may write the names of the several pro- ducts of countries studied, pass the blocks of paper, rise and recite as in the topics above ; by some such plan these reviews may be kept up continually, and the writing of topics need not occur but once in a term, if good paper is selected from the first. 54 CIVIL GOVERNMENT. FOR OCTOBER. One out of the ten questions will be given each month in connection with the history. 1. Name the six objects of the Constitution as skated in the preamble. 2. How many members are there in the House of Representatives ? 3y whom elected ? What term ? How are they apportioned among the States ? Qualifications ? 3. Ditto as to Senate. 4. Why have two legrislative houses ? 5. Is the Senate or the House of the highest dignity? Why? 6. When does Congress meet? How often? What is " A Congress?" 7. State the powers of each house as to members, olficers, quorum, adjourn- ment, rules, journal, yeas and nays. 8. By whom is impeachment made? By whom tried? 9. Can a member of Congress be arrested while on his way to Washington? 10. What bills may originate in the House ? In the Senate ? FOR NOVEMBER. 11. Name all the ways in which a bill, having passed both houses, may become a law. 12. Name the subjects on which Congress may legislate. 13. What taxes may Congress lay? For what purposes? 14. What is a citizen? An alien? Naturalization? 15. What is a copyright? A patent? What their objects ? 16. Over what parts of the United States has Congress exclusive authority ? 17. Who has the power to declare war? Why this power? 18. State the difference, if any, between money and tegal tender. 19. What is legal tender in the United States now? 20. What are the advantages of having but one President? FOR DECEMBER. 21. Do the people vote for the President directly? Ifso.how? Ifnot. how";- 22. Can Congress elect a President? If so, how? 23. What composes a President's Cabinet? 24. Are the Supreme Judges elected or appointed? How? How many? 25. How many associate justices are there at present? 26. What is treason ? Its punishment ? 27. How can we amend the constitution ? 28. What is the substanca of the 13th, 14th, and 15th amendmentd t 55 29. Name all the towmhip officers in your township. Do you know one oi more of them ? Which ones ? 30. What county offices? What persons JBll them now? How many years is a term for each ? FOR JANUARY. 31. What State officers? Who are the present incumbents? What is the salary of the principal qfficers? 32. GiTe the distinction between the Supreme Court of the State, Appel- late, Circuit, County and Justice Court. 33. In what judicial district of Illinois is Macon county? Ans. Of the grand divisions of the Supreme Court, it is in the Central, and is listed with thirty-five counties in Central Illinois. In the election dis- trict, it is listed in the third. It contains sixteen counties. In the Apellate Court, it is listed as in the Supreme Court. In the Circuit Court, it is listed in the Fourth Circuit. This list embraces nine counties. 34. Who is the Circuit Judge? How many in the district? Who? 35. State the duties of the prrand and petit juries. 36. How often and when does the State Legislature meet? Where? How many and what houses in the State Assembly? For how many years does a member serve? How many members in each house? 37. How many mints in the United States? Where are they located? 38. What section of your township is called the school section? Can it, or has it been sold? What is done with the proceeds if sold? 39. How many days of school must a district have in order to draw the public fund? 40. Prom what source do we derive our school moneys ? Let the teacher insert such questions and explanations as he may think ap- pi opriate. Especially should he tell the school of the duties of town and town- ship officers. Give the pupils singular practical questions to ask the parents from time to time. Much interest and enthusiasm can be aroused in this manner. ARITHMETIC. OCTOBER — DECIMALS AND REVIEWS. The only point in decimals is the decivial point. Will yoxifix it? It is well to review United States money, then show the children that the point has the same use in decimals, and that we could carry the decimals of a dollar toward the right as in decimal fractions. Define all the terms, and solve all problems. Give numerous problems in lumber measure ; buy and sell by the M. Ditto brick. Ditto hay by the ton, etc. Review at pleasure in such portions of the book as thought best. If completed before the date of examinatio-i pass to the next month's work. 56 NOVEMBER — PERCENTAGE TO PARTLAXi PAYMENTS. Find some good arithmetic and introduce percentage by analytical steps long before reaching the subject in the text; if you make your pupils familiar with all that the term per cent, means, then you will have but little trouble in its applications. Define terms when necessary and complete interest to par- tial payments. Adopt but one rule in the solution of problems, and omit all others. To those not satisfied with results, we offer the following as sug- gestive : Problem : Find the interest of $730 for 2 years, 5 months and 15 days, at 5 per cent. 2X36=72 ) First step. 5x 3=15 C=885 days. 15= 15) Uttle.