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COURSE OF STUDY IN THE
EIGHT GRADES
VOL. I

COURSE OF STUDY IN THE
EIGHT GRADES
VOL. I
GRADES I To IV
BY
\, \-
CHARLES A. McMURRY, PH.D.
TWem Bork
THE MACMILLAN COMPANY
LONDON : MACMILLAN & CO., LTD.
I906
All rights reserved
CoPYRIGHT, 1906,
By THE MACMILLAN COMPANY.,
Set up and electrotyped. Published January, 1906.
s
PREFACE
THIS “Course of Study’ is an effort to bring
together the results of a series of labors, both theo-
retic and practical, upon the various branches of the
common school.
During the last fifteen years the author has taken
up one after another the common school subjects,
and has attempted to work out the plan and move-
ment of each study in proper relation to the whole
curriculum. The result of this is a series of eight
volumes of Special Method, in each of which the
selection and arrangement of material for one study
is carefully planned and the method of treatment is
illustrated.
In bringing together the results of all these efforts
into a somewhat full and complete course of study
in two volumes, it has been found necessary to dis-
cuss in a broad way the chief problem in the present
organization of the school course and to point out
the adopted line of solution.
The task of laying out a liberal and practical
course of study for the common school of America
is one of very large proportions, and might well
V
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vi PREFACE
employ the energies of the greatest mind for a full
lifetime of well-directed labor.
The plain schoolmaster, however, must have a
hand in this work, and this is our excuse for at-
tempting what may seem to many a preposterous
undertaking.
The present course does not include an outline in
drawing and music. It is our hope that this part of
the work may be accomplished later with the assist-
ance of expert teachers in these subjects.
Those who wish for a discussion of the reasons for
the courses here outlined will find them explained in
the various volumes of Special Method as follows: —
Special Method in the Reading of English Classics.
Special Method in Primary Reading and Oral Work
with Stories.
Special Method in Geography.
Special Method in History.
Special Method in Elementary Science.
Special Method in Arithmetic.
Special Method in Language.
Special Method in Manual Arts. (Now in prepa-
ration.)
CONTENTS
ENRICHMENT OF THE COURSE . ſº
tº tº º
THE PRESENT PROBLEM IN THE COURSE OF STUDY
ECONOMY OF SIMPLE AIMS . ſe
SIMPLIFICATION AND ORGANIZATION OF
COURSE . gº © tº tº ſe
ORAL WORK IN LITERATURE . e tº
READING . e * ſº tº ſº º
LANGUAGE tº ſº wº © e e
MEMORY SELECTIONS iº * > gº tº
HISTORY . © * gº ge wº ſº
GEOGRAPHY . e ſº º gº tº
ELEMENTARY SCIENCE . ſº {º ſº
ARITHMETIC . C. º c tº gº
THE HANDBOOK g & tº & &
THE MANUAL ARTS. © © gº ſº
THE SCHOOL
2 I
53
66
8 I
99
Ioé
I23
I39
I9 I
2 II
225
COURSE OF STUDY IN THE
EIGHT GRADES
ENRICHMENT OF THE COURSE
IN order to get a preliminary view of what has
taken place in recent years in the enrichment of our
school course, we will merely tabulate the various
kinds of new educative material that have lately
lodged themselves in the school.
First is the best literature suitable for young folks
from the treasuries of our own country and of other
lands. It reaches back into all ages that produced
valuable literature and includes all varieties. This
alone is a field abounding in rich resources. Closely
allied to it is history, that of our own land and of
other nations, including early traditions and stories,
the striking epochs of the historic nations, the
biographies of leading characters whether heroes,
poets, generals, statesmen, pioneers, religious teach-
ers, scholars, artists, scientists, men or women.
Second is the broad sweep of natural science studies,
nature study in and out of doors. In its wide range
this includes select contributions from a dozen great
Sciences, familiar to popular report, and each includ-
VOL. I — B I
2 COURSE OF STUDY IN THE EIGHT GRADES
ing a body of knowledge far beyond the mastery of a
single man of learning. Especially in its more strik-
ing and commonplace manifestations, and in its appli-
cation to men's needs, science study is quietly pushing
its way into schoolrooms and under the very noses
of school-teachers.
In close connection with geography and natural
science, industrial and vocational studies (directly and
indirectly) are supplying us with rich materials and
bulky text-books for children to master.
Out of all this, thirdly, is emerging the vague but
gigantic form of a new study sometimes called manual
training. It is now spreading its clumsy limbs some-
what promiscuously through the whole school course.
No one seems to know as yet how large a place this
intruder is to occupy, but a fear falls upon many that
some of the old studies and teachers may have to
move out of the way or shrink back into a corner to
make room for this giant upstart.
Fourthly, the physical training of children is taking
on larger proportions, and is demanding definite time
and place in the programme with gymnasia and
equipment.
Fifthly, there is getting to be a vague but pro-
nounced feeling, almost conviction, that the fine arts
have been badly neglected in schools and in the
general scheme of education.
Sixthly, the primary school of late has taken up
into itself a good share of the kindergarten ideas and
ENRICHMENT OF THE COURSE 3
materials, games, stories, and social activities, while
from the high school the grammar grades have begun
to draw down algebra, geometry, German, and French,
and even Latin to fill up what one might suppose
must be a depleted course of study.
Seventhly and lastly, we should not forget that a
goodly number of jealous schoolmasters demand that
we shall begin to put some real stress on the mastery
of reading, writing, and arithmetic.
Summing it all up, it is not too much to say that the
school has begun to bring the whole range of human
life and activity in select typical forms under its pur-
view. This comprehends broadly the whole history
of mankind in its typical and striking manifestations,
the whole run of nature, animate, inanimate, and its
relation to man, and all those great institutions, occu-
pations, and traditional bodies of knowledge that man
has accumulated in the course of centuries. A com-
plete university with all its multitude of sciences
covering the full range of human thought and ex-
perience has no broader foundation than the course
of study in the elementary school.
But this is a very crude and superficial mode of
Surveying our course of study as a great accumula-
tion of varied materials. It is far more interesting
to ask ourselves: How came we by this enormously
expanded course of study ? How does it happen that
in spite of powerful conservative tendencies and con-
victions of scholars, against the strong protests and
4 COURSE OF STUDY IN THE EIGHT GRADES
opposition of experienced school men and women,
against traditions that have held their own in the
schools for centuries, almost suddenly, in our time,
the doors and windows of the school have been
thrown wide open and all outdoors, past and present,
has been taken in 2
Evidently the school itself is not responsible for
these results. Great forces have been at work out-
side of the school which have simply made them-
selves felt in the curriculum. As Dr. Dewey says
(“The Educational Situation,” p. 85): “This multipli-
cation of study is not primarily a product of the
schools. The last hundred years has created a new
world, has revealed a new universe, material and
social. The educational problem is not a result of
anything within our own conscious wish or intuition,
but of the conditions of the contemporary world.”
The leaven of great changes has been at work in
the whole social fabric, and has made itself felt also in
the school programme. Throughout the whole school
are heard the echoes of all the powerful ideas that
are modifying society. The school is thus a miniature
world and has naturally absorbed into itself the whole
range of human occupation and experience. Through
the medium of the school the great human world
outside with its institutions and social ideas is trying
to impress itself upon the child. The child and
the world are the two great living agencies that have
been acting upon each other, and the school is merely
ENRICHMENT OF THE COURSE 5
a medium through which the contact is regulated.
One might think that the world with all its power
would overwhelm the child. But rational parents
and teachers and all friends are naturally the child's
defenders and advocates. We may say, therefore,
that the two forces now at work so vigorously in
shaping our course of study are society at large with
its urgent demands and consideration for the child
with his instincts and powers. This can be abun-
dantly illustrated in the present studies. For thirty
years now in this country the science studies have
been steadily pressed upon the attention of teachers,
just as in the world at large science has everywhere
extended and intrenched itself. In the same way
the commercial, industrial, and economic interests so
powerful in business life have moulded and enlarged
courses of study. The great moral, religious, and
intellectual forces outside of the schools have likewise
stood strenuously for literature, temperance, history,
and civic instruction in schools. Manual training is
a direct response to the demand for an experimental
acquaintance with the fundamental arts of life and
sympathy with millions of artisans in their daily toil.
Music and fine art beautify and ennoble life outside
the school, - why not within Whether we will or
no, the school studies echo and reëcho the ideas taught
in the religious service of the churches, bringing them
thus into a much broader contact with other forces.
It may be said that all the strong and valuable influ-
6 COURSE OF STUDY IN THE EIGHT GRADES
ences or forces in society are now sharing in the
effort to mould our school curriculum. The circle of
influences is now complete and the result is our pres-
ent congested course of study. There is at least one
advantage in this, - we know what we have to reckon
with.
On the other side, over against the influences of
society, stands the child with his protectors. Com-
mon sense would suggest that there is no use in
crushing the child with the weight of this social cur-
riculum, even though loaded with the good intentions
of society. Psychology, child study, and experience
with children in school and home must give us
the standards by which we shall judge what part of
society's demands are to be allowed. Every study
that asks for admission to the school course, no mat-
ter by what social forces it is backed, must run the
gantlet of criticism by child study experts. Child
study not only criticises the new studies as they
appear asking admission, but it sets up a number of
positive demands of its own based upon experience
with children, upon knowledge of their physical and
mental growth, their reactions to educational stimuli,
their instincts and interests. .
In many important ways the study of children has
modified the materials and activities of the school.
The observation of motor activities, the study of mus-
cular and nervous control, of the constructive and
imitative instincts, the study of fatigue, of games and
ENRICHMENT OF THE COURSE 7
plays and their uses, the care as to defective senses
and abnormalities, the epochal changes in childhood
and youth, have greatly influenced the treatment of
children in schools.
We may say by way of summary that our present
course of study is a necessary social product, the out-
come of the strongest forces at work in the great
human hive outside the school, but this has been
modified, accommodated, and rationalized by a con-
sideration of the powers and needs of children.
We may observe here that there is no real conflict
between the child and the social world. By nature
and inheritance they have the closest affinity and
kinship. Not only the present world of industrial,
political, and other social forces, but all the accumu-
lated knowledge and culture of history are the birth-
right of the child. They are his food, drink, and
exercise, if supplied in proper sequence and adjust-
ment.
The education of children is therefore the working
out of a comprehensive and all-sided social problem.
Dr. Dewey says, speaking of the high school (“The
Educational Situation,” p. 79): “Our problem is
rather to study the typical necessities of social life,
and the active nature of the individual in his specific
needs and capacities. Our task is on one hand to
select and adjust the studies with reference to the
nature of the individual thus discovered, and on the
other hand to order and group them so that they
8 COURSE OF STUDY IN THE EIGHT GRADES
shall most definitely and systematically represent the
chief lines of social endeavor and social achievement.”
It is fortunate that this heaping up of new mate--
rials in the school course has come at a time when
both popular and scientific attention have been unusu-
ally turned toward the study of child nature and
growth. Without due respect for the natural powers
and stages of growth in children, there would be no
limit set to the quantity and variety of studies im-
posed upon the school. In the necessary enrich-
ment of the school programme even the old studies, as
well as the new, have been compelled to justify their
claims from the standpoint of the positive needs of
children.
As never before the demand has been made that
studies be adjusted to the present needs of children
rather than the future needs of adults.
This selection and adaptation of knowledge materi-
als according to the peculiar needs of childhood, gives
a special flavor and quality to this enrichment of the
school course. It is by no means merely an enlarge-
ment and multiplication of studies. It is a select
intellectual, moral, and physical diet, determined by a
careful diagnosis of the conditions and needs of chil-
dren. It means more nutritious mental food and
better assimilation because it is better adapted to the
tastes, interests, and powers of the young. The en-
richment of the school course means the healthy
expansion of the natural processes of child life, the
ENRICHMENT OF THE COURSE 9
opening up of hearty and vigorous activities in all
the main lines.
for example, a closer examination of the new histor-
ical material that has found admission to the fourth,
fifth, and sixth grades will show a decided preference
for biographical and descriptive episodes which
children easily and naturally enjoy. The manual
arts, as they are working their way into schools, are
a direct response to the children's own demands for
congenial activities. Excursions and experiments in
elementary science are fully appreciated by children.
Good music is one of the greatest delights from ear-
liest years. Well-selected poems and stories from the
best authors are now used with hearty appreciation
in all grades. The games and physical exercises
which are becoming an important part of the daily
programme serve to give a healthy tone to the whole
school life.
The result of this rational selection of appropriate
labors and studies for children is a more complete
absorption into actual life processes of all the culture
elements of the school. It is a more abundant life
which the children are sharing. A deeper and
stronger current of actual experience is shaping their
lives.
Of course the criticism is often heard that all this
So-called enrichment of the school course is so much
foolish indulgence of the caprices and pleasure-seek-
ing whims of children, but an examination of the new
IO COURSE OF STUDY IN THE EIGHT GRADES
subject-matter that is being seriously incorporated
into the course of study shows that it deals prima-
rily with great and fundamental ideas that its
ground purpose is to make strong the root connec-
tion between child life and civilization.
THE PRESENT PROBLEM IN THE COURSE
OF STUDY
FOR many years our common school curriculum
has been thus growing more extensive and complex.
Let us give first a fuller analysis of this growth and
increasing complexity of studies. New studies have
been added from time to time. The old simple
group — reading, writing, and arithmetic — was first
enlarged by adding grammar, geography, and history.
Later on music, drawing, and gymnastics were intro-
duced. Then came nature study, domestic science,
and manual training with its various forms of con-
struction. In such a numerous list we had almost
forgotten to mention spelling, composition, and lan-
guage lessons. Besides the foregoing, various suc-
cessful attempts have been made to introduce as
distinct studies, civics, German, Latin, physiology,
hygiene, temperance and the effects of alcoholic
drinks, agriculture, bookkeeping, the elements of
algebra and geometry, current events, and certain
trades, as carpentry and printing. Religion is taught
as a regular study in parochial and sectarian schools
and in the public schools of Europe. There are
thus more than twenty studies which by gradual
II
I 2 COURSE OF STUDY IN THE EIGHT GRADES
accumulation have held a more or less independent
place in our course of study.
Besides this, as suggested above, many of the older
studies, as reading (literature), geography, and his-
tory, have been greatly enlarged in their scope and
quantity of material. American history, for example,
was formerly taught only in the last year of the
grammar school. Now it often extends through four
or five years (from fourth to eighth grade) and
includes a greatly increased quantity of historical
matter. The literary materials used in our story
work in primary grades and in the reading of classics
in higher grades have had a broad extension. It is
probable also that elementary science and manual
training will soon require a much larger allotment of
time and a fuller treatment than at present. Music,
fine art, and physical education are likely to receive
more attention in the immediate future. Many
superintendents and secondary teachers insist that
Latin should begin in the sixth or seventh grade
rather than in the high school. Supplementary
readers in geography, history, and natural science go
much beyond the text-books in presenting a large
assortment of additional knowledge for reference
work.
When it is remembered that in a really good
school children should spend much time upon out-
door excursions, in the school garden, and in the
gymnasium, it seems evident that they will have
THE PRESENT PROBLEM I3
enough to keep them busy, both physically and
mentally.
It would be fair to add also that children having
a good family library are expected to extend the
narrow boundaries of school instruction into the rich
fields of history, literature, science, current periodi-
cals, politics, and religion, and most of all perhaps in
good biography and fiction.
As a result of this brief survey, it may be said that
our present elementary course, if carried out, is over-
crowded with the quantity and variety of materials.
There are more studies than children can learn well,
and more than teachers can teach well. Thorough-
ness of work in all studies is, under these conditions,
impossible. As a consequence much school work at
present is careless, superficial, and even Slovenly.
The efforts of earnest and progressive teachers to
keep up with all these increasing requirements and
to secure the needed additions of knowledge and skill
are praiseworthy, but it is next to impossible to meet
the requirements. Departmental teaching by ex-
perts in special subjects has been strongly urged as
the solution of the problem. This would relieve the
teacher, but would only add to the burdens of the
children. For the tendency of experts is to make
heavier demands in their special subjects. They
would undoubtedly increase rather than diminish
the crowded and overloaded condition of the school
course. This course is primarily, however, for the
I4. COURSE OF STUDY IN THE EIGHT GRADES
children, and should be adapted to their needs rather
than to those of the teachers.
In the presence of this acknowledged congestion
of school studies the whole body of teachers naturally
falls into two distinct parties with opposing ideas as
to the true remedy for the evil. First are those who
demand a return to the three R's, to the old simple
studies, with a few things well done and a course of
study thoroughly practical. The argument favors a
strong discipline upon a few essential things,
The other party stands strongly for the new
branches, for nature study, manual training, physical
culture, and the general enrichment of the school
course with literature, history, Science, geography,
and fine art. The demands of both these opposing
parties of intelligent and experienced teachers must
be seriously considered, and an answer satisfactory
and convincing to each be given.
We must admit that simplicity and thoroughness
are essential to right education. The enrichment of
child life through modern studies, as literature, his-
tory, Science, and physical and manual training, are
equally essential. We must admit, therefore, the
justice of the demands of both parties. There can
then be no return to the three R's, to the primitive
course of our grandfathers. Boys and girls trained
in the narrow curriculum of the old-fashioned studies
would not be qualified for the new and complex con-
ditions of modern life. Each age must have an edu-
cation suited to its own needs.
THE PRESENT PROBLEM I 5
Our present course of study is not a thing of
caprice which we can change or modify at will. It
is no mere invention of the schoolmaster. It is
rather a world-product, the result of some centuries
of steady development along educational lines. It is
a very respectable product and contains probably
the elements of the world’s best wisdom in a form
not yet fully organized and digested. It has taken
more than three centuries of European and American
history to bring together the crude materials and to
give them a merely temporary arrangement. From
the days of Comenius till now there has been a steady
advance movement from a pure and narrow verbalism
in the Latin tongue up through pictures, object
lessons, geography, history, elementary Science, and
finally through manual training to pure realism.
This progress has been strongly contested at every
step by the forces of conservatism and reaction. Only
those ideas have survived which have had a strength
and vitality born of truth.
Having reached this final goal with these accumu-
lated materials, our present task is to organize them
into a consistent course of study. The present over-
loading of the curriculum is an inevitable stage in
the evolution of studies. In Europe, where public
School systems have had an earlier, longer, and
similar evolution, a crowded curriculum has brought
on the same acute problem.
Our present course of study, then, is due to large
I6 COURSE OF STUDY IN THE EIGHT GRADES
world influences, over which the schoolmaster has
had no control. He has attempted from time to
time to stem the movement toward a broader, richer,
and more realistic education, but under the influence
of the reformers and powerful social forces, there
has been no serious retardation of the onward move-
ment. The school has been constantly under the
pressure of masterful and moulding influences out-
side of itself, which have brought on our present
curriculum. The school has become an epitome
of the stronger forces at work in our modern life.
We have now all the best ideas and accumulated
materials out of which to construct a school course.
The main problem may be stated thus: How may
we simplify and organize these studies so as to
secure thoroughness of knowledge and discipline and
leave out no essential studies 2 how meet the needs
of growing children and the demands of Society, so
that children may enter mature life fully equipped
ECONOMY OF SIMPLE AIMS
ONE of the chief advantages of a wisely ordered
course of study is the economy of determining the
simple leading aims which should control the
teacher's work. These apply to the general aim of
education for the whole school work and to the
special controlling ideas in particular studies.
It is natural that we should be at first under con-
trol of many traditional aims and practices. These
are, however, both numerous and conflicting, and the
addition of many new studies has multiplied the
complexity and confusion. Clear and controlling
aims are the only means of bringing order out of
such a chaos. A controlling aim in the whole plan
or in a single study brings these forces into a com-
mon perspective, where we can adjust them to one
another, cast out the wrong or perverted notions,
reduce secondary matters to their true place, recon-
cile contradictions and bring the few essentials into
coöperation and union. All this demands a very
broad survey of the whole problem, a thoughtful
and painstaking sifting out of theoretical and prac-
tical difficulties, and the constant focussing of the
mind upon commanding and imperative needs.
vol. 1–c I7
I8 COURSE OF STUDY IN THE EIGHT GRADES
When the controlling aim has been fixed, the
secondary aims determined, and the means and
methods which give practical and workable execution
to these aims clearly defined, it is evident that a
strong emphasis and persistent pursuit of these aims
will bring about a marked economy of effort. Mere
indefiniteness of aim causes waste of time. But
clear aims also exclude large portions of Some
studies. In geography many whole lessons and
numerous facts can be wholly omitted as not con-
tributing to the aim. In history, likewise, the mem-
orizing of long lists of events and tables can be
omitted. Many lessons in Science, language, and
spelling are found to be useless in the light of im-
portant aims. Greater thoroughness can be gained
by putting the time thus saved upon the few essen-
tials. By means of clear and consistent aims in
arithmetic, we shall drop out a number of antiquated
topics, and in all topics omit those difficult problems
that are mere tests of ingenuity and do not increase
a child's mastery of fundamental operations.
This kind of economy, based upon a few organiz-
ing ideas, is our present need. It seems that now
for the first time we have reached a full view of the
complete circle of influences that round out the edu-
cation of a child. Comenius had such a large view
for his age, but the conditions were unfavorable to
any practical plan of execution.
While it is true that each age must solve anew
ECONOMY OF SIMPLE AIMS I9
this problem of setting up guiding aims from its
own wide horizon of experience, it can hardly be
said that any age has ever grappled with it seriously
and consciously, even according to its own lights.
But now with our over-accumulations of old and new
studies, and with the pressure of modern social
needs, the organization of School forces upon central
ideas and aims is the only possible road to economy
of effort. -
To reduce waste, to eliminate non-essentials, to
focus what is left upon a few large ideas, to bring
even these larger ideas into subordination to an
oligarchy of chief aims, and to put at the head of
these aims the one purpose that dominates the whole,
— this is to simplify and rationalize education.
A comprehensive and definite aim, worthy of Su-
preme authority throughout the realm of education,
may be stated thus, - the child should develop so
that he will respond efficiently to the essential de-
mands of his social environment and of his own
individuality.
A strong will, under the guidance of the best
ideals and reënforced by the resources of knowledge
and right habit, is the citadel of such a character ;
and character, in this sense, is the aim of education.
It is not too much to say that our course of study
is based fundamentally upon this aim ; and we are
beginning to see more clearly that a good course of
study by virtue of its strong ideals and involved
2O COURSE OF STUDY IN THE EIGHT GRADES
educative activities is one of the chief formative
influences in shaping character.
The presence of this dominant aim in the course
of study is discussed somewhat fully in the second
volume, under the title “The Moral Aim in the
Course of Study.”
Having given due influence to this controlling aim
in shaping the course of study, the great problem
that immediately follows is to find a simple organi-
zation of all the studies in harmony with this aim.
This will be discussed in the following chapter, under
the title “ Simplification and Organization of the
School Course.”
The necessary modifications of the school machin-
ery to adapt it to this modern curriculum are dis-
cussed also in the second volume.
The several problems of the selection and arrange-
ment of the materials of knowledge in the particular
studies under leading aims have been fully treated
in the different volumes of Special Method. The
course of study itself can give only the results as
tabulated.
SIMPLIFICATION AND ORGANIZATION
OF THE SCHOOL COURSE
WHILE the tendency to multiply studies and heap
up facts in each branch has gone rapidly forward
and has resulted in a crowded and congested school
course, the principles have gradually come into view
upon which a great simplification and a close organ-
ization of school studies may be worked out.
There are distinct approaches to the solution of
this problem.
First, a strong effort is now made to eliminate use-
less and obsolete material from our studies. Under
the pressure of a growing thoughtfulness among
teachers, arithmetic has lost about a third of its
old-time standard topics. Many good schools do not
teach arithmetic at all in the first grade, and many ob-
solete topics and over-difficult problems once common
in grammar grades have disappeared. Grammar has
moved upward through the grades and threatens now
to disappear out of the grammar school into the high
school. Spelling and writing, to the chagrin of many
good schoolmasters, do not receive the amount of
independent attention they once did and have dis-
tinctly lost rank among studies. Incidental to con-
2I
22 courSE OF STUDY IN THE EIGHT GRADES
trolling studies they are taught as well probably as
they were before.
Much of the independent language work once com-
mon has given place to language lessons bearing
directly upon other important subjects of study, thus
giving greater economy and efficiency to two studies
at Once. - -
Many of the trivial, mechanical occupations (busy
work) in manual construction and in natural sci-
ence are being dropped. These marked tendencies
show clearly that we are getting rid of superfluities,
whether they be remnants of old studies or frills of
the new ones.
In the Second place, we are making progress in
actually reducing the number of studies by incorpo-
rating or absorbing partly independent studies into
the body of the more important branches.
Physical geography, once independent in the eighth
grade, has been brought under the domain of geog-
raphy proper. It is clear that physical geography
can perform its function much better as an ingredient
of regular geographic topics than when set apart as
a separate study. Various efforts have been made
to elevate civics into an independent study in gram-
mar grades, but we think that the chief ideas in
civics can be better taught in regular history topics,
where their genesis is explained, than in isolated
studies of abstract constitutions (as a separate study).
In a similar way elementary science, as the central
SIMPLIFICATION AND ORGANIZATION 23
study, is absorbing into itself several groups of
partly independent subjects, such as the lessons in
health and hygiene, temperance and the use of
alcoholic drinks, physiology and physical training,
the theory of foods and cooking.
Gradually the chief central studies have been com-
ing into view, and the subordination of the less
important ones to the central lines is apparent.
Third. This effort to sift out the main things,
the organizing centres of study, brings into view
our chief problem, that of the simplification and
organization of the school course.
An examination of the leading topics in history,
geography, literature (reading), elementary science,
and mathematics will bring out the truth that they
all spring from common sources or centres. In one
sense, they are not distinct studies, but phases of
great topics common to all studies. The Revolu-
tionary War, for example, is a common centre
from which history, literature, geography, drawing,
language, and even mathematics draw important
lessons. A great epoch in the life of a people
contains within it all the elements of civilized life,
and so reveals a phase of all studies. The feudal
period in Europe has its historical side, its bio-
graphical side, its religious side, its literary side,
its scientific side, its art side. The life of Washing-
ton is inevitably an important centre of thought
for our school course. But Washington's life has
24 COURSE OF STUDY IN THE EIGHT GRADES
distinct social, political, historical, geographical, lit-
erary, industrial, and domestic phases. From the
life of Washington are drawn important lessons for
government, morals and manners, history, reading,
literature, composition, and even writing and mathe-
matics.
Any large masterpiece of literature, such as “The
Courtship of Miles Standish" or “Snow-Bound” or
“Marmion,” describes a social condition which in-
volves many phases of life that should be distributed
to various studies. The drift of our studies is more
and more toward a few such common centres, the
chief national and world epochs, a few masterpieces
of literature which describe such epochs, a few lead-
ing biographies, a few chief religious, political, or
social ideas. These are common centres in which
all studies have their roots and from which they
derive their strength. The home or the family, for
example, is the central idea of such poems as Whit-
tier’s “Snow-Bound,” Burns's “Cotter's Saturday
Night,” Longfellow’s “The Children's Hour,” Dick-
ens’s “Christmas Carol,” Tennyson’s “Enoch Arden,”
and of many other poems, biographies, and novels.
Not only are the home and home neighborhood be-
coming the starting-point for studies in literature, but
also for local geography, history, arithmetic, and
elementary science. The home garden, the sanita-
tion and ventilation, health conditions, food and cloth-
ing of children, are fundamental home lessons in
SIMPLIFICATION AND ORGANIZATION 25
science. The needs and economies of the home fur-
nish many of the best topics in geography, arithme-
tic, manual training. As the primary, fundamental
institution of our society, the home is rapidly taking
its place as the greatest centre from which all studies
draw their lessons.
The central institutions of society, the family, the
religious institution, the local town or municipal cen-
tre, the state and nation, the primary occupations,
the chief typical epochs of national life, are rapidly
taking on such importance as to become the centres
from which all studies spring. Fortunately, these
great ideas and institutions are relatively few. They
are in marked contrast to the multiplicity, complexity,
and almost chaotic miscellaneousness of our present
course of study.
It may be said, in order to simplify and centralize
still more the idea of the school, that all its studies
are focussed upon our modern social life, that all its
lessons are designed to illuminate home and commu-
nity aims and to bring children into intelligent, prac-
tical relation to them. But such a statement is so
general that it fails to show how closely intertwined
are the roots of the chief studies in the few main
centres from which they all spring.
It is worth while to discover that all studies reach
back with living roots into common sources, into a
few great social ideas and institutions. This is the
basis for simplicity and for the possible close organi-
26 COURSE OF STUDY IN THE EIGHT GRADES
zation of all the studies. We shall find that the lead-
ing topics of the several studies are phases of these
larger units which no single study can comprehend.
Each study presents an important side of a number
of these centres. The colonial history of New Eng-
land, for example, has its religious and theologi-
cal aspect, its social and family life, its commerce
and industries, its geographic and climatic condi-
tions, its governmental growth, its modes of travel,
its architecture and dress, its literary materials, its
stirring biographies, its Schools and colleges, its
simple tools and machines, its primitive uses and
ideas of science. Every school study can draw
materials from this colonial period and does draw
them. It may be observed that these common
sources of study are not the peculiar possession of
any one study, but are practical life centres, where
all the ingredients are held together in a common
solution, in a social ferment. If properly selected
and arranged, they form the focal points in our
educational course.
Turning now to the individual studies, do we find
a few large topics which are the organizing centres
for each Our present course of study fails to bring
them clearly into prominence. Yet the necessity for
simplification and organization is so great that we are
beginning to throw out the chaff and even to select
the more important topics as distinguished from the
less important and from the multitude of details. It
SIMPLIFICATION AND ORGANIZATION 27
is in this direction that a satisfactory solution to our
present school problem can be confidently sought.
At present we have too many so-called important
facts in geography, in history, in literature, in arith-
metic, in science, and in language. We are like a
child in the orchard who has filled his pockets and
hands with apples. In trying to pick up more, he
drops as many as he takes. We must adopt the prin-
ciple of selection and even go a long way toward
the example of the merchantman “who was seeking
goodly pearls.”
An example will best illustrate this idea of selec-
tion. Among important facts which a child in the
eighth-grade history learns is this, that in the sum-
mer of 1787, fifty-five men, representatives of the
different colonies, met in Philadelphia, and after four
months of debate and deliberation worked out the
constitution of the United States and recommended
it to the people. It was then submitted to the con-
ventions or representative assemblies of the states,
and when ratified by a sufficient number of states,
became the fundamental law of the land. This is
one of the half-dozen “important” facts which a
child is required to learn and recite in a single
lesson. Some teachers would deem this topic, how-
ever, of sufficient importance to spend a whole day's
lesson upon it. We will suggest a still ampler treat-
ment of it.
First, as to the causes which led up to the meeting
28 COURSE OF STUDY IN THE EIGHT GRADES
of this congress. At the close of the Revolutionary
War the states began to fall apart, to grow jealous
of each other, to take advantage of one another in
trade regulations and tariffs, and to foster a strong
spirit of hostility to each other. Examples of this
should be given as in the relations of New York with
New Jersey, and between Connecticut and Pennsyl-
vania, which came near to actual war and bloodshed.
The same happened in the relations of Vermont with
New York and New England. The Continental
Congress did not have power to levy taxes so as to
pay the debts of the war, and our credit in Europe
was so low that there was little but contempt for the
union of the states. George III was even hoping
that some of the colonies would soon be coming back
and begging to be taken under his protection. The
danger of conflict between the states was so great
and the financial troubles in the several states were
so pressing that patriotic men had serious fears that
the country was on the verge of ruin. It was this
desperate condition of affairs that brought these
leaders of the people together in search of a remedy.
Second. It is worth while to study the character
and previous history of a few of the leading men of
this Congress and what ideas and experiences they
had gathered which would qualify them for constitu-
tion-making. It is very interesting, in fact, to examine
into Madison's, Franklin's, Randolph's, Hamilton's,
and Dickinson's careers to see what local ideas and
SIMPLIFICATION AND ORGANIZATION 29
convictions they held. For it was a great variety
of conflicting and diverse ideas that the men of
the convention stood for.
Third. When we examine the provisions of the
constitution, we may notice that they are drawn chiefly
from the constitutions of the various colonies. The
materials out of which these men built a constitution
were those which had been wrought out by nearly
two hundred years of struggle and conflict under
hard conditions in the various colonies.
