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" ` ., * . . . .“-… “ * T.， š ,…ºrº，--- -+-*-• ‘.-• • • ,• }}**！ 1· „* * « ' xy,••**>.*** Grae; º r. . ***.**…* —* • • •-. . . ***--* º * * · · · * * *·* * * * * · · -|-"... * *, ***§§§§§§;:T;: ~ ~::|-* * · *+ ）,' - - ;�. ..^^* ^ ſº :-…， ¿º. №ſ…'· · · · * * · · · · · · · ·, -· * * · · · *+**|-*|-* * * ·-·* --، ، ،- ------º.·-* …•-»- - - ~* -… -> ... •}}2， 4, ár--****, ** -•* * * *…*• • •. . -.•\:.* * · **~~）;" '?！. -- „№, x， ſº: ， xºº; * *, {��};į sºſ:--3 |--, ！ |-* -- .• s* ... -: **， … * * * * ?， r.- →******¿¿.*i*?<\！--*** -• → • : • • • • • • • • • • • • • ,-|-（~~~-• •* … ► -§ →ſ.ſ.****: ~~~~! ‘,- "-|-- - .* ·','.-~ - || ... №ºr: -: ~ ~ ！,#::::：::--（№º！！！ - , -, w· ~~~~'•. --***. . . . . . *******...*3***， **, *ſā -**, g* -* * g * .--，.. ' *： vae:*** ！!! :&…,−3， A MANUAL FOR THE USE OF THE STATE HIGH SCHOOLS OF NORTH DAKOTA Published by the State Board of Education AUGUST 1917 MEMBERS OF STATE BOARD OF EDUCATION EX-OFFICIO N. C. MACDONALD, Superintendent of Public Instruction, President. FRANK L. McVEY, Pres. of State University, University, N. D., State High School Examiner, Resigned B. F. T.ADD, Pres. of Agricultural College, Agricultural College, N. D. E. R. EDWARDS, State High School Inspector, Jamestown, N. D. EDWARD ERICKSON, State Rural School Inspector, Bismarck, N. D. APPOINTIVE A. G. CRANE, President State Normal School, Minot, N. D. FRED W. SMITH, President State School of Forestry, Bottineau, N. D. C. E. CAVETT, Supt. Schools, Ransom Co., Lisbon, N. D. DR. A. A. WHITTEMORE, Bowman, N. D. A 6 Jó Áº A 3 1917 Kö$.s TABLE OF CONTENTS -- Page I. Preface … … 7 II. Statutory Provisions ............. 9-14 III. Regulations of State Board of Education ............ I 5–25 IV. The Junior High School 26-29 V. Examinations - 30 Synopsis of Subjects ... -------------- 3I-99 Program of Studies IOO-IOI General Index tº & * IO2 PREFACE This manual is published for the use of school officers, superintendents, principals and teachers. Its purpose is to state conditions of classification and course of study, and to in- dicate briefly the amount and character of work required in each subject. This manual supercedes all other circulars and letters of instruction from the State Board of Education. I. STATUTORY PROVISIONS. Sections 1423-1438 inclusive provide for a State Board of Education, define its powers and duties, provide for the class- ification and financial aid of high schools, their inspection by a High School Inspector, the examination of the pupils in the schools by the High School Examiner and his assistant, and give the board full discretionary power over all schools ac- cepting financial aid and classification. Section I369 of the Compiled Laws of 1913, as amended in 1915 provided that a graduate of a four-year North Dakota High School who has done work in psychology, school manage- ment and methods, and who has pursued successfully three senior reviews may have his diploma accredited as a second grade elementary certificate. The certificate is renewable under certain conditions. Section 1346 of the general school laws as amended by the 1917 legislature provides for Medical Inspection of School Children, the employment of school nurses and the manner of the appointment, etc. The 1917 legislature provided that the third Friday in Janu- ary should be observed as “Temperance Day” in the public schools. • ' ... tº IO HIGH SCHOOL MANUAL NIGHT OR EVENING SCHOOLS. The 1917 Legislative Assembly passed the following law rel- ative to Evening Schools. The administration of the law is en- tirely in the hands of the State Superintendent of Public In- struction, Bismarck, N. Dak. who should be addressed for all further information, concerning these schools. “To provide for Evening Schools, where Necessary, for Adult and other Persons and to Appropriate Money Therefor. “I. The school board of any common, independent, special or consolidated school district or the school board for unor- ganized territory may, and upon the direction of the county or city superintendent of schools of the county or city in which any such district or territory may be situated, or upon the direction of the state superintendent of education, shall establish and maintain public evening schools as a branch of the public schools, and such evening school when so maintained shall be available to all per- sons over sixteen years of age, who, from any cause, are unable to attend the public school of such district; and the branches taught at such evening school and the general conduct thereof shall be subject to the direction and control of the state superin- tendent of education. 2. Whenever in any such district or in such unorganized territory there shall be residing ten or more adult persons over sixteen (16) years of age who desire instruction in such even- ing school, it shall be the duty of such board to establish and maintain such evening school, thruout a period of not less than three months of every school year, and for not less than two hours at least three times of each week during the term of such evening school, and in case of failure so to do the state superintendent of education may direct and require that such evening school be established and maintained. 3. One half the salary of all teachers who teach in evening schools in common, independent, special, or consolidated school districts shall be paid by the state, which payment shall be made upon verified statements of account presented by the respective school districts and approved by the local superintendent of schools in all districts maintaining a state high school, or by the county superintendent of Schools in the case of districts which do not maintain such state high schools. HIGH SCHOOL MANUAL II 4. The sum of seven thousand dollars ($7,000.00) or as much thereof as may be necessary, is hereby appropriated out of any state funds not otherwise appropriated, for the purpose of carrying out the provisions of this Act. I2 HIGH SCHOOL MANUAL EXTRACTS FROM THE LAW GOVERNING HIGH SCHOOLS. Sec. 1430. STATE BOARD OF EDUCATION. POWERS. The State Board of Education shall have general supervision over secondary education in the state, and shall perform the duties and have and exercise the powers hereinafter mentioned. Sec. 1431. SCHOOLS CLASSIFIED. Any public graded school in any city or incorporated village or township, organ- ized into a district, under the township or district system, which shall give instruction according to the terms and provisions of this act, and shall admit pupils of either sex from any part of the state without charge for tuition in the secondary school or high school, department, shall be entitled to be classified as a state high school, and to receive pecuniary aid as hereinafter specified; provided, however, that no such school shall be re- quired to admit non-resident pupils unless they pass an examin- ation in orthography, reading in English, penmanship, arith- metic, language and grammar, modern geography and the history of the United States: provided, however, that in case of state high schools having an agricultural department, pupils pursu- ing courses in said department shall be admitted into the sev- enth and eighth grades, and secondary school department with- out charge for tuition. Sec. 1432 REQUIREMENTS FOR CLASSIFICATION. The said board shall require of the schools applying for such pecuniary aid compliance with the following conditions, to-wit: I. That there shall be adequate school buildings conforming to modern approved ideas respecting heating, lighting, ventila- tion and sanitation, and under no circumstances shall aid be given to or continued when the board of education fails to or refuses to comply with reasonable requirements of this character. 2. That there shall be regular and orderly courses of study in the eight grades of the elementary school, together with all subjects prescribed by the said board for the first two years of the secondary school curriculum. 3. That the said secondary school receiving pecuniary aid under this article shall at all times permit members of the state board of education, or anyone appointed by said board, to vis- it and examine the classes pursuing said elementary and secon- dary school courses, and make recommendations concerning the conduct of such school. HIGH SCHOOL MANUAL I3 HIGH SCHOOLS HAVING A SUBSIDIZED AGRICUL- TURAL DEPARTMENT. Extracts from the Law. Sec. 1433 (in part) “The said board shall apportion to each of said schools, which shall have fully complied with the pro- visions of this article, and whose applications shall have been approved by the board, the following sum, to-wit: two thousand five hundred dollars annually to each of the five schools already designated, having an agricultural, manual training and domes- tic economy department.” “Provided, further, that with the approval of the state board of education, the money appropriated by the state to the high schools designated to maintain departments of agriculture, man- ual training and domestic economy may be used for the exten- sion of agricultural education and demonstration outside of the district in which the school is located, within the limits of efficiency. Sec. 1434 SCHOOLS TO MAINTAIN DEPARTMENTS OF AGRICULTURE. HOW DESIGNATED REQUIRE- 1MENTS. Any state high school having satisfactory rooms, equipment and a tract of land of at least ten acres within one mile of the school house, having shown itself fitted by location and otherwise to do agricultural work, having trained instruct- ors in agriculture, manual training and domestic economy main- taining well organized short courses and agricultural, manual training and domestic science and art courses, and meeting such other requirements as the state board of education may define, shall upon application be designated by said board to maintain an agricultural department; provided, that the high schools now designated and those hereafter designated to maintain depart- ments of agriculture, manual training and domestic economy shall continue to be so designated and aided so long as they com- ply with the rules and regulations of the state board of educa- tion, and perform satisfactorily the work contemplated by this Sect1On. § Sec. 1435. NATIONAL AND STATE AID, ONE SCHOOL IN COUNTY. In addition to the state aid of two thousand five hundred dollars herein provided for a state high school having an agricultural department as defined in Section 1434 of this act, shall receive its proportionate share of all moneys appro- priated by the national government for the teaching of elemen- I4 HIGH SCHOOL MANUAL tary or secondary agriculture in the public or high schools of this state; provided, that said high schools having an agricultural department shall not receive more than two thousand five hun- dred dollars of aid from the state under this act; provided, fur- ther, that no more than one high school in any county shall be designated a state high school having an agricultural depart- ment and receiving two thousand five hundred dollars state aid. II. RULES AND REGULATIONS A. Application for Classification I. High Schools desiring classification for State aid shall make application to the board through the high School inspector on or before January Ist. of each year, on blanks furnished by the inspector on application. 2. Schools applying for classification after all funds appro- priated for aiding high schools are exhausted may be classified as state high schools without aid and be entitled to the same privileges as free state high schools receiving aid. B. Standards For Classification Required of all Schools. There shall be a well organized elementary school with a course of instruction of such elementary school, corresponding substantially to the eight years’ course prescribed by the de- partment of public instruction for common and graded schools (1917), or the courses of the first six years shall be of this nature and the work of the seventh and eighth years may be made to articulate with that of the high school in plan and method upon either the Six-Six or the Six-Three-Three plan. Required of Agricultural High Schools. I. There shall be employed as superintendent a discreet and competent person of good moral character, who is a graduate of a standard four year course from a college or university of recognized standing. He shall hold the B. A. or equivalent de- gree and a first grade professional certificate. He shall have had several years of teaching experience and also at least two years of successful experience as city superintendent in a system of at least 7 teachers. He must also be capable of organizing and sup- ervising the extension work of the special departments of his school. 2. There shall be employed at least two teachers of academic subjects and special instructors-one in agriculture, one in man- ual training, and one in household economy. All of these teach- ers must be graduates of standard colleges or universities and I6 HIGH SCHOOL MANUAL hold the first grade professional certificate. The special teach- ers must have had at least two years of thorough training to fit them for their specialties and should have had successful teach- ing experience. 