— Multiply 36 by the number of years, 3 by the number of months, place in a column for addition^ then plaice days in the columns with units fi(jure one place to the right, and add. This will reduce the time to days. Second step. — 720 X 5x885 _ ^qq ~q 36 '* Rule — Place the principal, rate, and tim^e in days upon one side of a line, 36 upon tlie otlier, candid, and point three places. (Teacher will explain omission of in 36 and 3.) Write promissory notes ; write same and find interest ; write same, endorse iiayments, and compute interest to date ; wi'ite same to order, endorse for ex- change. DECEMBER — INTEREST CONTINUED. Treat Proportion as such, as Analysis, or as cause and effect, at the dis- cretion of the teacher. Continue interest, and review to Discount, omitting compound interest if thought best. Try to have "actual business" transacted as in many business colleges. Have notes, payments with receipts, bills of goods, endorsements, etc. Trade discount should be explained, thus 20 and 10 off ; two tens and five off, etc. Cull all your authors for good practical problems. Pass to next month's work when completed, whether the date of examina- tion is at hand or not. JANUARY — PERCENTAGE, PARTNERSHIP, ETC. Complete and review all important applications of percentage, and all other topics to Analysis inclusive, selecting only the important terms for defi- nition. FEBRUARY. Squire and Cube Root. Other topics and months at the discretion of the teacher. PHYSIOLOGY and HYGIENE. The humati body is wonderful in its mechanism. Each organ has its allotted task to perform. To maintain this wonderful structure in health is the first duty of heads of families. It can not be done without close attention to the selection of our daily food. To do this satisfactorily and with the best results call on W. H. OWENS, DEALER IN STAPLE AND FANCY GROCERIES, PROVISIONS, QUEENSWARE AND CANNED GOODS, and you will never regret it. TEA AND COFFEE A SPECIALTY AT LOW PRICES. Highest market price will be paid to farmers for + BUTTER, + EGGS, + MEAT, + CHICKP^NS, + ETC., + ETC., + to supply our city population. HEADQUARTERS for GROCERIES & PROVISIONS, No. 16 West Main Street, URHANA, ILLINOIS. B^-HEALTH IS WEALTH.,^ J. E. HUNT, DEALER IN DRUGS, BOOKS, STATIONERY, Examination Paper, ^A/'all Paper and a a General Assortment of Fancy Articles. PARTICULAR ATTENTION PAID TO PRESCRIPTIONS. 20 Main Sreet, Urbana, Illinois. BOOKS, STATIONERY AND MUSIC. Genera! MeFcliaiiie. Co-Operative Trade Center. ozx. 3VE \A.X.C3ri:^^ XXj CHAMPAIGN COUNTY rp^ssp R. 10 E. „'-^R. I*W. R.ll E. Proposes something new this year— till' Co-operative Sj'stem of Trade. The entire net profits to be owned by the cash custoiuerB in i)roportion to the profits accruin<; from patronage of each as nearly as we can keep the run of it. We invite attention to our School Supplies; our Art Materials, Mathematical lustruments, Holiday Goods, Musical Merchandise and Stationery ; to our Mill Exchange in connection with the only complete Roller System in the county, to our Hard and Soft Coal business, and other extensive lines as fast as co-operation recommends itself. It has succeeded elsewhere, and will succeed here. FATHERS, MOTHERS! And Those Who 601]TElI]PIi^TE-:' 1I^^T^I11]01]Y, ARE REQUESTED TO READ THIS CAREFULLY. We will enijeavor, in this article, to explain the shortest and surest road to wealth. It is rot by throwing your money away on chewing gum, cimdy and circs tickets; nor by paying fabulous prices for wearing ;ipparel ; but by spending your hard earned Dollars at our store, where you can get more and better goods for your money than at any other store in tliis part of the state. Read our prices and when5'0u come to Champaign, call and test the truth- fulness of our as-eitions. If not as represented pass us by. We call your attention to our -> DRESS GOODS DEP'T. ^ Colored silk at 45, 50, 00, 75 cents and $L00. Summer silk at 25, to 50 cts. Black silk at 50, GO and 75 cents. Guinet & Co., Gros Grain silk at $1.00 will compare with other silk sold elsewhere at .