The men of the constitutional convention were not
primarily theorists. They had had experience of
government in their local colonies which had made
deep and lasting impression. Two hundred years of
American history had collected the materials out
of which wise men, not without serious discord, built
a new central government. This constitution is the
focussing in one instrument of all the powerful
ideas which American history thus far had brought
out. To study the making of it, therefore, is to get
at the real meaning of all that earlier history and what
it led to. It is a searching review from the stand-
point of fundamental needs of all our earlier history.
Fourth. The Congress had not been long in
session before bitter and apparently irreconcilable
differences arose. There were hard words and
stormy debates, and some members went home in
dudgeon. The conflict of opposing men and ideas
was so fierce that it looked as if the assembly would
3O COURSE OF STUDY IN THE EIGHT GRADES
break up and separate with nothing done. The
smaller states would not yield to the larger states
in the matter of unequal representation according to
population. In final desperation the compromise of
equal representation in the senate and unequal in
the house was suggested. It met with little favor
at first. But the minds of the members being once
turned toward compromise, they were led on gradu-
ally to the great compromises of the constitution.
The conflicts between the northern and southern
states on the subject of commerce and trade regula-
tions and of slavery were at length worked out.
Fifth. When finally they had reached substantial
agreement, though some of the members had gone
home in disgust, it was apparent that the constitution
as adopted was satisfactory to no one. Wise men,
however, were willing to yield their personal views for
the sake of securing a central government which
would perhaps bring harmony and proper control
to the whole country.
Sixth. It will appear later that the compromises of
the constitution were the seeds of the great conflicts,
which in the more than a hundred years since have
agitated the people. Our history since 1787 has been
a series of strenuous conflicts and determined efforts
to give proper interpretation to the constitution.
On this basis political parties have been founded,
wars have been waged, and presidents elected. At
the time of the adoption of the constitution the real
SIMPLIFICATION AND ORGANIZATION 3 I
importance and significance of nearly every great
man could be determined by his attitude toward the
constitution. But the same may be said of nearly
every great statesman since then, as Clay, Webster,
Jackson, Jefferson Davis, Marshall, Lincoln, etc.
We may summarize the argument by saying that
the framing of the constitution was the focussing in
one great instrument of the ideas and influences of
two hundred years of rugged American history, and
on the other hand the chief issues of our later history
can be traced back to this constitution as their start-
ing-point. For one hundred and seventeen years the
American people have been living in the house which
the wise men of 1787 built, and it seems probable
that countless millions will find in the coming years,
or centuries, their home under its roof. We elect
congresses and presidents and frame the constitutions
of new states in the manner which these men of ’87
dictated to their descendants.
In other words, judged from the standpoint of far-
reaching importance, this meeting of the constitutional
congress in 1787 with its work is an event of over-
whelming importance. Compared with this event
other great events dwindle almost into nothingness.
To work out these various points up to the time of
the ratification of the constitution by the states and to
illustrate each point by examples will require many
lessons.
Instead of spending one-sixth of one lesson upon
32 COURSE OF STUDY IN THE EIGHT GRADES
this topic, we are inclined to say that with an eighth-
grade class we can well afford to spend a month
upon this single topic (up to the adoption). Such is
the place which its relative importance among events
demands. .
This may serve as an example of what should be
done in the direction of sifting out and emphasizing
the really important topics in history, and in allowing
a host of secondary facts to take a merely subordinate
place in relation to them. In history and in geog-
raphy we have accumulated such a quantity of so-
called important facts that it takes all a student's
time merely to memorize the important items, hav-
ing no time left for a proper illumination of essential
topics or for estimating the relative importance of
the facts.
What is true of history in this respect is equally
true of geography, science, and literature, and to a
considerable extent of other studies. Just as the
Japanese and Russians are now contending for the
possession of one or two commanding positions so
as to control large areas from them as centres, so the
student can afford thoroughly to invest the strong-
holds of his subject, lay siege to them, take full pos-
session, and thus dominate wide areas of knowledge.
Enough has been done in this way to show its com-
plete feasibility in the great knowledge subjects,
such as Science, geography, literature, and history.
The masterpieces of literature are standing illustra-
SIMPLIFICATION AND ORGANIZATION 33
tions of the organization of many-sided materials
around central ideas. Whether it be an epic of
Milton, a poem of Browning, or a novel by Scott, it is
organized around a central idea to which it is the
genius of a great writer to give complete illumination.
Lowell's “Vision of Sir Launfal” is the setting for a
single transcendent thought. ſ. The master-thinkers
have fully understood the organizing power of a
single idea, and have not hesitated to squander
their whole wealth of imagery in clothing such a
thought. Our school studies have become encyclo-
paedias, instead of magazines of vitalized thought.
We try to satisfy children with abstracts, epitomes,
dictionaries, rather than with stories, poems, ballads,
biographies, novels, life histories, and epoch-making
events or ideas. This mistake is a profoundly vicious
one in education. The poems of Homer were the
text-book of Greek children, leading up to that age
of Greek culture which has been the marvel of later
ages. The Hebrew boys and girls were brought up
upon the Bible stories and poems. American chil-
dren are not likely to be properly nourished upon
the dry husks of epitomized text-books.
What we need in all the knowledge subjects is the
selection of a few centrally important topics for each
year and to give them full, rich, and adequate treatment.
This full, concrete setting is the soil in which an idea
can take root and grow. An epitome or a dictionary
furnishes an all too scanty soil for the growth of
WOL, I — ID
34 COURSE OF STUDY IN THE EIGHT GRADES
ideas. Besides, there is a desert dryness about it
which is unfavorable. Twenty large topics for a
year's work in geography will answer the purpose,
and likewise in history. A few strong poems, stories,
and masterpieces each year, with a number of shorter
ones sandwiched in, will serve all the purposes of
good reading work.
In our treatment of this subject of controlling
centres in the “Special Method in Elementary
Science” we pointed out five large centres. the
home, the school, life groups in nature, the primary
occupations, and the local city or town. In home
geography, also, seven large topics were chosen. In
history a few leading types were selected for each
year.
On the basis of the previous discussion, we may
suggest three stages of this organization of subject-
matter upon central topics in studies. First, those
large institutions and ideas, or world epochs, in which
all the studies of the school course are more or less
focussed. Second, those large topics which constitute
the main centres for each study. Third, the smaller
type studies into which these topics easily fall. In
most cases, the types form the large lesson units,
each of which admits of a complete and rounded
treatment. As the treatment of a type involves a
whole movement of thought, it also forms the basis
of method, e.g. Burgoyne's Campaign, New York
City, The Maple Tree,
SIMPLIFICATION AND ORGANIZATION 35
The discussion of the type has been fully given
in the “Method of the Recitation,” in the “Special
Method in Geography,” and in the “Special Method
in Science.”
The purpose of our entire discussion so far is to
show the possibility of securing a greatly simplified
course of study, Centring in a few important topics in
each study, and enabling us to lay aside the heavy
burden of encyclopaedic knowledge, i.e. of endless and
burdensome details.
It is necessary, of course, to arrange this series of
leading topics in each study in a coherent and prop-
erly developing sequence.
There remains to be explained and illustrated a
series of principles by which the execution of this
plan of simplifying and organizing the studies upon
leading topics can be worked out in detail.
The correlation of studies is fundamentally pro-
vided for in the original selection of a few great
centres upon which all studies are focussed. The
studies which are thus related to a common centre
are but parts of a whole. They are merely phases of
one object, different points of view from which the
same object is studied. This implies first of all a
close organization of studies. Each study is a review
of many of the same facts presented in other studies,
or a first view of those to be later presented in other
branches. Such a natural plan of correlation depends,
however, almost wholly upon the general selection
36 COURSE OF STUDY IN THE EIGHT GRADES
and laying out of the course of study, that is, upon
focussing of various studies in a year’s work upon Com-
mon objects. Our present course of study was not
laid out with regard for any natural plan of correla-
tion. Each study goes its own way without much
thought for the companionship with other studies.
But there would be a great economy and saving of
time if they would travel only the main highways
and travel them together. In a language lesson,
when a teacher must first hunt up some good topic
and explain and present it to children before they can
write upon it, she is wasting much and valuable time.
The lessons in history, science, and geography have
already worked up a number of such topics; they are
fully prepared for use; they are instructive and inter-
esting, and it would be a decided benefit to the better
mastery of topics in these studies if they were worked
over in a language lesson. There would be a posi-
tive economy on both sides in having the language
work in conjunction with the other studies instead of
apart from them. A history lesson that requires the
sketching of a map of the Ohio Valley or the coast
of New England teaches in an interesting way a
number of important geographical facts which
otherwise might require a full geography lesson.
If it happens that the history and geography of
the Ohio or of New England fall in the same
year, there is a decided economy and simplification
of work.
SIMPLIFICATION AND ORGANIZATION 37
The Hudson River is an important topic in geog-
raphy. It is equally important in the history of the
French and Indian War, and in the Revolution.
The stories of Rip Van Winkle, Sleepy Hollow,
Dolph Heiliger, and others of Irving give the region
of the Hudson an equally large place in the reading
lessons. The physiography and geology of this
valley are also of much interest to children. These
various studies furnish excellent topics for language
lessons and for drawing. The cities, bridges, ship-
ping, water commerce, and railroads along the river
valley need to be measured and estimated by the
quantitative standards of arithmetic. All these are
natural and essential phases of a larger complex unit
of study. It can hardly be laughed out of court as a
forced or artificial correlation. This topic cannot be
understood without seeing it from these various points
of view. Each study prepares the way for a quicker
and better assimilation of this subject by those which
follow. Each subject awakens an interest which
strengthens the work of all the others. Each new
study reviews and explains the same facts from a new
standpoint. Taken as a whole, such a large subject
treated from the standpoints of various branches
acquires a certain commanding influence as an im-
portant and interesting centre of thought. If it is
also typical, as in this case, it interprets scores of like
valleys in other parts of the world.
But, after all, just where lie the economy and the
38 course of STUDY IN THE EIGHT GRADES
saving of time in treating large subjects in this way 2
This also can be best seen in an example.
Suppose now that instead of thus closely relating
these lessons on the Hudson in the course of a year's
work, we substitute for these the geography of the
Hudson, the metric system in arithmetic, the story
of Grant's campaign around Vicksburg, the reading
of Arabian Nights, drawing lessons from geometrical
forms, the physiography and geology of the Alps,
and language lessons from Gulliver's Voyage to
Lilliput.
The latter series of topics it would take, probably,
twice as long to work out. The lessons would not
mutually support one another so as to admit of rapid
assimilation. Review of the same facts from new
points of view would not take place, but frequent
repetitions and bald reviews would be necessary to fix
the isolated facts in mind. There would be a much
wider scattering of thought over a larger area of un-
related facts, but no strong centres of influence, no
well-organized body of knowledge would result, either
in the separate studies or in the whole group. The
lack of connections, of binding relationships, is what
makes such scattered knowledge so difficult to acquire
and so hard to hold in mind. Comprehensive insight
and interest depend upon discovering and understand-
ing relations. But the relations upon which knowl-
edge is best organized around centres of study are
mainly lacking in such scattered and miscellaneous
SIMPLIFICATION AND ORGANIZATION 39
topics. The result, therefore, is a very large expen-
diture of time and effort with a minimum result of
real knowledge. It is a very wasteful and uneco-
nomical mode of learning.
But the full strength of the argument in favor of
organizing the knowledge of many studies around
common, important centres does not appear in this
somewhat superficial illustration of the principle of
correlation. We have noticed in a proper correlation
of geography, history, literature, and language about
larger topics that the history lesson incidentally and
necessarily teaches many things in geography, litera-
ture, and language, and the literature, vice versa, much
in history, geography, etc. No topic in history can be
taught well without such incidental inclusion of illu-
minating facts drawn from other subjects. Correla-
tion encourages and necessitates this sort of incidental
teaching. Things thus taught are brought in because
they are necessary to the right grasp of the subject.
They have some causal connection or some intimate
bearing on the main theme, which makes them essen-
tial parts of the story. They often give richness, color,
and concreteness to the treatment. The causal rela-
tions between the facts of different studies are so
close and strong that the reasons for facts in one
study are often sought in another study. Now if the
related topic in another branch is soon after taken
up, we have a motive for studying it and a vantage-
ground of actual knowledge. We are on an old
4O COURSE OF STUDY IN THE EIGHT GRADES
camping-ground and know the trails. This is of
primary value in attacking new fields. Such transi-
tions are desirable in every stage of study. They
greatly facilitate acquisition. -
But the principle of incidental teaching applies
not only to related knowledge in different studies,
but also to the right organization of knowledge in
a single study. This is well illustrated by the ex-
ample of the congress of 1787, previously outlined.
Incidental to the treatment of this great topic
there was a sifting out of the main ideas of two
hundred years of history, an inquiry into the im-
mediate causes leading to the assembling of the
members, much light casually thrown upon the char-
acter and ideas of the leading men engaged, and
suggestion of results. All these and many other
facts are mere incidents to a great central problem.
A large topic in any study has just this organizing
power, this coercive energy, by which it gathers up
and focusses a large body of interesting knowledge.
We might say that the great majority of facts in any
study should be acquired incidentally, that is, tribu-
tary to a few central, controlling ideas. The main
facts are the officers and generals of the army, the
great body of facts are the men who obey the leaders.
One of the chief criticisms of our present course of
study is that it consists of a large collection of inde-
pendent important facts. No independent fact has
any importance to a child’s mind, nor can have. To
SIMPLIFICATION AND ORGANIZATION 4 I
learn a great many of these facts and to call them
important is also of no avail. To discover the impor-
tance of a fact by tracing up the causes which led to
it, and the results which sprang from it, and the
quality and force of the idea it represents — this is
the only way to get at meanings, to become intelli-
gent. To surround and lay siege to the central
strongholds of study, to bring to bear the forces of
different studies like converging armies upon these
main citadels of knowledge, this is a prime secret in
any successful effort to lay out a simple but strong
course of study.
But in order to bring about this result we must
reduce a great many facts that have been masquer-
ading through our text-books as important to a far
lower rank, and we must elevate a few of their
nobler fellows to a much higher station. The regal
facts and ideas must be brought out in their full
strength, the plebeians must be reduced to their
proper level. There is no other way by which chil-
dren can be brought to understand the simple and
fundamental things of life. The vast armies of facts
are merely the subjects and playthings of the few
kingly ideas. We must learn to subordinate, to inci-
dentalize, great hordes of facts in the studies and
even to ignore them, to count them as nothing, un-
less they contribute to the clearer grasp of a few
essentials. There is no democratic equality among
facts and ideas. They differ far more widely in
42 COURSE OF STUDY IN THE EIGHT GRADES
importance than men do in their native birthright.
The fact that they stand together in the text-book,
on apparent equality, is very deceptive. If we will
but focus the energies of children upon the few or-
ganizing centres, the multitudes of facts will quickly
marshal themselves into ranks and respond to call.
All facts are at the command of him who knows
where to put them when the need arises.
The principle of incidental teaching applies also
on a large Scale to the group of language lessons,
spelling, drawing, and writing as related to the group
of geography, history, literature, and science. The
formal studies, spelling, language, writing, and draw-
ing, are constantly employed in the other studies as
incidentally necessary. The content studies furnish
the material of thought which the form studies need,
while the form studies are an essential means of ex-
pression for the content studies. To bring these
studies into the closest mutual relation and support
is a great economy. To keep them apart and to set
up wholly independent courses for the two groups
of studies is a duplication of work and a waste of
energy which can have no defence.
The economy of time and effort secured by a
proper correlation of these studies is discussed and
illustrated more fully in the “General Method,”
chapter on correlation, and in the “Special Method
in History,” chapter on the correlation of history
with other studies.
SIMPLIFICATION AND ORGANIZATION 43
A marked economy of effort and time is achieved
also in the treatment of types (which are important
units of study). The comparisons which are regu-
larly instituted when the type idea is extended to
many other similar objects involve two great econo-
mies in study: first the rapid extension of the type
idea to a large group of similar cases, by which they
are at once interpreted in their full meaning, and
second the excellent review thus afforded of many
important topics previously studied. This alone
would eliminate a very large part of the present
waste in our studies. The treatment of important
types is destined to have a great place in school
work. The type treatment moves rapidly to a broad
and deep insight into a multitude of similar things.
By comparison with earlier studies it also constantly
works over the old knowledge from new and interest-
ing points of view, and almost abolishes the old
routine review. From the early days of the Jesuits
till now, strong schoolmasters have laid great stress
upon thorough and oft repeated reviews. In spite
of this, mere reviews and repetitions of things previ-
ously learned are a bane to education. They are a
cumbersome and extravagantly expensive mode of
clinching ideas. They are a capital device for pro-
ducing dulness; that is, they are laborious, uninter-
esting, and lacking in intellectual stimulus. An
over-emphasis of sheer memory will not answer the
purposes of modern education. Large units of study
44 COURSE OF STUDY IN THE EIGHT GRADES
which are types and thoroughly worked out offer
a constant opportunity to review, revise, and extend
one's previous studies, and this is, in a very high
degree, stimulating and educative. Heretofore the
review idea has so dominated our courses of study
and modes of teaching that it is hard to realize that
it is a cumbersome and wasteful method of gaining
and holding knowledge. But a review of old topics,
unless it contains the elements of comparison with
new topics and the weighing out of relative values,
is not an appeal to intelligence. It is an over-em-
phasis of the humdrum and the mechanical.
Reviews by comparison strongly suggest the omis-
Sion of a large share of our present repetition drills,
and the abolition of courses or study based upon such
repetition drills. Our courses of study in geography,
arithmetic, history, and grammar have been based
largely upon the idea that children cannot clearly
grasp the meaning of what they study but by succes-
sive repetitions, by going over the same topics three
or four times in the common school course, they will
gradually arrive at clearness in the essentials. (Con-
centric circle idea.)
Such a course of study is equivalent to an acknowl-
edgment that topics cannot be properly graded, but
must be simply hammered at in a sort of blind rou-
tine, until in some inexplicable way they work them-
selves into consciousness. Reviews by comparison
bring a far more intelligent and thought-producing
SIMPLIFICATION AND ORGANIZATION 45
kind of repetition. They keep a child perpetually
on the alert to revise and clarify his previous acqui-
sitions. In fact all his advance lessons should be
learned in the light of his previous studies. This
brings us to the final summing up of the whole argu-
ment in the notion of the constant use and applica-
tion of knowledge. This is the true principle of
thoroughness in study. We have given a chapter
to this point in the “Method of the Recitation.”
“How should general notions be applied ?”
We will add here a discussion of the child's power
to use or apply knowledge regarded as a standard
with which to test the excellence of his work, that is
as a measure of his proficiency in knowledge. We
need to say but little of the thoroughness due to use
or application. The power to apply knowledge is
really a higher form of discipline to self-activity and
self-reliance. It implies a certain degree of versatility
and originality to fit knowledge to the new situations
that are constantly springing up. The fixity of knowl-
edge produced by reiteration and memory drill is a
useless product compared with the alert thought and
ingenuity needed in adjusting one's knowledge to
novel situations. In truth the application of knowl-
edge to ordinary uses is the severest test of real mas-
tery that can be found. So true is this that we may
better ask ourselves, Is not this test too difficult for
children 2 Does not the use of knowledge now ac-
quired belong to a more mature age, to later years?
46 COURSE OF STUDY IN THE EIGHT GRADES
In answer to this we need only to recall the versatile
activity of children, the overplus of energy they ex-
pend in doing things. They are prečminently doers,
spontaneously fertile in modes of carrying ideas into
execution. The imitative and motor impulses are so
strong in children that it is hard to awaken their
interest in anything of which they can make no
use. The mastery of knowledge by the routine
of memory drills, be the discipline never so rigor-
ous, is far inferior in its training quality to the
versatile use of knowledge in the ordinary forms of
application.
It would be worth much if we could establish a
safe standard of proficiency, that is determine the
degree of excellence which should properly charac-
terize school-acquired knowledge. At present we can
hardly say that there is any commonly recognized
standard, but it depends upon the whim, opinion, or
temperament of the teacher. -
At this juncture we are disposed to set up as a
rational standard of thoroughness and proficiency in
knowledge the ability to make application of it as the
need arises. In writing, for example, a child should
write so plainly and legibly that his work can be
easily read. He should speak and use English so
correctly that he may be well understood and appre-
ciated on all occasions where he has need to speak
and write. He should spell correctly what he has
occasion to use. He should dwell chiefly upon the
SIMPLIFICATION AND ORGANIZATION 47
simple fundamental operations of arithmetic, because
these he has frequent chance to employ.
One of the chief advantages of this standard is the
economy it brings in lopping off all those superfluous
and showy excellences in which the schoolmaster some-
times takes pride. The fine penmanship of younger
children, gained at such expense of nerve and strain,
the extraordinary speed and accuracy in arithmetical
work which surprises adults, the perfectly executed
maps and drawings, which exhibit such a waste of
time, the swift reading and reciting which reveal that
the children have memorized what was not intended
for memorizing, the brisk spelling of all sorts of rare
and freakish words without knowing the meanings,
the empty recital of rules, phrases, and paragraphs in
all sorts of lessons—all these hobbies of the school-
master by which he deceives himself and others into
the belief that he is getting first-class training can be
pruned away, and we shall still have left the substan-
tial part of the school work which serves the real
purposes of life. Many of our best teachers push
children on to these premature virtuosities, these
striking exhibitions of mental keenness and power.
The skill and dexterity attained are far in excess of
the present needs of the children, and, like piano-
playing or Greek, will pass out of the mind unless
persistently kept up. The idea that the discipline
gained will make up for all losses is one of those
long-lived myths which is at last rapidly disappearing
48 COURSE OF STUDY IN THE EIGHT GRADES
before a more rational view of education. A large
portion of the time of children is now wasted by ex-
cellent teachers in gaining a formal excellence in
studies which is beyond the present needs of the chil-
dren, and has no defence except on the basis of the
exploded doctrine of formal discipline.
Our standard of excellence measured by the power
to use knowledge brings us a priceless economy in
an overcrowded curriculum. It lops off a host of
cherished superfluities. On the other hand there
are several studies which will be lifted to a much
higher proficiency by this standard of power in use.
It involves the strengthening of our language work
(the vernacular) from a feeble to a rigorous instru-
ment of culture. The weak and unsatisfactory results
of our present language work are universally acknowl-
edged. But if we set up this standard of the correct
and fitting use of English in all our studies where it
is needed, if we are clear in our aims and steady and
persistent in our use of the means at our disposal,
we shall attain this most important result. More-
over, in attaining it, we shall secure a higher form of
mental training due to that ever present alertness and
versatility which the use of choice and correct lan-
guage in all studies demands. There is at present a
Curious contradiction in our general attitude toward
the study of English. It is regarded as too easy a
Subject to supply the strength and rigor of a real
disciplinary study. On the other hand it is so diffi-
SIMPLIFICATION AND ORGANIZATION 49
cult that we have not been able to get a correct and
facile command of it by young people. This contra-
diction suggests that we have no clear standard and
no definite means of reaching one. Our standard of
excellence, facility in the use of language as needed,
when vigorously applied to our teaching of English,
will give to the mother-tongue its natural and funda-
mental importance and will make the correct and apt
use of it a distinguishing mark of culture.
It was stated above that the standard of excellence,
based upon the power to apply knowledge, was in
harmony with the needs of childhood because of
their natural bent actively to execute ideas. This
standard also adapts itself well to the immature and
developing powers of children. If children can
make a fairly good use of what they are learning as
it accumulates, we should be richly content. More
than this, adult standards of excellence, the effort to
anticipate future needs, and to lay up stores of su-
perior excellence against a coming evil day — all this
ignores the present needs and capacities of children.
It is an imposition by the teacher upon the child. It
throws the educational machinery out of gear, and
substitutes for a natural and gradual development,
a forced and artificial strain after results, which, even
if attained, involve injury to children, and no real
profit.
This standard may be judged also from the stand-
point of the right formation of habits. The chief
VOL. I — E
50 COURSE OF STUDY IN THE EIGHT GRADES
advantage in having right habits is that they relieve
the strain of voluntary effort and turn over to the
machinery of the mind much which would otherwise
be burdensome. It is generally admitted that where
voluntary actions become involuntary (become habits),
further perfection in these habits is uneducative. It
is safe to develop habits up to the point of use, but
beyond that the over-emphasis of formal habit is a
misdirection of energy and also tends to give fixity
to mental action before the period of growth is
ended.
This standard of measuring the quality of knowl-
edge according to its necessity for use is a close
adaptation to the immature and growing powers of
children; it shows the common temptation and dan-
ger of premature and showy excellence, and of pro-
ducing arrested development by attaining a rigid
formal skill.
Nor does the standard of a moderate and usable
degree of excellence imply that careless habits are
being formed. It should always be remembered that
habits are formed gradually rather than by short
spurts toward excellence, that the whole tendency
of human development is gradual and slow, and in
this lies the immense superiority of the human spe-
cies over animals, whose instincts are completely
formed and usable at birth, or develop very rapidly
to their full perfection. +.
We may summarize the main points as follows : —
SIMPLIFICATION AND ORGANIZATION 5 I
1. By centring lessons in several studies upon com-
mon basal units, each study incidentally reviews and
applies the others.
2. The proper correlation of different studies re-
quires that they be laid out along parallel lines so
that each is constantly surveying the domain and the
riches of the other.
3. The types into which the larger units of any
study fall organize the materials of a study and of
related studies around controlling centres of thought,
and bind the parts together by close causal connec-
tions.
4. The type study by the use of comparisons gives
a wide-reaching extension and application of an idea
into related fields, and greatly simplifies knowledge.
5. The type studies are the basis of constant and
systematic reviews by which old topics are brought
into vivid relation to a new and expanding horizon
of thought. -
6. The doctrine of apperception is simply a clarifi-
cation and emphasis of this idea of the perpetual use
and application of old knowledge and of new knowl-
edge as fast as it is acquired. -
7. The final step of application, which follows the
inductive working out of a general truth, brings all
knowledge into direct life relations, and calls for
that rational self-activity and versatile power for
meeting emergencies which are the final test and
security for right education.
52 COURSE OF STUDY IN THE EIGHT GRADES
8. The ability to make application of knowledge
as the need arises is the best general standard for
testing proficiency and thoroughness in knowledge.
9. All these principles combined secure an organi-
zation of knowledge upon a few essential centres, a
reduction of waste, and a system of incidental re-
views far more effective in the mastery and use of
knowledge than our present superficial, scattering
course of study with its elaborate system of formal
reviews. Simplicity, economy, and efficiency may
thus be brought into our school course.
If these things can be accomplished, they will give
us instead of our present congested curriculum, with
its careless and Slovenly work, a course of study
which is simple and thorough and yet contains all
that enrichment which modern studies and modern
life demand.
ORAL WORK IN LITERATURE
IN the first three grades, a series of choice stories
should be treated orally by the teacher and regularly
reproduced by the children. The lessons in this oral
story work are given daily and run parallel to the
regular exercises in learning to read. In the first
grade these stories are selected mainly from standard
folk-lore and fairy tale; in the second grade Robin-
son Crusoe, Hiawatha, and other longer stories are
used; and in the third grade, the best renderings of
the Greek and Norse myths, and other legendary
tales, are exploited.
These stories (in the first three grades) are prima-
rily valuable for their lively, worthy, and world-building
thought material, so that they greatly aid in making
the school a happy and homelike place. Secondly,
they are the best possible contribution to good Eng-
lish, while they open up the way to drawing and con-
structive activities.
FIRST GRADE
FIRST TERM. FALL
I. The Old Woman and Her Pig.
2. Little Red Riding Hood.
53
54 COURSE OF STUDY IN THE EIGHT GRADES
The Anxious Leaf (Beecher).
The Three Bears.
The Lion and the Mouse (AEsop).
The Little Match Girl (Andersen).
i
SECOND TERM. WINTER
The Fir Tree (Andersen).
The Four Musicians (Grimm).
The Discontented Pine Tree.
IO. Cinderella.
II. The Coal of Fire, the Bean, and the Straw
(Grimm).
THIRD TERM. SPRING
12. The Bird with No Name (Grimm).
I3. The Proud Apple Branch (Andersen).
14. The Ugly Duckling (Andersen).
I5. The Pea Blossom (Andersen).
(a) These stories, as a whole, are simple, lively,
and imaginative, and call out a strong, spontaneous
activity of the children.
(5) They deal with social relations and personal
conduct, and also with interesting forms of plant and
animal life.
(c) The first story appears very fantastic and un-
real to many people, but experience shows that it
has peculiar attractiveness and interest to children.
Its simple repetitions make it easy to grasp and
reproduce.
ORAL WORK IN LITERATURE 55
Several of these stories are adapted to particular
seasons, as The Anxious Leaf to the fall, The Little
Match Girl and The Fir Tree to Christmas, and
several others to the springtime.
Other fairy tales and stories quite as good as these
may be selected, and the following list of books is
given for the benefit of those who wish to select
others or to test more varied materials in a wide
range of folk-lore.
Quite a full discussion of the value of stories for
oral work, of the method of teaching them with classes,
and of the selection of suitable lists is given in the
“Special Method in Primary Reading.”
BOOKS OF MATERIALS FOR TEACHERS
Grimm's Fairy Tales (Wiltse). Ginn & Co.
German Fairy Tales (Grimm). Maynard, Merrill,
& Co.
Grimm's German Household Tales. Houghton,
Mifflin, & Co.
Grimm's Fairy Tales. The Macmillan Co.
Classic Stories for the Little Ones. Public School
Publishing Co.
Grimm's Fairy Tales. Educational Publishing Co.
Andersen's Fairy Tales, two volumes, Part I and
Part II. Ginn & Co.
Danish Fairy Tales (Andersen). The Macmillan
Co. :
56 course OF STUDY IN THE EIGHT GRADES
Fairy Tales and Fables. American Book Co.
Fables and Folk Stories (Scudder). Houghton,
Mifflin, & Co.
Rhymes and Jingles (Dodge). Scribner's Sons.
Fairy Stories for Children (Baldwin). American
Book Co.
Songs and Stories. University Publishing Co.
Fairy Life. University Publishing Co.
Six Nursery Classics (O’Shea). D. C. Heath &
Co.
A Book of Nursery Rhymes (Welch). D. C. Heath
& Co.
Verse and Prose for Beginners in Reading.
Houghton, Mifflin, & Co.
Heart of Oak, No. I. D. C. Heath & Co.
Heart of Oak, No. II. D. C. Heath & Co.
The Eugene Field Book. Scribner's Sons.
Scudder's Fables and Folk Stories. Houghton,
Mifflin, & Co.
AEsop's Fables (Stickney). Ginn & Co.
Book of Legends (Scudder). Houghton, Mifflin, &
Co.
Stories for Children (Lane). The American Book
Co.
A Child's Garden of Verses (Stevenson). Scribner's
Sons.
AEsop's Fables. Educational Publishing Co.
The Book of Nature Myths (Holbrook). Hough-
ton, Mifflin, & Co.
ORAL WORK IN LITERATURE 57
What the Moon Saw (Andersen).
Popular Tales (Edgeworth). George Rutledge &
Son.
Mother Goose (Denslow). McClure, Phillips, & Co.
Mother Goose. Houghton, Mifflin, & Co. -
Boston Collection of Kindergarten Stories. J. L.
Hammett & Co.
Trumpet and Drum (Eugene Field). Scribner's
Sons.
Treetops and Meadows. The Public School Pub-
lishing Co., Bloomington, Ill.
Songs from the Nest (Emily Huntington Miller).
Kindergarten Literature Co.
A Book of Nursery Rhymes (Mother Goose).
D. C. Heath & Co.
Blue Fairy Book (Lang). Longmans, Green, & Co.
Red Fairy Book (Lang). Longmans, Green, & Co.
Yellow Fairy Book (Lang). Longmans, Green, & Co.
Animal Story Book (Lang). Longmans, Green, &
Co.
True Story Book (Lang). Longmans, Green, & Co.
Fairy Tales from the Far North. Armstrong.
In Story Land (Harrison). Sigma Publishing Co.
The Adventures of a Brownie (Craik). Harper
Bros.
Kindergarten Stories and Morning Talks (Wiltse).
Ginn & Co.
Talks for Kindergarten and Primary Schools
(Wiltse). Ginn & Co.
58 cours E OF STUDY IN THE EIGHT GRADES
Hall's How to Teach Reading. D. C. Heath & Co.
Place of the Story in Early Education (Wiltse).
Ginn & Co.
Methods of Teaching Reading (Branson). D. C.
Heath & Co.
Lowell's Books and Libraries. Houghton, Mifflin,
& Co. -
Books and Reading (Ruskin). In “Sesame and
Lilies.”