3. The school must provide a sufficient number of well equipped rooms for agriculture, manual training, and household economy. There also must be provided ample laboratory facili- ties for Physics, Chemistry, and one other Science, together with suitable reference libraries for each. The equipment for agricul- ture must be sufficient, modern and kept thoroughly up to date. 4. There shall be classes in not less than two units each of the three special subjects enrolling not less than twenty well pre- pared pupils in the aggregate in each special subject. 5. The specialist in agriculture shall be employed for twelve months with a month of vacation granted at some time other than the growing season. He should receive not less than twelve hun- dred dollars per year. He should be especially fitted for extension wcrk and for club work among farm boys and girls. This fea- ture of the work must be emphasized. It is recommended that the local districts provide him with an automobile for this pur- pose. HIGH SCHOOL MANUAL 17 GENERAL 1. The high school assistants shall give all of their time to the high school or in case there may be some good reason for having them give some time to the grades, the equivalent of this time shall be returned to the high school by a teacher who is qualified. 2. The work in all state high schools shall be of a high order. 3. The Superintendent, or Principal in third class schools, shall be provided with an office and sufficient assistance in high school and office to allow him one-fourth to all of his time in school hours for general supervision over the grades and high school. In the office of the superintendent or principal there shall be kept on file, circulars, records of equipment, records of lib- rary, of enrollment, pamphlets, and correspondence pertain- ing to the school, of scholarship, of promotions, of alumni, etc. 4. All schools accepting high school aid shall be required to keep such funds separate from the general fund, and said high school aid shall be used for the purchase of library books, labor- atory equipment and apparatus, equipment for manual training and house hold economics, Commercial work, etc, provided that after a school is sufficiently equipped the balance of this money yearly may be used for the payment of high school teachers. In the case of the agricultural high schools a considerable portion of the fund should be expended for agricultural equipment and for the payment of the specialist in agriculture. 5. The clerk of the school board of each school receiving aid shall submit to the state board of education, through the high school inspector, not later than April Ioth., of each year, a de- tailed statement of all expenditures during the year of money received from state aid for high schools. The state high school aid of the following year shall be withheld from any school the clerk of which fails to make satisfactory report of the disbursement of the aid last received on or before April Ioth. 6. In first and second class high schools, teachers of music, drawing, commercial subjects, agriculture, manual training, do- mestic science and art who do not teach academic subjects in high school, and who do not hold the bachelor's or equivalent degree from an institution of recognized standards or the first grade professional certificate, granted under the provisions of section 252 of the school laws of 1911, shall hold special certificates to I8 HIGH SCHOOL MANUAL teach these subjects, granted under the provision of section 253 of the school laws of 1911. 7. The general school laws require that all teachers, except those in a few independant districts, shall have certificates to teach, issued by the proper authority of the state. 8. The large classes in a school, should not contain more than twenty-five pupils. If classes are large, a teacher should not be required to take charge of more than five per day. If they are small, containing but four to ten pupils, a teacher may success- fully conduct six classes per day, depending somewhat on the subjects taught. One who teaches the subject of English should not be required to instruct more than seventy-five pupils per day. No school shall be classified by the state board of educa- tion which has not an efficient heating and ventilating system, and proper sanitary conditions. Medical inspection of pupils is recommended. HIGH SCHOOL MANUAL I9 FIRST CLASS HIGH SCHOOLS. 1. There shall be at least eight teachers employed including the superintendent and three high school assistants. 2. There shall be not less than five rooms or departments to— gether with an office for the superintendent, a sufficient number of other rooms for class rooms, library, manual training, and household economy. Ample laboratory facilities shall be pro- vided for Physics or Chemistry or both and there shall be well organized laboratory courses offered in at least three sciences. 3. The superintendent, high school principal and all teachers who teach Academic subjects must be graduates of a standard college or university or have obtained the first grade profession- al certificate equivalent to the same. Certificates are required of all teachers except in a few cases in independent districts. (See sections I362-1363 of school laws.) The superintendent must have had at least one year of successful experience as a superin- tendent of a school system employing at least seven teachers. More experience is recommended. 4. All work of the elementary and high school departments must be maintained at a high order of efficiency. The course of study for the elementary school must include at least the min- imum essentials as outlined for the common schools of the state in the 1917 Course of Study for Common Schools issued by the State Superintendent of Public Instruction. 5. There shall be at least thirty-six weeks of school each year. Thirty eight weeks are recommended. 6. The superintendent shall be provided with an office pro- perly equipped for keeping on file all necessary school records of scholarship and equipment. 7. The library, laboratories, special departments and the grade rooms shall be provided with such equipment, reference books, and other facilities as will insure efficient work. The grade rooms must have at least the minimum equipment pre- scribed in the graded school manual which see. 8. There shall be offered courses in all the constants pre- scribed by the State Board of Education for pupils and for schools. The full four course of at least 15 units must be given. 9. The salary of the superintendent shall not be less than 2O HIGH SCHOOL MANUAL $1300 per year and $16oo is recommended. The salary of high school assistants shall not be less than $70, per month and more is recommended. . Io The teachers employed for grade work in these schools must be fully qualified according to law and must be at least Normal School graduates of experience or equivalent in grade work. In no case must teachers be employed for grade work in these schools who fall below the requirements for such teachers in other graded and common schools of the state. II. There shall be proper and sufficient toilet facilities of sanitary character. There should be water flush toilets where- ever possible. Where these cannot be provided some approved form of Septic Digestive Toilets should be used. Other types al- ready installed will be acceptable so long as they are in good re- pair properly located and well cared for. There must also be a good supply of safe drinking water dispensed thru suitable drinking fountains or sanitary containers. Common drinking cups are prohibited. Individual towels or paper towels must be supplied at all lavatories and the lavatories must be kept clean. 12. There shall be an average daily attendance of not less than forty well prepared high school students. 13. The State Board of Education will refuse to classify as first class any high school in a district having an assessed valu- ation and a mill tax rate which in the opinion of the board will not assure the proper maintainance of such a school. 14. The superintendent shall have ample time, and it is made a part of his duty to thoroly supervise all of the work of the elementary and high school departments. In small schools one- fourth of his time should be so used. * SECOND CLASS HIGH SCHOOLS. Unless specifically otherwise stated all rules preceding apply to the high schools of this class. I. There shall be not less than five rooms or departments and two additional rooms for laboratory and recitation purposes besides suitable equipment and quarters for manual training and household economy. HIGH SCHOOL MANUAL 2I 2. There shall be at least seven teachers including theSuper- intendent and two assistants in high school. The superintendent, high school principal, and teachers of academic subjects in high school, provided a four year course is given, must be graduates of a standard college or university or hold first grade profess- ional certificates equivalent to the same. The Superintendent must have had at least one year of successful experience as superintendent of a system of at least five teachers or as Princi- pal of a third class high school in North Dakota. 3. There shall be ample library and laboratory facilities and courses offered in at least two laboratory sciences. 4. The superintendent shall receive a minimum salary of eleven hundred fifty dollars. Thirteen hundred is recommended. High school assistants shall receive not less than $70. per month. $75. is recommended. 5. There shall be a daily attendance of at least thirty well prepared high school students. 6. Three fourths of the subjects in the list of constants pre- scribed by the State Board of Education including manual train- ing and household economy shall be taught. THIRD CLASS HIGH SCHOOLS. I. There shall be not less than four rooms or departments and at least one laboratory and recitation room. 2. There shall be not less than five teachers including the principal and one assistant in high school. In case four years of high school work is given, by alternation or otherwise, the prin- cipal and the assistant in high school must be graduates of a standard college or university or hold a first grade professional certificate equivalent to the same. See sections II62-63 school laws. If four years of work is not dome the principal and high school assistant may hold second grade professional certificates altho this is not recommended. 3. The salary of the principal shall be at least $1000 per year but $1 IOO is recommended. The salary of the high school assis- tant shall be at least $70 per month and $75 is recommended. 4. There shall be a daily attendance of at least twenty well prepared high school students. 22 HIGH SCHOOL MANUAL 5. There shall be ample laboratory facilities for instruction in Botany, Zoology and Agriculture and at least one of these shall be offered each year. N. B. All other rules of the State Board of Education as pre- scribed for other high schools and not specifically changed by the above rules apply to all third class high schools. D. CONDUCT OF SCHOOLS. I. All pupils before completing admission to Senior High School must have completed in a satisfactory manner the work of the first nine years of the public school. Before completing admission to Jr. High School pupils must have completed in a satisfactory manner the work of the first six grades of the Ele- mentary School. Before completing admission to a four year high school pupils must have completed in a satisfactory manner the work of the first eight grades of the Flementary School. As evi- dence of such satisfactory work it is recommended that pupils be required to pass the examination for eighth grade issued from the office of the High School Examiner, University. N. Dak. Where the Six-Six Plan or some other Jr. High School Plan is used, pupils should pass the examination in Arithmetic at the end of the ninth year and the examination in English Grammar at the end of the tenth or eleventh year. 2. ALL COURSES ARE TO BE PURSUED AT LEAST THIRTY SIX WEEKS, FIVE FORTY MINUTE PERIODS PER WEEK FOR ONE UNIT OF CREDIT AND AT LEAST EIGHTEEN WEEKS FIVE FORTY MINUTE PERIODS PER WEEK FOR A HALF UNIT OF CREDIT. ALL CLASS ROOM RECITATIONS MUST BE FORTY MINUTES IN THE CLEAR. IN LABORATORY SUB- JECTS THERE MUST BE AT LEAST TWO EIGHTY MINUTE LABORATORY PERIODS PER WEEK. MORE LABORATORY WORK IS RECOMMENDED. SUPER- VISED STUDY IS URGED IN JUNIOR HIGH SCHOOL ESPECIALLY. 3. English I., English 2.., and either English 3. or English 4., Advanced U. S. History, Civil Government, one-half unit of Elementary Economics, and one unit of Science are constants for the pupil. No pupil shall be graduated from any state high school without having successfully completed these subjects. High Schools of the first class are required to do a minimum of fif- teen units of high school work; high schools of the second class twelve units, and schools of the third class eight units of work. 24 HIGH SCHOOL MANUAL High Schools of the first class shall include in their program each year all of the constants so designated in the list under Pro- gram of Studies, second class schools shall include three-fourths of the list of constants, among which shall be a unit of mathe- matics and three units of English and one unit of science; third class schools shall include one half of the list of constants, among which shall be English I and English 2 and one unit of science, preferably, Agriculture. All high schools are urged to offer at least one unit of work in Agriculture arranged in half unit courses. Manual training and household economy are re- quired of all first and second class high schools. No course except it be a constant for the pupil should be offer- ed unless a class of four or more pupils can be organized. 