^1.25. Black Gros Grain silk at Sl.25, $1.50 S1.75 and H2.00. Mascotte silk at Sl.50. Dnip de Flor silk at $1.50, $175 and S2.00. The best wearing silk in the market. French and English dress goods, Persian tricot 44 incUes wide dl wool at 50 ct-. per yard. CLOAKS. Diagonal Beaver Cloaks at $500 to $10.00. Plush Cloaks elegantly lined and trimmed at $20, $25, $30, $35. CARPETS Tapestry Brussels at 50, 60, 75 and 85 cents. Body Brussels at 95 cts. $1.00 and $1.10. Velvet at $1.00, Body Velvet at $1.20, Wilton Velvet at $1 40. Two ply all wool Ingrain at 50, 55 and 60 cents. The best quality two ply all wool extra super Ingrain at 65 and 70 cents. BOOT AND SHOE DEP'T. A $30,000 stock to select from; 50 cts' to $1.00 per pair saved on every pair bought of us. Do not fail to see our boots and shoes before buying. F. K. Robeson & Bro., FARMERS' STORE, 1st & 2d Floors, Nos. 47 & 49 Neil St. CHAMPAIGN, ILLINOIS. EXAMINATIONS. Tbe examinations this year will be nearly as last. It is suggested that a preliminary examination be held the third Friday of September by the teach- ers of all schools who begin about the first of the month. It should not be long nor diflicult, but simply to show the children how to write neat papers. It necessary these papers should be copied until they are nearly rerfect in arrangement. The regular monthly examinations will begin on the third Friday of Oc- tober. Miiny directors prepared paper, pens and ink last year. We sincerely hope all will do so this year. The annual township examination will begin January 18, 1886, and will be at the places and datos given below; Cham- paign t.wcship, Equity S, II. January 18; Hensley township, Mt. Vernon, January 19; Condit township, Prairie College No. 5, January 20; Newcomb, Lester S. H. No. 1, January 21 ; Mahomet township, Mahomet, January 22- Scott township, Seymour. Jauary 25; Colfax, Union Center, January 26; Sadorus township, Sadorus, January 27; Pesotum township, Pesotum, Jan- uary 28; Tolono township, at Fisher school house. No. 5, January 29; Urbana township No. 4, February 1 ; Philo township, Philo, February 2; Crittenden township. Center school house, February 3; Raymond township, Fairview, February 4; Sidney township, Sidney, February 5; South Homer, Mound Snip, February 9; North Homer at No. 10 school house, February 10; South Ogden, at Ogdeu, February 11 ; St. Joseph township, at St. Joseph, February 12; North Ogden at Burr Oak, February 16; East Compromise, Obenchain school house, No. 4, February 17; Kerr township, Kuder school house, Febru- ary 18; Stanton township. Center, February 23; West Compromise at No. 8, school house, February 24 • Rautoul township. Thrasher school house, Feb- ruary 25 ; Somer township at the Brick, February 26; Brown township at Center, March 2; East Bend township, Houstonville No. 4, March 3; Ludlow township, at Center, March 4; Harwood township at Center, March 5. Though our work was creditable last year, we hope to see it far better this year. Special pains will be taken to do neat, careful work. It is hoped that every pupil will endeavor to do the very best he can on examination day. TlTe superintendent was gratified last j'ear to find so many teachers who were reviving the literary exercises in their schools. The good work should go on. Drill should be given in school once a week during the term. This will prepare our pupil;* for the literary exercises on the evening of examina- tion day. In order to arrange for these meetings, the teachers of each town- ship should meet at the place where the examination is to be held and make all necessary preparations. In order that all may know the day, December 5th is set as a suitable day for the teachers of all townships whose examina- tions occur in January to meet and arrange a programme, December 19, will do for those whose examinations occur in February and Marcli. Let the teacl)er of the centr.-d school be considered tlie temporary president. Tlie County Teachers' Association will meet regularly in the superin- tendent's office at 9 a. m., on the 3d Saturday of each month, beginning in Soineniber. Let all who can, attend these meetings. The worlv done will bear- directly upon the school work. The State Reading Circle will also re- ceive attention here. Final county examination at Supeiintendent's office, March 19tb, at 10 a. m. LANGUAGE. In addition to the work given in the body of the Manual, do not forget to advance tlie pupils in "How to Talk." Tlie work is marked out for a two years course. If your class took the first half of the book last year, thf-y can take the second year's work this year. Ilemember the object of the book is not to teach grammar, but correct spoken and written speech. Do not neglect the composition work. Do not confine your compositions to one style. Some pupils know nothing but description, and that in its slm|)lest form. Be sure if you run a machine the manufac- tured articles will show a wonderful likeness. Study variety. Do not be sat- isfied until jour pupils can write whole pages of good English, using capitals, punctuation marks, and irregular forms, correctly. The ability to talk and to write is the object to be kept in view. The work for the first year has been arranged as follows; For October -To page 26. For November— Page 26 to page 46, and reviews. For