Lectures to Kindergartners (Peabody). D. C.
Heath & Co. -
The Study of Children and their School Training
(Warner). The Macmillan Co.
The Story Hour (Kate Douglas Wiggin). Hough-
ton, Mifflin, & Co.
The Moral Instruction of Children (Felix Adler).
D. Appleton & Co. Chapter VI on Fairy Tales.
The Teaching of English (Chubb). The Macmillan
Co. Chapters I and IX.
Children's Rights (Kate Douglas Wiggin). Hough-
ton, Mifflin, & Co.
The Story of Patsy (Wiggin). Houghton, Mifflin,
& Co.
Literature in Schools (Scudder). Houghton, Mifflin,
& Co. Chapter on Nursery Classics. :
ORAL WORK IN LITERATURE 59
SECOND GRADE
ROBINSON CRUSOE
FIRST TERM. FAILL
Chapters 1–9 in Robinson Crusoe for Boys and
Girls.
I. Robinson Crusoe at Home.
2. The Voyage.
3. The Island.
4. Robinson's House.
5. His Work.
6. Surprises. (Wheat found growing in his yard,
and a turtle found on the shore.)
7. His Sickness.
8. Exploring the Island. (He finds many grapes,
melons, Oranges, lemons, and cocoanuts.)
9. Another Trip. (He finds a parrot and takes it
home for a pet.)
SECOND TERM. WINTER
Chapters IO-2O.
IO. Robinson's Garden. (He finds salt also.)
II and I2. Robinson becomes a Cook.
I 3. He becomes a Boatmaker.
I4. He becomes a Tailor.
I 5. The Second Canoe.
I6. Robinson's Flocks.
6O COURSE OF STUDY IN THE EIGHT GRADES
17. His Manner of Living.
I8. Alarm
I9. Robinson prepares for Trouble.
2O. A Discovery.
THIRD TERM, SPRING
Chapters 21–29.
21. Return of the Savages.
22. Making Friday’s Acquaintance.
23. Robinson a Teacher.
24. Preparation for a Journey.
25. The Savages' Second Return.
26. A Happy Meeting.
27. Getting Ready for New Guests.
28. An English Vessel Arrives.
29. Home Again.
Besides the Robinson Crusoe, or in the place of
it, the Hiawatha legend with selections from Long-
fellow’s poem is often used in second grade. It is
made the basis of oral and reproduction work the
same as the Robinson Crusoe. It naturally becomes
a centre for drawing and constructive exercises, mak-
ing tents, Indian implements, and dress.
The Story of Ab (Waterloo), published by Way,
is used in some schools. Seven Little Sisters is also
used in many schools in first and second grades.
A simple edition of the Robinson Crusoe is pub-
lished by The Public School Publishing Co., Bloom-
ORAL WORK IN LITERATURE 6I
ington, Illinois. A complete edition of the original
Robinson Crusoe is published by Houghton, Mifflin,
& Co. Other editions are as follows : —
Life and Adventures of Robinson Crusoe. Ameri-
can Book Co.
Robinson Crusoe. Lee and Shepard.
Robinson Crusoe for Youngest Readers. Educa-
tional Publishing Co.
Robinson Crusoe. University Publishing Co.
Robinson Crusoe. The Macmillan Co.
Defoe's Robinson (Hale). Ginn & Co.
Defoe's Robinson Crusoe. Maynard, Merrill, & Co.
Robinson Crusoe. Large Library Edition with
Illustrations. Longmans, Green, & Co.
A number of books have been written by prac-
tical teachers on the use of Hiawatha in primary
grades : —
The Hiawatha Primer. Houghton, Mifflin, & Co.
Hints on the Study of Hiawatha (Alice M. Kracko-
witzer). A. Flanagan & Co.
The best edition of the Hiawatha is Longfellow's
Song of Hiawatha, well illustrated. Published by
Houghton, Mifflin, & Co.
Other editions are The Song of Hiawatha. The
Educational Publishing Co.
Longfellow's Hiawatha. The Macmillan Co.
Song of Hiawatha. University Publishing Co.
62 COURSE OF STUDY IN THE EIGHT GRADES
THIRD GRADE
In this grade a variety of the best world stories
may be used for oral lessons, including the Greek
Myths and Homeric Stories, the Norse Myths,
the Robin Hood Tales and Ballads, and the Bible
Stories. -
Among the more successful stories for this pur-
pose are those given in Hawthorne's Wonder
Book and Tanglewood Tales and in Kingsley's
Greek Heroes.
The following stories have been much used : I. The
Miraculous Pitcher. 2. The Paradise for Children.
3. The Three Golden Apples. 4. The Golden
Touch. 5. The Pygmies. 6. The Dragon's Teeth.
7. Circe's Palace. 8. The Pomegranate Seed.
9. The Golden Fleece. Io. The Chimaera.
The Story of Siegfried is sometimes used in third
grade.
Instead of treating all these stories orally it may
be better to give half the time to other stories, as
those of Norse Mythology as given in the Heroes
of Asgard or in Mabie's Norse Stories; or some of
the Old Testament Stories, as of Abraham, Joseph,
and David; or a few of the Robin Hood Stories
given in Pyle's Some Merry Adventures of Robin
Hood.
It should be remembered that many of these stories
will probably reappear in the later reading of the
ORAL WORK IN LITERATURE 63
children in fourth and fifth grades, and the chief
purpose of the oral work is to introduce the children
in a spirited and realistic manner to a few of the best
stories in each important group.
The method of oral treatment of these stories is
discussed in the “Special Method in Primary Read-
ing,” The Macmillan Co.
The following list of books for the use of teachers
includes the best materials in these different groups.
BOOKS FOR THIRD YEAR OF SCHOOL
The Wonder Book and Tanglewood Tales of
Nathaniel Hawthorne.
One should preserve as much as possible of the
spirit and language of the author. Perhaps in classes
with children the following stories will be equally
attractive : The Paradise of Children and The Three
Golden Apples, published by Houghton, Mifflin, &
Co., The Macmillan Co.
Kingsley's Greek Heroes.
The Stories of Perseus, the Argonauts, and The-
seus, especially adapted to children. It may be
advisable for the teacher to abbreviate the stories;
leaving out unimportant parts, but giving the best
portions in the fullest detail. Published by Ginn &
Co., The Macmillan Co.
Story of the Iliad and Story of the Odyssey
(Church). Simple and interesting narrative of the
Homeric stories. The Macmillan Co.
64 COURSE OF STUDY IN THE EIGHT GRADES
Adventures of Ulysses (Lamb). A small book
from which the chief episodes of Ulysses' career can
be obtained. Published by Ginn & Co.
The Story of Siegfried (Baldwin). Published by
Scribner's Sons.
Out of the Northland (Baker). Some of the
Northern Myths and the Story of Siegfried. The
Macmillan Co.
Peabody's Old Greek Folk Stories. Simple and
well written. A supplement to the Wonder Book.
Tales of Troy (De Garmo). D. C. Heath & Co.
Simple and interesting.
Stories of the Old World (Church). Stories of the
Argo, of Thebes, of Troy, of Ulysses, and of AEneas.
Published by Ginn & Co.
Gods and Heroes (Francillon). A successful effort
to cover the whole field of Greek mythology in the
story form. Ginn & Co.
Heroes of Asgard. Stories of Norse mythology;
simple and attractive. The Macmillan Co.
The Story of Ulysses (Agnes Spofford Cook). In
language easily comprehended by children in the
third and fourth grades. Public School Publishing
Co., Bloomington, Ill. -
Old Norse Stories (Bradish). Stories for reference
and sight-reading. American Book Co.
Norse Stories (Mabie). An excellent rendering of
the old stories. Dodd, Mead, & Co.
Myths of Northern Lands (Guerber). American
Book Co.
ORAL WORK IN LITERATURE 65
The Age of Fable (Bulfinch). Lee and Shepard.
Readings in Folk-lore (Skinner). American Book
Co.
National Epics (Rabb). A. C. McClurg & Co.
Classic Myths (Gayley). Ginn & Co.
Bryant's Odyssey. Complete poetic translation.
Houghton, Mifflin, & Co.
Bryant's Iliad. Houghton, Mifflin, & Co.
Butcher and Lang's prose translation of the Odys-
sey. The Macmillan Co.
The Odyssey of Homer (Palmer). Houghton, Mif-
flin, & Co. A prose translation. -
Myths and Myth-makers (Fiske).
Moral Instruction of Children (Felix Adler).
Chapter X. D. Appleton & Co. - -
Special Method in Primary Reading (McMurry).
The Macmillan Co.
BOOKS FOR TEACHERS OF BIBLE LITERATURE
The Modern Reader's Bible, twenty-one volumes
(Richard Moulton). The Macmillan Co.
Children’s Series. Old Testament and New Testa-
ment Stories. Two volumes. The Macmillan Co.
Stories from the Bible (Church). The Macmillan
Co. -
The Story of the Chosen People (Guerber). The
American Book Co.
The Literary Study of the Bible (Moulton). D. C.
Heath & Co.
VOL. I — F
READING
FIRST GRADE
THE first term of the first-grade reading (three
months) is given chiefly to blackboard exercises in
learning to read the simplest sentences. During the
latter part of this term the primer may be used and
perhaps other very simple books of rhymes, fables,
and stories.
FIRST TERM. FALL
(a) The stories which the children have learned
and reproduced in first grade, together with the
nature topics, have often been made the basis of
board-script exercises in learning to read. The ad-
vantage of using these thought materials in the first
reading exercises is that both the words and the
thoughts are familiar and interesting to the children,
and they enjoy learning to read stories which have
attracted their interest. This is the opposite of the
formal drill on charts and primers. The subject-
matter in these exercises is derived from topics treated
in Literature and Nature Study.
(b) Reading, from a book, or printed page, of
66
READING 67
poems, rhymes, and songs previously learned by the
children at home or in school.
(c) During this term and the following terms, be-
ginning about the fifth or sixth week of school, the
children spend a few minutes each day learning the
sounds of letters, these sounds being derived by them
from some of the words with which they have become
familiar. Through their knowledge of these sounds
they are enabled to make out words for themselves,
and the second term they do some reading without
previous acquaintance with the stories.
During the second and third terms of the first year
a standard primer or first reader is read through
carefully. In addition to this one or two other first
readers should be read more rapidly. Quick sight-
reading of very simple stories should be practised.
In the subjoined lists of books for the first three
years of school a much larger number of books is
given than can be used in any school. Out of this
list for each grade two or three standard books should
be selected and more carefully read. From the rest
of the books others may be selected for sight-reading,
and for such additional seat-work as may be needed.
Good teachers, where possible, keep several sets of
these reading books on hand for use in different ways
and as the special needs of the class require.
68 COURSE OF STUDY IN THE EIGHT GRADES
FIRST GRADE Books
Cyr's Primer. Ginn & Co.
Cyr's First Reader. Ginn & Co.
Riverside Primer and First Reader. Houghton,
Mifflin, & Co.
Nature Stories for Young Readers (Plants). D. C.
Heath & Co.
Hiawatha Primer. Houghton, Mifflin, & Co.
Stepping Stones to Literature, Book I. Silver,
Burdett, & Co.
Child Life Primer. The Macmillan Co.
Taylor's First Reader. Werner School Book Co.
Arnold’s Primer. Silver, Burdett, & Co.
The Thought Reader. Ginn & Co.
Sunbonnet Babies. Rand, McNally, & Co.
Graded Classics, No. I. B. F. Johnson Publishing
Co.
Nature's By-Ways. Morse Publishing Co.
Graded Literature, No. I. Maynard, Merrill,
& Co.
First Reader (Hodskins). Ginn & Co.
Baldwin’s Primer (Kirk). American Book Co.
Art Literature Primer and First Reader.
A more extended list of books, including a peda-
gogical series for teachers, is given in the “Special
Method in Primary Reading.”
READING 69
SECOND GRADE
The reading exercises of the second grade in-
clude a variety of materials besides the regular sec-
ond readers, such as the books of fairy tales and
fables, some of which have been handled orally in
first grade, some nature stories and nature myths,
choice collections of short poems and rhymes, and
a few very simple classics in verse and prose.
The list of books suggested for second grade shows
the variety and richness of this material, and the chil-
dren should be allowed to try their powers upon many
of the simple books.
SECOND GRADE BOOKS
Nature Stories for Young Readers (continued).
D. C. Heath & Co.
Easy Steps for Little Feet. American Book Co.
Verse and Prose for Beginners. Houghton, Mif-
flin, & Co.
Classic Stories for Little Ones. Public School
Publishing Co., Bloomington, Ill.
Cyr's Second Reader. Ginn & Co.
Stepping Stones to Literature, Book II. Silver,
Burdetto & Co.
Pets and Companions (Stickney). Ginn & Co.
Child Life, Second Book. The Macmillan Co.
Nature Myths and Stories for Little Ones (Cooke).
A. Flanagan & Co.
70 COURSE OF STUDY IN THE EIGHT GRADES
Around the World, Book I. The Morse Co.
Fairy Tale and Fable (Thompson). The Morse
Co.
Graded Classics, No. II. B. F. Johnson Publish-
ing Co.
Graded Literature, No. II. Maynard, Merrill,
& Co.
A Book of Nursery Rhymes (Welsh). D. C.
Heath & Co.
Book of Nature Myths (Holbrook). Houghton,
Mifflin, & Co.
Heart of Oak, No. II. D. C. Heath & Co.
German Fairy Tales (Grimm). Maynard, Merrill,
& Co.
Fables and Folk-lore (Scudder). Houghton, Mif-
flin, & Co.
Baldwin’s Second Reader. American Book Co.
Choice Literature, Book II (Williams). Butler,
Sheldon, & Co.
Fairy Stories and Fables (Baldwin). American
Book Co.
Many of these books can be used in both second
and third grades.
THIRD GRADE
One of the chief aims of the reading work is to
introduce the pupils early to the best literary mate-
rials. The readers recommended for third grade con-
tain some classics, and the other books suggested
READING 7I
supply a varied collection of Superior stories and
choice poems.
It is fortunate that many of these products of
lasting value are in a language form simple enough
for children of this grade.
The list of books is as follows : —
Robinson Crusoe. Public School Publishing Co.
Golden Book of Choice Reading. American Book
Co.
AEsop's Fables (Stickney). Ginn & Co.
Andersen's Fairy Tales, Part I. Ginn & Co.
Seven Little Sisters. Ginn & Co.
Heart of Oak, No. II. D. C. Heath & Co.
Child Life, Third Reader. The Macmillan Co.
Grimm's German Household Tales. Houghton,
Mifflin, & Co.
Fables (published as leaflets). C. M. Parker,
Taylorville, Ill.
Around the World, Book II. The Morse Co.
Graded Classics, No. III. B. F. Johnson Publish-
ing Co.
Graded Literature, No. III. Maynard, Merrill,
& Co.
Grimm's Fairy Tales, Vols. I and II (Wiltse). Ginn
& Co.
Nature Myths and Stories for Little Ones (Cooke).
A. Flanagan & Co.
Fairy Tales in Prose and Verse (Rolfe). American
Book Co.
72 COURSE OF STUDY IN THE EIGHT GRADES
Arabian Nights. Houghton, Mifflin, & Co.
Hans Andersen’s Stories. Houghton, Mifflin, & Co.
Book of Tales. American Book Co.
FOURTH GRADE
At the beginning of fourth grade, children are
sufficient masters of the art of reading so that they
may begin a course of readings in good English
writers, in what are called the English Classics.
This series of readings in the best authors continues
throughout all the grades till the High School is
reached.
The selections used in fourth grade are complete
stories and poems drawn from several sources, as
the Greek and Norse myths, choice descriptions of
plant and animal life, early history stories, shorter
poems and ballads, and such famous narratives as
are found in the Arabian Nights, the early Bible
stories, and the legends of King Arthur.
In each of the three terms of the year there should
be a variety of readings, illustrated by the following: —
Fall Term. Hawthorne's Wonder Book, The
Story of Ulysses (Cook), Old Testament Stories in
Scripture Language. These three books should be
read with care in regular lessons.
For sight-reading without preparation read stories
of American Life and Adventure, and Kingsley's
Greek Heroes.
READING 73
For select poems to be read or memorized, use
Round the Year in Myth and Song (Holbrook) or
Nature in Verse (Lovejoy).
Winter Term. For careful reading take Stories
from the Arabian Nights, Norse Stories (Mabie), and
The Ways of Wood Folk (Long).
For sight-reading use Fanciful Tales (Stockton) or
King Arthur and his Court (Greene).
Poems to be used: Children's Treasury of English
Song, or one of the books of poems suggested for
the fall term.
Spring Term. For regular reading use the Nürn-
berg Stove (Bimbi, De la Ramée); Kingsley's Greek
Heroes; Waste Not, Want Not; Squirrels and Other
Fur-Bearers (Burroughs).
For sight-reading use Heroes of the Middle West
(Catherwood), Black Beauty, and Stories of Our
Country (Johonnot).
Short poems for reading and memory work.
Open Sesame, Vol. I. A Ballad Book.
In addition to the regular reading exercise it is fitting
on Friday afternoons or other special occasions that the
teacher should read interesting poems and stories to
the children. For such purpose use, for example,
Old Stories of the East (Baldwin), The Dog of
Flanders, Bird World (Stickney-Hoffman), and Whit.
tier's Child Life. During their leisure time at school
or at home children may be encouraged to read
some of these books for themselves.
74 COURSE OF STUDY IN THE EIGHT GRADES
In these various ways children in the fourth grade
may experience the value of several groups of im-
portant literary materials, and may feel a genuine
and personal attachment for these favorite stories
and authors.
In a few cases the lives of the authors themselves
will be attractive to the children if presented by the
teacher, as Carroll, Burroughs, Whittier, Stockton,
Hawthorne, Kingsley. Short biographies of these
authors are often found in the school editions of the
classics, as in the Riverside Series, in the Pocket
Classics Series, and in others.
In many schools regular readers are used instead
of the editions of classics. In this case there should
be three or four sets of readers for each class, part
for use as regular readers, and part for sight-reading.
The following list of books for use in fourth grade is
divided into two groups : —
I. Those to be used as regular reading work.
2. Those of a similar character to be used as
regular reading or as supplementary thereto.
These two groups include a much larger list than
is given on pages 72 and 73 or than can be used in
one year, but it allows a choice among excellent ma-
terials so as to suit the needs of any class or school.
READING 75
FOURTH GRADE
I. BOOKS FOR REGULAR READING LESSONS
Hawthorne's Wonder Book. Houghton, Mifflin,
& Co. This has been very extensively used in fourth
and fifth grades, and even in sixth. A book of
standard excellence.
Kingsley's Greek Heroes. Ginn & Co. Much used.
Excellent. Covers much the same ground as the
Wonder Book and is preferred by some to it.
Stories from the Arabian Nights. Houghton,
Mifflin, & Co. Excellent. It contains some of the
most familiar stories, as Aladdin, in simple form.
Whittier's Child Life in Poetry and Prose. Hough-
ton, Mifflin, & Co. An excellent selection of poems
and stories of child life by Whittier. It has many
simple poems and stories, as Barefoot Boy, John
Gilpin, etc.
Fanciful Tales (Stockton). Scribner's Sons. Very
pleasing and well-told stories for children. It has
not been extensively used for reading as yet.
Book of Tales. American Book Co. A good col-
lection of old fairy tales, stories, and poems. It has
been extensively used.
Old Testament Stories in Scripture Language.
Houghton, Mifflin, & Co. The patriarchal stories in
familiar Bible language. It may be a little difficult
for the first part of the year.
76 COURSE OF STUDY IN THE EIGHT GRADES
Round the Year in Myth and Song (Holbrook).
American Book Co. A fine collection of nature
poems for occasional use throughout the year.
Bird World (Stickney-Hoffman). Ginn & Co. An
interesting collection of bird stories and descriptions.
Simple. A good book to encourage observation of
birds.
Nature in Verse (Lovejoy). Silver, Burdett, & Co.
An excellent collection of poems of nature arranged
according to the seasons. -
Book of Legends (Scudder). Houghton, Mifflin,
& Co.
Andersen's Fairy Tales. Ginn & Co.
Hans Andersen’s Tales. The Macmillan Co.
Squirrels and Other Fur-Bearers (Burroughs).
Houghton, Mifflin, & Co. Very entertaining, but
somewhat difficult in language. Use toward the end
of the year, and in fifth grade.
Peabody's Old Greek Folk Stories. Houghton,
Mifflin, & Co. Simple and well written. It supple-
ments the Wonder Book.
King Arthur and his Court (Greene). Ginn & Co.
A recent book. Simple in style and pleasing to chil-
dren. A good introduction to poems for later study.
2. SUPPLEMENTARY AND REFERENCE BOOKS
Stories of Our Country (Johonnot). Appleton &
Co. Good American stories for children to read at
home or school.
READING 77
Tales of Spenser. The Macmillan Co. Stories
from the Faerie Queene. For reference.
Bimbi (De la Ramée). Ginn & Co. The Nürn-
berg Stove and other good stories. Good for home
reading and for school work.
The Nürnberg Stove. Maynard, Merrill, & Co.
Gods and Heroes (Francillon). Ginn & Co. Suit-
able to late fourth and fifth grades for collateral
reading. Simple in style.
Waste Not, Want Not (Edgeworth). Ginn & Co.
Practical stories for children, illustrating foresight,
economy, etc.
A Ballad Book (Bates). Leach, Shewell, & San-
born. A good collection of the older, simpler bal-
lads. These ballads should be distributed through
the year. Good for supplementary reading, also for
drill in reading.
The Story of Ulysses (Cook). Public School Pub-
lishing Co. A simple rendering, sometimes used as a
reader.
Friends and Helpers (Eddy). Ginn & Co. Stories
of animals and birds. Instructive.
Tales from the Faerie Queene. The Macmillan Co.
Stories of American Life and Adventure. (Eggle-
ston). American Book Co.
First Book of Birds (Miller). Houghton, Mifflin, &
Co. Very simple and interesting descriptions and
accounts of common birds. Will help to interest the
children in nature.
78 COURSE OF STUDY IN THE EIGHT GRADES
The Little Lame Prince. Maynard, Merrill, & Co.
A story for home reading.
The Dog of Flanders. Maynard, Merrill, & Co.
An excellent story for children to read at home or in
school.
Old Stories of the East (Baldwin). American
Book Co. A pleasing treatment of the old Bible
stories, not in Bible language. Well written.
Fairy Tales in Prose and Verse (Rolfe). Harper
Bros. A choice collection of stories and poems.
Heroes of Asgard. The Macmillan Co. A good
simple treatment of the Norse myths. Suitable for
supplementary and sight-reading. *
Tales of Troy (De Garmo). Public School Pub-
lishing Co. A simple narrative of the Trojan war.
Supplementary.
Our Feathered Friends (Grinnell). D. C. Heath &
Co. Instructive book on birds.
Alice's Adventures in Wonderland. Very suitable
for home and family reading. Younger children
enjoy it much. Entertaining.
The Merry Adventures of Robin Hood (Pyle).
Scribner's Sons. An expensive book (about three
dollars). Excellent stories to read to children. Full
of humor and adventure. Finely illustrated. A good
book for school and home library.
Open Sesame, Vol. I and Vol. II. Ginn & Co.
A fine collection of the best poems of nature, hero-
ism, Christmas time, etc. Ballads and stories.
READING 79
They are adapted to children in several grades, and
should be used for reading, memory work, and for
recitation.
Stories of the Old World (Church). Ginn & Co.
Good reading matter for fourth and fifth grades.
Interesting for supplementary reading in fourth and
fifth grades.
Through the Looking Glass (Carroll). The Mac-
millan Co.
Children's Treasury of English Song. The Mac-
millan Co. A collection of poems for occasional use.
Little Lord Fauntleroy. Scribner's Sons. A
famous story for home reading. A book for
libraries.
Heroes of the Middle West (Catherwood). Amer-
ican Book Co. Stories for later fourth and fifth
grades. A good book for supplementary reading.
Old Norse Stories (Bradish). American Book Co.
Stories for reference reading and sight-reading. -
Stories from Plato (Burt). Ginn & Co. Simple
myths and stories for home reading.
The Eugene Field Book. Scribner's Sons. Pleas-
ing and entertaining for younger children. Prose
and verse, humorous and pathetic.
Stories from Old Germany (Pratt). Educational
Publishing Co. A simple, interesting rendering of
the Nibelungen Song and the story of Siegfried.
Norse Stories (Mabie). Dodd, Mead, & Co. An
excellent rendering of the Norse stories. Simple.
8O COURSE OF STUDY IN THE EIGHT GRADES
Fifty Famous Stories Retold (Baldwin). American
Book Co. Simple and well told.
Pioneers of the Revolution. Public School Pub-
lishing Co. A simple narrative of pioneer life and
conflict in the Southwest during the Revolution.
Secrets of the Woods (Long). Ginn & Co.
LANGUAGE
THE language lessons of the first four grades are
very closely related to the reading, story work, nature
study, manual arts, writing, and spelling of the same
grades.
The oral work in stories and in nature study is
the best possible means of inculcating correct con-
versational English. At the very earliest available
period they help to shape the language of the chil-
dren into correct and appropriate forms.
But many errors of speech have already crept in
from the home and the playground, and the teacher,
from the very start, should take up the battle in a quiet,
inoffensive, but determined way against bad English.
A few special exercises, as informal as possible,
should show the beginnings of this systematic labor
in behalf of a correct and pleasing English.
The special language lessons emphasize correct
usage in definite channels, but in every study and
lesson the teacher must be alert to put in practice the
teachings of the language lessons as outlined in the
course of study.
No outline, however, should be rigidly followed, but
the lessons should be adapted to the needs of a given
locality or class of children.
VOL. I — G 8I
82 COURSE OF STUDY IN THE EIGHT GRADES
Oral and written exercises are definitely outlined
for each grade, and these can be adapted to the special
needs of the class.
FIRST GRADE
I. Exercises preliminary to the formal language
work.
(a) Stories from good literature, presented orally
and reproduced by the children; e.g. such stories as
The Three Bears, The Ugly Duckling, The Discon-
tented Pine Tree.
(b) Nature-study observations of plants and
flowers, squirrels, butterflies, bumblebees. Work in
the garden or excursions to the fields and woods.
All these, after they have become familiar in nature
study, may be used for short language lessons.
2. Drawing pictures and writing words and short
sentences to illustrate stories such as : The Old
Woman and the Pig, Cinderella, Hiawatha, The
Apple Tree Branch.
3. Descriptions of good pictures by the children.
A picture often suggests a story, or a scene in a
story. By suggestion the teacher may get good re-
sponses. In De Garmo's “Language Lessons,”
Book I, are many illustrations.
4. Copying of words and very simple sentences
chosen by the teacher from the reading or other
lessons. Let the children's writing at the board be
LANGUAGE 83
large and free. Very simple sentences current in
the other lessons may be dictated by the teacher.
5. Exercises in the use of a and azz with nouns: an
apple, an Orange, an eagle, a tree, a man, etc. (Not
much time needed.)
6. Use of common verbs to agree with singular
and plural nouns as subjects; as, is and are, was and
Zvere, e.g. The four musicians were singing. Note
also the correct use of there is and there are in
sentences; as, There are dangers by the way. In
this kind of work very brief exercises are needed, but
constant watchfulness to secure correct usage in all
lessons. (See chapter of Illustrative Lessons in the
“Special Method in Language.”)
7. The use of correct forms of personal pronouns
as subjects and objects in sentences; e.g. Mary and
I were playing. Philip and I sat together. Tell
John and me the story. No reasons are assigned,
but the correct form given and required till use is
settled. (See chapter of Illustrative Lessons.)
8. Correct and avoid the use of ain’t, have got, and
/adought. In correcting, use the proper forms and keep
them before the children; e.g. The fir tree isn't large.
You ought not to go. Ought they not to speak quietly?
9. Teach the proper use and spelling of the
following homonyms : —
hear — here hour — our know — no
write — right SOn — Sun there — their
eye — I to — too — two be — bee
84 cours E OF STUDY IN THE EIGHT GRADES
Various devices may be used in drilling upon
these words. Use cards with the words and call for
meanings or sentences. (See chapter of Illustrative
Lessons in “Special Method in Language.”)
IO. Abbreviations.
Use Mr., Mrs., Dr., and St. Write on the board
short phrases and sentences with these abbreviations;
as, Mr. and Mrs. Ball.
II. Use of the period in sentences and abbrevia-
tions; also the question mark, the possessive form
with apostrophe, and capitals.
Notice frequently the use of these marks in the
book and in board work as a preparation for use.
I2. Spelling. *
Have frequent exercises in the written spelling
of words occurring in the reading, nature study, and
other lessons. Select at first the most common
words. For seat work copy such lists.
13. Writing.
(a) Observation of teacher's written work at the
board and frequent exercises in this free-hand board
work largely in imitation of the teacher.
(b) Copying of words and sentences placed on the
board by the teacher.
(c) Copying short exercises from the first reader.
(d) Copying memorized selections and short pas-
Sages from memory.
Apply spelling and punctuation to all these written
exercises.
LANGUAGE 85
While these are called formal language lessons,
they should be as informal as may be.
Children should be encouraged to freedom and
confidence in speaking and writing. The necessary
corrections and drills should be kept within the chan-
nels of spontaneous activity. As Mr. O. T. Bright
says: “Children in the first grade cannot study.
They want something to do.” The blackboard and
the seat work should be the outlet for this natural
impulse. -
SECOND GRADE
I. Use of this and that, these and those ; as, this
kind of apples, that sort of men; these kinds of cloth,
those sorts of people.
Correct and avoid such expressions as, these kind,
those sort, them kind, and them boys.
2. Correct Use of Adverbs.
Slowly, quickly, well; e.g. He is working slowly.
John acts quickly. The boys are writing well.
Show the proper use of corresponding adjectives:
slow work, good writing, quick action.
Correct such expressions as, He is running slow.
Mary wrote good. John speaks rapid.
3. The use of correct forms of pronouns after is
and was ; also after verbs and prepositions; e.g. It
is I. The candy is for Mary and me. It was she
that rode past. It was they who laughed. It is we
that are to blame.
86 COURSE OF STUDY IN THE EIGHT GRADES
Correct such errors as the following: He told John
and I to return. It was Mary and me. It was you
who was talking.
4. Practise upon the following homonyms : —
Theat — meet aunt — ant ate — eight
buy — by flower — flour grate — great
knew — new Sea — SCC Sent — Cent
steal — steel tail —tale
Bring into these exercises any other homonyms
that appear in the regular studies of the grade.
Notice the widely different meanings and make
simple sentences showing their proper use ; as, The
grate was broken. Great trouble came to him.
5. Use of Comparatives and Superlatives in adjec-
tives; as, taller and tallest. I have the larger book
(of the two). Edith is the tallest girl in school.
Avoid the use of the superlative in comparison of
two persons or things.
6. Correct use of
A. earn and teach ; as, Teach me the lesson.
Don't and doesn't , as, John doesn’t know his
lesson.
Off and of; as, Clear off the top of the table.
Shall and will in simple cases; as, Shall I come 2
not, Will I come 2
Avoid also the wrong use of can ; as, Can I do it?
Can we play with the dolls
LANGUAGE 87
7. Abāreziations.
Review those of first grade and add the following:
ct, doz., abbreviations of names of days of the week
and months of the year. Apply these abbreviations
to other studies and add to the list others used in any
school work of this grade.
8. Use of Capital Zeiſers.
In beginning sentences and in proper names.
The first word in lines of poetry and in direct
quotations.
In dates, days of the week, months, and in ad-
dresses and titles.
Let each child learn to write his own name and
address.
In all the written work of the school apply the
correct usage of capitals and abbreviations.
9. Copy carefully memorized verses and proverbs
with attention to capitals, punctuation, and spelling.
IO. Use of Quotation Marks.
Give examples of quotations and their markings,
using familiar passages in literature, poems, etc.
Use of the comma in series and in addresses.
Notice in the readers used the different marks of
punctuation; as, question mark, period, comma, and
quotation marks.
Apply these to written work at board and on
paper.
II. Make a study of the following irregular
verbs : —
88 COURSE OF STUDY IN THE EIGHT GRADES
break broke broken
begin began begun
COIſle C2.II 162 COIſle
drink drank drunk or drunken
do did done
sing Sang, Sung Sung
eat ate eaten
go Went gone
See S2 W SeCI).
sit Sat Sat
tear tore torn
teach taught taught
write Wrote written
speak spoke spoken
lie lay lain
The above are given as some of the most com-
mon and involve many of the more frequent errors.