4. The minimum number of units of work required of pu- pils for graduation shall be fifteen (15) and no state high school whether first, second, or third class, shall graduate pupils who have not secured fifteen units of credit; but schools may have, exercises and give certificates to pupils who have accomplished a smaller number of units of work. 5. Superintendents, principals, and boards of education are urged to adopt measures to secure the pursuit by pupils of such courses as will be for the pupil’s greatest benefit and make his high school course, or curriculum, have finally, thoroness, strength and unity. 6. The superintendent or principal of every state high school shall require that every pupil graduating from said high school shall be well informed in reading, writing, spelling, geography, English language and grammar, United States history, arithmetic, human physiology and hygiene and civil government. 7. Music and drawing shall be offered in every high school but pupils, individually, may elect to pursue these subjects or not to pursue them. Schools shall also offer courses in the elective sciences and shall be equipped for this work as specified under Classification of Schools. See Syllabus for Music. 8. Credits shall not be allowed in both of two subjects that are largely duplicates of each other. 9. The state board of education construes the term “Senior-reviews” as used in the law to mean such courses as those outlined in this manual in advanced United States History, high school arithmetic, senior grammar, high school geography, and writing and spelling (one-half Unit), are intended to be. HIGH SCHOOL MANUAL 25 Io. Laboratory note books are required in all sciences. The laboratory work should cover the subject. The note book should not contain an account of each and every exercise. Notebooks prepared for their own sakes are not wanted for they are ex- pected to represent efficient laboratory work. - II. Every high school library must be supplied with a few good newspapers and magazines. At least 30 minutes per week should be devoted in every high school to the treatment of Current Events. THE JUNIOR HIGH SCHOOL. The natural place for the change from the subjects and methods of the elementary school to those of the high school is at the end of the sixth year. The Course of Study for Common Schools issued in 1917 by the State Superintendent of Public Instruc- tion prescribes the minimum essentials of the course in such a way as to make easy the transition above mentioned. This course should be followed. Some subjects now commonly given in the high school are quite to the liking of children in the upper grades and well within their powers when properly taught. Among these subjects are Manual Training, Household Economy, Modern Foreign Language, especially French, Community Civics, etc. In order to save time and to avail ourselves of the pupils’ interest we should use more largely in our schools the Six-Six or Six- Three-Three Plan. In order to meet the needs of the times we should change the content of many of our courses. The follow- ing is suggested for the six year high school in North Dakota. All major subjects should be pursued five periods per week. *CURRICULUM *-* Constants Electives i Seventh Grade—First Semester I. Reading, Study of Clas- Modern Foreign Language. sics in English, Orthoepy, Manual Training. and Public Speaking. Household Economy. 2. English Composition, Ele- . mentary English Gram- mar, Spelling and Writ- ing. 3. Physical Education and Geography. 4. Biography and United States History. 5. Vocal Music and Free- hand Drawing. *Consult also the 1917 Course of Study for Common Schools. HIGH SCHOOL MANUAL 27 : : Seventh Grade—Second Semester Reading, Study of Clas- Modern Foreign Language. sics in English, Spelling Manual Training. and Public Speaking. Household Economy. Arithemtic. Physical Education and Elementary Agriculture. Biography and U. S. His- tory. Vocal Music and Free- hand Drawing. Eighth Grade—First Semester. English Composition, Ele- Modern Foreign Language. mentary English, Gram- Manual Training. mar and Spelling. Household Economy. Physical Education and Commercial Work Arithmetic. e General Science. U. S. History and Civics. Vocal Music and Free- hand Drawing. Eighth Grade—Second Semester. Study of Classics in Eng- Modern Foreign Language. lish, Spelling, and Public Manual Training: Speaking. {-> Household Economy. Physical Education and Commercial Work Music and Drawing. e U. S. History and Civics. Geography. Ninth Grade. Physical Education. Foreign Language. English I. Mathematics. Botany I., Zoology I. Commercial Work. Community Civics, Ist. Household Economy. Semester. Vocal Music. Ninth Grade Arithmetic, Drawing. 2nd. Semester. General Science for High School Credit. 28 HIGH SCHOOL MANUAL Tenth Grade. I. Physical Education. Foreign Language. 2. English 2. Mathematics. 3. Physical Geography 1–2 Commercial Work. and Physiology. Horticulture, I-2. 4. General History I. 5. Tenth Grade English Grammar. 6. Agriculture. Eleventh Grade I. Physical Education. Foreign Languages. 2. English 3. Mathematics. 3. Chemistry or Botany 2. Household Economy. and Second Half in Phy- Agriculture. Siography. . & High School Geography. . 4. General Economics I-2 Commercial Work. 5. General History 2. Twelfth Grade I. Physical Education. Foreign Languages. 2. English 4. High School Arithmetic 3. Physics or Chemistry É. * * 4. Advanced United States ycnology. History and Civics. Physical Education should include physiology, hygiene, physi- cal examination and treatment, and use of the gymnasium and playground for correction and development. Modern Foreign Language in the seventh and eighth grades for those going to High School should be pursued four days a week, thirty minutes per day, and one-half unit of credit might be granted. It should be taught much as English is taught in the first grade of the elementary school; there should be much easy, inter- esting reading, memorizing of selections, writing from dictation and conversation. But little time should be given to translation, the less the better, as it is intended the pupils shall learn to “think in the language,” and shortly, speak and wripe as they think. They are not to use a grammar or learn vocabularies, at least for some time. “The conversational method” should be em- HIGH SCHOOL MANUAL 29 ployed. Because of the importance of the language itself and of our international relations French is especially urged. As all of the electives in this plan are to be regarded as voca- tional, only those who expect to make some immediate or remote use of the foreign language should attempt it. In general, in this plan, the constants are expected to occupy three-fourths or nearly three-fourths of the time and energy of all pupils; therefore, one-fourth or more of the time and energy of the pupil will be given to the elective, vocational, subjects. If he knows what his vocation is to be, let him pursue the sub- ject that prepares in a measure directly for that vocation; if he does not know, let him try different subjects in the hope that by so doing he may “find himself.” Let all of the subjects be so well organized and so well taught as to afford discipline as well as culture and useful information. Vocational guidance should receive attention. The teachers in Junior High Schools should make a study of Vocational Guidance thru the reading of books, magazines, etc. The instruction in the seventh to twelfth grades, the junior and senior high schools, should be largely departmental; but in the first to sixth grades it should be by grades, except probably music and possibly drawing and penmanship. Community Civics is a course in which the pupils are taught what is done in the community and paid for from a common treasury, or treasuries; who does it; how he does it; by what au- thority and what he receives for doing it. It is not a textbook course; but one into which the teacher puts initiative, energy, and personality. Consult Course of Study for Common Schools. Under the Jr. High School plan credit should be given each subject in such a way as to get an aggregate of at least 15 units of regular high school work besides the complete work in the 7 and 8 grade subjects. Under the Six-Six Plan or the Six-Three-Three Plan it is entirely possible to meet any reasonable college en- trance requirement or to have the pupil’s course lead more di- rectly along vocational lines. By resolution the State Board of Education is on record to the effect that in the six-six or six-three-three plan high schools teachers in Junior High School need not be college graduates or hold the first grade professional certificate unless they teach academic subjects usually contained in the four year high school course when of course the certificate law would become opera- tive. However all teachers in Junior High School must hold some form of professional certificate. EXAMINATIONS. In May, 1917, the State Board of Education voted unanimous- ly in favor of recommending that schools under its jurisdiction open not earlier than Oct. 1, 1917, on account of the unusual con- ditions caused by the war. It was also voted to arrange the ex- amination program in harmony with the above date. In July, 1917, the board established these rules governing the examina- tions for 1918. In determining a pupil’s final mark the class work should be counted as 2-3 and the examination 1-3. These State Board Examinations shall be offered to all schools not classified as state high schools in all eighth grade subjects and in all one-half unit high school subjects the first semester of each school year and in all eighth grade and all high school sub- jects the second semester of each school year. All schools classified as third class high schools are required to take all eighth grade and all one-half unit high school subject examinations in the subjects taught in the respective schools as they are offered each semester and in all subjects taught the second semester. Examinations for the eighth grade and high school depart- ments in all first and second class high schools shall be required each semester in at least two subjects for the eighth grade and at least two subjects for the high school, said subjects to be de- termined by the State Board of Education. All pupils pursuing the designated subjects must write upon the examinations desig- nated and all papers must be sent to the high school examiner for review. The first semester examinations for the school year 1917-1918 will be given during the week of February 25, 1918, and the final examinations for the same school year, the week of June 24, 1918. - The examinations heretofore popularly known as “Eighth Grade Finals” will be used and those known as the state high school board examinations for eighth grade will be discontinued. The board recommends at least for rural communities that the Christmas vacation be one week and the spring vacation two weeks in duration. All questions regarding the State Board of Education Exam- inations should be addressed to the High School Examiner, University, N. Dak. III. SYNOPSIS OF SUBJECTS. Note. In all cases where syllabi are issued these take prece- dence over the synopsis following. ENGLISIH The courses in English have been thoroly outlined in syllabi, which aim to present the subject rather definitely. As these syl- labi are available for all teachers, address High School Examin- er, whose post office is University, N. Dak. The literature work here outlined lepresents the minimum that should be done. Especially should students be encouraged to do more than the required amount of outside reading. The list of selections for reading is much more extensive than form- erly. It is not necessary, however, that a school should possess many copies of each of the books listed. All schools should pro- vide as many copies as are necessary of each of the starred titles. Single copies of the others may well be placed in the school library if possible. It is recommended that the students should own the classics used for class study, thereby enabling them to accumulate the nucleus of a private library. This course contains sufficient material to meet the college en- trance requirements for the years 1915 to 1919. ENGLISH I. First half-year. The Study of Literature—(One-half Unit) For Class Study: Macaulay, Horatius at the Bridge. Burroughs, Sharp Eyes. Hawthorne, Great Stone Face, Ambitious Guest, Great Carbuncle. Dickens, Christmas Carol. Irving, Sketch Book (Rip Van Winkle, Legend of Sleepy Hollow and one or two other sketches). 32 HIGH SCHOOL MANUAL Hale, Man Without a Country. Lowell, Vision of Sir Launfal. Lincoln, Gettysburg Address (memorize). Hubbard, Message to Garcia. Longfellow, Courtship of Miles Standish. Whittier, Snow-bound. For outside reading: Four books. One from the following: Scott, Tennyson, One from the following: *Lady of the Lake. *Marmion. *Enoch Arden, Gareth and Lynette, Lancelot and Elaine, Passing of Arthur. Antin, Promised Land. Bible, Old Testament Stories (ed. - by James R. Rutland, Lanier, Boys’ King Arthur." Cooper, *Last of the Mohicans, or The Spy. º Defoe, *Robinson Crusoe, Part I. Homer, *Iliad or *Odyssey, in trans- lation. Parkman, *Oregon Trail. Porter, Scottish Chiefs. Riis, Making of an American. Stevenson, *Treasure Island. Washington, B. T., Two from the following: Aldrich, Clemens, Dickens, Dodge, Eggleston; Franklin, Kipling, Moores, Poe, *Up From Slavery. Story of a Bad Boy. Tom Sawyer. Nicholas Nickleby. Hans Brinker. Hoosier School Boy. *Autobiography. *Captains Courageous. First or Second Jungle Book. *Abraham Lincoln for Boys and Girls. *Gold Bug HIGH SCHOOL MANUAL . 