December— To lesson 24, page 63, with a review of all previous work. For January — To lesson 36, page 80. For an examination essay, study composition 33, page 76. For February -To composition 29, page 96. Study composition 30, page 98, as examination essay. For March — Review all ground passed over. For April— To composition 35, page 108. For examinati(m study compo- sition 32, page 101. For May — To page 117. For examination essay study composition 38. FOR SECOND YEAR : For October— To page 131, lesson 53. For November— To page 147, lesson 62. For December— To page 164, lesson 68. For .January — To page 178, lesson 75. For Februaiy- To page 190, lesson 76, and review pi'evious work of the year. For March— To page 208. For April and May — Review those portions of the book in which your pupils s em deficient. Do thorough, careful work. Have some compositions copied and preserved each month. The superintendent will be glad to in- spect them. The following is given by Henry D. Hatch, of Moline, Hlinois, as a good method for oral and written composition : Oral. — (1) Encourage pupils to give several subjects as a title for the picture, and then let them choose the best, giving reasons. (2) Lead the imagination of the pupils to supply the occurrences preceding w hat is shown in the picture. (3) Have them relate wliat is taking place in the picture : (a) who the actors are ; (6) what they are doing ; (c) what they are saying, etc., etc. (4) Have pupils relate what may happen after this. After the above has been given orally, first in parts and afterwards in connected narration, and the teacher has placed upon the board an outline developed by pupils. If. Written. — Have pupils write what they have given orjdly. The superintendent would add to the above. III. Examination. — Written composition, correcting spelling, punctua- tion, capitals, structure of sentences, arrangement of sentences, etc., etc., in red ink. Then ask pupils to copy in good shape for preservation. Toothing is so injurious as the careless slovenly work so common in teach- ing language. Shall we not see good work this year ? Our Country and Village Schools DEVOTED TO THE INTEREST OF ^OMMON ftcHOOLS. THE ONLY COUNTRY SCHOOL PAPER PUBLISHED. ONE DOLLAR PER YEAR. We publish Trainei''s new Book, 1 low to Grade and leacli a Country School, Orders taken for Trainer's How to Study and Teach U. S. History. 3E=»r±oe, $1.0 3. Queer Queries 2B ets. Curious Cobwebs 20 cents. Buro^ess, Trainer & Company. DECATUR, ILLINOIS. DEAR TEACHERS ANO P-UPILS. ♦^VVe * Help * You,* VV^ll * You * Help * (Js?--^ THE CHAMPAIGN COUNTY s more school, cliurch, Sniulay school, lociil anrl L't'iipriil n^ws thnn mii\ in the cornitv. .tb,' pa]ii'r C a . t3. < a. Qu h o r3 a 71 a- P. 3 93 aJ c 00 O G no r c CD o The polflical editor and propriotur. will conduct its editorial coliiinne in the usual vigorous yet impartial manner. You can IhII by his heni.'n conntfnance, in above portrait, that he is a philanthropiat and is Ipngiuii to do good tf) his fellow man. .^. (%. JA.^^ Th< local editor has no equal in Central Illinois. He never l^ts an item of news wet away He does justice to everv enterprise and every portion of tlie county. He reaches tor news after tlie manner of a politician for a fat ofllce: hut he always gets it. It has more correspondence than any other jiaper. It has a special expert court reporter. Xo other paper has one. U is not rohaahed from the columns of a daily, from matter published expr'^ssly for city readers, nor is it padded with plates from the siine source: but every line is prepared with careful scrutiny for the especial benefit of our larae country circulation In ife 'Topics of the Times," prepared by a skilled newsKatliernr. it sifts out the chaff and v'ives you t he kernel of everv item of news in the world of any interest to the general reader. Viepuljlican in politics, yet fair to its opponents, it commands the respect of all parties. It will exp>so fraud in its own pariy as readily as in any other. Speaks to the 400 teachers and 14,000 pupils of the county every week in this great depsurtment We have arranced for the eicclusive ri'_'ht to furni-h Webster's Great Illustrated Diction- ary to Subscribers at only Fifty Cents. ^\"e sell it at $1.00 to Non-Subscribers. The county superinteridt:nt says, •'! would he delighted to see one in the hands of o\ory teacher and i)upil in tlie county; it is the best one yet published for students and woulc^be of great henelit if used constantly." " I Siib-crilje now, uliile \on cun jxet tlip (licthmnry .-ni'l tin' Kf.'jt loonl pnper in the county. AcUlre.ss or Ciill upon *1?XZ£3 Xa:Jb:Jb-L.r^SLXjX3, - - - XJrloaaia, XXlixioxis. Pressboard Pamphlet Binder Gaylord Bros., Inc. Makers Syracuse, N. Y. ^ UNIVERSITY OF ILLINOIS-URBANA 375C35M1885 C001 MANUAL AND GUIDE FOR COMMON SCHOOLS. FOR 0112 025305555