In practising the correct use of irregular verbs we
may aim directly at these errors.
One of the most common faults is in confus-
ing and interchanging the past tense and past
participle.
Interesting and lively exercises may be devised for
illustrating the uses of such verbs. First ask the
question. What did you drink? I drank a glass of
water. What have you done with the milk? I
have drunk it.
Devise various questions for bringing out the dif-
LANGUAGE 89
ferent forms; thus: Use have or had with the
verb break. Use the word break with yesterday or
to-morrow. (See chapter of Illustrative Lessons in
the “Special Method in Language.”)
I2. Written Language.
Parts of the Robinson Crusoe or Hiawatha stories
or nature-study lessons furnish good thought material
for sentence work at the board.
New and difficult words from any of the lessons
may be placed on the board and made the basis of
written sentence work.
In written language work there are many devices
for reviewing previous lessons.
(a) Sentences are asked for containing irregular
verbs or pronouns, adjectives and adverbs.
(b) Such sentences as the following may be
changed throughout to the plural form : The boy
that is riding his wheel has lost his way.
(c) Sentences with blanks are to be filled out and
copied ; as, The boy is than his sister and
than his brother.
(d) Short stories may be written from memory
after a series of sentences containing the story has
been placed on the board, examined, and erased.
(e) Dictation exercises given by the teacher may
test many forms of words, punctuation, spelling, and
abbreviations.
In all the work of second grade the sentences used
should be short and simple, the exercises brief and
90 COURSE OF STUDY IN THE EIGHT GRADES
varied. Let the children use the crayon or pencil
freely with a large movement.
THIRD GRADE
I. Irregular Verbs.
choose chose chosen
fly flew flown
freeze froze frozen
give gave given
get got gotten or got
ride rode ridden
rise TOSC risen
ring rang, rung rung
steal stole stolen
take took taken
Wear WOre WOIIl
throw threw thrown
burst burst (bursted) burst (bursted)
dig dug (digged) dug (digged)
sing Sang, Sung Sung
stay staid, stayed staid, stayed
win WOI) WOIl
Make sentences to illustrate the different forms.
Use these verbs also with adverbs.
2. Illustrate the use of the apostrophe with the
possessive singular and plural; e.g. boys' hats.
Examine the readers for examples of the use of the
apostrophe with possessives.
LANGUAGE 9I
Dictate written phrases and sentences in the use
of the possessive; as, John's knife, Mary's doll,
Charles' books.
3. Abbreviations.
Capt., Col., P.M., A.M., Rev., P.O., P.S., isn't,
hasn’t, don’t, and other contractions.
Use these abbreviations and contractions in sen-
tences, and apply them to written work.
Review the abbreviations of first and second grade.
4. Writing Letters.
Introduce the children to letter-writing to friends.
Direct them to the preparation of letters to be sent
by mail. Let them be short, but neat and accurate
in punctuation, capitals, etc.
Work out a full letter at the board, selecting topics
that interest children.
5. Short Written Exercises (on the blackboard)
drawn
(a) from nature-study lessons and excursions;
(b) from home geography descriptions;
(c) from stories in literature; as, the Greek and
Norse myths.
Apply previous lessons on capitals, punctuation,
and spelling.
6. Study the following homonyms: —
rode — road — rowed pair — pear — pare
sail — sale pail — pale weak — week
berry — bury whole — hole won — one
92 COURSE OF STUDY IN THE EIGHT GRADES
hair — hare bough — bow forth — fourth
idle — idol heal— heel him — hymn
A few of the drills in working with homonyms
may be suggested as follows:–
(a) Give out the words orally and call for sen-
tences illustrating the different uses.
(b) Pronounce the words and call for spelling and
explanation of meanings.
(c) Write the words upon cards and let the children
interpret them at sight.
(d) Recall curious mistakes in the use of homo-
nyms.
7. Short Written Papers.
First work out with the children a series of simple
sentences from a familiar story or nature lesson.
Place these sentences on the board and examine the
spelling, capitals, and punctuation.
In the first efforts of children such sentences may
be copied from the board. Later they may be re-
produced in substance from memory.
8. Correct the following common errors in
speech : —
(a) The relative and interrogative pronouns who
and whom ; as, Whom did you meet 2 instead
of, Who did you meet 2 Whom did you call
for 2 etc.
(5) Each and every one, either and neither. These
words are often wrongly used with a plural verb; as,
LANGUAGE 93
Every one of the boys are present. Neither of those
flowers are beautiful.
(c) Review the use of may and can, shall and
zyż//.
(d) Review the personal pronouns / and me, we
and 24s, with verbs.
9. The correct use of predicate adjectives instead
of adverbs after seem, appear, smell, taste, and feel;
as, The apple tastes good (not well). I feel bad (not
badly). The fruit smells sweet (not sweetly).
In correcting all these common errors of speech
it is advantageous to keep a list of the correct phrases
and sentences on the blackboard before the eyes of
the children for a period of time, with occasional
drills or references to them for the sake of emphasis.
IO. Spelling.
Make out lists of new or difficult words for spell-
ing exercises taken from the stories, reading, nature
study, and geography.
(a) Such lists, placed on the board, may be used
for pronunciation and copying till they are familiar.
(3) Pronounce such words for oral spelling.
(c) Dictate such words singly or in sentences for
written work.
II. Write familiar poems from memory. Apply
the previous lessons on punctuation. Before writ-
ing study the punctuation, capitals, and spelling of
such passages in the original.
I2. Simple Contractions.
94 COURSE OF STUDY IN THE EIGHT GRADES
I’ll, I’m, isn't, aren’t, hasn't, can't, you’ll, it's, I've,
there's, and others.
E.g. I’ll go if it isn't too late.
Give many illustrations till the forms are known.
Dictate sentences for writing, involving these forms.
Examine in dialogue and dramatic stories the fre-
quent use of these abbreviated forms.
FOURTH GRADE
I. Composition.
Careful work in simple composing can be under-
taken in this grade.
(a) The outlines previously made out in the oral
treatment of history stories and geography topics,
manual arts, and nature study supply a good basis for
short compositions. Two or three topics of an outline
may be worked out in distinct paragraphs with proper
attention to margins, indentation, capitals, and punc-
tuation. (See chapter of Illustrative Lessons in the
“Special Method in Language.”)
(b) Greater freedom in outlining and in composing
can be allowed in writing descriptions of personal ex-
periences of children upon excursions and picnics.
After looking over such papers the teacher should
use the blackboard freely in revising errors of sen-
tence construction, choice of words, paragraphing,
spelling, and markings.
For further suggestions of method see chapter of
illustrative Lessons.
LANGUAGE 95
2. (a) The correct uses of who, which, and that as
relative pronouns.
E.g. The lady whom we met is sick. The boy
that (or who) was here is very bright. The sheep
that (or which) was in the pasture is lost.
(b) The proper use of in and into in sentences:
e.g. Tom fell into the pond. The boat was in the
Water.
(c) Illustrate the use of the possessive singular
and plural of nouns; as, The dog's ears, Charles' hat.
3. Homozzymas.
ball — bawl choir—quire gait – gate
hall— haul peace — piece SCCI) — SCCIle
false — faults flea — flee heard — herd
oar — o'er — ore waist — waste
Study the meanings of these words and illustrate
their use in sentences.
Give a series of lessons in the spelling and mean-
ings of homonyms, including those studied in the
earlier grades.
4. Develop from numerous examples the chief
rules for forming the plurals of nouns.
(a) Cases in which s is added; as, horse — horses;
cat — cats; bonnet — bonnets.
(b) Adding es; as, box — boxes; grass — grasses;
church — churches.
(c) Changing f to v and adding es; as, leaf —
leaves; half—halves. &
96 course OF STUDY IN THE EIGHT GRADES
As a basis for deriving these rules make long lists
of illustrations of each group from familiar words.
In applying the rules, (a) dictate words and call
for both forms; (b) change all the words in a given
sentence or paragraph to the corresponding singular
or plural.
5. Abbreviations as follows: etc., sec., min., hr.,
in., ft., qt., pt., gal., bbl., U.S., D.C., R.R., Dr., Amt.
Add to this list the abbreviations that spring up
in any of the studies and a review of those in
previous grades.
6. Avoid the following incorrect usages, like for
as , e.g. He plays as Henry does. Without for
unless; e.g. Do not go unless your father permits
(not, without your father permits). Good ways or
ſong ways for long way; e.g. George is a long way
from home (not, long ways). Some for somewhat ;
e.g. He is somewhat deaf (not, some deaf).
7. Irregular Verðs.
saw
See Seen
COIſle Ca.11162 COIne
do did done
go. Went gone
take took taken
sit Sat Sat
Set Set Set
lay laid laid
shake shook shaken
LANGUAGE 97
Review the uses of there is and there are, there was
and there were.
8. Punctuation.
Observe the use of various punctuation marks in
the readers, arithmetics, and other books.
Notice the uses of the exclamation point, quotation
marks, the comma in series, addresses, and in setting
off clauses and phrases.
Apply these punctuation marks in written work.
9. Contractions.
O’clock, 'tis, it's, I’ve, ne'er, he's, shouldn’t,
couldn’t, shan’t, won't, wouldn’t, can’t, what's,
that’s.
IO. Introduction to the use of the Dictionary.
Mastery of the alphabet in order.
How to trace up words in the dictionary.
The markings of vowels, diphthongs, and conso-
nants in the dictionary.
Syllabification and accent.
The interpretation of definitions to fit the context.
Systematic lessons are needed
(a) in the correct pronunciation of vowel sounds.
(5) on the diacritical markings in the dictionary.
(c) upon well-selected words for dictionary study.
See chapter of Illustrative Lessons.
II. Synonyms and antonyms ; e.g. large —big —
great; little — small — diminutive; angry — vexed
—indignant; liberty—slavery or bondage; proud—
humble; strong — weak.
VOL. I — H. -
98 COURSE OF STUDY IN THE EIGHT GRADES
Frame sentences showing these similar and con-
trasted meanings.
I2. Correction of common errors heard outside of
the school; e.g. ain’t, seen for saw, done for did, you
Zwas for you, Zvere, she don't for she doesn't, as lives for
as lieſ.
Keep the correct forms before the eyes and in the
hearing of pupils as much as possible.
I3. Spelling of new and difficult words gathered
from the lessons in history, geography, reading,
nature study, and arithmetic.
Use the lists of words derived from these studies
for dictionary work and for spelling.
I4. Make a free but informal use of the terms
veró, moun, and names of other parts of speech in
etymology; also subject, predicate, and modifier with-
out formal definition, as occasion naturally arises in
all studies.
MEMORY SELECTIONS
IN all times and countries it has been deemed wise
to store in the minds of the children many of the
short poems, ballads, proverbs, and choice extracts of
the world's best thought. There are good reasons
for continuing this old-time habit of memorizing
Select passages and perhaps for pursuing this plan in
a more systematic way through all the grades.
In the first place, the thoughts which are thus
committed to the minds of children are beautiful
and valuable, a rich treasure of enduring worth.
Again, the children thoroughly enjoy the memoriz-
ing and reciting of such pieces, and they greatly
need guidance in the selection, for, when left to them-
selves, they usually choose poor and trashy products.
By an examination of the list of books which fol-
lows, it will be seen that they contain an abundance
of the most suitable selections for all the grades.
In the natural order of the school programme there
are regular occasions where such memory work is
provided for, as in the opening exercises, special day
programmes, Friday afternoon exercises, and on anni-
versaries and closing days. There are some quota-
tions suitable for whole schools in concert recital,
others for classes or individuals. A Whittier or a
99
IOO COURSE OF STUDY IN THE EIGHT GRADES
Longfellow day has often been made a delightful
occasion for poems, stories, and biographical remi-
niscence.
In harmony with the plan of teaching good litera-
ture in schools, only the best things should be memo-
rized. Much memory work should be encouraged
in the regular reading lessons, as well as on these
special occasions for memory selections and recital.
There is a wide scope to these materials, as they
may range freely over the whole field of studies and
of life. The choicest lyric poems from literature, pa-
triotic Songs, poems, and selections; humorous anec-
dotes, stories, and jokes; Mother Goose Rhymes;
famous old fables, myths, and historical ballads; na-
ture poems and descriptions according to the seasons;
child life, at home and in play, as given by Eugene
Field and Stevenson ; proverbs and wise sayings
from the Bible, from Franklin’s Poor Richard, from
Bacon's essays; hymns and songs for school use;
poems of family life and experience; poems and
stories of places and events (geography and history).
It is easy to see that such varied selections may have
a vital relation to nearly all the regular studies and
events in School, and they tend to strengthen and unite
the ideas derived from the other studies and school
activities. -
The following list of books recommended to the
use of teachers is divided into two groups for primary
and intermediate grades. They are inexpensive books,
MEMORY SELECTIONS IOI
ranging in price in most cases from fifteen to seventy-
five cents. Two or three of these books from each
group would serve well for any school. There are
a few books of special value to the teacher, as : —
American Authors and their Birthdays (Roe), con-
taining programmes and suggestions for the cele-
bration of the birthdays of authors. Houghton,
Mifflin, & Co.
A Graded List of Poems and Stories (Gilbert and
Harris). Silver, Burdett, & Co. This little book of
forty pages contains a complete and well-selected list
of choice poems and stories for each of the eight
grades. They are designed partly for memory work
and partly for oral narrative by the teacher. The
poems and stories themselves are not given, but the
authors and books are directly referred to in which
the selections can be found. It will be very helpful
to all teachers.
I O2 COURSE OF STUDY IN THE EIGHT GRADES
BOOKS FOR PRIMARY GRADES
A Book of Nursery Rhymes (Mother Goose).
D. C. Heath & Co.
Verse and Prose for Beginners in Reading. Hough-
ton, Mifflin, & Co.
Mother Goose (Denslow). McClure, Phillips, & Co.
Trumpet and Drum (Eugene Field). Scribner's
Sons.
A Child's Garden of Verses (R. L. Stevenson).
Scribner's Sons.
Treetops and Meadows (McMurry and Cook).
The Public School Publishing Co., Bloomington,
Ill.
Songs from the Nest (Miller). Kindergarten Lit-
erature Co.
Fables and Rhymes for Beginners. Ginn & Co.
Heart of Oak, No. I. D. C. Heath & Co.
Little Folk Lyrics (Frank Dempster Sherman).
Houghton, Mifflin, & Co. Nature and Child Poems.
Open Sesame, Vol. I. Ginn & Co.
Round the Year in Myth and Song (Holbrook).
American Book Co. A superior collection of nature
poems for use throughout the year.
Love Songs of Childhood (Field). Scribner's Sons.
The Eugene Field Book. Scribner's Sons. Pleas-
ing and entertaining for younger children.
MEMORY SELECTIONS IO3
The Listening Child (Thacher). The Macmillan
Co. Stories of English verse for youngest readers
and hearers.
The Children's Garland from the Best Poets (Pat-
more). The Macmillan Co. Used also in inter-
mediate grades.
IO4 COURSE OF STUDY IN THE EIGHT GRADES
BOOKS FOR INTERMEDIATE GRADES
The Children's Garland from the Best Poets (Cov-
entry Patmore). The Macmillan Co. -
Golden Treasury of Songs and Lyrics (Palgrave).
First series. The Macmillan Co.
Open Sesame, Parts I and II. Ginn & Co.
Short selections in both prose and verse.
Nature in Verse (Lovejoy). Silver, Burdett, & Co.
Designed as a nature poetry reader for the lower
grades. -
Selections from Whittier's Child Life in Poetry
and Prose. Houghton, Mifflin, & Co.
A Ballad Book (Bates). Sibley and Ducker. Bal-
lads from Scotch and English folk-lore and history.
Heroic Ballads (Montgomery). Ginn & Co.
Scotch, English, and American ballads.
A Book of Famous Verse (Repplier). Houghton,
Mifflin, & Co. A very choice collection.
Poetry for Children (Eliot). Houghton, Mifflin,
& Co. A good collection for children.
Nature Pictures by American Poets (Marble). The
Macmillan Co. -
The School Poetry Book (J. H. Penniman). Phila-
delphia.
Choice English Lyrics (Baldwin). Silver, Burdett,
& Co. A great variety of poems, ballads, lyrics, and
SOnnetS.
MEMORY SELECTIONS - IO5
BOOKS FOR TEACHERS
A Graded List of Poems and Stories (Gilbert and
Harris). A list carefully selected and arranged for
each of the eight grades.
American Authors and Their Birthdays (Roe).
Houghton, Mifflin, & Co. Programmes and sugges-
tions.
A New Library of Poetry and Song (William Cul-
len Bryant). Fords, Howard, and Hulbert. New
York. A very large volume.
History of American Literature (Higginson and
Boynton). Houghton, Mifflin, & Co. An interesting
book for readers.
Children's Stories of American Literature (Wright).
Two small volumes. Scribner's Sons. Short Biog-
raphies of American Writers.
A Short History of England's Literature (Tappan).
Houghton, Mifflin, & Co.
HISTORY
THE following “Course of Study in History" is
designed for classes from the third through the eighth
grade of the common school. If this course seems
too elaborate for some schools, and needs to be
improved by the omission of some topics, it may still
serve as a substantial basis for the course as a whole.
There are a number of problems to be solved in
working out such a course of study.
After the aim has been fixed and the general
theory for the best selection of materials established,
we must decide the relative importance of American
and European history in the common school; the
relation of the history to the reading lessons, litera-
ture, and geography in the corresponding grades;
and finally the basis for the selection of leading
topics for each year.
This chapter will outline the course, not only in
history, but also in the related historical and classical
readings, and in geography, so as to show in a simple
form the interrelations of history, reading, and geog-
raphy. .
In this course of study American history is made
the chief basis and backbone of history instruction
Ioô
HISTORY Io?
for each grade from the fourth year on. The reasons
for this, previously discussed, are briefly summarized
as follows : —
I. American history, beginning with the simplest
conditions of early exploration and settlement, ad-
vances by regular steps in a process of growth to our
present complex conditions of political and social and
industrial life. In a relatively short period most of
the important stages of national growth are well
illustrated in our own history.
2. The chief epochs and crises of our history are
extremely instructive and interesting to children.
3. The excellent biographies of the leading charac-
ters of American history are of a superior quality,
and have great educational value for children and
youth.
4. The best parts of European history of educative
value for children can be placed side by side with the
corresponding and appropriate parts of American
history.
5. A general chronological outline of the world's
history is out of the question for the common school.
A wholly wrong viewpoint for judging the course in
history in the common school is furnished by a world-
chronology and by the course of study in the classical
gymnasium, which is often cited.
6. History in our common school should begin
with America and end with America, with such
incorporation of European history as will give the
IO8 COURSE OF STUDY IN THE EIGHT GRADES
necessary breadth and variety of culture. The par-
allel reading lessons based on European classics and
history stories will supplement the history studies
with those best parts of European culture which chil-
dren are capable of appropriating.
7. Our present course of study and the whole ten-
dency of American schools show that American his-
tory must be the chief staple of our history course.
On the other hand, the increasing use of European
classics and historical tales in our schools shows our
appreciation for the best elements of European cul-
ture. There is not the slightest disposition in this
course to limit our history to a narrow Americanism.
EUROPEAN HISTORY. ITS PLACE IN THE COMMON
SCHOOL, AND ITS RELATION TO AMERICAN HISTORY
I. The fairy tales, folk-lore, and mythologies of
European countries are, in this course, not regarded
as a part of the history proper, but as belonging
rather to the oral work in literature of the first three
years of school. These stories and myths constitute
a very important part of the educative materials of
primary grades, and are indispensable both in them-
selves and as a preliminary to history. They are
sufficiently important to be regarded as a distinct
body of educative material. Their separate and
growing importance in primary grades is shown in
many ways.
HISTORY IO9
2. A few important topics of European history
are selected for full treatment in each grade from the
fourth year on. They may precede or follow the
American stories in the same grade. They are not
mere supplements to American history, but important
culture products for separate treatment.
3. The selection of these topics is based, not upon
chronology, but upon the quality of the story, its
spirit and setting, and its fitness to educate children
of the given age. European history offers the widest
choice from the simple to the complex, from the
worthless to the most valuable, from savagery and
barbarism to the highest culture state reached by
Athens, Paris, or London. It is an incomparable
error to dump all this into a child’s mind in chrono-
logical order in the grades.
4. Many biographies and events in European his-
tory have a close kinship with similar topics in
American history. These should be brought side by
side in the same grade. If they breathe the same
spirit, teach the same lesson under different condi-
tions, they will double its educative effect. It is well
to compare Columbus's explorations to the west with
those of De Gama to the east. Champlain, La Salle,
and George Rogers Clark were men of the same
heroic temper and endurance as David and Corio-
lanus and King Alfred.
5. The real educative influence of European his-
tory can be secured to children by such a careful
I IO COURSE OF STUDY IN THE EIGHT GRADES
selection of those episodes best adapted to their
interest and understanding and to their social needs.
6. American topics should be traced back to their
sources in European history and European topics
followed to their results in America. The books and
maps by which this can be done are now much more
available than formerly.
SELECTION OF A FEW LEADING TOPICS
In the course here offered a very few prominent
standard topics of American history are selected for
each grade. This plan excludes the heaping up of
miscellaneous facts for memory work as well as the
tedious chronological series for the early years.
I. Each one of these topics should fit the age,
understanding, and interest of children. Often the
activities, games, drawings, and constructions incident
to such history stories are the natural reactions of the
children upon the material and show an important
phase of its pedagogical fitness.
2. Each topic should contain a vital core which
gives it a real educative significance. It should
plant in a child’s mind a living germ capable of
strong and beneficent growth.
3. Such a topic may be a biography, an event, a
campaign, an invention, or the growth of an idea.
4. Each one of these topics should be worked out
as a complete unit of thought, interesting in itself
HISTORY I I I
and in the associated facts, and provoking inquiry
by a close succession of connected facts, giving a
rational sense and movement.
5. Biographical stories furnish a large number of
such topics and constitute, especially in the early
years of history study, the choicest and most educa-
tive historical material.
6. American history is probably the richest in
choice biographical stories of that of any country in
the world, and, as much of this material comes from
the earlier simple stages of our pioneer life, it is
especially appropriate to children.
7. Such biographical and other topics are, of course,
leading types and become centres for the organiza-
tion of historical material. They simplify history by
focussing it in a few leading characters, events, or
ideas. Such important central topics also form
an excellent basis for comparison and review, biogra-
phy being compared with biography, event with
event, etc., the children being led constantly to look
backward over their previous studies for compari-
SOIlS.
THE REßNFORCEMENT OF HISTORY THROUGH CHOICE
READINGS FROM AMERICAN AND EUROPEAN LITERA-
TURE
Great is the value of American and European lit-
erature as a reënforcement to the history instruction.
II2 courSE OF STUDY IN THE EIGHT GRADES
In the regular reading work of the schools, from the
third grade upward, there is a large amount and
variety of classic reading matter which is now used
in the schools — poems, biographies, ballads, narra-
tive history, novel, essay, and epic story, such as
Marmion, The Courtship of Miles Standish, Horatius
at the Bridge, Paul Revere's Ride, Scott's Tales of
a Grandfather, Ivanhoe, Hawthorne's Grandfather's
Chair, etc. In order to show the value of this lit-
erary material used in reading lessons as a Sup-
plement to history, a list of the parallel classic
reading now available, and much of it now in
common use, is shown in each grade: (1) the
American selections, and (2) the European selec-
tions.
In judging the importance of this connection be-
tween history and reading the following considera-
tions should be kept in mind:—
I. Much of the best literature of America and
Europe is historical in character and content, and,
so far as it enters into the reading course, should be
brought into the closest relation to the correspond-
ing history topics. No forced correlation should be
sought, but what is natural and rational.
2. In selecting the best literary products, suited
for reading lessons, without any thought of teaching
history, we have been wont to choose many poems
and stories which give a remarkably full and clear
description of great historical events and persons.
|HISTORY II.3
3. Often a masterpiece of literature is, for chil-
dren, a most suggestive treatment of a topic in
history; e.g. Southey's Battle of Blenheim, Holmes's
Grandmother's Story of Bunker Hill, Plutarch's Alex-
ander the Great, Shakespeare's Julius Caesar, etc.
4. The course of study should take advantage of
this very intimate relation between history and read-
ing lessons, and thus cause the reading lessons to
contribute greatly to the force and completeness of
history study. History seldom takes the time for
such an intense and realistic treatment of a history
topic as is given, for example, in Marmion of the
battle of Flodden Field and its attendant events. Lit-
erature has thus a way of deepening and ingraining
the lessons of history, which is beyond anything
which history itself can do.
5. A careful examination of this course of history
as related to the reading will show that the history
and reading lessons, to a considerable degree, are
laid out on parallel lines. The simple reason for
this is the fact that an event or story in history which
thoroughly interests a child will interest him still
more if put in a simple literary form which he
can understand; e.g. Paul Revere's Ride, Barbara
Frietchie, The Battle of Ivry, etc. In the nature
of the case, when the history and reading touch
the same or kindred topics, they should walk close
together.
6. Besides the English classics of a historical
VOL, I — I
I 14 cours E OF STUDY IN THE EIGHT GRADES
character used in regular reading lessons; the supple-
mentary books in literature and history read by
children at home or in the school library may still
further broaden and deepen their historical knowl-
edge. Fully half of the historical readings indicated
in this course of study are of this supplementary
character. Most children have plenty of time at
home for this kind of reading, and the school should
give it a wise direction and stimulus. The appended
lists show how excellent and abundant are the books
adapted to each grade of School.
7. In most cases the masterpieces of literature of
a historical character are handled in reading lessons
a year or two later than the corresponding history
topics in history. Several reasons may be assigned
for this: (a) The difficulty of the language and
literary form; e.g. Lady of the Lake, Evangeline,
Webster's Speech on Bunker Hill, Plutarch's Lives,
Franklin's Autobiography, and others. (5) The
artistic quality in a fine piece of literature does
not at first appeal to a child. (c) A masterpiece of
literature has often a greater depth and maturity of
thought regarding a historical event and requires
a more advanced age in the pupil. (d) The poem or
drama often needs the foregoing history as a basis
for its understanding. Such a poem is often a splen-
did retrospect and vital summing up of earlier his-
torical studies; e.g. Lowell's Under the Old Elm,
Webster's orations. It serves the student as a noble
HISTORY II 5
review of earlier studies, and draws lessons not seen
at first.
On the other hand, many of the best poems and
stories are so simple and graphic that they can be
used as reading lessons in the same grade in which
the corresponding history topics are treated; e.g.
Courtship of Miles Standish, Paul Revere's Ride,
Grandmother's Story of Bunker Hill, Hawthorne's
Grandfather's Chair, and others.
THIRD GRADE
HISTORY
Christmas celebration: The Christmas story, with
Christmas tree, pictures, etc. This is customary with
all the primary grades. The story is narrated to
younger children. Poems of Christmas time for reci-
tation and song. These exercises do not partake so
much of the character of instruction as of entertain-
ment and joyful festivity.
Thanksgiving celebration: History of early Thanks-
giving days. Poems and stories. By means of pic-
tures and stories something of early New England
life is given. -
Washington celebration : Stories of Washington.
A full treatment of the early life of Washington is
not expected, but an acquaintance with the more in-
teresting stories and surroundings of his childhood.
Other national characters treated in a similar way.
II6 COURSE OF STUDY IN THE EIGHT GRADES
Local history of the town or neighborhood: The
early settlers of the town and neighborhood. Stories
of the most prominent pioneers; where they came
from. Early log-houses. Hardships. First school-
houses. Early roads and modes of travel. Family
history. Grandfather stories.
The family and neighborhood traditions are the
best beginnings of history, and an interest in them
should be regularly cultivated both in the home and
school. The grandfather stories give first notions of
chronology.
Indian life and relics : Stories of Indian life and
adventure in the early settlement of the neighbor-
hood and of the region of country adjacent.
Different nationalities in the community and where
they came from.
The geography of the third grade is expected to
deal with the hills, streams, valleys, products, and
occupations of the village and adjacent country.
Simple and primitive forms of industry are worked
Out.
In literature the Greek and other myths are han-
dled orally by the teacher and told again by the
children.
HISTORY II 7
FOURTH GRADE
PHISTORY
Z)iscoveries and Explorers
Pioneers of the home state and neighboring states.
The movement is gradually from home outward.
For example, New York State, as the home and start-
ing-point, may begin with the following stories: —
Henry Hudson: Trip up the Hudson. Other
voyages. Meeting with the Indians. A map of the
world is needed and a good board sketch of the
Hudson, locating the places of special interest on
the trip of the Half Moon.
The earliest Dutch settlers: Trading with the
Indians. The customs, buildings, and dress of the
Dutch. Give some account of their previous home
in Holland. A map and pictures are needed.
Drawings may be made by the children. Construc-
tions also of forts, palisades, Dutch houses, ovens,
and windmills are to be encouraged. The activities
of children in such efforts are easily set going, if
materials are furnished.
Champlain : Explorations. Expeditions against the
Iroquois. First settlements along the St. Lawrence.
First battle with the Indians on the shore of Lake
Champlain. Locate France on the map, and trace
the journey across the Atlantic.
The Five Nations: Their homes and customs.
II 8 COURSE OF STUDY IN THE EIGHT GRADES
Warlike character and expeditions. The map of
central New York should be drawn and the war-
like raids of these tribes into the neighboring regions
indicated.
La Salle : In Canada. At Niagara. On the
Great Lakes. In Illinois and on the Lower Missis.
sippi. His hardships, dangers, and resolution.
Tonty and Hennepin in relation to La Salle. Miles
Standish at Plymouth. The trials of the first few
years.
In laying out the fourth-year work for Massachu-
setts schools the story of the first settlement of
Plymouth and Boston would naturally come first, fol-
lowed by other pioneer stories of New England, and
the arrangement of the other stories of Hudson, etc.,
would be somewhat modified. In planning the course
for Illinois schools, the stories of La Salle, Lincoln,
and others of the Mississippi Valley, would occupy
the first place, while the pioneer stories of more dis-
tant states would follow later.
Some schools may prefer to omit some of these
stories or to substitute others in their place.
Raleigh : Early life. His attempts at founding
colonies.
John Smith : Explorations. Experiences at James-
to Wn.
Boone: Life in Kentucky.
Washington : Early life up to Braddock's defeat.
Lincoln: Early life to the age of twenty.
HISTORY II9
The American Pioneer History Stories, in three
volumes, contain most of the above stories and others
for use in the fourth and fifth grades.
OTHER NATIONAL STORIES
Abraham : The chief scenes of his life.
Joseph : All the parts suitable for children.
David : His early life to the death of Saul.
These stories are well given in Bible Stories in
Scripture Language. Use the map freely. Consult
chapter on List of Books.
Romulus: Founding of Rome.
Coriolanus: In the main according to Plutarch.
Cincinnatus: A short story from Plutarch.
The Roman stories are well given in several of the
supplementary story-books named in the lists.
Julius Caesar : Conquests in Gaul and England.
The Angles and Saxons: Their invasion of Eng-
land.
King Alfred : His war with the Danes and later
labors for his people.
All the above stories, both American and others,
are designed for oral treatment.
The English stories are given in the Story of the
English, and in several other historical readers. It
is better to give a few of these stories in full and in-
teresting detail, with pictures, maps, and involving
constructive efforts by the children, than to multiply
short, scrappy stories.
I2O COURSE OF STUDY IN THE EIGHT GRADES
LITERATURE AND READING OF FOURTH GRADE. THE
FOLLOWING BOOKS ARE MUCH USED IN THE REGU-
LAR READING LIESSONS
Wonder Book and Tanglewood Tales (Hawthorne);
Old Greek Folk Stories (Peabody); Greek Heroes
(Kingsley). These books are excellent for regular
school reading. Story of Ulysses and Tales of Troy,
both prose and poetic translations and narrative
stories. There are many renderings of the Greek
myths and stories suited to school use. Book of
Legends (Scudder).
Complete translations of the Iliad and Odyssey, by
Bryant, Palmer, and others, are now available for
teachers and pupils for school and home use.
Heroes of Asgard; Norse Stories (Mabie); Stories
from the Old German (Pratt); Old Norse Stories
(Bradish); Siegfried (Burt). These stories of Norse
and German myths have been used for regular read-
ing exercises, or they may serve as supplementary
reading matter in school and home.