33 Stevenson, *Travels with a Donkey. Warner, *In the Wilderness. *Being a Boy. Wiggins, *Rebecca of Sunnybrook * Farm. Second half-year. (See Syllabus) Note: The study of the first half-year should have so con- vinced the pupil of the inadequacy of his own equipment that he will turn not unwillingly to the clearing up of doubtful matters. ENGLISH. II First half-year. Continued Study of Practical Rhetoric and Composition—(One-half Unit.) * Note. The work should continue that of the first year, bring- ing in also simple exposition, good models of which can easily be found in current periodicals. The planning of a composition and its paragraphing should be dwelt upon, the work being al- ways made as practical and as close to life as possible. At least two themes of 150 words each per week should be required. These should be criticised and rewritten if necessary. Second half-year. The Study of Literature—(One-half Unit.) (I) Drama. For class study: Two from the following: Shakespeare, Julius Caesar. King Lear. Macbeth. Merchant of Venice. Midsummer Night's Dream. For outside reading: One from the following: Shakespeare, *As You Like it. *Henry V. or The Tempest. or Two from the following: Sheridan, Rivals. Goldsmith, She Stoops to Conquer. Kennedy, Servant in the House. 34 HIGH SCHOOL MANUAL Note: Good oral rendering should be insisted on. Parts may be assigned from the plays studied, and the play read with as much realism as possible. The great passages should be committ- ed to memory, and the student’s ear trained to catch the rhythm. (2) Novel. For class study: * Eliot, Silas Marner. For outside reading: One from the following: **- Churchill, Crisis. Richard Carvel. Dickens, *Tale of Two Cities. Hawthorne, *House of Seven Gables Jackson, Ramona. Kingsley, Westward Ho! Scott, *Ivanhoe. Wallace, *Ben-Hur. (3) Short Story. For class study: Textbook—Cody, World's Greatest Short Stories. Reference and outside reading, Matthews, *The Short Story. Review: Irving, Rip Van Winkle, (In Cody). Dickens, Christmas Carol, (In Cody). Hawthorne, Great Stone Face, (In Cody). Ambitious Guest, (In Mat- thews). Study: Maupassant, The Necklace, (In Cody). The String, (In Cody). Kipling, The Man Who Would be King, (In Cody). Poe, Gold Bug, (In Cody). Fall of the House of Usher, (In Matthews). Descent into the Maelstrom. For outside reading: Six from the following: Aldrich, Marjory Daw. HIGH SCHOOL MANUAL 35 Arabian Nights, Aladdin, or the Wonderful Lamp, (In Cody). Balzac, - A Passion in the Desert, (In Cody). Dickens, A Child’s Dream of a Star, (In Cody). Harte, Tennesee's Partner, (In Mat- thews). Stevenson, Markheim, (In Matthews). Stockton, *The Lady or the Tiger? Thackeray, A Princess's Tragedy, (In Cody). One from the following: Van Dyke, *Blite Flower. Ruling Passion. Kipling, *Day's Work. Two short stories from current literature, selections to be approved by the teacher. Note: The theory of the short story should be studied and the strong and weak points of those read should be presented. ENGLISH III First half-year. Continued Study of Literature— (One-half Unit.) (1) Poetry, Narrative, Epic and Lyric. For class study, Four from the following: Arnold, Sohrab and Rustum. Coleridge, Rime of the Ancient Mariner. Milton, Minor Poems, or Paradise Lost, Bks. I-III. Pope, Rape of the Lock. Scott, Lay of the Last Minstrel. Tennyson, Idylls of the King, selected (Riv. Lit. Series No 233). Study and read selections of ballads and lyrics from the fol- lowing authors: Shakespeare, Milton, Herrick, Gray, Blake, Burns, Words- worth, Shelley, Keats, Scott, Tennyson, Browning, Kipling, Longfellow, Poe, Whittier, Bryant, Lowell, Emerson, Whit- man, Lanier, Field, Harte, Riley, Foley and other contemporary poets. 36 HIGH SCHOOL MANUAL Teachers should make their own selections from available material. Among the best collections are: *Palgrave, Golden Treasury. *Seward, Narrative and Lyric Poems. Baldwin & Paul, English Poems. Memorize numerous selections, at least one from each leading author. Note: The characteristics of the various kinds of poetry should be clearly distinguished. The basic principles of lyric poetry should be studied and many poems read and discussed. Occasional papers should be written, some of which may be in- terpretations of poems read. (2) Oration. For class study: Lincoln, Gettysburg Address, (Re- view). Inaugurals - Cooper Union Speech. Washington, Farewell Address. Webster, First Bunker Hill Oration. Burke, Speech on Conciliation. For outside reading: Two from the following Hayne, Speech on Foote's Resolution. Lincoln, Speech in Independence Hall and Last Public Address. Macaulay, Speech on Copyright. Webster, Second Bunker Hill Oration. Reply to Hayne. Also oratorical selections from the library and from contem- porary speakers, to be chosen by the teacher. Note: A number of selections should be memorized and de- claimed and the student trained to recognize good style. A reasonable sprinkling of written themes may well be required but the chief emphasis is on the oral rendering. Second Half-year. Study of Rhetoric and Composition, includ- ing Argumentation—(See Syllabus.) Note: Class room debating should be a prominent feature of this work, also the briefing and writing of argumentative themes, several of which should be written, and if necessary, HIGH SCHOOL MANUAL 37 rewritten. As soon as one piece of work is completed, another should be taken up, making the effort of the pupil continuous and reasonably exacting. - ENGLISH IV. First Half-year. Continued Study of Rhetoric and Composi- tion—(See Syllabus) Note: The whole subject should be reviewed and the stu- dent's weaknesses corrected. Many papers, including all types should be prepared; oral composition should be kept up based on current topics. In connection with this work some good weekly paper, such as the Outlook, Independent or Literary Digest might well be used. Second Half-year. A brief Survey of the History of English and American Literature—(See Syllabus) Note: Some brief textbook may well be used here as the basis of the historical study. Historical and critical essays should be prepared. Some of the classics previously read should be recalled and various masterpieces which have not been read in previous years, should be studied or read to fill in the gaps. Especial attention may well be given to the essay and a number of biographical essays used to furnish lives of authors as they are taken up. The following are suggested : For class study: Carlyle, f Burns. Macaulay, Johnson. For outside reading: Two or more from the following: Addison, *DeCoverly Papers. Briggs, School, College and Character. Emerson, Representative Men. *American Scholar. Holmes, Autocrat of the Breakfast Table. Howells, My Literary Friends and - Acquaintances. Lamb, *Essays of Elia (selected). Lowell, . *My Garden Acquaintance, etc. (Riv. Lit. Ser. No. 169) Macaulay, * Milton. *Goldsmith. 38 HIGH SCHOOL MANUAL Stevenson, . *Inland Voyage. Thackeray, English Humorists. Van Dyke, *Little Rivers. Fisherman's Luck. Warner, *My Summer in a Garden. BIBLE STUDY One-half Unit This half-unit of credit is allowed on passing state examina- tion and without regard to how preparation was made. A syllabus on this subject may be had by addressing Secretary North Dakota Sunday School Association, Fargo, North Dakota. LATIN Pupils should be held strictly to the use of clear idiomatic Eng- lish in their translations, though they should be led from the start to notice carefully the Latin order of words and to comprehend the thought in that order. In the reading of the Latin text the teacher should see not only that each word is correctly pronounced but also that the words are properly grouped. He should strive to teach intelligent, ex- pressive reading. The Roman method of pronunciation should be used. . LATIN I One Unit Latin Grammar and Easy Latin Prose As the work of this year is fundamental, it is of the utmost importance that it be accurate and thorough. The aim should be the acquisition of a vocabulary of a few hundred words, a thorough mastery of the regular and most common irregular forms, and a firm grasp of the more usual constructions. To accomplish this, constant review, oral and written, is necessary. Therefore, when the declensions, the conjugations and com- parisons have been studied, there should be frequent practice in the declensions of nouns, pronouns and adjectives, in the conjugation of verbs, and in the comparison of adjectives and ad- verbs. Much of this can be done in connection with the work in composition, the pupil being asked to write a sentence on the board HIGH SCHOOL MANUAL 39 and to decline a noun and pronoun and give a synopsis of a verb in the sentence. All long vowels should be marked in all written work. After the first two or three lessons, translation, oral and written, from Latin into English, and from English into Latin should form an important part of every recitation. Nor should the teacher restrict himself to the sentences in the text book; he should compose a large number himself, making repeated use of those words and constructions which it is most necessary for pu- pils to know. Word formation should receive some attention. LATIN II One Unit The reading matter of this year may consist entirely of Caesar’s Commentaries, or a somewhat freer and wider course may be given. The courses are as follows: (a) “Caesar.” The first four books of Caesar's Gallic War. (b) Selections from Caesar equivalent in amount to two books, and selections from Viri Romae and Nepos and, perhaps, other prose equivalent to two more books. With either reading course the following suggestions should be carried out: I. Reading of Latin aloud, and translations into clear, idio- matic English. 2. The syntactical relation of each word should be under- stood, and the thought fully comprehended; principal parts of all verbs memorized; frequent practice in the declension of nouns, pronouns and adjectives in the conjugation of verbs, and in the comparison of adjectives and verbs. This grammatical work should receive great emphasis. 3. The life of Caesar; the geography of the country; the or- ganization of the Roman army, and the Roman art of war; all other subjects necessary for an understanding of the text read. 4. A careful, thoro review of the forms and word-formation should be made, and a systematic study of syntax should be . begun. 5. Latin Composition at least once a week. Sight reading. Memorizing of noteworthy passages. 40 HIGH SCHOOL MANUAL LATIN III One Unit Cicero's orations: In Catilinam. De Imperio Pompei, and Pro Archia, six orations in all. I, 2 and 5 as in the second year. 3. The life of Cicero; the history of his time; Roman ora- tory; Roman government; all other subjects necessary for an understanding of the text read. 4. The systematic study of syntax continued. 6. A careful study of the structure of each oration, but especially of the De Imperio Pompei. LATIN IV One Unit The first six books of Virgil's Aeneid. I, 2 and 5 as in the second year. 3. The life of Virgil; all subjects of a geographical, arch- aeological, mythological or other nature necessary for an understanding of the text read. 4. A study of the poetic forms and constructions met in the text. 6. A study of the structure of the Dactylic Hexameter and careful attention to the correct reading of it. *FRENCH I One Unit The thing of chief importance in the first year of the teach- ing of French is to lay all possible stress on the fundamentals. Because many French words resemble in appearance English words (which are usually not equivalent) and because the word order is partially similar, there is a deceptive easiness about the study that leads to carelessness on the part of both teacher and pupil. This results in many misunderstandings *Note: Because French is the language of diplomacy and be. cause of the peculiar relations now existing between France and the United States this language should be emphasized in our schools. HIGH SCHOOL MANUAL 4I and a basic knowledge is often not secured. Clarity and pre- cision are two of the chief characteristics of the language and if it is not studied with full appreciation of this both the practical and the cultural values suffer. The objects to strive for in the first year are: (1) an un- objectionable pronunciation; (2) a thorough knowledge of the forms of the language, including twenty-five of the common- est irregular verbs; (3) a knowledge of the general elementary point of syntax; (4) the thorough mastery of about 1500 words of vocabulary and common idioms; (5) the ability to translate at sight simple French of the grade found in the average reader; (6) the ability to comprehend short questions in French and form short answers to them. The basis of all successful work is the pronunciation and there should be no haste in outlining it clearly, describing how the sounds are formed as well as pronouncing them for imita- tion. The beginning book should be one that uses some form of phonetic transcription, preferably that of the International Phonetic Association—such a book