OTHER HISTORICAL AND LEGENDARY STORIES
Used in regular, supplementary, and home reading:
Old Testament Stories in Scripture Language — the
essential parts of the Bible stories for school use;
Old Stories of the East (Baldwin)—a free rendering
of the old Bible stories; Boy's King Arthur (Lanier);
HISTORY I2 I
King Arthur and His Court (Frost); Stories of King
Arthur's Round Table Knights; Tales of Spenser,
stories of the Faerie Queene; Ballad Book. There
are several good ballad books giving the old English,
Scotch, and other European ballads. They are im-
portant products of the old folk-lore tradition and
early history.
All the above stories and other books of similar
character may be used partly for regular reading
exercises, but especially for supplementary reading,
for special occasions when the teacher reads to the
whole school, and for home use at the fireside.
HISTORY. SUPPLIEMENTARY READINGS
American Life and Adventure (Eggleston); Stories
of our Country (Johonnot). These books furnish sim-
ple narratives of interesting scenes of American life.
Four Great Americans; Pioneers of the Revolution,
stories of Boone, Robertson, and others; some of the
American Pioneer History Stories. Most of these
American History Stories are simple enough to be
read by the children.
MISCELLANEOUS
Fifty Famous Stories Retold; Open Sesame, Vols.
I and II — a collection of poems, ballads, etc.; The
Arabian Nights — most famous of old stories; Stories
of the Old World (Church);. The Nürnberg Stove
I 22 COURSE OF STUDY IN THE EIGHT GRADES
and other stories; Child Life in Prose and Verse
(Whittier).
It is well for the children in the fourth grade to
begin to read for themselves the simpler stories of
America, and also kindred stories of adventure and
heroism from other countries, especially from Euro-
pean countries. The oral treatment of stories in this
grade is the best possible introduction to the proper
spirited appreciation of such narratives.
GEOGRAPHY
THE geography of the fourth grade runs parallel
with the history. The Pioneer History Stories require
a clear grasp of the natural or physical geography of
North America and the power of interpreting maps.
The geography of this year should contain a good
description of the interesting and striking physical
and industrial features of North America, its chief
mountains, forests, rivers, occupations, and zones of
climate. Parallel with these geographical topics each
pioneer story necessitates a special map to make clear
the geographical conditions of the story.
Many of the topics of home geography treated in
fourth grade trace out the origin of important prod-
ucts to various parts of North America and of the
world, as tropical fruits, tea and coffee, cotton and
silk goods, fine china and porcelain, etc.
The advantage of this close parallelism of history
and geography is found in the very great interest
which good stories lend to localities, and in the
mutual help which these studies render to each other
in explaining and fixing better the facts of both
geography and history. Each study reviews, reën-
forces, and intensifies the facts taught by the other.
I23
I24 coursE OF STUDY IN THE EIGHT GRADES
The value of each study in its relation to life is also
better seen.
THIRD GRADE — HOME GEOGRAPHY
SIMPLE, PRIMARY TYPES
1. Building materials.
Excursion to a house in process of construction.
Outline. Foundation and floor plan. Draw plan.
Work of excavation. Brick and stone masons. Base-
ment windows, doors. Drainage, etc. The frame-
work of the house; beams, joists, studding, rafters,
siding, partitions. Plan of rooms. Heating, plumb-
ing, gas-pipes, or wires for lighting. Water-supply.
Connection with sewer. Door and window frames.
Stairs. Floors. Plastering. Making of plaster;
lime, sand, hair. Interior finish. Oak and hard
woods. Varnishing. Chimneys, fireplaces. Plan of
heating. Tinning, spouting, roofing. Painting, in-
terior and exterior. Ingredients of paints. Tinting,
decorating, papering, frescoing. Yard and lawn;
walks, trees.
Several excursions at different times in the process
of constructing and completing a house are made.
The observations made upon these trips are later
fully discussed in the class room.
The different kinds of trades and tools employed in
the building are noticed, such as those of masons, car-
penters, plumbers, painters, tinners, architect, plas-
GEOGRAPHY I25
terers, and decorators. The shops, quarries, and mills
from which building materials are obtained, should
be mentioned and located; e.g. the carpenter shop,
planing-mill, tin-shop, the stone quarry, the brick
yard and kiln. The close dependence of all the
different trades upon one another may be observed.
The cost of materials and wages of men may be
discussed to some extent. Frequent drawings on
the blackboard to illustrate points discussed are
helpful. -
2. Excursions to a garden and farm.
Visits to a near garden in springtime to note the
turning of the soil, planting, and growth of vegetables,
such as corn, Onions, lettuce, radishes, asparagus, po-
tatoes, beets, tomatoes, cabbage, celery, etc. Two or
three of these should be followed through the season.
A school garden is the best means of following up
this work, and gives the children a chance to partici-
pate. The use of the hotbed for obtaining early
cabbages and tomatoes is worth studying. The
treatment and fertilizing of soils may be observed.
In the fall, excursions to the garden to see the
crops and their gathering in are instructive; e.g. dig-
ging potatoes and root crops, the picking and mar-
keting of tomatoes, cabbages, and celery. The
berries and small fruits are equally interesting.
A visit to a nursery for fruit and shade trees, both
in spring and fall, is very interesting, and in winter
the budding and grafting may be observed. A visit
I 26 COURSE OF STUDY IN THE EIGHT GRADES
to a typical farm to see the different fields of grain,
pasture, and woodland, the kinds and care of stock,
the barns and granaries, the machines and tools em-
ployed, will be very instructive. In this connection a
visit to an agricultural implement store is also helpful.
Upon all these outdoor excursions there is oppor-
tunity for incidental observation of the open country,
fields, woods, streams, hills, soils, roads, bridges, and
various occupations and industries. .
3. Clothing and industries related to clothing.
Sheep-raising and wool. Cattle and hides. Tan-
ning of skins. The spinning and weaving of cloth.
Visit to a carpet-weaver's. Note machinery used.
Cotton or woollen mill. The tailor shop. The dress-
maker's. The milliner's. The clothing store. The
dry-goods store. Variety of goods sold, as cotton
cloth, linen, silk, lace, woollens, and straw. Shoe
factory. (Excursion reserved for fourth grade.)
In the third grade a study of raw materials of
clothing and their production and treatment as illus-
trated in the home district and in carpet-weaving are
in place. The more complex processes of manufac-
ture are too difficult. -
4. Excursions to shops and stores.
Visit to a fruit store. Kinds of fruit, etc. The
bakery and the baking oven. The blacksmith's shop
and the wagon-maker's shop. The grist-mill. Mill-
pond and mill-race. The wheel. The elevator and
the loading and storage of grain. The grocery store.
GEOGRAPHY 127
Variety of products. Visit to the park or to the
woods. These excursions are carefully planned and
later fully discussed in the class.
5. Incidental extension of the above topics into
other states and to foreign lands.
From the lumber-yard we pass to the northern
pineries, also to the yellow-pine woods of the south-
ern states. Oak and other hard woods are from the
Ohio Valley. From the fruit store we may trace the
orange to Florida and California, peaches to Michi-
gan and New Jersey, apples to New York, Missouri,
etc., grapes to California and New York, bananas to
Jamaica. Codfish are referred to the fishing-banks,
oysters to the Chesapeake and Long Island Sound,
salmon to the Columbia River.
The flour in the grocery store may be traced to
Minneapolis and the wheat-fields of the Northwest.
Salt comes from New York and Michigan, sugar
from Louisiana, Hawaii, and Cuba. Meats are from
the corn regions of the Middle West, from Kansas
City, Chicago, etc. Fine building-stone is obtained
from Indiana, Tennessee, Vermont, Massachusetts,
etc. Coffee may be traced to Brazil, tea to China
and Japan, fine chinas to France and Germany.
Gold and silver are referred to the mines of Colo-
rado and California, hard coal to Pennsylvania, coal-oil
to Pennsylvania, Texas, and California. In locating
the sources from which these products come it is
hardly advisable to enter into any full treatment of
I28 COURSE OF STUDY IN THE EIGHT GRADES
the modes of production. This full descriptive treat-
ment will be given in the following years. The loca-
tion of such regions is easily and quickly made upon
large wall maps or by blackboard sketches. It is
merely incidental to the treatment of home topics.
6. Local map-making.
Beginning with the schoolhouse and grounds, make
a simple map of the town and neighborhood with two
or three streets and a few roads leading into the coun-
try. The creek or river is included and the railroads
to neighboring towns. Use sand maps also to express
surface irregularities, and let the points of the compass
be taught incidentally. After a little practice the
maps can be drawn to a scale.
7. Primitive peoples and occupations.
America supplies three good types of primitive
life, — the Eskimo of the North, their houses, hunting,
and modes of life; the Indians as described by Park-
man, Starr, and other travellers; and the Zuñi Indians
of the Southwest and of Mexico.
The Seven Little Sisters and Each and All fur-
nish simple descriptions of life in the chief regions
of the world for third-grade children who are getting
their first notions of distant peoples and countries.
They can be read by the teacher, discussed, and as
far as possible illustrated by pictures, cardboard, and
other constructions.
8. Study of the world-whole. -
The largest globes available should be used.
GEOGRAPHY I29
Children enjoy thinking of the earth as a large globe,
and finding the continents and oceans. The location
of all the chief countries with reference to North
America and the home, and the familiarity with the
cardinal directions, may be accomplished in a few
lively oral lessons.
9. Related topics in history.
Local history, grandfather stories, family histo-
ries, leading men and families. The early pioneers
and settlers. Their houses. Regions from which
they came and modes of travel at that time. Early
roads. Indian stories and traditions of the surround-
ing country. Improvements, such as roads, bridges,
schoolhouses, railroads, etc. Historical relics, pub-
lic buildings, monuments, museums. Places of his-
toric interest. Historical celebrations, Decoration
Day, Thanksgiving, etc.
IO. Closely related science topics.
Garden vegetables, grasses, and grains. Hot-
house plants, forest trees. Fruit trees, budding and
grafting. Tree-planting. The changes of the sea-
sons. Plant and animal life in ponds and creeks.
Various Soils, sands, rocks, and their uses. Quarries
and stratified rock. The water-supply, and pure
water, wells, springs. Domestic animals and their
UlSCS.
II. The Manual Arts supplies a number of closely
related topics in primitive industries and present
occupations.
VOL. I — K
130 course of STUDY IN THE EIGHT GRADES
FOURTH GRADE
HOME GEOGRAPHY (continued)
I. Local physiography.
Excursions for the examination of landscapes, hills,
valleys, streams, and tributaries. Water action upon
soils, rocks, and valleys. Soils upon uplands and low-
lands and effects upon vegetation. Rich bottom-lands.
Modes of fertilizing fields, rotation of crops. Rock
strata along streams and valley slopes. Deposits
of sand gravel and glacial drift. Note the influence
of valleys and hills upon the location of towns,
bridges, course of railroads, wagon roads. General
views from commanding points on hills or bluffs or
high buildings over town and country. Climate and
seasons, seasonal changes. Effects of rain-storms
and floods. Spring freshets. Snow-storms and ice.
Winds. Movements of the sun and moon and the
varying length of day and night. The effect of
changing seasons upon the occupations of men.
2. Local commerce.
The town as a local trade centre. Roads leading
into the country. Products of farms, gardens, and
forests brought into town. Railroads, freight offices,
and shipment of goods. Local factories and their
shipments. Goods retailed to town and country
people. A small town is the best illustration for
children of a trade centre. A county-seat is usually
GEOGRAPHY I3 I
the best example of a trade centre for all the roads
of the county.
3. Local government.
The town council and how chosen. The mayor
and his duties. Town ordinances in regard to police,
roads, and bridges, gas or electric lighting, licenses,
fire-department, etc. Local magistrates' and justices'
Courts. Local taxation and the uses to which it is put.
The Courthouse, county court, and trials. Judges and
juries. County records in courthouse. In the home
geography, government should deal with well-known
people and objects which illustrate the facts of law-
making, taxes, election, office-holding, and other duties
of magistrates. In other words it should be very con-
crete and illustrative.
4. Large manufacturing plants.
Visits to shoe-factories, planing-mills, railroad shops,
foundries, grist-mills, furniture factories, printing-
offices, waterworks, cotton or woollen mills, carriage
factories, canneries for fruit or vegetables, wholesale
houses, tile-works, and potteries, shipyards, dairies,
Sugar factories, etc.
These more complex forms of industrial life are
better visited in the fourth grade than in the third,
and some of them belong in still later years. There
should be a discussion in the class after each excur-
sion, with such drawings and pictures as are necessary.
5. A few leading topics of the home state.
This is the first step in the outward movement from
I 32 COURSE OF STUDY IN THE EIGHT GRADES
the home. The more striking and less difficult topics
call for a very complete description. In New York
State, for example, the following may serve: the
Hudson River, the Adirondack Mountains, the Erie
Canal, fruit-growing (apples and grapes), dairying,
Lake Ontario. In the state of Illinois (treated as the
home), the list of topics may be as follows: the Illi-
nois River, the prairies, the corn-fields, the Illinois
and Michigan Canal (also the Drainage Canal).
The map of the state will be used freely and
sketched often in outline on the board.
6. The relief map of North America.
A sand map representing the chief plains and
highlands of North America. . It can be made by
the teacher while describing the continent in its
main features. The treatment should be brief and
simple, and the ideas gained will help to interpret
the flat maps.
7. Large descriptive topics of North America.
A few such bold topics capable of picturesque por-
traiture may give Correct primary notions of moun-
tains, river valleys, Coast scenery, forests, lakes, cities,
plains, etc. Large pictures and bird's-eye views, pan-
oramic Surveys, and landscapes may be secured. Pho-
tographs and stereoscopic views of notable scenery
are not difficult to secure, and the geographies con-
tain many suitable pictures.
Topics: scenes and descriptions along the Atlantic
Coast from Labrador to Florida, – capes and head-
GEOGRAPHY I33
lands, fishing fleets, beaches, and bathing resorts, light-
houses, harbors, and cities, islands, rocky coasts, bays,
and river mouths. A steamboat trip down the Mis-
sissippi River from the Northern lakes to the delta,
with pictures. Scenes from the Appalachian High-
lands. Cattle ranches in the plains and foothills.
The Yellowstone Park and other parks and scenes
of the Rocky Mountains. A summer among the
woods and mountains of Maine. A winter in Florida.
The plateau of Mexico.
8. Journeys around the world.
A trip around the world on the parallel of the home.
This forms an interesting base-line, on each side of
which cities and countries can be ranged and a help-
ful comparison of diverse countries be made.
A trip around the world on a meridian. This
brings out all the contrasts of climate, the similarity
of Northern and Southern hemispheres and the
differences.
Steamboat voyage around the world. This is a
means of discovering the position of different con-
tinents and oceans and some of the peculiar things
of ocean navigation. These three excursions may
serve to give the children a more definite idea of
the geography of the world-whole. Pictures should
be freely used.
9. Geography topics suggested by American His-
tory Stories.
After completing a history story, a lesson may
134 course of STUDY IN THE EIGHT GRADES
well be given, surveying more fully the geographi-
cal conditions involved in the story. For example,
after completing Champlain's voyages and explora-
tions, a careful survey of the geography of the whole,
the St. Lawrence, Nova Scotia, Lake Champlain, the
Ottawa River, the homes of the Iroquois and Hurons,
the Atlantic Ocean and France, will greatly strengthen
both the geography and the history.
Other stories for a similar historical review are
Hudson's voyages and explorations, the Pilgrims
and the voyage across the Atlantic, Captain John
Smith and his exploring trips, Boone and the passes
of the Alleghanies, Raleigh's expeditions, Washing-
ton's early life.
IO. Geographical Surveys suggested by European
history stories and the Bible stories.
The stories of Abraham, Joseph, and David.
Early Italian stories of Rome. Julius Caesar in
Gaul and England. King Alfred and the Danes.
The Angles and Saxons.
In all these early history stories of Europe, a dis-
tinct emphasis should be placed upon the geography.
The transfer of this careful survey to the geography
proper will insure a definite comprehension of the
geographical situations. In all cases maps and
blackboard sketches should be freely used. Pictures
and sand maps, and all the means of concrete illus-
tration, are needed to insure clear and correct
notions.
GEOGRAPHY I35
LIST OF BOOKS CAREFULLY ARRANGED ACCORDING
TO GRADES
The following list of books has been selected for
the aid of teachers in carrying out the above course
of study.
In each grade the books are divided into two
groups (except in third grade).
I. The text-books which constitute the basis of
the school work and are of use to both teacher and
pupils. The standard text-books can be used in this
place.
2. The reference books which are suitable for the
children, such as geographical readers, books of
travel, closely related books in history and science.
These books are useful in the school library, and
should be such as the children can consult indepen-
dently and under the direction of the teacher. They
cover a wider range of topics and give much detailed
information not possible of incorporation into text-
books. They are often well illustrated, and are
written mostly in a simple and interesting style.
They supplement effectively the work of the text-
books, and give, also, an outlet for the activity of the
abler pupils in their leisure time.
THIRD GRADE
I. Texts for the immediate use of the teacher.
The Home Geography, First Book (Tarr and
McMurry). The Macmillan Co. The topics on
136 course of STUDY IN THE EIGHT GRADES
home geography and elementary physiography are
well worked out.
Other standard School geographies.
Lessons in Home Geography (McMurry). The
Macmillan Co. A series of illustrative lessons and
excursions into various home districts fully described.
Lalami, the Little Cliff-dweller (Bayliss). The
Public School Publishing Co.
The Seven Little Sisters (Andrews). Ginn & Co.
Each and All (Andrews). Ginn & Co. These two
books have been much used in about third grade
as an introduction to distant lands and peoples.
Simple descriptions of child life and surroundings.
The Wide World. Ginn & Co. 121 pp.
Geographical Nature Studies (Payne). American
Book Co. I44 pp. Very simple.
Around the World, First Book (Carroll). The
Morse Co. Suitable for children's reading.
Home Geography (Long). American Book Co.
I42 pp. Very simple, with illustrations.
Little Lucy's Wonderful Globe. The Macmillan Co.
Big People and Little People of Other Lands
(Shaw). American Book Co.
Story of Wretched Flea (Muller). A. Flanagan &
Co. The story of a little Chinese boy.
Children of the Palm Lands (Allen). Educational
Publishing Co.
Snow Baby (Peary). F. A. Stokes & Co. A true
story of Arctic life illustrated with photographs.
GEOGRAPHY I37
Little People of Asia (Alice Thorne Miller). E. P.
Dutton & Co.
2. Additional references.
Teacher's Manual of Geography (McMurry). The
Macmillan Co. This is designed to go with the Tarr
and McMurry Series.
FOURTH GRADE
I. Text-books for direct use, as a guide to the
teacher, furnishing a course of study and materials.
Home Geography (continued), First Book (Tarr
and McMurry). The Macmillan Co. This book con-
tains a somewhat full treatment of important topics,
and can be used in part by the children for seat study
and map work.
Other standard school geographies.
Lessons in Home Geography (McMurry). The
Macmillan Co. In this, numerous excursions are
described as taken with classes of children. Illus-
trative lessons of home geography are also drawn
from different parts of the country.
In the above books is given also a treatment of the
world-whole for third and fourth grades.
2. Supplementary books for children’s reading and
reference. Books for children's reading in this grade
must be very simple in language.
Around the World, Second Book (Carroll). The
Morse Co. Very good.
Selections from the Youth's Companion, Numbers
I38 COURSE OF STUDY IN THE EIGHT GRADES
IO, I I, I2, I 3, 14, I5, 16, 17. These are in cheap
pamphlet form, well written and illustrated. Perry
Mason & Co.
The Wide World. Ginn & Co.
Home Geography (Long). American Book Co.
Big People and Little People of Other Lands
(Shaw). American Book Co. -
ELEMENTARY SCIENCE
WE believe that a point has been reached where a
definitely arranged course of nature study for the
grades is demanded, and that the controlling points
of view from which such a course can be rationally
made out may be plainly demonstrated.
Assuming this conclusion to be correct, we may
first ask ourselves the advantages which may flow
from such a series of topics for a course of study as
can now be made.
First. Such a course picks out a few centres
where the efforts of teachers and pupils may be con-
centrated. In view of the countless multitude and
variety of nature-study topics, even a moderate de-
gree of success in selecting would be a great unbur-
dening. A course of study which will give us the
typical and essential in this vast field will be a price-
less economy.
Second. The individual teachers should be relieved
of the burden of selecting and arranging such a
course. To leave this heavy problem in the hands
of young and inexperienced teachers is worse than
folly. There are, in fact, very few old and seasoned
superintendents who would not hesitate to lay out a
I39
I4O COURSE OF STUDY IN THE EIGHT GRADES
definite course of study in elementary science. Yet
their experience and qualifications for such a task
must be twenty times that of the average grade
teacher. Evidently such a course should be made
out for the whole elementary school, not in eight
unconnected fragments by eight people of different
ideas. A wise superintendent will get together the
best of his teachers and experts in nature study, and
by mutual coöperation work out this problem. But
we greatly need a much better course of study than
has yet been worked out in this way. That the
average grade teacher is wholly unqualified for this
great task and should not be burdened with it ought
to be frankly admitted. -
Third. When a fairly good course of study (prop-
erly arranged through the grades with its great
series of well-established centres) has been marked
out, the rich and appropriate knowledge may be col-
lected which is able to make these topics fruitful and
profitable to children. This collecting of choice
knowledge is a nice problem, requiring no small
degree of scientific skill and pedagogical experience.
To enrich these central topics with concrete knowl-
edge appropriate to children is undoubtedly the
work of specialists.
To expect the average teacher to hunt up and
bring together this fine assortment of knowledge
and material is pure hallucination. An enthusiastic
teacher of large experience, by overwork, or by
ELEMENTARY SCIENCE I4 I
neglecting other important things, may accomplish
this task for a single grade, but it is wholly unrea-
sonable to expect it or to require it of anybody.
It is the business of specialists to select and organ-
ize this choice material of instruction and to put it
into the handiest form for the teacher’s immediate
use. To master, assimilate, and skilfully use this
gathered material in classes is the special task of the
grade teacher, and this requires a full measure of
labor, Originality, and skill.
Already a goodly number of important topics have
been worked over in this way by specialists, and the
suitable material brought into convenient form for
the grade teacher. Enough, therefore, has been
accomplished to demonstrate the feasibility of this
plan. The poor results that have come from nature-
study lessons have been due largely to the double
burden which has been laid upon grade teachers, that
of first collecting and working up the knowledge of
these topics without proper helps, and that of the
legitimate work of skilful ordering and instruction.
We have been expecting grade teachers to make
bricks without straw. The doctrine of division of
labor applies with redoubled force to this branch of
instruction in its present condition.
Fourth. On the basis of the two points just named,
it is possible for the teacher to concentrate her labors
upon her peculiar task; namely the mastery of this
well-assorted material for the purposes of skilful
I42 COURSE OF STUDY IN THE EIGHT GRADES
instruction ; in short, what may be called knowledge
and method. The principles of science instruction
have been well worked out in full illustrations of the
treatment of important topics. The study of these
illustrations involves no slavish imitation of others'
methods and processes, but rather a rational and even
critical study of what the best teachers have done.
This offers to every teacher a profitable field for
thoughtful study, rational imitation of good models,
and the development of original power and resource.
Fifth. A well-arranged series of topics extending
through the grades makes possible an orderly devel-
opment of certain coherent lines of thought from
year to year. Most people have felt the inherent
weakness of our elementary science courses when
judged from this fundamental point of view. Latin
and arithmetic, for example, are supposed to possess
this underlying coherency of thought, so that each
later year's work is reënforced and strengthened by
the earlier, and is, in fact, dependent upon it. The
broad sweep and variety of nature studies have
seemed to obliterate any connected plan and have
left us in the confusion of a multitude of details.
There are, however, a few important centres of
nature-study work whose topics recur from year to
year in continuous development. Such, for example,
are the topics connected with health and physiology,
plant life, Sanitation, cooking, gardening and agricul-
ture, applied physics, insect life, etc. In spite of
ELEMENTARY SCIENCE I43
the apparent miscellaneous character of its topics
the great body of science lessons consists of several
strong series of connected topics running through the
grades. No study can be strongly educative that
does not thus build steadily upon previous founda-
tions. There is scarcely a lesson in the middle and
later grades that does not reach back into two or
more, often many, of the previous lessons. Good
teaching will always recall these previous lessons and
make use of them in building up an enlarged body of
connected knowledge.
A well-arranged course of study enables the teacher
in any of the later grades to look back and to find
out the previous acquisitions of the children, to re-
view these lessons and bring them into proper rela-
tion to the later studies. This review and focussing
of all earlier lessons upon later ones is the essence of
good teaching. Without a course of study or with a
poor one this important result is defeated.
Sixth. A well-selected course of study in element-
ary science makes it possible for the teacher in any
grade to concentrate her studies upon a few impor-
tant topics suited to that grade, so as to become well
equipped for teaching them. The great majority of
elementary teachers have not been trained for teach-
ing nature study, and they must pick up the essentials
by the way. If the sources of knowledge are made
easily available, energetic teachers will soon acquire
an abundant material of experience and informa-
I44 cours.E OF STUDY IN THE EIGHT GRADES
tion. But it must be of the right sort and easily
at hand.
The following course of study contains a much
larger list of topics than can be worked out fully in
any one school, and will have to be modified to fit the
needs of any particular locality. Every school will
have to change such a plan to meet its own needs.
Different neighborhoods (city and country or vil-
lage life), and physical and climatic conditions in
different parts of the United States, are so widely
divergent that a definite course of study must be
changed and adapted to local Surroundings and
needs.
For these reasons any one course of study should
be suggestive of broad and common lines of study,
and yet as definite as possible in specific, typical
topics.
OUTLINE OF NATURE STUDY
FALL TERM. — FIRST GRADE *
I. Birds. (a) Note the coming of the fall and
winter birds after acquainting the children with them
through the use of mounted specimens or colored pic-
tures. Good colored pictures of birds can be ob-
tained from the Perry Pictures Co., Malden, Mass.,
or from A. W. Mumford, 378 Wabash Avenue,
1 These topics need not be taken up in the order given here. The
changes in nature will suggest the order.
ICLEMENTARY SCIENCE I45
Chicago, Ill. Do not use too many pictures. See
that accurate outdoor observations are the main thing.
Children easily deceive themselves and describe for
outdoor observations what they remember of the pic-
tures. In northern Illinois the children will look for
the nuthatches, the brown creepers, the kinglets, the
juncos, and the chickadees.
(b) Report every day that the robin and blackbird
are seen. They will probably be last seen in October.
(c) What other birds are here
2. Flowers. (a) Learn the names of the common
fall flowers and associate with each a few striking
characteristics. Press a good specimen of each vari-
ety and mount all on a large sheet of cardboard,
writing or printing by each its name and date. Where
is each found and in company with what other
flowers ? (List of half dozen.)
(5) Study cinquefoil, evening primrose, and horse-
mint, or other common flowers. -
(c) Early in the term study the blossom and plants
of nasturtium and Lima bean. Save seeds of each
for Spring planting.
3. Trees. (a) Learn to recognize trees by their
fruits and by their leaves, The identification is
associated with gathering the beautiful autumn leaves
and nuts.
(5) Press some of the leaves and mount on a large
sheet of cardboard, placing by the side of each leaf
its fruit in all cases where the latter can be obtained.
VOL. I — L
I46 COURSE OF STUDY IN THE EIGHT GRADES
(c) Notice the galls on the oak, cottonwood, willow,
and linden trees. Open to find what each contains.
4. Vegetables. Recognize and name the fall vege-
tables. Model in clay. -
5. Detailed study of the apple and the peach.
Plant apple seeds and peach pits.
6. /)omestic animals. Life histories of the cat and
the dog.
7. Wild animals. Home life of the squirrel.
8. Insects. Early in September gather a few grass-
hoppers, locusts, and crickets. Place each kind in a
glass jar in which there are three or four inches of
soil. Feed with grass and bits of apple, beet, and
carrot. Try other articles of food. See that they
are fed each day. Quite likely some of them will
lay eggs in the ground.
Find how the cricket's chirp is made.
9. Weather charts. Each month rule off on a large
sheet of cardboard as many one and one-half inch
squares as there are days in a month. Make seven
in a row, one for each day in the week. On a bright
day place a yellow circle in the square in which the
day's weather is to be recorded. On a cloudy day
use a gray circle. A half circle of yellow or gray
indicates the kind of weather for a half day. Special
days, e.g. Washington's Birthday, may be marked by
some emblem of significance of the day placed upon
the circle.
Make summaries at the end of each week of the
ELEMENTARY SCIENCE I47
number of bright days and the number of dark days
during that week. At the end of a month find the
number of bright days and the number of dark days
in the month. At the end of the year compare the
calendars to find the pleasantest month and the
darkest month.
HELPS
I. Migration of birds.
Everyday Birds (Bradford Torrey).
How to Attract Birds (Neltje Blanchan).
First Book of Birds (Olive Thorne Miller).
The Foot-path Way (Bradford Torrey).
Bird Life (Frank Chapman).
2. Helps in the naming and study of flowers.
Nature's Garden (Neltje Blanchan).
A Guide to the Wild Flowers (Alice Lounsberry).
Field Book of American Wild Flowers (F.
Schuyler Mathews).
Familiar Flowers of Field and Garden (F.
Schuyler Mathews).
According to Seasons (Frances Theodora
Parsons).
Wild Flowers of America (Goodale).
For the study of the nasturtium, see —
Lessons in Nature Study (Mrs. Lida McMurry).
Flowers and their Friends (Margaret Morley).
A Few Familiar Flowers (Margaret Morley).
A good botany will help in the study of both the
nasturtium and the bean.
I48 COURSE OF STUDY IN THE EIGHT GRADES
3. Helps in the study of the trees.
Our Native Trees and How to Identify Them
(Harriet S. Keeler).
Familiar Trees and their Leaves (F. Schuyler
Mathews).
Trees of the Northern United States (Austin C.
Apgar).
See chapter on “Galls” in Among the Moths
and Butterflies (Julia P. Ballard).
4. Vegetables.
Lessons in Nature Study (McMurry).
5. The apple,
For appreciation of the apple, see —
The Apple (John Burroughs).
Nature Study and Life (Hodge).
6. The peach. See —
Lessons in Nature Study (McMurry).
7. The cat.
The Cat (R. S. Hinderkoper).
Our Home Pets (Olive Thorne Miller).
Schmeil, Introduction to Zoëlogy.
8. The dog.
Animal Memoirs, Part I (Dr. Lockwood).
Our Home Pets (Olive Thorne Miller).
Special Method in Science (McMurry).
Domesticated Animals (N. S. Shaler).
The Play of Animals (Karl Groos).
Training of a Hunting Dog, Country Life in
America, November, IQO3.
ELEMENTARY SCIENCE I49
Beautiful Joe.
Science Reader, Book I.
Lange's Handbook of Nature Study.
Cats and Dogs (James Johonnot).
Lives of the Hunted (Ernest Thompson Seton).
9. The squirrel.
Squirrels and Other Fur-Bearers (John Bur-
roughs).
Lobo, Rag, and Vixen (Ernest Thompson Seton).
Lessons in Science (McMurry).
Wild Neighbors (Ernest Ingersoll).
Winter Sunshine (John Burroughs).
Country Cousins (Ernest Ingersoll).
Life of Animals (Mammals) (Brehm).
IO. For study of grasshoppers, localsås, and crickets,
SCC —
Life Histories of American Insects (Clarence
Moores Weed).
Little Folks in Feathers and Fur (Olive Thorne
Miller).
Zoëlogy, 2 vols. (Colton).
Insect Life (John Henry Comstock).
Needham's Elementary Lessons in Zoëlogy.
WINTER TERM. — FIRST GRADE
I. Domestic animals. Study of the cow, the horse,
and the tame rabbit.
2. Wild animals. Life of the gray rabbit, compar.
ing it with that of the tame rabbit.
I 50 cours E OF STUDY IN THE EIGHT GRADES
3. Clothing of the children, connected with the use,
and adaptability to use, of the coats of animals previ-
ously studied. Kinds and uses of clothing. Dangers
of scanty or wet clothing.
4. Goldfish. Uses of fins and tail in moving about.
How they eat. How they breathe.
5. Frost. As seen in its effects; e.g. painting of
the window-panes, breaking of pitchers and water-
pipes.
6. Birds. (a) Have a care for the winter birds.
Attract them to the school building by providing
meals in a certain spot every day. Hang Suet in
trees near by. -
(b) The latter part of the term look for the return
of the early spring birds. In northern Illinois they
are the robin, bluebird, blackbird, red-winged black-
bird, meadow-lark, and Song-sparrow.
7. Plan the school garden and get seeds of Lima
bean and nasturtium ready for planting in boxes in
the house early in the spring term.
8. Trees. (a) Watch for pussy-willows and silver-
maple blossoms. (5) Early in the term notice the
large buds of some tree, e.g. the buckeye or hickory.
See if any changes appear in these buds later in the
term.
HELPS
I. (a) The cow.
Cats and Dogs (James Johonnot).
ELEMENTARY SCIENCE I 5 I
Davenport, Leaflets on Agriculture in the School
News.
(b) The horse.
The Horse (Flower).
Modern Science Series.
Black Beauty (Sewell).
Cats and Dogs (James Johonnot).
Gray raóðit.
Wild Neighbors (Ernest Ingersoll).
Animal Memoirs, Part I (Dr. Lockwood).
Squirrels and Other Fur-Bearers (John Bur-
roughs).
Lobo, Rag, and Vixen (Ernest Thompson Seton).
Science Reader, Book 2 (Vincent T. Murché).
Four-footed Americans (Mabel Osgood Wright).
Clothing.
Science Reader, Book 5 (Vincent T. Murché).
Zoëlogy, 2 vols. (Colton).
4. Goldfish.
. Hozy to attract the 677'ds.
Everyday Birds (Bradford Torrey).
First Book of Birds (Olive Thorne Miller).
How to Attract the Birds (Neltje Blanchan).
Nature Study and Life (Hodge).
The Clerk of the Woods (Bradford Torrey).
Birds in the Bush (Bradford Torrey).
The Foot-path Way (Bradford Torrey).
Bird-dom (Leander Keyser).
In Bird Land (Leander Keyser).
I 52 cours E OF STUDY IN THE EIGHT GRADES
Home Studies in Nature (Mary Treat).
Bird Homes (Dugmore). Doubleday, Page, & Co.
6. School gardens. .
How to Make School Gardens (Hemenway).
Kindergarten Review, IO; 22.
Garden Making (Bailey).
7. In addition to the books already mentioned on
trees, see —
Little Wanderers (Margaret Morley), for study
of the pussy-willow, and
Talks Afield (L. H. Bailey).
Ten New England Blossoms (Clarence Moores
Weed).
Seed Travellers (Clarence Moores Weed).
Study of Trees in Winter (Hutchinson).
Flower and Fruit (Jane H. Newell).
Lessons with Plants (L. H. Bailey).
Our Native Shrubs (Keeler).
SPRING TERM. — FIRST GRADE
I. Birds. (a) Watch for the newcomers. There
will be many of them. Learn their names before
they come, if possible, as suggested before. Notice
what the birds are doing, and make daily reports if
there is anything of interest to tell. Hold closely
to actual observations.
(5) Study in detail the robin and the red-headed
woodpecker.
ELEMENTARY SCIENCE I 53
2. Flowers. (a) Watch for the early spring flowers.
As they are brought in, press one of each and mount
on a large cardboard, giving its name and the date
when found.
(5) Study in detail the violet and (c) the spring
beauty.
3. Trees. (a) Watch the development of the buds
studied last term. Watch, also, the development of
the buds of the apple and peach to complete the
study of these fruits begun in the fall.
(b) Notice what trees are first in leaf and identify
trees by their green leaves.
(c) Gather seeds of silver maple, elms, willows,
cottonwood, and poplars, – any or all of these, – and
complete the tree charts begun in the fall.
(d) Plant seeds of each in the school garden and
watch their growth.
(e) Watch and care for the seedling apple and
peach trees.
4. Germination of seeds. Early in the term plant
in boxes in the schoolhouse seeds of Lima bean and
nasturtium. Watch and describe developments. This
will complete the study of these plants which was
begun in the fall.
5. Plant in the school garden Lima beans and
nasturtiums for fall study of the entering classes.
Watch their growth and give them good care, water-
ing, if necessary, and keeping free from weeds.
Raise enough beans so that the children may store
I 54 courSE OF STUDY IN THE EIGHT GRADES :
up a quantity of the ripe seeds to send out at Thanks-
giving time to those who are in need. The nastur-
tium blossoms may be sent to sick rooms or to
children's hospitals, and may be used also to decorate
the schoolrooms.
HELPS IN SPRING STUDY
I. (a) How to identify the birds.
Bird Neighbors (Neltje Blanchan).
Birds that Hunt and are Hunted (Blanchan).
Bird-dom (Leander Keyser).
Bird Life (Frank M. Chapman).
Handbook of Birds (Chapman).
The Common Land Birds of New England (Wil-
Cox). -
Wild Birds in City Park (Walter).
(b) Robin.
Animal Memoirs, Part II (Dr. Lockwood).
Birds and Poets (John Burroughs).
Upon the Tree-tops (Olive Thorne Miller).
Birds through an Opera Glass (Florence Mer-
riam).
Lessons in Science (McMurry).
(c) Red-headed woodpecker.
The Woodpeckers (Eckstorm).
Animal Memoirs, Part II (Dr. Lockwood).
Nestlings of Forest and Marsh (Irene Grovenor
Wheelock).
Lessons in Nature Study (Mrs. Lida McMurry).
ELEMENTARY SCIENCE I 55
2. (a) How to identify the flowers—see books sug-
gested for flower study.
(b) The violet, see —
Lessons in Nature Study (McMurry).
Flowers, Fruits, and Leaves (Sir John Lub-
bock).
Familiar Flowers of Field and Garden (F. Schuy-
ler Mathews).
Ten New England Blossoms (Clarence Moores
Weed).
Flower and Fruit (Jane H. Newell).
(c) The spring beauty, see —
Lessons in Nature Study (McMurry).
Ten New England Blossoms (Clarence Moores
Weed).
How to Study Plants (Alphonse Wood).
Flower and Fruit (Jane H. Newell).
3. (a) For study of buds, see —
Lessons with Plants (L. H. Bailey).
Bailey's Botany.
Outlines of Lessons in Botany (Jane H. Newell).
Lessons in Nature Study (McMurry).
The Clerk of the Woods (Bradford Torrey).
(à and c) See books on study of trees suggested
for fall study.
4. For germination of seeds, see —
Outlines of Lessons in Botany (Jane H. Newell).
Concerning a Few Common Plants (Goodale).
Atkinson's Botany.
I 56 COURSE OF STUDY IN THE EIGHT GRADES
Seed Babies (Margaret Morley).
Lessons with Plants (L. H. Bailey).
From Seed to Leaf (Jane H. Newell).
Lessons in Botany (Gray).
FALL TERM. — SECOND GRADE
1. (a) Review and continue the study of birds
begun a year ago, learning the names and habits of
additional birds.
(b) The common crow. -
2. (a) Review the names and characteristics of the
fall flowers learned a year ago. Add to the list many
others.
(5) Study the pumpkin flower and fruit.
(c) Study the melon by comparison with the pump-
kin.
(d) Study the sweet pea by comparison with the
Lima bean.
(e) By comparison with the pea and bean study the
red, white, and sweet clovers.
(f) Study in detail the wild black mustard. Later
compare the hedge mustard and cresses with it.
(g) Study the sunflower as a type of the composites
so common at this time of year.
(h) Compare other composite flowers, as the asters
and daisy fleabane, with it.
(i) Study in detail the morning-glory.
(7) Save seeds of pumpkin, morning-glory, Sweet
pea, and sunflower for spring planting.
ELEMENTARY SCIENCE I 57
3. Trees. (a) Review the trees with their names as
autumn leaves are gathered and learn the names of
the other trees.
(5) When the leaves are off the trees learn to
recognize the different trees by their buds, by their
outline, and by their bark. Let this study include
the cherry and pear.
(c) Gather acorns of the different kinds of oak
growing in the vicinity and plant in the school garden
where they will not be disturbed in the spring. Mark
plainly the portion of ground occupied by each variety.
Make a plat of the tree bed, also, for reference in the
Spring.
(d) Winter study of the Austrian pine.
(e) Other evergreen trees by comparison with the
pine. Study just before Christmas.
(f) Continue to care for apple and plum seedlings.
4. Fruits. Detailed study of the grape. Make
cuttings of the vine and plant in the tree garden.
Plant seeds also.
5. Butterflies. (a) Detailed study of the “cabbage-
worm " and milkweed caterpillar early in the term.
Find eggs of the butterflies, if possible, and watch
their development through the larva and chrysalid
state. If the eggs cannot be procured, the caterpil-
lars may be found. Collect and feed. Study the
butterflies.
(b) Collect other caterpillars and feed. Notice
how they feed and how they make their cradles or
I 58 course OF STUDY IN THE EIGHT GRADES
change into chrysalids. Supply dirt, leaves, and
twigs.
(c) Collect cocoons and keep through the winter in
the schoolroom.
6. Dissemination of seeds. Notice two different
ways of getting out into the world : (a) by flying,
using wings, or a parachute; (5) by stealing rides on
clothing or on the coats of animals.
7. Bulbs. Plant bulbs of crocus and tulips out of
doors.
By the first of October put Chinese lily bulbs into
glass dishes of water and plant the paper— white nar-
cissus in pots for fall blossoms. Prepare proper soil.
At intervals of two weeks or more plant a new
supply of each.
8. Make calendars in book form in which records
of the dark and sunny days are kept in colored
crayons. The directions of the cold winds, the
warmer winds, and the winds that bring the snow
are indicated by arrows pointing in the direction
from which the wind comes.
9. Winter study of other evergreen trees.
IO. Make in water-colors a picture of the land-
scape as it appears at the beginning of each month.
HELPS FOR FALL TERM
I. (a) See books suggested for the bird study of
the previous year.
(b) The crow.
ELEMENTARY SCIENCE I 59
Some Common Birds in their Relation to Agri-
culture. Hawks and Owls from the Stand-
point of a Farmer. The Common Crow. All
published by the United States Department
of Agriculture.
Animal Memoirs, Part II (Dr. Lockwood).
Upon the Tree-tops (Olive Thorne Miller).
Birds through an Opera Glass (Florence
Merriam).
Winter Sunshine (John Burroughs).
Little Brothers of the Air (Olive Thorne
Miller).
The Play of Animals (Karl Groos).
Bits of Bird Life (Youth's Companion, Supple-
mentary Reading No. 7).
2. For study of fall flowers see books recommended
for first grade.
For helps in the study of the sweet pea, see —
Life Story of the Sweet Pea, in First Studies
in Plant Life (George Francis Atkinson).
For study of the clovers, see —
Lessons with Plants (L. H. Bailey).
Chapters in Modern Botany (Patrick Geddes).
For study of the morning-glory, see —
Flowers and their Friends (Margaret Morley).
3. Trees. (a) See the names of books on study of
trees given in first grade.
Nut-planting, see —
Nature Study and Life (Hodge).
I6O COURSE OF STUDY IN THE EIGHT GRADES
Nut Culture in the United States, United States
Department of Agriculture.
The Forest Nursery, Bulletin No. 29, United
States Department of Agriculture (Bureau of
Forestry).
4. The grape.
Nature Study and Life (Hodge).
Government Bulletin on the Grape.
5. Miłęzweed &zetterſ').
Among the Moths and Butterflies (Julia P.
Ballard).
Life Histories of American Insects (Clarence
Moores Weed).
The Butterfly Book (Dr. W. J. Holland).
Practical Zoology (Buel P. Colton).
The Milkweed Butterfly (Samuel H. Scudder).
Everyday Butterflies (Samuel H. Scudder).
6. Cabbage butterfly. t
Among the Moths and Butterflies (Julia P.
Ballard).
Needham's Elementary Lessons in Zoëlogy.
The Butterfly Book (Dr. W. J. Holland).
Stories of Insect Life (Clarence Moores Weed).
Everyday Butterflies (Samuel H. Scudder).
7. Dissemination of seeds.
Little Wanderers (Margaret Morley).
Fertilization of Plants (Sir John Lubbock).
Seed Travellers (Clarence Moores Weed).
Seed Dispersal (W. J. Beal).
ELEMENTARY SCIENCE I6I
Glimpses of the Plant World (Bergen).
First Studies in Plant Life (George Francis
Atkinson).
Plant Studies (Coulter).
A Reader in Botany (Jane H. Newell).
8. Baz/Ös.
The Winter Window Garden, in Country Life,
November, IQO3.
Flowers and their Friends (Margaret Morley).
How to Study Plants (Alphonse Wood).
9. Study of Austrian pine, see –
Lessons in Nature Study (Mrs. Lida McMurry).
WINTER TERM. — SECOND GRADE
I. Birds. (a) What birds remain all winter 2 (In
northern Illinois we have the English sparrow, blue
jay, crow, prairie horned lark, screech owl, brown
creeper, downy and hairy woodpeckers, junco, and
chickadee.) What do they feed upon in the
winter
(5) As in the first grade, attract the winter birds
to the school building and the homes of the pupils
by furnishing a tempting bill of fare.
(c) Study in detail the hen.
(d) Study the English sparrow.
(e) Note the time of the return of the birds from
the South. Keep a record in a note-book which the
children prepare especially for the purpose.
2. (a) Search the woods for the March flowers.
VOL. I — M.
162 COURSE OF STUDY IN THE EIGHT GRADES
In northern Illinois the following may sometimes
be found: (a) hepatica, (b) spring beauty, and (c) a
few dandelions. Often other varieties are to be
found.
(b) Study the crocus in March.
3. Trees and vines and bushes. (a) In March
watch the development of the (i) lilac buds, also
buds of (ii) the American elm, and (iii) box elder.
(b) Watch the cherry and the pear buds to see if
any changes occur.
(c) Notice occasionally the buds of the grapevine
to see if they are swelling.
4. Study of stones and pebbles.
5. Make a picture of the landscape in water-colors
at the beginning of each month.
6. Good health. To what due 2 (a) Fresh air and
exercise. Breathing.
(b) Care of the skin. Why keep clean 2
(c) Care of the teeth. Why?
(d) Care of the finger-nails. Why?
(e) Sleep. When How long
(f) Getting the feet wet. Wet clothing and the
danger.
tº HELPS
I. Birds.
(a) See books suggested for first year's work.
(b) Food of Birds.
Seed Travellers (Clarence Moores Weed).
How to Attract the Birds (Neltje Blanchan).
ELEMENTARY SCIENCE I63
Nature Study and Life (Hodge).
(c) The hen.
Domesticated Animals (N. S. Shaler).
Animal Memoirs, Part II (Dr. Lockwood).
(d) English sparrows.
Lives of the Hunted (Ernest Thompson Seton).
Birds' Ways (Olive Thorne Miller).
Nature Study and Life (Hodge).
(e) Spring migration. See books suggested the
previous year.
For study of buds see books suggested the
previous year.
2. Stones and pebbles.
First Lessons in Geology (N. S. Shaler).
Town Geology (Charles Kingsley).
How to Read a Pebble (Fred L. Charles).
SPRING TERM. — SECOND GRADE
I. Birds. (a) Continue to note the arrival of the
common summer residents.
(b) Watch for the warblers and other birds that
pass through on their way North.
(c) Make a record in the Bird Note-book of the
time at which each appears.
(d) Make a careful study of the robin.
(e) Study the nesting habits of other songsters.
(f) Study the red-headed woodpecker.
2. Flowers. (a) Each child make a collection of
Spring flowers, pressing and mounting in a book,
I64 cours E OF STUDY IN THE EIGHT GRADES
and writing beside each flower the name and date
on which it was found. Take care not to waste
the flowers.
(b) Study the tulip.
(c) Follow one dandelion blossom from the time it
first appears above ground through the ripening of
the seed. Pupils keep a written record of what they
discover.
(d) Study the hepatica.
(e) Study the wild rose.
3. Trees and vines. (a) Follow the growth of the
seedlings from the acorns and nuts planted in the fall.
Keep the nut bed clean and transplant the seedlings
when necessary.
(b) Spring study of the Austrian pines and other
evergreen trees.
(c) Follow the blossoms of the cherry buds into
ripened fruit and the pear buds into fruit.
(d) Follow the buds of the American elm, box
elder, and lilac into leaf and through blossom.
(e) Follow the buds of the grape until the fruit is
well set.
(f) Care for the grape cuttings.
4. Seed planting. Plant in the school garden seeds
of (a) sweet pea, (b) morning-glory, (c) sunflower, and
(d) pumpkin. Watch and describe the development
in each case. (e) Late in the term plant cherry pits
in the school garden.
5. Get frog or toad spawn and watch the changes.
ELEMENTARY SCIENCE I65
6. Make in water-colors the appearance of the
landscape the first of each month.
HELPS
I. (a) The warblers.
The Clerk of the Woods (Bradford Torrey).
(b) Robin.
Birds and Poets (John Burroughs).
Upon the Tree-tops (Olive Thorne Miller).
Birds through an Opera Glass (Florence Mer-
riam).
Animal Memoirs, Part II (Dr. Lockwood).
Nestlings of Forest and Marsh (Irene Grovenor
Wheelock).
Bits Of Bird Life (Youth's Companion, Supple-
mentary Reading No. 7).
The Clerk of the Woods (Bradford Torrey).
(c) Nesting habits.
Nestlings of Forest and Marsh (Irene Grovenor
Wheelock).
Bird Homes (Dugmore). Doubleday, Page,
& Co. -
Sharp Eyes (John Burroughs).
(d) Study the red-headed woodpecker.
The Woodpeckers (Eckstorm).
Bits of Bird Life (Youth's Companion, Supple-
mentary Reading No. 7).
Animal Memoirs, Part II (Dr. Lockwood).
I66 COURSE OF STUDY IN THE EIGHT GRADES
The Clerk of the Woods (Bradford Torrey).
Nestlings of Forest and Marsh (Irene Grovenor
Wheelock).
2, Flozwers.
(a) Tulip.
(ó) Dandelion.
Bailey's Lessons with Plants.
First Studies in Plant Life (George Francis
Atkinson). $
Flowers, Fruits, and Leaves (Sir John Lub-
bock).
Familiar Flowers of Field and Garden (F. Schuy-
ler Mathews).
Little Wanderers (Margaret Morley).
Little Travellers (Clarence Moores Weed).
(c) Hepatica.
How to Study Plants (Alphonse Wood).
Familiar Flowers of Field and Garden (F. Schuy-
ler Mathews).
(d) Wild rose, see —
Lessons in Science (Mrs. Lida McMurry).
Flowers and Ferns of United States (Thomas
Meehan).
2. Tree seed/ings.
Life Story of the Oak, in First Studies in
Plant Life (George Francis Atkinson).
4. Buds. See Helps for previous year.
5. Frogs and toads.
Nature Study and Life (Hodge).
ELEMENTARY SCIENCE 167
FALL TERM. — THIRD GRADE
I. Plants of the garden and yard (continuation of
spring studies). (a) The sunflower. Its powers
of growth during the summer. Where it is usually
found. Springs up in gardens where sunflowers
have grown the year before. Period of growth.
Study of the great heads, size, and arrangement of
parts. Use of seeds by birds. Number of seeds;
number of heads. Suggest comparison with other
composite flowers in the fall; other large annuals, as
corn plant, giant ragweed, mustard, etc.
(5) Dandelions in the fall. Tendency to spring up
and blossom during summer and fall till winter begins.
Due to wet weather, strong rootstock, and many buds
or Sprouting stems.
References.
How to Study Plants (Wood), pp. 143–147.
Handbook of Nature Study (Lange), pp. 50–57.
Plants and their Children (Dana).
(c) The pumpkin. Growth and extent of vines
during summer and fall. Number of blossoms and
pumpkins on a vine. Continuous growth and forma-
tion of new pumpkins till frost. Effects of frost.
Interior structure of pumpkin. Uses to man and
as feed for stock. Similarity to squashes and melons.
Origin of the pumpkin ; its use among Indians and
pioneers. In connection with this lesson, review the
I68 COURSE OF STUDY IN THE EIGHT GRADES
planting and germination of pumpkin seeds in the
Spring.
(d) The morning-glory. Growth of vines and how
they climb. Tendrils. Flowers, pods, and seeds.
Shutting and opening of blossoms. Visited by in-
sects. Effect of frosts upon the vine. Other climb-
ing plants cultivated about the house and garden, and
a brief comparison.
(e) Growth of seedling trees in the garden and
yard (continuation). Amount of growth in length
and size during the season. Differences in different
kinds of seedlings: oaks, elms, maples. Note the
natural springing up of different seedlings at differ-
ent seasons of the year. Take care of seedlings in
the garden for later transplanting.
(f) The grapevine (continuation). Growth of the
vine during the season. Tendrils and climbing habit.
Amount of growth. Care of cuttings. Ripening of
the fruit. Kinds of fruit. Care and cultivation of
the vines. Pruning. Preparation for winter. Com-
pare vine and fruit of the wild grapevine with the
cultivated varieties. Effects of cultivation.
References.
A Few Familiar Flowers (Morley).
How a Squash Plant Grows out of the Seed.
Cornell Teachers' Leaflets, No. 1.
The Practical Garden Book (Bailey).
2. The robins, bluebirds, and blackbirds in the fall
ELEMENTARY SCIENCE - 169
(review and continuation). Food and haunts in the
fall. To what extent are they seen in the fall 2
Where they spend the winters. Notice the collection
of great flocks of blackbirds in the fall in the groves
and corn-fields. Other birds in fields and hedges.
Observe the old nests and their construction.
References.
The Woodpeckers (Eckstorm).
Some Common Birds. Farmers' Bulletin, No. 54,
or First Book of Birds (Miller).
Birds of Village and Field (Merriam).
Birds of the United States (Apgar).
3. Trees of orchard and grove. (a) The apple
tree. Review of spring studies. The orchard; early
and late apples. Chief common kinds, size, appear-
ance, and quality. Wormy apples and reasons.
Failure of some trees to bear fruit though blossoming
freely. Reasons.
References.
Nature Study and Life, Chapter XI (Hodge).
The Nursery Book (Bailey).
(b) Austrian Pine. Amount of growth during the
the season. Buds. Keeping the leaves. Excursions
to the grove. Seedlings. Growth of the cones.
Collection of cones, buds, and needles. The ever-
green grove or forest. Kinds and age of trees.
Birds which nest and roost among the evergreens, as
I70 courSE OF STUDY IN THE EIGHT GRADES
crows, woodpeckers, etc. When the needles fall
Growth of new needles.
References.
First Book of Forestry (Roth).
Trees of Northern United States (Apgar).
Nursery Book (Bailey).
Evergreens, and How they Shed their Leaves.
Cornell Teachers' Leaflets, No. 13.
(a) The grasshopper or locust in the field. Life in
the meadow. Movement of grasshoppers. Their
food and organs. Powers of leaping and flying.
Young and old. Nymphs. Their moulting and growth.
Collection and feeding of specimens. The life history.
Depositing of eggs. Protective coloring. Enemies
that feed upon them. Chickens. Migrations of
grasshoppers. Their ravages. Other insects of the
meadows: crickets, katydids, the walking stick.
References.
Elementary Lessons in Zoëlogy. The Grass-
hopper, p. 48 (Needham).
Life Histories of American Insects, Chapters VII,
VIII, and IX (Weed).
Nature Study and Life (Hodge).
(b) Cockroaches. A pest in the house. Places in-
fested by them. How to get rid of them.
References.
Book of Bugs (Sutherland).
Domestic Science in Elementary Schools (Wilson).
ELEMENTARY SCIENCE 171
5. The kitchen. Garden vegetables brought into
the kitchen. The cleaning and preparation of vege-
tables for the table. What vegetables require no
cooking : lettuce, radishes, celery. Those requiring
cooking and why, as potatoes, beets, onions, parsnips,
beans, and peas. The effects of cooking on taste and
quality of foods.
References.
The Chemistry of Cookery (Williams).
Domestic Science in Elementary Schools (Wil-
son).
TheVegetable Garden. Farmers' Bulletin, No. 94.
6. The effects of cold and frost with approaching
winter. Changes in temperature measured by ther-
mometer. Effects on gardens and vegetation. The for-
est. Effects upon animals. Hairy covering. Changes
in clothing with approaching winter. The formation
of ice in a pail. In ponds and streams. Effects of
cold in the house. Heating. Uses of the thermom-
eter. Changes in position of the sun and length of day
with approaching winter. *
References.
Notes on the Frost. Farmers' Bulletin, No. 104.
WINTER TERM. — THIRD GRADE
1. Pet animals and birds. (a) Barnyard fowl in
winter. Warm chicken houses. Pet chickens and
ducks. Food : grain, waste from the table. Need of
I72 courSE OF STUDY IN THE EIGHT GRADES
sand and gravel. Watering the fowl. Danger from
extreme cold.
(b) Pet canary bird in cage. Care in providing
bird-food, water, warmth, perches, bathing-dish. Ob-
serve its motions, behavior toward friends and stran-
gers. Its fear of cats and the danger of cats. Its
Songs and speech. The parrot. Its food, talk, etc.
References.
Fowls, Care and Feeding. Farmers' Bulletin,
No. 4I.
Ducks and Geese. Farmers' Bulletin, No. 64.
2. House plants. Care of plants by the children.
(a) What house plants are kept in winter. Posi-
tion at windows or otherwise. Care of house plants:
heat, water, Soil, Sun. Geraniums and begonias.
Propagating. Visit to a hothouse. How warmed.
Native homes of hothouse plants. Insects infesting
plants and how to deal with them.
(b) Tropical fruits: Orange, lemon, and banana.
Trees in hothouses.
References.
The Practical Garden Book (Hunn and Bailey).
Garden Making (Bailey).
3. Uses of fire about the house. (a) Heating.
Effects as shown by thermometer. Kinds of fuel
used : wood, hard and soft coal, oil, gas. Other com-
bustible things. How fires are started. Matches.
Kindling. Dangers from fire.
ELEMENTARY SCIENCE I73
(b) Cooking. Several ways of cooking with fire:
boiling, roasting, broiling, baking, steaming.
(c) Laundry use.
(d) Uses of chimneys, stoves. Fireproof ma-
terials.
(e) Other uses of fire. In working metals. Black-
Smith. Tinner. Soldering. For engines and steam.
(f) Source of heat in the sun.
4. Foods and eating. (a) Variety of useful foods,
meats, fruits, vegetables, fish, etc. Most nourishing
foods and drinks. Hurtful foods and drinks. Unripe
and spoiled fruits. Bad habits in eating. Rapid
eating. Not chewing food. Intenperance in eating
and drinking. Use of the teeth. The care of the
teeth. Structure of the teeth. Neglect and injury
to the teeth. Advice of a dentist in regard to the
teeth. Excessive eating of candies and sweetmeats.
Poorly cooked foods. How cooking improves foods.
Good manners at the table. The decoration of the
table with flowers and fruits.
References.
Foods, Nutritive Value and Cost. Farmers’
Bulletin, No. 23.
Domestic Science in Elementary Schools (Wil-
Son).
5. Signs of returning spring. (a) Days growing
longer. Sun higher. Sunset points.
(b) Breaking up of ice; melting of snows; floods.
174 course OF STUDY IN THE EIGHT GRADES
(c) Returning of birds. Examples: robin, meadow-
lark, bluebird, Song-sparrow.
Early plants and flowers. Crocus, tulip, anemone,
hepatica (review).
Birds departing for the North, chickadee, snow-
birds, etc.
(d) Trees. Sap running, buds swelling. Willow.
(e) Animals coming from winter homes. Squirrels,
frogs, turtles, insects. -
(f) Changes in the appearance of the woods and
fields.
(g) Average temperature out of doors. Ther-
Imometer.
(h) Cloudy and rainy weather. Bad roads, mud.
(i) Grass on lawn and fields takes on a green tint.
(7) Cause of all these changes.
(4) Effects upon people. Preparation of farmers
and gardeners for spring work.
6. The window garden in March. Boxes and soil.
Germination of garden and flower seeds. Care of
growing plants. Transfer to school garden later.
References.
The Practical Garden Book (Hunn and Bailey).
Garden Making (Bailey).
Plants and their Children (Dana).
SPRING TERM. — THIRD GRADE
I. The garden. (a) The school garden. Prepa-
ration of the soil. Planting of beans, peas, corn,
àng potatoes; four-o'clock and aster.
ELEMENTARY SCIENCE I75
Careful cultivation. Weeds and grasses. Notice
effects of weather, storms, warm days, etc. Watch
growth of the plants. Continue study of these in fall.
(5) Encouragement of home gardens. Visit such
gardens and compare with school garden. The home
garden may be continued more easily through the
SUll]]. Iſleſ.
(c) Visit larger gardens and notice modes of culti-
vation, tools, results, etc.
(d) Special study of plants being raised in the
garden, as to seed, soil, cultivation, grubs and insects
injurious to plants. Caterpillar on parsnip and
parsley.
(e) The potato plant. Underground stem and
tubers. The blossom. The potato-beetle. Its harm,
and how to destroy it.
References.
Garden Making. Suggestions for utilizing Home
Grounds (Bailey).
The Practical Garden Book (Bailey).
The Soil (King).
2. Roadside and field plants. (a) Plantain, curly
dock, wild parsnip, dandelion, daisy fleabane, sweet
clover, and other rootstocks. Early spring plants
which are perennials. Excursions to find and dig up
these rootstocks. Rhubarb and horse-radish in gar-
dens. Study in class of the rootstocks. Where do
these plants flourish best ?
176 COURSE OF STUDY IN THE EIGHT GRADES
(5) Trace the growth of these plants during the
spring season to flower and fruit so far as possible.
(c) Contrast these plants with the annuals. Con-
tinue into the fall.
3. The orchard and bush fruits. (a) Peaches and
plum trees. Planting and raising of Seedlings. Buds
and blossoms. Frosts. Development of young fruit.
Visits of insects to flowers.
(b) Blackberry and raspberry. Propagation. Roots
and underground stems. Young shoots and old
stalks. Blossoming and fruit. Young plants, how
started. -
(c) Garden weeds. Milkweed. Underground stem.
Other weeds and their roots.
References.
Weeds and How to Kill Them. Farmers’ Bul-
letin, No. 28.
The Peach-tree Borer. Farmers' Bulletin, No. 8O.
The Nursery Book (Bailey).
Garden Making (Bailey).
4. Birds of the orchard and garden. (a) The
mourning dove; nest. The blue jay; habits, food.
The humming-bird; honeysuckle, trumpet-vine, col-
umbine. Wren, chickadee, bluebird, woodpecker.
Baltimore oriole; nest. The scarlet tanager. Yellow
warbler. Rose-breasted grosbeak.
(b) Making of bird-houses for different birds. Bird
enemies: Snakes, cats, and owls.
ELEMENTARY SCIENCE 177
(c) The insects — plant lice, caterpillars, borers—
and seeds and fruits devoured by the birds. Quarrels
among the birds.
References.
Animal Memoirs. Part II, Birds (Lockwood).
Everyday Birds (Torrey).
Some Common Birds. Farmers' Bulletin, No. 54.
The Birds and I. Cornell Teachers’ Leaflets,
No. IO (Bailey).
5. Shade trees. (a) The maple. Early buds, blos-
soms, winged seeds, and leaves. Flow of sap. Sugar-
making.
(5) The oak. Long-hanging catkins, small green
buds of pistillate flowers. Growth of the acorns.
Sprouting of old acorns in the soil. Leaves.
(c) The birch. Its peculiar bark. Catkins.
(d) Catalpa and honey locust. Blossoms and leaves
of special interest. Study the same trees again in
the fall.
References.
Familiar Trees and their Leaves (Mathews).
The Common Trees (Stokes).
Trees of the Northern United States (Apgar).
Guide to the Trees (Lounsberry).
6. The Zazym. (a) Making a lawn. Sowing grass
seed. Kinds of grasses. Blue grass. Clover.
(ó) Weeds. Dandelion, plantain, wild grasses, crab
grass, pigeon grass, ragweed, knotweed, chickweed.
VOL, I — N
178 COURSE OF STUDY IN THE EIGHT GRADES
(c) Watering the lawn. Plenty. The rain. The
earthworm.
(d) The mole. Burrowing. Food and habits of
the mole. Organs. Injury done by moles and means
of prevention.
(e) Shrubbery: lilac, snowball, Sumach, Syringa,
spirea, bridal-wreath, Japan quince, flowering almond,
honeysuckle.
(f) Birds frequenting the lawn. Robin searching
for earthworm and caterpillars. English sparrow.
Dandelion heads.
References.
Garden Making. Suggestions for Utilizing
Home Grounds (Bailey).
The Practical Garden Book (Bailey).
FALL TERM. — FOURTH GRADE
1. Continue plant studies of spring as follows: (a)
maple, oak, birch, catalpa.