as either of those by Fraser & Squair (D. C. Heath) or Thieme & Effinger (Macmillan). If the teacher feels able to attempt the modern Reform Method now widely used abroad a choice may be made of the Walter Ballard (Scribners). This is especially good in small classes. All new words must be carefully pronounced by the teacher and care taken to see that the pupil gets a correct notion of the sounds the first time. Do not be afraid to correct un- ceasingly. Make frequent use of dictation exercises, using the lessons as a basis. Drill carefully on the verbs, saving time by using a verb blank (one can be secured from the University Bookstore, University, N. D.) Be practical and translate early, questioning as far as possible in French, using the text as a basis. Correct carefully all exercises and insist on corrected work being rewritten. Memorize the Marseillaise (two or three stanzas), and sing it in class. Use the reading material to suggest as far as possible facts in French history, life, com- merce, industry, etc. A reader such as Talbot: Le Francais et sa Patrie (Sanborn) is of great help in this work. The “conver- sational method” should be employed largely. *FRENCH II One Unit *If any French is taken, two years should be taken. See note on preceding page. If the language is started in the lower years of the Junior High School, the later work should be harmonized with this. - t 42 HIGH SCHOOL MANUAL Review the fundamental features of the first year, using some such book as Trois Semaines en France (Oxford Univer- sity Press, New York). This exercise should come once a week through the year. It may be supplemented by com- position work based on the text. Re-emphasize constantly the pronunciation. The reading should be copious and fairly easy, although an increase in difficulty over that of the first year. Such texts as Merimee's Colomba, Brunot’s Le Tour de France, Malot's Sans Famille, About’s La Mere de la Marquise, Halevy’s L’Abbe Constantin, Labiche, Le Voyage de M. Per- richon may be chosen and toward the end of the year an excel- lent choice is Maupassant, Huit Contes Choisis (D. C. Heath.) In Heath's catalogue will be found an excellent graded list of texts for different degrees of advancement. Memorization of short French poems such as Nadaud’s Carcassonne, Hugo's Le Tombe a la Rose, etc. Note: Schools offering French should have the following equipment: (I) International Pronouncing French Dictionary (Hinds, Noble and Eldredge); Le Petit Larousse Illustre (G. E. Stechert, New York); (3) Map of Europe (Rand-McNally's Chicago); (4) A Map of France, (St. Paul Book and Stationery Co., St. Paul, Minn.); a Plan of Paris, Nouveau Paris Monumental et Environs de Paris, (Paris, Garnier Freres, No. 6, Rue Des Saints Peres); Dowden's History of French Literature (Appletons); Adams, A Short History of the French People; Taine, the Orgins of Contemporary France. Teachers may well add to their personal library the follow- ing: Report of the Committee of Twelve, (D. C. Heath); Karl Breul, The Teaching of Modern Foreign Languages (G E. Stechert, New York); Jespersen, How to Teach a Modern Foreign Language (G. E. Stechert, New York). Regular reading and investigation should have a definite part in the work of every teacher. The standard of modern language teaching is steadily improving. (For further assistance and suggestion, address the Depart- ment of Romance Languages, University of North Dakota, University, N. Dak.) *GERMAN I One Unit The “Conversational Method” should be used largely. The first few weeks of the study of German are critical. Every effort *If this language is begun in Junior High School the later courses should be harmonized therewith. HIGH SCHOOL MANUAL 43 should therefore be made that the students acquire a perfect pronounciation. Drill must be the slogan—ceaseless and untiring drill, individual and in concert. Explain the physiology of Sound production. Use phonetic transcription to keep the teacher's and the pupils’ pronounciation up to grade. Assign to pupils no home study without having previously prepared the work thoroly in the class. Insist that the vocabulary be mastered. Insist that the points in the grammar are understood and that the principles can be applied, not only in paradigms but in complete sentences, —in other words, teach lebendige Grammatik. Use dictation ex- ercises, lasting, at the most, ten minutes, at least one each week. Sing German songs. Teach pupils to read German script, even if they are not required to write it. It is part of their German equipment. It does its part to create Sprachgefuhl. Do not teach only the German language, but teach also some- thing of the Germans as a great modern nation—economical- ly, politically, industrially, educationally, etc . For this pur- pose select some simple reader which deals with German life, rather than some of the many pathetic tales that are frequently read, See to it that readers and grammar are thoroly modern and up to date. Memorize: O Tannenbaum; Heine's Du bist wie eine Blume, and Die Lorelei; Goethe's Das Heidenroeslein. Master the essentials of grammar and read one hundred pages of graded prose. Make German the main medium of expres- sion in the class room. Remember the words of Goethe: Das Was bedenke, mehr bedenke Wie. GERMAN II One Unit Review the Grammar thoroly. Read much aloud. Translate only the difficult parts of the lessons. Let no faulty pro- nounciation pass uncensured. Read at least one text that deals with German life. (Most of the book companies have recently gotten out some excellent texts of this kind). It is essential that our students should have a correct notion of the Germans of today. Give composition work once a week. Give dictation exercises of fifteen minutes once a week. Have oral reproduc- tion of short anecdotes and short stories. Memorize: Die Wacht am Rhein; Eichendorff's Das zerbrochene Ringlein; Goethe's Der Erlkoenig; Uhland's Das Schlosz am Meer. Sing Germans songs. Read two hundred pages of graded prose. Aside from the text on German life, selection may be made from such text as: Seidel’s Aus goldenen Tagen; Frommel's Mit Raenzel und Wanderstab; Wildenbruch's Das edle Blut; Raabe's Else von der Tanne; Hauff's Das kalte Herz. 44 HIGH SCHOOL MANUAL GERMAN III One Unit In this course, the following are read: Riehl's der Fluch der Schoenheit, Fouque's Undine, Baumbach’s der Schwiegersohn, Freytag's die Journalisten, Schiller's Wilhelm Tell, a good his- torical selection, and a few selected ballads and lyrics. Much work in oral and written paraphrases, abstracts, or free repro- ductions from memory of selected portions of matter read; also such grammatical drill as the class may need. NORSE I AND II These courses are to be equivalent to the courses in German I and II or French I and II in the amount of work required, in the credit allowed, and in their demand upon the effort of the pupil. For details regarding the content of these courses, apply to the Department of Scandinavian Languages of the University of North Dakota. The post office address is University, N. D. *ELEMENTARY ALGEBRA One Unit At the beginning there should be a short treatment of this subject in such a manner as to make its relation to arithmetic as close as possible. Throughout the course it should be shown that the definitions and principles of arithmetic with some extension of meaning hold true in algebra. At the outset the pupil should learn that in algebra he is dealing chiefly with number and that each letter or combination of letters (alge- braic expression) represents a number. The first problems should be such as may be solved as an exercise in either arith- metic or algebra and should be solved both ways. Problems that may be solved by the use of linear, or simple, equations should be placed early in the course. * After the above preliminaries are completed, the following topics should be treated. The order in which many of them are taken up is not important: Positive and negative numbers. Axioms. Addition. Subtraction. Signs of aggregation, Mul- tiplication. Division. Special products. Factors. Highest common factor. Lowest common multiple. Fractions in alge- bra. Fractional equations. Simultaneous equations of two *This course is often given too early considering the mental age of the pupils. HIGH SCHOOL MANUAL 45 and three unknown numbers. Involution. Evolution. The simpler work in negative, literal, fractional and zero expon- ents. The simpler work in radicals, and radical equations. Graphic solutions. Pure quadratics. The simpler work in affected quadratics, solutions by completing the square and by factoring. Problems in simultaneous quadratics—two un- knowns. The simpler work in ratio and proportion. The following topics are not included in this course: Highest common factor by continued division. Simultaneous equations involving four or more unknown numbers. Inde- terminate equations. Inequalities. The factor theorem. The more involved work in radicals, quadratics and ratio and pro- portion. The theory of exponents. Imaginary numbers. Equations in the quadratic form. Theory of the quadratic equation. Cube root. ADVANCED ALGEBRA One-half Unit This course includes the following topics: General prin- ciples of the fundamental processes. Signs of aggregation. Equations, Factoring. The factor theorem. Highest common factor, including the process by continued division. Algebraic fractions. Simultaneous equations, Graphs. Cube root. Inequalities. Indeterminate equations. Theory of exponents. Radical equations. Imaginary numbers. Quadratics. Ratio, proportion and variation. Series. Binomial theorem. Loga- rithms. PLANE GEOMETRY One Unit As presented in the ordinary text books. Care should be taken that the pupil gains not merely a superficial readiness in using the form of geometric proof, but also an insight into the underlying principles of the sub- ject which will enable him to apply his knowledge rightly. Varied examples involving numerical computation should be given and occasional brief practice in drawing to scale will per- haps be found helpful. - Effort should be made through abundant work in original exercises and otherwise to develop in the pupil a prompt and 46 HIGH SCHOOL MANUAL independent facility in geometrical reasoning and proof, in constructions and in computation of problems involving men- suration. SOLID GEOMETRY One-half Unit The course as given in the usual text books in solid geometry. The suggestions given above for plane geometry may also be observed in teaching this subject. GENERAL HISTORY This Course is designed to take the place of what has been known as Ancient and Modern History. It is therefore a two year course, the first year of which is known as General History I and is designed to extend to the time of Louis XV, or there- about. General History II should begin with Louis the XIV, or thereabout and extend to the present time in European affairs. This course if thoroly covered should make unnecessary an- other I-2 unit of work in English History. There would seem to be some advantage in this arrangement so far as the high school program is concerned. It should be possible to give a student 2 I-2 years of history including Adv. U. S. History and still leave time for a well rounded course. The present tendency seems to be to give Ancient History and then allow the majority. of students to take Adv. U. S. History because it is required. Relatively few schools are teaching Eng. History. Such an ar- rangement leaves the Modern part of European History a closed book and yet we profess to educate for citizenship and expect our young people to understand the great world move- ments. It would seem an economy of time as well as a means of giving more students a better knowledge of the development of the race to make a two year course in General History com- pulsory for a large number of students. With such an idea in mind the following outline is presented. In favor of such a plan we find the bulletin of the Dept. of Education of N. J., Com- mittee Reports of the North Central Association, and the Bullet- ins from the U. S. Bureau of Education. GENERAL HISTORY I One Unit The object of the course should be to study past conditions and to give the student a working knowledge of past institu- tions and not merely an account of past events. Since the his- HIGH SCHOOL MANUAL 47 tory of the past 200 years in Europe concerns us most intim- ately it is well to cover the past to the time of Louis XV or thereabouts in the first year of the course. The topics should be presented not in a fragmentary form but as discussions of topics. The following topics should receive careful attention. Egypt; the physical features and climate, the dynasties, the people, their religion, social life, and industries, their monu- ments and contributions to civilization. Some up-to-date treatise should be consulted on these topics. The Semitic people: a. Early Babylon. The development and union under in- dustrial development, conquests and decay. b. Asyria. Contrast with Babylonia, the people, religion, institutions, and industries. Note also the warlike attitude of the two. Asyria became the first world power. Note any scientific contributions to civilization. Make a careful study of the development of the City State, its origin and develop- ment into a nation. c. Later Babylonia. Medes, Persians, Syrians, Hebrews, and Lydians. The international relations are complicated. Babylon is recognized as the greatest kingdom. d. The Hebrews. Their early history should be learned: the longing for a land or home free from external influences. A study of their laws and government might profitably be made. Note also their domestic life, religion, and relation to other nations. They developed no art or science; why? Their contribution to civilization was a religion. e. The Phoenicians. The position of their country led to a new industry—commerce. Find some historical association with their capital cities, Tyre, Sidon. Also the Cedars of Lebanon. Their greatest work and contribution was the coloniza- tion of new territories and the development of an alphabet. In the above outline of study, follow carefully the civilizing influences; note the institutions of art, culture, and the various industries. It should be observed that the Semitic people have contributed to the world their religions, and the contribution of the Hebrews—the Christian religion as set forth in the Bible—is the crowning work of all the races. The Persians. Note their race, government, rapid develop- ment till they have absorbed Asia Minor. Study the plan of expansion, of the building of roads, houses, etc. An important 48 HIGH SCHOOL MANUAL feature in their life is their religion, due to their contact with Greece. Their military campaigns are of small moment, except perhaps, against Greece. Grecian History The Beginnings of Greece. The Greek people, the different tribes, their early language and traditions. The land, its significance. The legendary periods; the Homeric and My- cenian ages; the culture of these periods. The Greek City State, 700-500 B. C. The political growth and expansion thru sending out colonies. The typical city states—Athens and Sparta. The growth of Athens as a de- mocracy, a monarchy, an olagarchy, a tyranny-democracy. The growth of Sparta, a monarchy. The social and economic conditions in the two cities. The Graeco-Persian wars, cause and results (details not necessary). Struggle for Supremacy in Greece. The Athenian suprem- acy; her naval policy—the Delian League. Pericles, his office, work, and influence. Spartan supremacy, cause, result. Theban supremacy. Relation of states, attitude toward democracy. Macedonian supremacy. Political life in Greece. Leaders. Union of Greece and the Orient. The Conquest of Alex- ander, his empire. Spread of Greek culture and its influence. Division of his kingdom. Greek Architecture, Painting, and Sculpture. Their develop- ment and influence upon the world. Literature, epic and lyric poetry, their development. The drama and its development. History, oratory, philosophy, the different schools and leaders. The underlying principles of each Science, the Greek contri- bution to civilization. Hellenic and Hellenistic Culture. The social life of the people. Spread to the East. The Achaean League, its origin, constitu- tion, growth, conflict with Sparta. Final decline. Little or no emphasis should be placed upon the following topics: The domestic strife and civil wars, except to note that Greece could never unite and hence was destined to be ab- sorbed by a greater power; the foreign wars and international affairs, except as other nations came under the influence of Greek culture; the Legendary and pre-historic periods, except as introductory; the numerous gods, except as influencing their social life. ** HIGH SCHOOL MANUAL 49 Roman History The Land: Geographical unity, position and extent. The people: mingled races: Italians, Greeks, Gauls, Etruscans, etc. Traditional Origin: how founded, growth, etc. Growth of city of Rome. Patricians and Plebians. Units: Family, clans and gens, tribes, city state, nation, and empire. The Republic. Development of a constitution, class struggle, the patricians, plebian assembly, the political and social fusion. Unification of Italy under Roman rule, Subjects: Latin colonies, praefectures, allies. Bonds of union, patriotism, lang- uage, government. Punic Wars: occasion, Carthage a growing pººr final struggle, Scipio and Hannibal, results. Conquest of ast and West Mediterranean lands. World Empire—Evils: luxury, gladiatorial games, etc. Greek culture and wealth; politi- cal, economic, and social results. Transition from Republic to Empire. The Gracchi, at- tempts at reform, Agrarian laws, economic and political re- form, land laws. Military Rule. War with Jugurtha (senate corrupted). The Cimbri, and Teutons. Marius and Sulla. The social war, massacres and proscriptions. (Details not necessary. Observe the patriotism shown). Growth of Imperialism. Pompey, Caesar and Crassus, the Triumvirate, Rise of Caesar, Fall of Pompey. Caesar's con- structive work, reform in provinces, clemency, land laws, character of Caesar. The Empire. Augustus: Character, rule, world peace, results. The Julians’ Character of rule, stability of government. develop- ment of art, science, culture, and literature: their worth. The Flavians. The Antonines. A World Empire. The later Govern- ment: Municipal, provincial. The Army, its organization provincial and local. Education. Universities, grammar schools, and elementary schools. Religion, pagan and Christian ; persecutions under Nero, Diocletian, and Marcus Aurelius. The Christian Church. Its organization, growth under Constantine. The division of the kingdom west and east. Struggle with the barbarians. *The Dissolution of the Roman Empire. The Teutonic in- vasions: East Goths, West Goths, their demands, results; 50 HIGH SCHOOL MANUAL the Huns: the Vandals: the Franks, Clovis and his suc- cessors. The fusion of Teuton and Roman culture. The Mohammedan peril; beginning, spread, check at Tours. The Papacy. Development, temporal powers. (The Franks and the Popes. Charles Martel, Pippin, Charlemagne's Kingdom, expansion, consolidation. Social and political conditions. Charlemagne crowned 800 A. D. Charlemagne's sucessors. The Treaty of Verdun, 843; division of the kingdom. The new barbarian attack—Slavs, Norsemen, Huns—results. Feud- alism, causes, extent, elements; land tenure and military serv- ice. Results in Western Europe, commerce, literature, social life. France from the Treaty of Verdun to the twelfth century: the organization and development of the kingdom. Germany, development, growth, rulers. '^The Holy Roman Empire, origin, extent, result. The struggle between the em- perors and the pope. Growing jealousy. Hildebrand; Inno- cent III.; Henry IV., etc. The Crusades. Conditions in East before crusades. The Mohammedans, their attitude. The Turks, opposed to the Pilgrims. Results of crusades—developed commerce, uni- versities, trade. The rise of towns. The guilds—merchants —trade. The new monarchies, centralized power. England, France, Spain, Germany, Scandinavia, Switzerland, Nether- lands, their struggle, rapid growth, and relation to foreign forces. 'Note their growth after the crusades. The Renaissance. The nature and development of new-old ideas. The new learning, medicine, art, philosophy, literature. Some leaders of the movement: Dante, Petrarch, and others. The Protestant Reformation. Luther, his life and work, his precursors. Counter Reformation in the Catholic Church; results. A century of religious wars, Protestant and Catholic. England in the Seventeenth Century. Civil wars, causes and results. The Tudors, character, work, development, etc. The Stuarts, idea of government, religion. Civil war and the com- monwealth; Cromwell and the Puritans; the Restoration; Rev- olution; a constitutional monarchy. General European Development. Louis XIV. of France. Leadership of France. Social and economic conditions. The extravagant court. Russia: Peter the Great; expansion; in- troduction of Western ideas. Prussia: A military power; expansion and influence over Europe. England: expansion and industrial development; leaders and inventions. HIGH SCHOOL MANUAL 5I GENERAL HISTORY II One Unit. The object of this course should be to give a rather intensive study of progress of Europe during the eighteenth and nineteenth centuries together with as much study of the condi- tions prevailing in Europe during the first 17 years of the 20th century as possible. The following topics are suggested for careful consideration. The struggle between John and Parliament in England, Crom- well. Revolution of 1688. The English Constitution. Review the reign of Louis XIV in France. Religious Differ- ences. War of Spanish Succession. Russia, Peter The Great, Expansion, English Expansion lead- erS. Rise of Prussia, Prussian Militarism, Industrial England, In ventions. Austria’s Rise, Frederick the Great, Poland Partitioned Three Times, Maria Theresa and Joseph II. France and England in India and North America. Life in Europe; Town, Country, Religions. Same for England. Modern Reforms and Science, Frederick, Catharine, Joseph. France as a Republic. Revolutionary War, Reign of Terror, etc. Napoleon, Congress of Vienna, Europe after Congress of Vienna until to Revolution of 1820. Kingdom of Belgium. Industrial Revolution. (Study with great care and make ap- plications.) Second French Republic and Second Empire and Causes. Revolution of 1848, Italy, Cavour. Formation of German Empire and Austria-Hungarian Union (Show relation of this to present war.) The German Constitu- tion, Bismarck and Socialism. Third Republic in France, Separation of Church and State, Political and Social Reforms in England, Free Trade, Irish Question, Canada. 52 - HIGH SCHOOL MANUAL Australia, New Zealand, South Africa, Russia in 19th Century, Freeing Serfs, Industrial Revolution in Russia, The Struggle for Liberty, Russia To-day, Turkey and the Eastern Question, Crimean War, Balkans. China, Japan a World Power, Boxer Uprising, Russo-Japanese War. European powers in Africa, Decline of Spain, Boer War. A careful study of actual conditions in Europe so far during the present century should be made. The origin of the War of 1914 should be developed from a study of the Armies and Navies of Europe, the Social and Political conditions in Europe, Hague Conferences, Socialism, etc. For this purpose a lot of reference work to standard current literature will be necessary. Good Text Books are essential. No text book or series of text books is recommended. There are a number of good and suitable books on the market. Any texts covering what has been known as Ancient and Modern History, if thoroly up to-date should be adequate in the hands of a good teacher. It is a matter primarily of selecting topics and arranging material. Little stress should be laid upon wars and battles, campaigns and domestic strife, except where a national existence is at stake —as in French Revolution. Even then the details are not neces- sary. Individuals need not be studied except in rare instances. The learning of the rulers of each country is unnecessary. Know something of the great rulers, however. The same holds true with dates. Some eighty or more dates should be known as landmarks. REFERENCE AND SUPPLEMENTARY BOOKS Ancient Periods: I. Herodotus; (For Egypt, Babylon, Persia, and Early Greece). 2. Bulfinch; “Age of Fable or Beauties of Mythology.” 3. Abbott, Jacob ; Biographies of Alexander, Hannibal, and Caesar. 4. Church; “Story of the Odyssey” and “Story of the “Iliad.” 5. Gulick; “Life of the Ancient Greeks.” 6. “Trial and Death of Socrates” (Macmillan, Publishers). HIGH SCHOOL MANUAL 53 Mediaeval Period and Modern Period: 1. Symonds, J. A.; “A Short History of the Renaissance in Italy.” 2. Tarbell, Ida; “Life of Napoleon and the Empress Jose- phine.” 3. Freyton, Gustav ; “Martin Luther.” Green; “A Short History of the English People.” Henderson. E. A.; “Short History of Germany.” Macaulay, T. B. ; “Frederick the Great.” Molley, J. L. “Peter the Great.” Froude; “English Seamen in the Sixteenth Century.” See also bibliographies in various text books. Make free use of current standard magazines, as World's Work, Review of Reviews, Literary Digest, Outlook, Independent, etc. If possible secure back numbers covering the four or five years. ENGLISH HISTORY One-half Unit The effect of the geography of England upon its history; coming of the Romans, Angles, Saxons and Normans , and England's debt to each; Alfred the Great; development of Eng- lish political institutions which were later transferred to the Colonies in America and so passed on to us; Renaissance and Re- formation; Age of Queen Elizabeth, The Great Rebellion, Oliver Cromwell and the Commonwealth; Foundation of the British Empire; the Industrial, American and French Revolutions; so- cial reform. England in the World War. ADVANCED AMERICAN HISTORY AND CIVICS. (One-half Unit each) Complete and comprehensive syllabi in both of these subjects are obtainable from the office of the High School Examiner, University, N. Dak. There is also a new syllabus in Civil Govern- ment just issued. These syllabi sell for 20 cents in bound form. They were prepared by a special committee and are adopted for use by the State Board of Education. The work in both subjects should be thoroly motivated other- wise they fall far short of their reasonable possibilities. 