(5) Fruit trees and blackberry.
(c) Roots of dock, dandelion, sweet-clover, etc.
(d) Garden vegetables.
References.
The Vegetable Garden. Farmers' Bulletin, No.
94.
Guide to the Trees (Lounsberry).
Stories of the Trees (Mrs. Dyson).
The Common Trees (Stokes)
ELEMENTARY SCIENCE I79
2. The corn plant (review previous studies). (a)
Full stalk of field corn for study. Visit garden and
corn-fields in September. The nodes and internodes
on the stalk. Arrangement and uses of blades. The
ear and its stalk. Arrangement of ears. Silk and
tassel. Roots and the cultivation of corn. Soils and
productiveness. The corn-worm ; chinch-bug. Ex-
periments in cultivating the corn plant. Rust and
the effects of weather. History of corn plant among
Indians and whites. Kinds of corn in common use.
(b) Grasses: timothy, blue grass. Resemblances
to COrn.
(c) Grains: wheat, oats, rye, barley.
References.
Corn Plants, their Uses and Ways (Sargent).
Principal Insect Enemies of Growing Wheat.
Farmers' Bulletin, No. 132.
Agriculture for Beginners (Burkett, Storms, and
Hill).
3. Weeds of garden and field. (a) Milkweed. Pods
and seeds. Seed dispersal.
(b) Butter print (velvetweed); flowering and seed.
Amarinth (pigweed).
(c) Cocklebur; vigor of the plant; seed produc-
tion. Lamb's-quarters.
(d) Ragweed and purslane.
(e) Fox-tail grass; quick (quack) grass.
(f ) Burdock; mullein in meadows and pastures.
I8O COURSE OF STUDY IN THE EIGHT GRADES
(g) Bindweed or wild morning-glory. Difficulties
in ridding fields of weeds because of abundance of
seeds, scattering and distribution of seeds, tough
hardy plants and roots.
(h) Birds as seed destroyers.
References.
Weeds and How to Kill Them. Farmers’
Bulletin, No. 28.
Nature's Garden (Blanchan).
The Children's Garden (Bailey). Cornell
Teachers' Leaflets.
Seed Dispersal (Beal).
4. Kinds of rocks. (a) Pebbles from the stream.
History of the pebble. The boulder.
(b) Limestone. Marble. Fossils. Coral. Sand-
stone. Rindstone. Stratified rock.
(c) Quartz. Granite. Igneous rocks. Lava.
Clays.
(d) Making of concrete walks.
(e) The decay of stones by weathering. Founda-
tions of buildings. Monuments. Experiments with
acids on stones. Formation of soils from rock decay.
Rich and poor soils.
(f) Collections of specimens and grouping.
References.
How to Read a Pebble (Charles).
Town Geology (Kingsley).
About Pebbles (Hyatt).
Common Minerals and Rocks (Crosby).
ELEMENTARY SCIENCE I8I
5. Common stars and constellations. (a) Big
dipper and north star. The stars as guides to sailors
and travellers.
(5) Orion, Cassiopeia. The dog star. Pleiades.
The apparent movement of the constellations at
night.
(c) The planets. Jupiter. Venus. Changing
position.
(d) The moon and its changes. Observation of
the cycle of four weeks.
(e) The changes of position of the constellations
with the seasons.
References.
Astronomy by Observation (Bowen).
The Story of the Stars (Chambers).
Unography. The Constellations Visible in the
United States (Young). -
Starland (Ball).
Familiar Talks on Astronomy (Parker).
6. The larger birds. (a) Owl, food, eyes, claws,
night habits. Relation to other birds and animals.
(b) Hawk. Kinds of hawks and their prey;
chicken hawks; fishhawks.
(c) The eagle. Its nesting places. Its power of
flight and strength. Food. The eagle as a national
emblem.
(d) The buzzard. A scavenger. Laws protect-
ing it.
I82 COURSE OF STUDY IN THE EIGHT GRADES
References.
Citizen Bird (Wright and Coues).
The First Book of Birds (Miller).
Neighbors with Wings and Fins (Johonnot).
Birds of the United States (Apgar).
7. Cleanliness in kitchen. (a) A model kitchen
and pantry. The chemistry of cleaning. Utensils.
Solvents of grease.
(b) Flies. Means of ridding the kitchen of them,
— screens, poison paper, etc. The breeding places.
Cleanliness in back yard. Danger of flies in dining
room and kitchen. Their feet as means of carrying
germs.
(c) The sink. Construction and how kept clean.
Soap, Sapolio. The trap and its uses. Disinfectants.
How used.
(d) The mould on bread and fruit.
(e) Soap. The uses of soap. The making of
soap. Its ingredients.
References.
The Chemistry of Cleaning and Cooking
(Richards and Elliott). -
Handbook of Household Science (Youmans).
Domestic Science in Elementary Schools
(Wilson).
WINTER TERM. — FOURTH GRADE
I. Common tools and inventions. (a) The crow-
bar. The lever and its uses.
ELEMENTARY SCIENCE 183
(5) The plane. Planing machines, machines for
planing wood and iron.
(c) The screw. The jack-screw, various uses.
Work bench.
(d) The wheel and axle. Axle grease and friction.
(e) Rope and pulley. Uses in barns and ware-
houses.
(f) The steel in edged tools. Grindstone. Ideas
involved in chest of tools. -
(g) The life preserver. Materials. Specific
gravity of water, wood, cork, etc.
(h) The derrick and its construction and use. Ob-
serve in quarries and shops.
(i) The turning lathe and its uses.
References.
Text-books in Physics.
Experimental Science (Hopkins).
2. Water in its various forms and uses. (a) Uses
of common water to plants, animals, and man.
(b) Steam and its nature. Uses. Steam for power,
cooking, heating, etc. Evaporation.
(c) Ice. Effects of freezing. Uses of ice. Snow,
sleet.
(d) Water as a solvent.
(e) Sources of pure drinking water. Causes of im-
purity and disease. Filtering; distilling.
(f) Mineral springs. Rivers. The ocean.
(g) Water vapor in the air. Rain, snow, etc.
I84 COURSE OF STUDY IN THE EIGHT GRADES
References.
Popular Readings in Science (Gall and Robert-
son).
On Forms of Water (Tyndall).
Municipal Engineering and Sanitation (Baker).
3. The skin and its uses to the body. (a) Structure
and parts of the skin. The pores. Perspiration.
(b) Keeping the pores open by exercise, by rubbing.
(c) Bathing. The office of the skin. Effects of
cold and hot bathing.
(d) Sudden changes. Colds and catarrhs.
References.
Our Bodies and How We Live (Blaisdell).
Graded Lessons in Hygiene (Krohn).
Text-books in Physiology and Hygiene.
4. The metals. (a) The common metals. Collect
specimens of metals and crude ores.
(b) Lead. Melting and moulding of lead. Its
various uses due to its qualities. Lead poisoning.
(c) Iron and its qualities. Reduction of ores.
Steel and its qualities. The simple magnet. Modes
of making steel.
(d) Gold and silver. Smelting of ores. Use of
quicksilver. Value of chemistry in the reduction of
OTCS.
(e) Copper. Tin and zinc.
(f) Aluminum. Its source from clay and uses.
ELEMENTARY SCIENCE I85
References.
Economic Geology of the United States (Tarr).
Text-book of Mineralogy (Dana).
5. Trees in winter. (a) Effects of cold upon trees.
Barren appearance. Frost in the fall, nipping and
shrivelling some leaves, as catalpa. Killing of the
long, tender shoots of the willow, box elder, and other
trees by cold. Killing of fruit trees and even forest
trees by extreme cold. The breaking of boughs by
sleet and snow. The uprooting of trees by storms.
(b) The buds in winter time. The buds wrapped
to protect against Sudden changes.
(c) Preparation of the buds in February and March
for coming spring. The Sap in trees in Spring.
References.
How Trees Look in Winter (Bailey). Cornell
Teachers' Leaflets, No. 12.
First Book of Forestry (Roth).
Hutchinson's Study of Trees in Winter.
6, Budding and grafting of fruit trees. (a) Study
of twigs to note yearly growth. Leaf buds. Apple,
pear, peach.
(5) Difference between seedlings and grafted or
budded fruits. The process of grafting and budding
as seen in a nursery.
(c) New varieties of fruit obtained from seedlings.
The development of choice varieties by selection and
cultivation.
186 COURSE OF STUDY IN THE EIGHT GRADES
References.
The Apple and How to Grow it. Farmers'
Bulletin, No. II.3.
Nature Study and Life (Hodge).
The Nursery Book (Bailey).
7. Temperance in eating and drinking. (a) Health-
ful foods and moderation in eating.
(b) Bad effects of alcoholic drinks.
(c) The uses of milk.
(d) Tea and coffee.
References.
Applied Physiology (Overton).
How to Keep Well (Blaisdell).
Physiology and Hygiene (Hutchinson).
SPRING TERM. — FOURTH GRADE
I. Wild spring flowers in the woods. (a) A cal-
endar of the spring flowers. Time and place of first
appearance.
(5) Spring beauty, water leaf violets, mandrake,
Solomon's seal, trillium, the ferns, wild geranium.
Dependence of forest plants on shade and protection
of trees.
(c) Transfer of plants to the school and home
garden. Soils suited to various plants. Flower gar-
den. Leaf mould and soil.
(d) Care against waste and destruction of wild
plants.
ELEMENTARY SCIENCE 187
References.
Nature Study by Months (Boyden).
2. Tree study in early spring (April). (a) Excur.
sions into the woods. Recognition of trees by size,
outline, framework, bark, and buds. Colors and
marking of stems. Size of buds on hickory, cotton-
wood, elm, maple, etc.
(b) Collection of specimens of buds, bark, and of
sections of wood.
(c) Drawings of framework and branching of
treeS.
References.
How Trees Look in Winter. Cornell Teachers’
Leaflets, No. 12.
Hutchinson's Study of Trees in Winter.
3. The fame duck and goose. (a) The duck pond.
Swimming and diving of the ducks. The uses of their
feet, bill, feathers, eyes. The waddling of ducks on
land. Food and care of ducks in winter. Nesting
places and hatching. Young ducks. Value of ducks
as poultry.
(b) The goose. Feeding in the meadows and in
water. Size and value of the eggs. Use of the
feathers. Compare with the duck. Compare with
the chicken.
References.
Ducks and Geese. Farmers' Bulletin, No. 64.
I88 COURSE OF STUDY IN THE EIGHT GRADES
4. Poisonous plants in the woods. (a) Kinds of
poisonous plants in the woods: poison ivy, poison
oak, poison hemlock, poison Sumach. The effect of
this poisoning upon the skin and mode of treatment.
(b) Mushroom. Difficulty of distinguishing be-
tween the edible and poisonous kinds.
(c) Choke-cherry, buckeye, wild parsnip.
(d) Nettles, smartweed.
References.
Thirty Poisonous Plants. Farmers' Bulletin,
No. 86.
Nature Study and Life (Hodge).
Mushrooms (Gibson).
5. The care of chickens in spring (by children). (a)
Observe and care for hens and chickens in spring-
time. Their enjoyment of the warm spring sun.
The dust bath. Crowing, cackling. Hunting for
worms and insects in the yard and in the fresh-
ploughed garden. The nesting and setting of hens.
Time needed for hatching. Hatching out of chicks.
The chicken-coop. Care and protection of the
mother hen for her chicks. Scratching for food.
Danger to chicks from rats, hawks, cats, etc. Feed-
ing the hen and young chicks. Water. Rainy
weather. Review of feet, bill, feathers, crop, giz-
zard, wings.
(5) The pigeons and the pigeon-house. Cooing.
Hatching and feeding of young. The food, flight,
and habits of pigeons.
ELEMENTARY SCIENCE I89
References.
Fowls: Care and Feeding. Farmers' Bulletin,
No. 4I.
Standard Varieties of Chickens. Farmers’
Bulletin, No. 5 I.
Squab Raising. Farmers' Bulletin, No. 177.
6. The meadow ſlowers. (a) The grasses: timo-
thy, blue grass. The blossom and seeds. Their
value to farmers and for lawns. The white and red
clover. Roots of clover and value to the soil. Bees
and honey in clover.
(b) The meadow rue, primrose, fleabane, meadow
lily, purple cone flower, buttercup, marsh marigold.
(c) Wild rose; study of the blossom ; compare with
cultivated roses.
References.
The Corn Plants: their Uses and Ways of Life
(Sargent).
Ten New England Blossoms (Weed).
7. A clean cellar. (a) The proper drainage of the
cellar and cellar walls. Cementing walls. Order-
liness.
(b) Cement floors. Washing and cleaning and
drainage of floors.
(c) Vegetable cellar. Decaying fruits and vege-
tables. *
(d) The laundry tubs and wash water.
(e) Ventilation and drying out of cellar at intervals.
190 COURSE OF STUDY IN THE EIGHT GRADES
(f) Dust, paper, rags, and rubbish. Ashes, coal-
dust.
(g) Rats and mice; traps.
(h) Whitewash and disinfectants. -
A full list of books for reference both by pupils
and teachers is given in the “Special Method in
Elementary Science.”
ARITHMETIC
IN the following course of study, on the basis of
previous discussions, in the “Special Method in Arith-
metic,” the controlling ideas in the selection and
arrangement of topics may be briefly stated thus : —
I. Regular number study is omitted from the first
school year, there being an incidental cultivation of
number ideas in connection with class and school
management and other studies and games.
2. Emphasis is placed upon illustrative devices
and measurement with standard units in the intro-
ductory treatment of all topics.
3. Oral work is made very prominent throughout
the whole course. -
4. The course of study is much simplified (a) by
the omission of obsolete topics and those not needed
in modern life; (5) by getting rid of over-difficult
and complicated problems in all subjects.
5. Constant and thorough reviews are aimed at,
and attention is called repeatedly to the inner con-
nection, the underlying continuity, based upon simi-
lar ideas and processes, in the leading topics of
arithmetic.
I9I
192 COURSE OF STUDY IN THE EIGHT GRADES
6. Clear and correct language and accurate writ,
ten forms of operation are steadily urged and pro-
vided for; but elaborate formal analyses are to
be avoided. The necessary simple definitions are
illustrated and memorized.
7. Many important topics of geography, science,
and history require arithmetical interpretation. The
regular quantitative study of these topics is included
in the course.
8. The natural overlapping of algebra and geome-
try upon arithmetic is recognized and made use of
only so far as it aids the arithmetical purpose.
9. Thorough mastery of the elementary processes
of arithmetic is the fundamental requirement, and
the application of these processes to the whole range
of knowledge as it gradually comes into view gives
the function of arithmetic in the entire school course.
FIRST GRADE. — INCIDENTAL NUMBER WORK
In our course of study we have made no provision
for regular number work in the first school year.
Our presumption is that it is better for children of
this age to gather number experience incidentally
from home and school employments. The regular
and systematic drill on number combinations in the
first year seems to us premature, and the time thus
spent can be better employed in widening a child's
experiences in nature and in human affairs. With
this accumulation of experiences, and with the
ARITHMIETIC I93
greater maturity, children may grapple with num-
ber more effectively the second year.
The recent widening of the activities of primary
children into nature study, school games, literature,
drawing, and constructive arts gives a much richer
number experience in the first year.
By incidental number work it is meant that where
quantitative relations are present, enough attention
shall be given to them to make the ideas clear.
This is desirable even from the standpoint of nature
study, of stories, and of constructive exercises, etc.
But this can be easily overdone. It is not our aim to
make construction or weather study merely a vehicle
for bringing out number relations. The idea is to let
number ideas grow naturally, and not to force them.
The following outline indicates a few of the in-
stances where number appears and can receive this
incidental attention : — -
I. The number of children in the school and in
different classes. The relative number of boys and
girls. The school enrolment and number in attend-
ance. Absences and tardiness.
2. Distributing and collecting materials for class
use, as pencils, books, pens, blotters. A monitor for
each row can report the number needed for use in
his row.
3. Numbering of children at the board or at
the seats. Number of seats in each row or of
places at the blackboard.
VOLe I — O
I94 COURSE OF STUDY IN THE EIGHT GRADES
4. Observe and read the paging of the primer
and first reader. Notice number symbols wher-
ever used in any of the studies.
5. In connection with weather study, note clear
and cloudy days with colored circles, and work out
the record for the week and month. Make a dia-
gram of the thermometer on the board and on
paper, and read the markings.
6. In making the clock face, reckon up the hours
and minutes. Number of days in the week and
month.
7. In the observation of plants and animals, num-
ber facts are often of interest, as the number of
seeds in pods or parts in flowers, of legs, wings,
and other organs in animals.
8. Measuring inches with the foot-rule in con-
structing seed boxes, play and doll houses, enve.
lopes, and in paper folding, cardboard work, etc.
9. Games which involve counting, such as ten-
pins, marbles, dominos, Card games, and any game
where a score is kept.
IO. Measuring the size of children, calculating
ages of children, years and months.
II. Children take pleasure in counting by I's, 2's,
IO's, and 5's, and occasionally attention should be
given it.
I2. There are many cases where the fractions,
halves, thirds, quarters, are used and may require
explanation and illustration.
ARITH METIC I95
I3. Even fables, fairy tales, and myths often bring
out number facts.
Professor N. D. Gilbert has worked out more
fully this idea under the head of Related Number
Work, upon which the above outline is largely
based. See catalogue of Northern Illinois State
Normal School, De Kalb, Illinois, pp. 58 and 59.
SECOND GRADE
I. Continuation of the incidental number work of
the first year, connected with schoolroom manage-
ment, nature study, manual construction, keeping
score in games, counting size and age of children,
distance of walks and journeys, garden making, and
mathematical games.
2. Complete study of the number space from I
to 20 by addition and subtraction. Counting by I’s,
by 2's, by IO's, and by 5’s to IOO.
Use common objects about school, home, and
neighborhood for counting, as window-panes, chairs,
orchard trees, etc. e
Notice close connection between 5's and IO's, also
between I's and IO's ; e.g. each pair of 5’s equals
OI) e IO.
The multiplication series should come later in the
year, after the additions have become familiar.
3. Build up the different series from I to Io
with inch cubes, and blocks of all lengths from I
to IO in. (parallelepipeds I in square at the ends)
I96 COURSE OF STUDY IN THE EIGHT GRADES
For example, work out the series based on the
number 6, thus : —
I + 5 = 6 4 + 2 = 6
2 + 4 = 6 5 + I = 6
3 + 3 = 6
Tear down the blocks, also giving the correspond-
ing subtraction series : —
6 — I = 5 6 – 4 = 2
6 — 2 = 4 6 — 5 =
6 – 3 = 3 6 – 6 = O
Form similar series with 3, 4, 5, 7, 8, and 9. The
individual additions and subtractions can be drilled
upon in irregular order after the series have been
formed and learned.
The blocks may be used also (the 2-in., the 3-in.,
etc.) in building by 2's, 3's, 4's, etc., thus leading up
to the multiplication table. For the full treatment
of the number 7, see chapter of Illustrative Lessons
in “Special Method in Arithmetic.”
4. In board work by teacher and pupils the num-
ber picture, the name, and the figure (symbol) should
be written in the same line, as follows, so as to show
the “one-to-one correspondence ’’ of these forms of
expression; e.g. . . ., five, 5. . . ., nine, 9.

ARITHMETIC 197
The number pictures may also be used at first by
the children in writing at the board;
© tº © to cº e º © ſº
as, . . -- : * = . . . 2, ... • – = ... ", etc.
These exercises give good seat and board work for
a short time. Squares, lines, and circles can be used
also for number pictures.
With splints or toothpicks let the children lay out
the simple geometric forms, as triangles, squares, and
rectangles. Also cut out these forms from paper or
cardboard and notice the number and relation of
sides. Count the faces of cubes and blocks and base
simple problems upon the counting of faces, edges,
and corners.
5. Make use of the standard units of compound
numbers; as pint, quart, gallon, for measuring liquids;
foot and yard measurements to twenty feet; dime,
cent, and dollar, for measuring values.
Use simple fractions in working with these units;
as, # (pint and quart), # (quart and gallon), (foot
and yard), #5 (cent and dime).
Study of the clock face, and counting by 5's, Io's,
I5's, and 30's.
6. Write and use the Arabic figures as they are
needed in expressing operations at the board or on
paper. Use the signs +, −, = , X, and -- as clear
occasion for their use arises.
Learn the Roman numerals to XII, so as to read
the time on the clock face.
7. As the mind puts number relations into objects
198 COURSE OF STUDY IN THE EIGHT GRADES
in preference to drawing them from objects, the
abstract conception of number develops gradually.
In second grade, after the preliminary object work
and measurements have laid the basis for clear
number ideas, there can be much quick Oral work
in adding and subtracting of pure numbers, as
3 + 4 = ? But whenever the number relations seem
blurred, there should be a quick and constant resort
to illustrative materials.
8. Every primary school should be well equipped
with mathematical apparatus, such as the standard
units of liquid and dry measure, quart, pint, and
gallon, peck and bushel; also the foot and
yardstick, simple scales, clock face, splints or
toothpicks, abacus, measured blocks (a full set
of IOO cubic inches, ten blocks of each length,
2 in., 3 in., 4 in., 5 in., 6 in., 7 in., 8 in., 9 in.,
and IO in.), real or imitation money, good black-
boards.
These artificial units are not designed to take
the place of other familiar objects, nor is it at
all desirable to overload the children with a multi-
plicity of such materials. But different materials
are used for different purposes and there should
be a sufficient variety of constructive measurements
so as to meet the requirements of early number
work. The standard measures are the best units of
neaSurement.
ARITIIMETIC I99
ADDITIONAL EXPLANATORY REMARKS
I. In both first and second grade children should
be allowed full physical activity in measuring with
standard units.
Let them also step off distances, play counting
games, build with measured blocks, make number
pictures at the board or on paper, measure for paper
folding and cutting, and write out short statements
with figures and symbols.
The abacus or number frame and the splints should
be handled by the children.
The purpose of all this is to see that children by
the aid of sense perception and motor activity image
clearly the objects and groups whose measurements
Suggest number relations. -
2. Let correct language be used in describing
number operations. Extreme formality in language
should give way to brevity and accuracy in describ-
ing what is already clearly grasped. Over-formality
not only gives an unnecessary mental strain but also
cultivates a memory of words and phrases that often
deceives with an appearance of knowledge.
3. In early number work there should be an em-
phasis of counting and of addition and subtraction
series formed by counting.
The addition and subtraction should precede by
some interval the multiplication and division series.
Let the notions of multiplication and division grow
2OO COURSE OF STUDY IN THE EIGHT GRADES
and ripen gradually. It is easy to carry the memory
process beyond the ideas of the children.
THIRD GRADE
I. Complete review and mastery of the number
space from I to 20, including multiplication and
division.
In treating numbers from I to 20, form addition
and subtraction series as follows: —
7 7 7 7 7 7 7 and other similar
4 5 6 7 8 9 IO additions.
II I2 I3 I4 I 5 I6 I7
I8 I3 I2 and similar
8 8 8 8 8 8 8 subtractions.
IO 9 8 7 6 5 4
Follow these with drills in broken series and
mixed combinations. g
2. Count to IOO by 2's, 4's, 8's, by 3's, 6's, 9's,
and by 7's. Notice the similarity of corresponding
series, as 2'S, 4's, and 8's ; 3's, 6's, and 9’s.
2's, 2, 4, 6, 8, Io, I2, I4, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40
4's, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
8’s, 8, I6, 24, 32, 4O
3's, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54
6's, 6, I2, I8, 24, 3O, 36, 42, 48, 54
9's, 9, I8, 27, 36, 45, 54
ARITHMETIC 2OI
See complete treatment of 2's and 4's in the chap-
ter of Illustrative Lessons in “Special Method in
Arithmetic.”
Follow these series with the multiplication tables
in the same easy order, 5's, 2'S, 4's, 8's, 3's, 6's, 9's,
and 7's. Then break up the multiplication tables
and drill in irregular order.
At first and where necessary illustrate with abacus
and splints.
3. In the number space between I and IOO form
such series as the following : —
8 18 28 38 48 58 68 78 88 98
4 4 4 4 4. 4 4 4
4 I4 24 34 44 54 64 74 84 94
Form similar addition series.
Drill upon many such addition and subtraction
series.
4. Teach and illustrate the decimal scale by the
use of splints or toothpicks, forming bundles of IO's,
IOO's, bound with rubber bands. See chapter of
Illustrative Lessons in “Special Method in Arith-
metic ’’ for a full treatment of the decimal scale.
Illustrate addition and subtraction of three-place
numbers by breaking up these bundles. Also multi-
plication and division. The abacus or number frame
may also assist to explain the decimal scale. Pen-
nies, dimes, and dollars will also help to illustrate
2O2 COURSE OF STUDY IN THE EIGHT GRADES
the same and give an easy transition to the larger
numbers.
5. Train children in reading and writing numbers
in units’ and thousands' period, as 425,048, and
6O7,040, etc. Require carefulness in the use
of correct language and neatness in board and
paper work, making figures large and plain.
See that children image the numbers clearly
before writing, and memorize the number of each
order.
6. Compound Numbers.
Review and use the standard units of the second
year. Introduce the pound, ounce, and ton (small
scales); quart and peck of dry measure (keep
these measures at hand); minute, hour, day, and
month (clock face and calendar); square inch, square
foot, acre, and square mile. Measure often with
available standard units. Measure and work out
the areas of rectangles, rooms, plots of ground, city
lots, gardens. Use the foot-rule marked with inches.
Get the fractional parts of the foot, as , , #, #, #,
#, etc.
7. Teach addition and subtraction of two- and
three-place numbers. First, illustrate with concrete
examples. After preliminary illustrative work, use
the following for drill exercises : —
(a) Addition: 634 375 Subtraction: 794 937
225 423 462 624
ARITHMETIC 263
(b) Addition: 537 928 Subtraction : 637 829
264 469 486 764
gºsºmºsºms
8. Give daily short oral drills to secure accuracy
and speed in addition, subtraction, multiplication, and
division. Do not be too quick, but allow slower chil-
dren time to think.
9. In written exercises for board and seat work
be strictly accurate in the use of signs of opera-
tion, e.g. 6 + 4 × 3 = I 8, not 3O ; 8 – 3 × 2 = 2, not
IO. Errors at this point are very common, both with
teachers and pupils.
IO. Use the text-book for drill exercises in abstract
number work in addition, subtraction, multiplication,
and division, at the seat and at the blackboard.
II. The home geography of this year gives great
variety of topics for applied number measurements,
etc., e.g. house building, in measuring basement exca-
vations, rooms, quantities of shingles, boards, brick,
stone, sand, nails, paint, etc.
The Garden. — Measuring of spaces, planting of
vegetables, yield per acre, price of vegetables, fruit,
grain, corn, hay, etc.
The Dairy. — Butter, cheese, milk, cost of keep-
ing horses and cows.
Mocal Map-making. — Familiar distances measured,
making a map to a scale with foot-rule.
Bakery. — Bread and cakes. Cost of flour per
2O4 courSE OF STUDY IN THE EIGHT GRADES
barrel, number of loaves per barrel, and price.
Measurements in Cooking; size and capacity of
baker's oven.
Height of hills, towers, steeples, public buildings,
cost of the same.
Transportation. — Drays, wagons and their ca-
pacity, wood, coal, lumber, stone, and sand hauled in
wagons. Capacity of cars and boats in tons, cattle,
hogs, sheep, etc.
Grocery Store. — Selling price of vegetables, canned
fruits, sugar, coffee, etc. The family account at the
grocery store furnishes a variety of good problems.
See chapter of Illustrative Lessons.
Factories, local shops, and industries offer many
excellent practical problems, which throw light upon
these occupations.
I2. The Science Lessons.
Reading of thermometer, the sun-dial; length of
day and night, variations in the seasons. Seed pro-
duction in pods; age and size of annuals, perennials,
and trees. Regular number of certain parts and
organs in plants and animals, as petals, leaves, legs,
feathers, fins, etc.
I 3. AWumzóer Games.
Tenpins, marbles, dominos, card games, arith-
metical games, counting-out games. The score at
tennis, baseball, golf, and other games.
Distances run or jumped in field-day sports.
Races and speed.
ARITH METIC 2O5
FOURTH GRADE
I. Review of multiplication tables, also addition
and subtraction tables by frequent oral drills.
2. Multiplication of two-place numbers by one-
place numbers.
(a) 43 23 22
2 3 4
86 69 88
(b) 56 24. 76
3 5 8
*-i-º-º:
*-*.
168 I 20 6O8
Multiplication with larger numbers.
25 67 96 428
32 32 87 623
so 134 672 I284
75 2O I 768 856
8OO 2I44 8352 2568
266,644
Review the decimal scale and illustrate, if neces-
sary, with fuller analytic treatment of the process;
e.g. 32 × 25 = 2 × 25 + 3O × 25 = 50 + 750 = 80O.
3. Compound AVumbers.
Table of linear measure (use yardstick and tape
line in frequent measurements).
Table of avoirdupois weight (examine and test
larger scales).
2O6 COURSE OF STUDY IN THE EIGHT GRADES
Table of liquid measure (barrel, cask, hogshead).
Table of square measure (measuring and reckon-
ing of areas of fields, surfaces, yards, etc.).
Dry measure (measurement of apples, potatoes,
etc.). (Now often measured by weight.)
Table of United States money (reading and
writing).
A brief historical study of the origin and use of
the standard units, as yard, pound, gallon, and
dollar, is instructive (see cyclopædias).
4. Short Division.
(a) 3)9 2)14 5)2O. 6)18
3 7 4 3
(5) 4)I9 5)18 9)I6 6)32
4–3 3 — 3 I —7 5 — 2
(c) 2)64 3)96 4)84 5)IO50
32 32 2 I 2 IO
(d) 5)95. 4)76 6)72 8)96.
I9 I9 I 2 I 2
(e) 4)824 5)725 8)744 7)686
2O6 I45 93 98
5. Fractions.
Simple fractions expressing the relation of stand-
ard units, as inch to foot, ounce to pound, pounds
to ton.
By paper folding show that § = }, + = 3, # = },
# = #, etc. Show by paper folding that § and #
can be changed to twelfths and added.
ARITH METIC 2O7
Explain the reduction of fractions to lower terms
and vice versa.
In United States money notice the fractional
parts of one dollar, as %, 3, #, 3%, #, #, #, #.
16 = } of what? 750 = } of what? 96 = } of
what 2
6. Reading and writing of numbers to I, OOO,OOO,-
OOO. Learn well the periods and orders.
Image clearly the numbers before writing. Give
vigorous class drills at the board in writing numbers.
7. Zong Division.
(a) Show the transition from short division to
long division, e.g. : —
65 I6446
5)325 4)65784
30 4
25 25
24
17
I6
ºrg
I6
24
24
(5) Long division by 12, 13, 14, 15, etc., to 20.
(c) Division by two- and three-place numbers.
By 30, 40, 50, 60, 70, 31, 4 I, 39, 49;
by 36, 73, 86, 94, 324, 860, 940, etc.
2O8 COURSE OF STUDY IN THE EIGHT GRADES
See chapter on Method in Intermediate Grades, in
“Special Method in Arithmetic,” for a fuller treat-
ment of long division.
Discriminate between measurement and partition;
e.g. How many yards in 630 ft. 2 What is # of
$250 2 Show that in measurement the divisor and
dividend are of the same denomination, but in parti-
tion the divisor is abstract. Work out many illustra-
tions of the same.
8. Provide IOO or more inch cubes. Build up
cubes and rectangular solids, and let the children
work out mentally the solid contents and the
superficial areas.
9. Daily oral work in the review of tables,
changing to higher or lower units of compound
numbers. Addition and subtraction of simple frac-
tions by changing to a common denominator.
IO. Teach the meaning and use of minuend, sub-
trahend, multiplicand, multiplier, product, dividend,
quotient. Make definitions simple.
II. Avoid common errors, such as : —
$1.5 + 5 = $3. 25 ft. × 3 ft. = 75 sq. ft.
Multiplying the length by the breadth does not
give the area. Multiplying together length, breadth,
and height does not give the solid contents. Give
the correct analysis of these processes; e.g. if a
floor is 16 ft. long by I4 ft. wide, how many square
feet in it 2
If the floor were 16 ft. long and 1 ft. wide, it
ARITHMETIC 209
would evidently contain I6 sq. ft., but since it is
I6 ft. long and I4 ft. wide, it contains I4 rows of such
square feet, or I4 × 16 sq. ft., which equal 224
sq. ft.