54 HIGH SCHOOL MANUAL In Advanced U. S. History a careful study should be made of the great movements in our national life. Students should be given a thoro understanding of the work of such bodies as the Continental Congress, the Constitutional Convention, the Slavery Question, Tariff, Reconstruction, Internal Improvements, the Organization of Labor, the History of our Educational activities and System of Free Schools, Monopolies, Trusts, Interstate Commerce, Shipping, Inventions, and the problems of the day. Liberal use of a good reference library is essential. Some cur- rent literature of high standard is a necessity. Under both of these subjects classes may be organized to re- present the public bodies they are studying as, constitutional con- ventions, local courts, boards of health, School boards, city council, county commissioners, etc. with profit. SUGGESTED REFERENCE LIBRARY, FOR CIVICS. A. On North Dakota : I. Boyle. Government of North Dakota, American Book Company. This book covers both state and nation, and is designed especially for North Dakota high schools. 2. North Dakota Blue Book. Issued biennally by the Secretary of State, Bismarck. This is a good reference book to use with the above text. B. General work on civil government. The following six books constitute a model “Ten Dollar Library in Civics,” and as such they are worthy of a place in the high school library. 1, 2. Bryce, The American Commonwealth, 2 vols., 1910 edition. Macmillan. Hart, Actual Goverment. Longman's. Harrison. This Country of Ours. Scribner's Beard. Readings in American Government. Macmillan Willoughby. Rights and Duties of American Citizen- ship. American Book Company. : C. Newspapers or Magazines: I. Among the general periodicals, these six are recom- mended:- Outlook, New York, Independent, New York, - S.rvey, New York; Literary Digest. § Review of Reviews, Worlds’ Work. & HIGH SCHOOL MANUAL 55 2. Among the special periodicals, the following are re- commended : Annals of the American Academy of Political and So- cial Science, Philadelphia. National Municipal Review, Philadelphia. POLITICAL ECONOMY One-half Unit The objects of this course are two-fold:- (I) It aims to create and stimulate in the pupil an intelligent interest in the econ- omic life of his immediate neighborhood, and his country, state and nation. This is essential, since economic or material prosperity underlies any advance in civilization. (2) It aims to give the pupil the mastery of a few sound economic prin- ciples. The larger part of the time should be devoted to a mastery of underlying economic principles which are now accepted as axiomatic. Great care should be exercised in the study of economic questions. The purpose of the course is to offer sound principles illustrated by concrete examples. This course should begin with a survey of the industrial stages through which civilized society has passed. This should be fol- lowed by some consideration of the industrial history of the United States. The greater portion of the work on the course should be put on : Consumption of wealth; production of wealth; definition and factors; exchange, money, banking and credit, international trade, tariff, distribution of wealth, rent, in- terest, profit, wages, review of fundamental concepts, namely:- wealth, capital, value, utility. Economic problems, such as public finance and socialism, Labor, Capital, Education. Public owner- ship of general utilities vs. Private ownership of same. Rural Credits, and kindred topics must be studied. Much attention should be given to local and state economic conditions as well as to the national problems. World problems should also be consid- ered in so far as the maturity of the pupils will permit. Much work of value can be found outside of the best text book obtainable. A good text should be chosen and mastered. Collateral work sufficient to illustrate all the principles of the text clearly, should be employed. This can be found in part in the free government publications mentioned below, in part by observing the economic life of the community and reading the public press. 56 HIGH SCHOOL MANUAL Reference Library:- I. I O. II . I 2. Free I. 2. : 6. Ely, Outlines of Economics. McVey, Modern Industrialism. Moody, The Truth About the Trusts. Ripley, Trusts, Pools and Corporations. Adams and Sumner, Labor Problems. Taussig, Tariff History of the United States. Coman, Industrial History of the United States. Dewey, Financial History of the United States. Johnson, American Railway Transportation. The World Almanac. The American Yearbook. Some good works on Rural Credits. Publications of the United States Government: Statistical Abstract of the United States. Issued annu- ally by the Department of Commerce and Labor, Wash- ington, D. C. Bulletin of Bureau of Labor. Published at irregular intervals. Annual Reports, Bureau of Labor. Special Reports, Bureau of Labor. Annual and Special Reports, Commissioner of Corpora- tions. Good material on the “Trust Question.” Reports on Good Roads. Division of Good Roads, De- partment of Agriculture. PHYSICS One Unit The study of physics in the high school should be a study in “natural philosophy” rather than a course in applied mathematics. The successful teacher of Elementary Physics will find much valuable illustrative material within walking distance of his laboratory if he will look for it. Too often teachers fail to apply the principles of the subjects to the appliances found in the average household of the community. It is very easy to find many places in North Dakota, where students of Physics will admit that they never have been inside the local electric plant, or HIGH SCHOOL MANUAL 57 pumping station or flour mill. Physics is intensely practical and can be made more so by using the material at hand. The automo- bile, modern machinery commonly used, the local industries, household and farm and business conveniences should be studied to show the application of laws and formulae of physics. The live teachers of elementary physics will find much valuable illustrative material within walking distance of their laboratories if they will look for it. Too often teachers fail to apply principles taught to things commonly found in the comunities where they teach. The local electric plant, flour mill, water works, etc. should be visited and studied. Too many teachers content themselves with trying again the experiments that have become classic and allow stu- dents to grow up with no first hand knowledge of the applications found in modern life. Windmills should receive attention as to principles involved and the applications. It is a difficult matter for many students to understand the language of mathematics, even in its simplest forms, but all can appreciate and reason about the wonderful phenomena usually studied in the subjects of physics. Oftentimes the zealous teacher gives a course much too technical, forgetting that the mathematical relations involved are always carefully studied in college in courses of study needing such preparation. The high school course is one to develop the appreciation of phenomena rather than the ability to apply the theory in practical problems. The expression of physical facts in formulae is, in general, not a help to the understanding of the student unless a careful study is made of the application of the formulae. In as much as the opportunity for such study in the high school course is quite limited, it is recommended that the teacher be very care- ful in the selection of such formulae and in the assignment of problems involving their use. The teacher has an ever pres– ent problem in the selection of the work and the accompany- ing outline is prepared to assist in simplifying this problem. Minimum Requirements I. The course in physics shall consist of at least 216 periods of forty minutes (in the clear) each of assigned work (i. e., six periods per week for 36 weeks.) 2. The work shall consist of three closely related parts, viz., class work, illustrated experiments in the class room, and laboratory work. 3. The class work shall include the study of at least one standard text. 58 HIGH SCHOOL MANUAL The required units are, foot, inch, centimeter, meter, kilo- meter, second, pound (weight). foot-pound, horse-power, gram, gram-weight, gram-centimeter, kilogram, calorie, ampere, volt, ohm, watt, kilowatt. One of the most important features of the text book study should be the discussion of practical applications of the vari- ous principles studied. The applications in agriculture, in manufacture, in commerce, in construction, in engineering, and in the various conveniences and necessities of life, should be continuously kept in mind. In this connection the teacher will find a book entitled “Physics of Agriculture,” by F. H. King, to be a very helpful work. The accompanying partial list of such applications will be suggestive and will indicate what is expected: Uses of guy wires, influence of weight of draft horses. Effect upon hauling of size of wheel, of conditions of road, of steep grade. Atmospheric pressure and pumping, breathing, milking machines and soil breathing. Balloon. Laundry drier, cream separator, steam engine governor, banking of railway curves, centrifuge. Capillary action in lampwick, sponge, in the soil, and in plants. Levers; whippletree, platform scales, two, three and four- horse evener, bones of the body, claw hammer, scissors, crow- bar. Law of machines, windlass, bicycle, treadmill, use of belt- ing, gears, capstan, horse power sweep. Recoil of guns. Wedge, jack screw, press, bench vise, plow. Hydrometer, lactometer. Osmose with plant and animal membranes. Pneumatic tire. Lubrication, ball bearing, “hot box.” Methods of heating and ventilating buildings. HIGH SCHOOL MANUAL 59 Heat of vaporization; cooling effect of perspiration, of sprink- led floors, of evaporating liquids. Ammonia ice plant. Use of non-conductors of heat in tea pot handles, pokers, flatirons, etc. Clothing—transference of heat. Water and air cooling of gas engines, construction of gas en- gine radiators. Specific heat, hot water bag, foot warmers. Heat of fusion, ice as a refrigerating agent, ice bag, etc. Disadvantage of green wood for burning. Expansion of rails, fitting of steel wagon tire, regulation of clocks and watches for temperature. Principles of sound illustrated in cornet, violin, piano, etc. Differences of quality in different instruments. Megaphone. Phonograph. Camera, projection lantern, head light, telescope, microscope. Use of prism in lighting stores and basements by window and pavement construction, and in field glasses. Colors of oil films, mother of pearl, tarnished brass, etc. Electromagnet as a clutch, as a lifting device, as used in sound- ers and relays in telephony and telegraphy, and in electric bells. Illumination of rooms. Electroplating. Magneto-in telephony, and in gas engines, high and low tension. Induction coil, telephony, transformer, gas engines. Lightning conductor construction. Danger of wire fence to live stock. 4. At least two periods per week should be devoted to labora- tory work, and these periods should be consecutive. Whether or not two periods are necessary for an experiment depends upon the amount of written work required in the laboratory as well as upon the character of the experiment itself. 60 HIGH SCHOOL MANUAL 5. In the laboratory the student shall perform at least 34 in- dividual experiments and keep a careful notebook record of them; 20 of these experiments should be quantitative. The note- book will be required by the examiner. Each of the 20 should illustrate an important physical princi- ple and no two should illustrate the same principle. In no case should an experiment be selected which occupies more than two periods. Emphasis should be laid upon the conclusions to be de- rived and the discussion of the important features of the exper- iment. From II to I3 of the experiments should be in mechanics, and the remainder should be divided in approximately equal numbers among heat, electricity, sound and light. The selection of the experiments should be upon the most important topics. Reference and Supplementary Books: Cajorie; History of Physics. Duncan; New Knowledge. King; Physics of Agriculture. Lynde ; Physics of the Household. Numerous Modern textbooks. Bulletins and Magazines and papers. *CHEMISTRY One Unit This subject should receive much attention because of its im- portance in war, agriculture and the great industries. The course in general chemistry should extend throughout the year. A very satisfactory weekly program consists of two forty minute periods for class work, two double periods for laboratory work and a third double period (preferably on Friday) one per- iod of which may be used for class work or both periods for la- boratory work according to the condition of the work at that time. With this flexible arrangement it is easy to keep the class and laboratory work properly correlated. The work comprises (I) Experiments performed and ex- plained by the teacher, (2) Individual laboratory work on the part of the pupil, and (3) Recitations and quizzes covering all phases of the experimental work as well as the supplementary study of text and reference books. *Read comments under Physics as to applying Science to com- mon modern life and for local illustrations. HIGH SCHOOL MANUAL 61 Naturally the view-point of the teacher will influence his se- lection of the text, and this will determine to a large extent the choice of materials and the sequence of study. There are sev- eral excellent high school texts. Directions for performing exper- iments are found in some of them, but it is more satisfactory to use a laboratory manual to guide the student in his experiments. Neat and accurate records of all experiments should be made by the