12. Processes applied to other studies and to
practical affairs.
(a) Continuation of Home Geography Topics.
Cost per mile of good country roads; cost of local
waterworks and running expense; the heating of
homes and Schoolhouses, expenses for furnaces, coal,
wood, janitor or engineer.
The outlay in running a local mill or factory, for
machinery, wages, insurance, repairs, raw materials,
and losses.
Population of the town; school population; num-
ber of voters. Population of city and country com-
pared for the county.
Length of chief railroad lines within the state.
Time and rate of speed for passenger trains. Cost
of tickets for certain distances, between cities.
Trip around the world on the home parallel, mark-
ing and comparing distances.
Capital needed in sinking a coal shaft and for
machinery and labor in operating a coal mine.
Other similar topics in geography.
(5) Elementary Science.
Quantity of weed seeds destroyed by birds.
Distance to the sun and moon and size of
each.
VOL. I — P
2 IO COURSE OF STUDY IN THE EIGHT GRADES
Diameter and circumference of the earth.
Power gained by the crowbar, pulley, and rope.
Power of engines, windmills, and water-wheels.
Comparative weight and value of different metals.
Amount of money wasted in alcoholic drinks and
tobacco.
The age of plants and trees.
(c) History.
Length of chief periods in American history.
Chief periods of the world’s history; time before
and since the birth of Christ. Important dates.
Age of cities and buildings; monuments.
Age of the oldest citizens; oldest houses in the
town. Centennial and other celebrations.
THE HANDBOOK
THE following Handbook was worked out from
the experiences met in the Practice Department of a
Normal School. It still retains some of the peculi-
arities of that environment.
It is inserted here at the close of the course of
study because it may be convenient for principals
and supervisors to have in the hands of all teachers a
brief summary of leading points, both theoretical and
practical. These points are daily arising in the
school, and may be discussed in teachers’ meetings
in connection with other problems of the school
COUITSC.
A HANDBOOK OF PRACTICAL SUGGESTIONS FOR
SCHOOLROOM WORK
DISCIPLINE
I. Few and quiet signals are indicative of strength
in discipline.
2. Cultivate firmness and decision with gentleness.
3. Do not forget and neglect your own require-
mentS. -
4. In cases of difficult management take counsel
with the principal, but control the room yourself.
2II
2 I 2 COURSE OF STUDY IN THE EIGHT GRADES
5. Competing with children in smartness is un-
worthy of a teacher.
6. Be not suspicious and hasty in attributing fault
to a child.
7. Assume full responsibility for the class in all
respects. Depend on the critic teacher or principal
only for outside advice.
8. In exercising discipline use the direct appeal
to the principal very seldom. Employ your own tact
and invention to meet the emergency. Children
respect a teacher who relies on himself.
9. Self-reliance can be strengthened by prepara-
tion, will effort, and experience.
IO. Be fair-minded and just.
II. Secure the respect of children by honest
dealing.
12. Keeping children after school to learn lessons
as a means of punishment is poor policy. But let
them do their tasks.
I3. Have pupils pass through the halls quietly,
promptly, and in line.
I4. Use your eyes. See what is going on in the
TOOII].
I5. Avoid scolding and censuring in the class and
before the school. In general reprove privately and
make it effective.
16. Do not worry over little noises and disturb-
ances if the children are working heartily.
THE HANDBOOK 2 I 3
PLAN AND PREPARATION
I. On the back of the plan-book write your name,
the term of the year, grade of the class, and subject
(for pupil teachers).
2. In planning a lesson, keep both the children
and the subject-matter clearly in mind.
3. Each lesson should have a distinct aim, which
brings the topics into a natural sequence.
4. The aim should touch the central point of the
lesson, approach it from a familiar side, and should
be simple and concrete in its statement.
5. A well-planned lesson gives greater freedom for
happy inspirations of the moment. Abundant and
clear knowledge of the subject is the teacher's best
reServe.
6. Have all apparatus — as maps, charts, blocks,
pictures, abacus, chalk, board work — ready before
the recitation begins.
7. Mental and physical freshness are so important
as to deserve special precaution.
8. Learn to make plans which can be carried out.
9. In case of absence, send written notice in time
and send also the plan-book so that the substitute
may know just where to take up the lesson (for pupil
teachers).
ASSIGNING LIESSONS
I. To assign a lesson well is a difficult and critical
task.
2I4 COURSE OF STUDY IN THE EIGHT GRADES
2. Take sufficient time before the end of the period
to assign lessons. Five minutes is often insufficient.
3. The aim and first step are often included in the
assignment. -
4. Be simple and explicit, avoiding all uncertainty.
5. Preparation for the assignment is as important
as for the recitation. -
6. Create an interest in the new lesson by the
manner of assigning it.
7. In using reference books do not work at random.
Point out to the children exactly, by volume and page,
what they are expected to look for and prepare.
8. Assign short lessons, but insist on thorough
mastery. -
9. Call to mind previous topics and principles
which may be of service in studying the new lesson.
ART OF QUESTIONING
I. It is a difficult art, acquired by preparation,
presence of mind, and afterthought.
2. Think twice before asking a question. Do not
vary, modify, and correct questions.
3. Make one question go as far as possible. Ques-
tions should produce thoughtfulness and reasoning.
4. Questions designed to test knowledge acquired
should not be helps to the pupil.
5. The honest questions of children should be
respected. But many children abuse their privilege
and should be checked.
THE HANDBOOK 2I 5
6. General, indefinite questions are often blind.
Most questions should be specific.
7. Do not waste time in guessing, in questions
which children cannot answer.
SECURING AND HOLDING THE ATTENTION
1. To strengthen the habit of attentiveness in chil-
dren should be a fundamental aim of the teacher.
Teachers are too careless about holding the attention
of the whole class.
2. Involuntary attention depends upon interest in
the subject. Voluntary attention depends, first,
upon the will of the teacher; secondly, upon the will
of the pupil.
3. The position of teacher and pupils should aid
attention.
4. Recess and gymnastic exercises between the
periods are a direct support to attention.
5. A pure text-book method is unfavorable to
attention.
6. Laxity of attention is a striking weakness of our
schools. In oral recitations, where no text-book is
used, everything depends upon attentiveness. The
habit of inattention, cultivated in the class room,
repeats and strengthens itself in the home studies of
children.
7. Good work of any kind may not be had by
merely asking for it, but by insistence.
2I6 COURSE OF STUDY IN THE EIGHT GRADES
8. Provide for good variety of work during a
recitation.
9. Weak control and weak instruction leave a class
in the condition of an unstrung violin. No response
can be elicited.
INSTRUCTION
I. The teacher is a guide rather than a lecturer.
2. Few teachers realize what it is to treat subjects
concretely and inductively. Most text-books are
abstract rather than concrete, deductive rather than
inductive, and teachers must make good these defi-
ciencies. A teacher should be full of resources,
devices, and information. Fertility in device, in illus-
tration, in graphic drawing, should be a professional
characteristic. From your own resources, add vivid-
ness and reality to the contents of the text-book.
Study home surroundings and experience as a means
of illustration. Have children do the same.
3. Study the general plan and purpose of your
text-book.
4. Loud and persistent talking by a teacher is a
bad sign. A teacher should be laconic and the
master of his tongue. The more a teacher is habitu-
ated to talking, the less the pupils think.
5. As a rule do not explain what some member of
the class can explain.
6. Require pupils usually to reproduce facts and
explanations given by the teacher.
THE HANDBOOK 217
7. On the other hand, a teacher should talk to the
best effect when occasion requires. In the oral pres-
entation of a new lesson to a class, the teacher should
cultivate a special skill and vividness in narration and
description.
8. Strictly oral lessons in natural science, literature,
history-stories, and geography require a very clear
and logical outline of points for each lesson. It
should be put on the board by the teacher during the
recitation and each part should be carefully repro-
duced by the children. The outline should be
copied also into blank-books in ink, as the basis of
future reviews.
IO. In general do not tell the class anything which
is not worth reproducing during the same lesson or
the next by the children.
BOARD WORK
I. There is always a temptation for teachers to be
hasty and careless in board work done before the
class. Such work should be plain and neat. Over-
come the spirit of hurry and flurry.
2. Keep the boards free from careless and unneces-
sary marks. Each teacher should leave the boards
in good shape.
3. Copying lessons from the board should be
avoided as much as possible.
4. Children should be kept strictly independent of
one another in board work.
2I8 COURSE OF STUDY IN THE EIGHT GRADES
5. Let the board work of pupils be careful and
thoughtful. Check the habit of erasing and re-
writing.
6. One teacher should not monopolize board room
with written work at the expense of others.
PERSONAL MANNER
Acquire self-control and confidence.
A sincere and hearty manner is very desirable.
Social tact is all important to a teacher.
4. Confidence in the pupils and sympathy for them
encourage like feelings in them.
5. The easy and unostentatious habits of a gentle-
man are not acquired in a moment, but by close obser-
vation, thoughtfulness, and goodness of heart.
6. Awkward positions and motions should be stu-
diously avoided.
7. Some of the best people have the most obnox-
ious faults and never find them out. Neatness of
dress, clean teeth, and well-kept hands and finger-
nails have become standard requirements.
8. Do not get too close to the children in recita-
tion work. They will speak, read, etc., with more
force and independence at a little distance from the
teacher. Do not fondle older pupils.
POSITION AND MANNERS OF CHILDREN
I. Let them sit and stand squarely, and talk clearly
and forcibly.
THE HANDBOOK 2 IQ
2. The selfish prominence of some children in reci-
tation should be checked, while the timid ones should
be encouraged.
3. Children should be required to show a kindly
and respectful manner to schoolmates as well as to
teachers. The behavior of children should be as
quiet and courteous in school as when visiting or
receiving friends at home.
4. The room, desks, and floor should be kept as
neat and orderly as the best room at home. Be very
careful to avoid ink stains on desks and floors.
5. See that children’s names are well written in all
their books. Prevent scribbling in their books.
6. Scraps of paper should be kept from the floor
and desks.
7. Be careful about excusing children from the
room. Keep a record and report such cases to the
room-teacher.
8. Do not waste paper or any materials furnished
by the school. .*
9. Let children keep their hands clean and their
person neat.
IO. Written papers, handed in to a teacher, should
be clean, with well-cut edges, and adequate in size for
good work.
OBSERVATION AND CRITICISM OF OTHERS’ TEACHING
I. Be able to discover quickly the strong and the
weak points in others' teaching. Give reasons.
22O COURSE OF STUDY IN THE EIGHT GRADES
2. Find out beforehand the teacher's plan for the
lesson.
3. Do not rely chiefly upon memory for the criti-
cism of a lesson.
4. Our faults and merits are often seen magnified
in the teaching of others. The suggestions thus
derived may be very helpful.
5. Make your criticisms specific, and base them
upon established principles. Be able to point out
clearly the remedy.
6. Study the chapter on instruction.
7. Do not write up a great quantity of details, but
give definite and pointed criticism.
SELF-CRITICISM
I. Bad habits or tendencies should be discovered
and corrected at the beginning of experience in
teaching.
2. Severe and effective self-criticism in teaching is
wisdom. -
3. Do not be offended easily at criticisms.
4. Do not think too much about yourself while
teaching, but allow the interest in the lesson to carry
you along vigorously.
5. Review your lessons thoughtfully and consider
where you might have improved the plan or its
execution.
6. Be reasonable in acknowledging your mistakes
to children.
THE HANDBOOK 22 I
OBSERVATION OF CHILDREN
1. Some children need to be carefully studied by
the teacher, because of their peculiar disposition.
2. A knowledge of the home surroundings and
habits of a child may help the teacher to appreciate
and sympathize with him.
3. Personal and kindly conversation with a child
when school is not in session will often help both
teacher and pupil.
4. The practice of making a close study of at least
one child each term will give the teacher much sug-
gestion and tact in treating other children.
5. Be careful to notice whether some children are
poor of hearing, near-sighted, or weak physically in
any way. Adapt conditions to such needs.
6. Observe children on the playground, on excur-
sions, etc., where they express their disposition and
their individuality more freely.
REPORTING CHILDREN
I. The study hour is the time when the room-teacher
can attend to backward and deficient pupils, as well as
assist all children reasonably in their allotted studies.
2. Each teacher of a class should daily interview
those children who are negligent in their work or
who, for any culpable reason, neglect the full per-
formance of their duties.
The class-teacher should also report daily to the
222 COURSE OF STUDY IN THE EIGHT GRADES
room-teacher such special pupils as for neglect of their
work need special attention during the study hours.
By looking at the list of names filed on his desk
daily, the room-teacher may aid greatly in keeping
each child up to the requirements.
PROMOTIONS
I. Pupils in a class, who are manifestly graded too
high or too low for the class in which they recite, should
be promptly reported to the critic teacher or principal.
2. Occasional promotions or reductions, if wisely
made, have an excellent tonic effect.
3. A bright child sometimes does poor work in a
class because the work is too easy for him. Promote
him and lay heavier burdens upon him.
4. Consult with parents about promotions and be
considerate of all the circumstances.
TEACHERS’ RESPONSIBILITY FOR SUGGESTIONS IN THE
HANDBOOK
I. Pupil teachers should make constant use of the
Handbook and keep its injunctions and suggestions
in mind. This is true especially at the beginning of
the term.
2. Let practising teachers apply to the critic teachers
for necessary desk-books, paper, and other materials.
Report pupils promptly who are not supplied with
text-books.
THE HANDBOOK 223
GENERAL SPIRIT IN A CLASS OR SCHOOLROOM
I. Let children learn to help each other in a kindly
spirit.
2. Incidents in the room give opportunity to apply
many lessons learned from books.
HOW TIME IS WASTED
I. In not having a well-defined plan of work. In
not keeping clearly fixed goals in mind and pressing
the work toward their accomplishment.
2. In lecturing too much about good order, behav-
ior, rules, etc., and forgetting to execute promptly
and steadily requirements previously made.
3. In not planning and executing promptly room
and class movements. For lack of forethought in
giving directions children become confused in taking
places at the board or in passing and Collecting ma-
terials, etc.
4. When good physical conditions are lacking.
Time is frequently wasted in trying to teach children
when they are sleepy, tired, or nervously unstrung.
Monotony, tediousness, and too long-continued exer-
tion waste time.
5. In not watching the whole class, but confining
the attention to one, or a few reciting. Part of the
class is inattentive to board or recitation work so that
all must be done again for the sake of the delinquents
6. In scolding children.
224 course OF STUDY IN THE EIGHT GRADES
7. In repeating answers.
8. In trying to teach the facts of a new lesson
before the older related experience and knowledge
have been refreshed.
9. In too much development work. In trying to
develop many little things or side issues not essential
to the main line of thought. In not discriminating
between facts which need to be presented directly
by the teacher and inferences. Definite facts and
conditions must often be directly presented before
inferences or questions are in place.
Io. In indefinite questions, which lead the children
to loose guessing. Often the meaning of a word is
better explained by the teacher.
II. In trying to force an answer from a child when
he is manifestly unable, or unwilling to give one.
12. In waiting too long for the poorest members
of the class.
13. In criticising each other's work, children often
waste time on trivial errors.
14. The teacher talks and explains too much.
I5. In disputing with pupils.
I6. In loose and unpremeditated assignment of
lessons. Thus questions, disputes, and explanation
arise.
17. Time is wasted during study periods: (1) be-
cause of lack of a definite program for certain lessons;
(2) on account of indefinite and hasty assignments;
(3) not keeping an eye on the children while at study.
THE MANUAL ARTS
The following course in Manual Arts was worked out by Oscar L.
McMurry of the Chicago Normal School in conjunction with Frank M.
McMurry and Charles A. McMurry. A full treatment of this subject for
the common school will be given in a volume on the Manual Arts which is
now in preparation by the authors named, and to be published by The Mac-
millan Company.
INTRODUCTORY THESES
IN outlining the following course in the Manual
Arts, the grounds upon which the selection and ar-
rangement of topics are based may be stated in the
following theses: —
I. Manual training has its own thought-content,
consisting of a distinct body of ideas requiring elabo-
ration. No other study deals primarily with the class
of ideas peculiar to the manual arts. This content
can be analyzed somewhat as follows: —
In any given unit of construction, as a chair or
woven fabric, a clear conception must be gained of
the plan or design of the whole, of the special modes
of construction or fabrication involved, of the nature
and adaptation of material to be used, and of the
necessary tools and their purpose.
The choice of artistic in preference to inartistic
forms should be steadily cultivated in pupils’ con-
structions, and this involves a study and discussion
of standard art-forms and ideas (History of Art and
Industries).
WOL, I — Q 225
226 COURSE OF STUDY IN THE EIGHT GRADES
In addition to the above-described body of ideas
requiring presentation and mastery, direct experience
with materials and tools in the work of construction
develops skill and technique.
The preliminary clarification of ideas, which should
precede actual construction, will often require a full
recitation period, and even outside study. Frequently
a working drawing must be wrought out as a means
of more clearly grasping and combining the new body
of ideas.
2. Each primary industry, such as house-building,
sewing, pottery, weaving, and bookbinding, contains
a development of ideas which furnishes the outline
of topics in that industry. It involves a movement
from simple, primitive forms of work, to later, more
complex processes and tools.
The units of construction incorporating the ideas
of any craft are real objects of interest and value, as
a garment, a house, a sled, a rug, a book. They are
not fragments or mere elements of construction.
3. In the period of the common school, children
should gradually gain an acquaintance with ideas of
design and modes of construction, with materials and
tools, and should acquire such skill in construction as
is reasonably within the power of those who are im-
mature and growing. Expert professional skill and
perfection of technical workmanship are not control-
ling aims in the manual work of the common school.
4. The industries chiefly involved in the manual
THE MANUAL ARTS 227
training course should be fundamental types of occu-
pation and of technical art, and as types they sug-
gest a sharp power of interpretation when applied to
closely allied industries.
One purpose of manual training is to equip chil-
dren with the controlling ideas and experiences of
the primary industrial arts, and to make them a valu-
able means of interpreting industrial and social life.
Manual training serves, therefore, to instruct and
train young minds practically and intimately with the
fundamental arts of life.
5. Manual training can open up only a few of the
main lines of construction and must give its chief
attention to this prescribed work.
The wider application of constructive' ideas and
processes lies in the field of other studies, as geog-
raphy, history, science, literature, and the home.
The manual arts, having a distinct and important
field of their own to cultivate, only incidentally and
indirectly can look after constructions needed in other
studies. ,”
But the thought series worked out in the manual
arts runs parallel to the most important topics in
history, geography, and applied science. In other
words, there is a deep underlying connection and paral-
lelism of ideas in these separate branches of study.
6. The series of constructions proposed in the
manual arts course is a direct response to the strong
impulse toward motor activity which is everywhere
228 COURSE OF STUDY IN THE EIGHT GRADES
manifest in children. It is designed to give natural
expression to a great variety of motor impulses and
to make this active, expressive development coinci-
dent with the expansion of the whole physical and
mental life. This perpetual interaction of the physi-
cal and mental can be well provided through a wisely
selected course in the manual arts.
7. The manual arts outlined for the schools natu-
rally involve the cultivation of the art sense. The
natural development of every craft is toward better,
choicer art-forms. In children also the crude art
sense is strongly in evidence, and requires only guid-
ance and suitable means of cultivation. In each
school handicraft there should be a conscious selec-
tion of the better art-forms in construction. Weak
and inartistic forms of construction abound and
should be avoided.
This cultivation of the art sense in constructive
exercises is also in harmony with the rapidly growing
demand for real art-forms in all the industries.
The incorporation of the art impulse into all the
manual arts of the school, lifts this subject to a high
plane and makes it coördinate with literature, history,
and science as a liberal study. -
The following outline of work in the Manual Arts
is designed to give a free and abundant outlet to the
work impulses and motor activities of children.
In primary and intermediate grades some of the
THE MANUAL ARTS 229
constructions are representative in character, allowing
of the use of simple material, as of paper or cardboard
instead of wood in house building. In other cases
the ordinary materials, tools, and processes are em-
ployed, as in weaving, Sewing, and book making.
These activities fall naturally in primary grades
into rudimentary forms of certain crafts or trades,
each of which may require several kinds of mate-
rials, a variety of tools, and a series of processes.
By directing the efforts of children along the lines
of typical and universal trades or handicrafts, we
are giving them a practical introduction (I) to
present-day processes and industries as they are ;
(2) to the historical evolution of trades from primi-
tive conditions so far as this suits the purposes of
education; (3) to a far better appreciation of the
industries treated in geography, history, and other
studies; (4) to a somewhat general and versatile
experience with skilled crafts as a broad prelimi-
nary training for industrial life; (5) to those units
of constructive effort which the various handicrafts
set up, such as houses, tables, dresses, books, baskets,
mats, hammocks, etc. Such wholes are the natural
and appropriate units of effort in the manual work
of the schools.
When children are thus healthily occupied upon
manual work suitable to their powers and interests,
other important results are attained as follows:
(I) a mind-and-sense training in observing form, size,
23o courSE OF STUDY IN THE EIGHT GRADES
proportion, and relation; (2) a rising consciousness
of efficiency and power; (3) the growth of leader-
ship and mutual helpfulness through coöperation ;
(4) the development of patience and perseverance
in working out definite constructions to complete-
ness; (5) an increasing control of mental and mus-
cular powers leading to moderate skill with many
kinds of tools and materials.
In the following course of study the Supplementary
Problems marked B are added to the primary series,
showing further applications of the same constructive
ideas.
MANUAL ARTS
GRADES I AND II
I. Book Mažing :
Problems requiring some acquaintance with
book materials; some choice in the selec-
tion of materials; some experiences in the
processes of folding, sewing, and trimming
the parts intended to form a simple book.
I. Book for pictures and free cuttings; Mel-
ton or other cover paper in colors for
book and cover; assembling, punch-
ing, and lacing with cord or ribbon.
2. Word-book for lists of words; sheets of
book or other blank paper for book,
with manila or linen for cover; fold-
ing, cutting, assembling, Sewing, trim-
ming.
THE MANUAL ARTS 23 I
3. Portfolio for holding drawings and clip-
pings; manila and leatherette for
cover; binder's cloth for hinge and
tape for tying ; folding, cutting, past-
ing, trimming.
II. Weaving :
Problems (A) involving “over and under” on
looms with heddle and needle, using such
materials as jute or coarse yarn in colors.
I. Rug for doll house; plain jute with warp
ends worked into fringe.
2. Blanket for doll bed; yarn, ends of warp
worked in and out, end stripes.
3. Doll's hammock; cotton warp, ends caught
up in rings; woof of braid or tape.
4. Candy baskets woven from paper strips,
plain and in colors; with and without
handles.
(B) Supplementary Problems.
I. Mat of plain and dyed raffia.
2. Bag of plain and dyed raffia.
3. Chains and garlands made up of plain and
colored paper for tree and room deco-
rations.
4. Doll skirts, hats, and mitts woven from
yarn on notched cardboard forms.
III. Apparatus Making :
Problems (A) involving measuring, sawing,
assembling, nailing, staining.
232 COURSE OF STUDY IN THE EIGHT GRADES
I. Leaf press of #" or #" soft wood strips,
brads, and cord.
2. Boxes for seeds, sand, or plants of #" or
#" soft wood.
3. Loom of $" board, and #" strip of soft
wood, and 14" nails. -
(B) Supplementary Problems.
1. Trellis or ladder for flowers, of #" and #"
strips of soft wood.
2. Pinwheel; square of paper, large pin,
and strip of soft wood.
Trays for paste of folding Bristol.
4. Boxes for crayons from Bristol or jute
board.
3.
IV. Toy Making :
Problems (A) involving ideas of size and pro-
portion; simple joining of parts by gluing,
nailing, pasting, or lacing.
I. Cradle, bed, table, chair, cupboard made
from paper, cardboard, reeds and raffia,
soft wood.
2. Cups, plates, bowls from clay with In-
dian decoration.
3. Carts, sleds, sailboats of Bristol board,
cloth, soft wood strips.
4. Doll house of Bristol board, #" or "soft
wood.
5. Representation of village street with
THE MANUAL ARTS 233
church, School, houses, fences, walks,
etC.
(B) Supplementary Problems.
I.
i
IO.
Wigwams, tents of paper and cloth, reeds
and raffia.
Canoes, moccasins, of paper, birch bark,
cloth.
Spears, bows and arrows of wood and
cord.
Pipes of clay.
Representation or ſndian village.
Animal forms in clay.
Bricks for Eskimo house.
Plaques in low-relief designs in clay.
Lanterns of paper and cardboard.
Dolls and doll dresses from paper.
GRADES III AND IV
I. Book Making :
Problems requiring a more detailed acquaint-
ance with materials and processes used in
making (a) the book proper, (b) the book
cover, with a view to obtaining a service-
able, artistic product.
I.
Note-book; strawboard, leatherette, and
manila for cover, book or writing paper
for book, binder's cloth and cambric
for hinge; folding, assembling, sewing
and pasting, pressing and cutting.
234 cours E OF STUDY IN THE EIGHT GRADES
2. Art-book: strawboard and leatherette for
cover; Melton or other cover paper
for book made up of sections folded
and sewed, or sheets punched and held
by ribbons. -
II. Weaving :
Problems (A) requiring some knowledge of
mats and baskets, both as to structure and
design. -
I. Rattan mats Nos. 3 and I, - plain and
in colors.
2. Rattan baskets with and without covers
and handles.
3. Tied-stitch rattan and raffia baskets in
- design.
(B) Supplementary Problems.
I. Splint baskets with handles.
2. Braided and knotted raffia belts and
bookmarks.
III. Sewing:
Problems:
I. Doll rugs of burlaps, canvas, or scrim.
2. Pin cases of coarse fabrics.
3. Pin balls and cushions of wood braid,
canvas, or silk.
4. Boxes covered with cretonne or sateen.
5. Iron-holders of felt, burlaps, canvas,
gingham, or Sateen.
THE MANUAL ARTS 235
6. Bean-bags of unbleached cotton, Sateen,
gingham, or denim.
7. Pencil cases of felt.
IV. Apparatus Making :
Problems (A) requiring some experience in
laying out simple drawings, planing, and
testing with try-square, boring holes, gluing,
and nailing ; joining parts of cardboard by
laps, by punching and lacing.
I. Sun-dial in #" soft wood.
2. Weather-vane in 4" or 4" soft wood.
3. Molds for brick and plaques.
(B) Supplementary Problems.
1. Dutch windmill of #" soft wood and
cardboard.
2. Bird house of +" and #" soft wood.
3. Insect case of cardboard with glass top.
V. Toy Making :
Problems (A) requiring elementary working
drawings; adaptation of paper, cardboard,
and wood to work of representation.
I. Games of ring toss and bean bag.
2. Kites and balloons in paper, wood strips,
cord, and cloth.
(B) Supplementary Problems.
I. Representation of merry-go-round in
cardboard and wood.
2. Representation of toboggan slide.
3. Representation of freight and passenger
236 COURSE OF STUDY IN THE EIGHT GRADES
cars and station in paper and card-
board.
4. Representation of hook and ladder and
cart in engine house.
VI. House Building:
Problems (A) involving some knowledge of
plans and elevations of houses and methods
of representing same ; some acquaintance
with arrangement of rooms; methods of
building.
I. Model of pioneer's log house made of
small limbs and twigs.
2. Representation of Greek house in card-
board.
3. Representation of Eskimo house in clay.
(B) Supplementary Problems.
I. Model of stockade and blockhouse.
2. Representation of engine house in card-
board.
VII. Brick Making:
Problems involving simple method of molding,
stacking, and burning brick in a kiln; quali-
ties of clay necessary for making brick.
I. Making of common brick.
2. Making of fire-clay brick.
3. Construction of a brick kiln.
METHODS OF ELEMENTARY EDUCATION
By DR. CHARLES A. McMURRY
COVERING ALL GRADES OF THE COMMON SCHOOL
THE ELEMENTS OF GENERAL METHOD . . go cents
THE METHOD OF THE RECITATION (By C. A. and
F. M. McMURRY) tº © & go cents
SPECIAL METHOD IN THE READING OF COM-
PLETE ENGLISH CLASSICS e 75 cents
SPECIAL METHOD IN PRIMARY READING AND
ORAL WORK WITH STORIES . o © . 6o Cents
SPECIAL METHOD IN GEOGRAPHY e e . 70 cents
SPECIAL METHOD IN HISTORY . e * . 75 cents
SPECIAL METHOD IN ELEMENTARY SCIENCE. 75 cents
SPECIAL METHOD IN ARITHMETIC
SPECIAL METHOD IN LANGUAGE
IN PREPARATION
SCIENCE LESSONS FOR PRIMARY GRADES
SPECIAL METHOD IN MANUAL TRAINING AND CON-
STRUCTIVE WORK
TWO NEW BOOKS ON GEOGRAPHY
BY DR. CHARLES A. MCMURRY
EXCURSIONS AND LESSONS IN HOME GEOGRAPHY
TYPE STUDIES FROM THE GEOGRAPHY OF THE UNITED
STATES. Each 50 cents, net.
Two new books for the use of both teachers and pupils. The material
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in geography for third and fourth grades. It is the geography of the home
and the neighborhood. The illustrations are taken from many different
localities, and are typical of various parts of the country.
Type Studies is designed to illustrate in some detail the second stage of
geography study, following the Excursions and Lessons. The purpose of the
simple type studies given is to introduce children to the geography of our
own country. This volume also is appropriately illustrated.
A History of Education in the
United States
By EDWIN GRANT DEXTER, Ph.D.
Professor of Education in the University of Illinois
$2.o.o net
This new work has been prepared in the belief that the greatest need of the
student of our educational history is a considerable mass of definite fact upon
which to base his own generalizations, or with which to interpret those of others,
rather than extended philosophical discussions of historical trend. Current
educational literature is rich in the latter, though comparatively barren of the
former. The present book deals, therefore, with the fact rather than with the
philosophy of education in the United States. It contains an exceptionally
valuable equipment of references and bibliographies.
The Philosophy of Education
By HERMAN HARRELL HORNE, Ph.D.
Assistant Professor of Philosophy and Pedagogy in Dartmouth College
$1.50 net
This volume is a connected series of discussions on the foundations of edu-
cation in the related sciences of biology, physiology, Sociology, psychology, and
philosophy. It is not another of the many current manuals of practice, but a
thoroughgoing interpretation of the nature, place, and meaning of education
in our world. The newest points of view in the realms of natural and mental
science are applied to the understanding of educational problems. The field of
education is carefully divided, and the total discussion is devoted to the philos-
ophy of education, in distinction from its history, science, and art. The con-
ceptions of evolution, Society, and genetic psychology shed their light upon
educational phenomena, yielding in the end a comprehensive definition of what
education is. The various conflicting modern educational opinions are organ-
ized to a considerable extent, and are made to appear as partial truths of a
common system. The whole is suffused with the spirit of an idealistic philos-
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origin, nature, and destiny of man.
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BUTLER’S THE MEANING OF EDUCATION .
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KING”S PERSONAL AND IDEAL ELENIENTS IN
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A MÖi)ERN SCHOOL
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By PAUL H. HANUS
Professor of the History and Art of Teaching in Harvard University
Author of “Educational Aims and Educational Values," etc.
The chapters of which this volume consists, except the last, deal
with various phases of one central theme: the scope and aims of a
modern school, and the conditions essential to its highest efficiency.
The last chapter offers some testimony on the working of the elective
system, - a contemporary question of great importance to both schools
and colleges, – but the testimony offered pertains only to the college.
The first chapter deals specifically with the secondary school; and in
it the author has endeavored to extend and strengthen certain concep-
tions set forth in his earlier book. The next seven chapters contain a
fuller treatment of certain topics than was appropriate or expedient in
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tial to a high degree of success in the work of any school.
PIONEER HISTORY STORIES
FIONEERS ON LAND AND SEA 40
PIONEERS OF THE MISSISSIPPI VALLEY } cents
PIONEERS OF THE ROCKY MOUNTAINS AND THE WEST each
By DR. CHARLES A. McMURRY
This series provides excellent supplementary reading matter for
schools of from the fifth to the eighth grade. In these volumes is told
the story of the pioneer life of all sections of our country, from the
epoch-making voyages of Columbus to Major Powell’s marvellous jour-
ney through the Grand Cañon of the Colorado. The stories are com-
plete and interesting, making the experiences of pioneer life as graphic
and real as possible. Indeed, the text is made up largely of source
waterials. These narratives, which are accompanied by admirable
maps and illustrations, constitute the best of all introductions for chil-
dren to the history and geography of the country.
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