pupil, showing clearly the objects, the methods, the results, and above all, his own observations, inferences and conclusions as to the nature of the phenomena he has produced and the mean- ing of it all. Pupils must not be permitted to infer that mere note book making is the end and aim of scientific study. This they are all too prone to do. On the other hand slovenly or care- less work either in the performance of experiments or in record- ing the results should not be tolerated. The examiner reserves the right to require that the note books be sent to him with the students’ examination papers. Before beginning the detailed study of chemical phenomena it is an excellent practice of many good teachers to indicate to the beginner at the outset something of the tremendous im- portance of the science in the development of modern civilization and to impress upon him the fundamental relation of chemistry to industry as well as in the affairs of his own daily life. He should realize that Physics and Chemistry are absolutely fund- amental to a rational knowledge of such sciences as Agriculture, Biology, Physiology, Sanitation, and Household Economics. It is generally agreed that the study should begin with familiar forms of matter and familiar phenomena, but care must be taken to select phenomena that can be subjected to experiment and properly interpreted by the beginner. It is therefore necessary that the teacher should carefully consider the most natural meth- od of approaching the subject and determine definitely the fundamentals which are to be the chief object of the instruction. It is also important that those who prepare examination ques- tions should have clearly in mind these same fundamentals in or- der that the examination may fairly test the pupil’s real insight and ability to interpret chemical phenomena, rather than his abili- ty to memorize a wide range of facts from his text. The essential considerations in the teaching of chemistry are well summed up in the following extract from the report of the committee on chemistry for the Commission on Accre- dited Schools and Colleges of the Association of Colleges and Secondary Schools of the North Central States: “(I) Technique of Experimentation. 62 HIGH SCHOOL MANUAL Properties of common apparatus in respect to structure and material. - For example, how to make an apparatus air-tight and why. Object of such operations as washing and drying gases, and how the object is attained. Physical properties which may be used for recognition of each substance and for explanation of all observations. Judicious use of proportions and materials. Influence of conditions (temperature, homogeneous and heterogeneous mixture, etc.,) on chemical change. (2) Physical Phenomena, their recognition, description and physical interpretation. (3) The more strictly chemical application of the results. For example, inference in regard to the nature of a chemical change which must have led to the result observed. Making the chemical equation from adequate data. The material basis for the above may be found for the most part in the employment of a restricted number of elements and a few of their compounds. Facts should be simplified and systematized by generalization, and generalizations (“laws”) should be illustrated and applied to familiar things. The usual theoretical explanations should be given as facts accumulate. Laws and theories derive their importance from the facts, not vice versa and none should be given unless and until the corres- ponding facts have been encountered in laboratory or class room experiments.” An equipment for an elementary course in chemistry need not be very costly. A list of apparatus and chemicals needed and directions and drawings for arranging laboratory tables, sinks, water supplies, etc., where water and gas are not available, have been prepared by Dean E. J. Babcock, College of Mining En- gineering of the State University and will be furnished by him free, on application. Chemistry is so fundamental to the industries and activities of daily life and is so essential to a proper understanding of other sciences that it should be taught in every High School and generally elected by the pupils. HIGH SCHOOL MANUAL 63 Reference:- Duncan; Chemistry of Commerce. Duncan; Some Chemical Problems of Today. Brownlee and Others; Chemistry of Common Things. Dodd; Chemistry of the Household. Wiley; Foods and their Adulteration. Venable; A Short History of Chemistry. Kahlenberg and Hart; Chemistry and its Relation to Daily Life. Many Modern Textbooks. |United States Bulletins. * Magazines, Papers, etc. BOTANY AND ZOOLOGY A knowledge of botany and zoology forms in part a proper basis for the study of agriculture, domestic science, human physiology, and physical education. Botany and zoology, there- fore, should receive attention from all pupils in high school. The outlines given below merely hint at what is to be done; any good textbook will suggest many necessary details. These are courses in which there should be laboratory and field work. The examiner, therefore, will require notebooks, as evi- dence of laboratory work. The chief features of an acceptable science laboratory notebook are: (I) drawings and notes made from actual field and laboratory work,+it is practically useless to make copies of the texts and other books. (2) numerous, large, accurate, well executed and properly labeled drawings; (3) brief, well arranged, descriptive and explanatory notes; (4) a list of all laboratory exercises and field trips. The time required for each of the four courses, Botany I and II and Zoology I and II,_is three recitation periods and two double periods or the equivalent for laboratory and field work per week for eighteen or nineteen weeks. EQUIPMENT SUITABLE FOR THE BOTANY AND ZOOLOGY LABORATORY 1. Tables at which pupils may sit and look into their micro- scopes and on which they may place their drawing paper. They should not be over about 29 inches high and while “kitchen” tables will do, they would better be about 4ft. by 5 ft. or 5 I-2 ft. These should be in a well lighted room. 64 HIGH SCHOOL MANUAL 2. In general there should be one compound microscope for every group of two pupils and a dissecting microscope for each pupil in the class. A school that will usually have a class of six should have three compound and six dissecting microscopes. Three compound microscopes in a small school should be suffici- ent. Some such instrument as the following are recommended: Bausch and Lomb compound microscope catalog number BH2, objectives 2-3 and I-6, eyepiece I I-2 inch, double circular nosepiece at about $30.50 to $33.00. The Barnes dissecting mi- croscope Bausch and Lomb's Catalog number T.I., I inch double lens, at about $2.50 to $2.75. There should be dissecting needles. (These can be made by setting the eye of a common sewing needle into a soft pine stick about the size of a pencil); glass slips (slides); cover glasses; pipettes or droppers; a section razor (a common sharp, —but not too thin,_ razor is satisfactory); dissecting knives; wide mouthed two-oz. or four-Oz bottles with stoppers; evaporating dishes of glass; glass jars; one or two bell jars; denatured al- cohol or formaldehyde; reagents for testing for starch, etc.; notebook paper, sharp hard pencils, pen and ink, and pair of small forceps. There should be apparatus for germination of seeds. 3. If the school is not equipped for Chemistry, there should be such chemicals and equipment as are necessary to make tests for the purpose of defining oxygen, hydrogen, nitrogen, carbon - dioxide, sulphur, phosphorus, etc. 4. Plant material should be collected during the summer and preserved in 50 per cent. to 60 per cent. alcohol or dilute form- aldehyde. Some material may be had from the University, from the Agricultural College or from the Woods Holl Laboratory, Woods Holl, Mass., Mucor, saprolegnia and bacteria must be grown in the laboratory. Lilac-mildew and wheat rust and the Smuts can be collected, as can horsetail and many others, if taken in season. Living material should be used whenever possible. To be sure to have something at hand to work with it would be well to purchase 2-Oz bottles of fruiting Spirogyra, Nostoc, Vaucheria, Fucus, Callithamnion, Riccia, Marchantia, Mosses, Prothallia of Ferns, the sporophyte of Equisetum, Selaginella, Male and Female cones of white pine at the time of pollination, cones one year old, cones two years old (dry). In like manner material should be had for zoology, living if possible; but some will necessarily be in a preserved state and there should be a variety of such, so that the work may not HIGH SCHOOL MANUAL 65 be stopped when the living material can not be had. Living amoebae can be had by express, or mail, and much other fresh material may be had in that way. There should be a few prepared slides (not many): One on the embryo of the fern, fertilization in White Pine, embryo in White Pine, embryo-sac in the Lily or Iris and the embryo in same. One of the cross-sections of a leaf. Other material should probably be prepared in laboratory. These will make a good beginning, but other things will probably be found to be needed. Reference and Supplementary Books: Chapman; Bird Life. Conn ; Bacteria, Yeasts and Molds. Davenport; Domesticated Animals and Plants, Davenport; Principles of Breeding. Bailey; Plant Breeding. Weed ; Farm Friends and Farm Foes. Snyder; The Chemistry of Plant and Animal Life. Dodge; Nature Study and Life. DeCandolle; Origin of Cultivated Plants. Ganong; The Teaching Botanist. Pinchot; A Primer of Forestry. Hopkins; Soil Fertility and Permanent Agriculture. Prudden; The Story of Bacteria. Clodd; A Primer of Evolution. Clodd; The Story of Primitive Man. Lucas; Animals of the Past. Many Modern Textbooks. United States Bulletins. BOTANY I One-half Unit If this course precedes Zoology I, the elementary study of Oxygen, nitrogen, etc., should take place here. See Zoology I. I. Introductory:—(a) Universality of plants in regions at all favorable to their growth. (b) Relative members of pros- perous plants in deserts and extremely cold regions. (c). Plants upon trees and rocks and in caves. (d) Dependency of man up- on plants, I, for food; 2, food for domestic animals; 3, cloth- ing; 4, shelter; 5, medicine; 6, paper; 7, fuel; 8, covering of the earth. (e) Plants not primarily to serve man,—timber, fruit, etc., first for their own uses. (f) Plants must work to live. (g) Plants must have materials and structure with which to work. II. General Structure and Physiology of Plants:—(a) The cell,—cytoplasm, nucleus, plasmic membrane, sap cavity, wall. (b) Role of water in the plant, osmose, path of transfer, trans- piration, turgidity. (c) Photosynthesis, function of chlorophyll, carbon dioxide, evolution of oxygen. (d) Respiration,--necessity of oxygen in growth, evolution of carbon dioxide. (e) Digestion, --digestion of starch with diastase and its role in the translocation of foods. (f) Irritability. (g) Growth, or assimilation. Laboratory: Living material must be used for the study of this section. (a) The cell,—root hairs, hairs from the base of the leaf of “Wandering Jew,” zygnema, spirogyra, (for pro- toplasm) saprolegnia (water mold), epidermis and sections of leaves. (b) Osmose, spirogyra, mucor, slices of beet or carrot, root hairs, longitudinal sections and cross sections of roots and stems (boxelder and corn). (c) Photosynthesis, zygnema, spirogyra, sections of leaves. (d) Respiration,-Germinating seeds. (e) Digestion,- germinating seeds. (f) Irritability,+ seedlings. (g) Note book required. III. General Structure and work of higher plants:– (a) Roots, structure, growth, kinds, uses. (b) Steros, structure, growth, kinds, uses. (c) Leaves, structure, arrangement, kinds, forms, uses. (d) Buds,-structure, kinds, arrangement. (e) Branches; (f) Flowers, definition, parts, use. (g) Pollenation. (h) Brief treatment of fertilization. (i) Seeds and their distri- bution. (j) Seedlings. (k) Conditions of germination. Laboratory:—(a and b) Study of tissues of the stems of Box Elder and corn. Determine in general the difference between a HIGH SCHOOL MANUAL 67 stem and a root—externally and internally. (c) Additional study of structure of leaves. (d) Structure of buds. (e) Structure of typical flower. (f) Study pollen grain. (h) Germination of seeds. IV. Ecology — (a) Relation of plants to each other. (b) Relation of plants to water, soil, heat, light, wind,-plant societies. V. Some relation of plants to commerce and industry: (a) Forests; I., Construction material; 2., Fuel; 3., Tree planting; 4., Forests and climate; 5., Forests prevent erosion; (b) Plant breeding, I., variation; 2., selection; wheat, corn, potatoes, etc. (c) Formation and preservation of soils. (d) Weeds. BOTANY II One half Unit I. The Great Divisions of Plants:–Some of the problems of this section are nutrition, reproduction, alternation of gener- ations, theory of organic development, general principles of classification and economic value of plants. Distinguish between a spore and a seed. (a) Algae. – I, Blue-green, (I) Nostoc, (2) Oscillaria. 2. Green Algae, (I) Spirogyra, (2) Zygnema, (3) Vaucheria. 3. Brown Algae, (I) Fucus. 4. Red Algae, (I) Callithamnion. (b) Fungi, I, Algae-fungi. (I) mucor, (2) saprolegnia. 2. Sac-fungi, (I) Liliac mildew, microsphaera. 3. Aecidium- Fungi, (I) Wheat rust. 4. Bacidium-Fungi, (I) Mushrooms, (2) Smuts. 5. Bacteria, (I) Forms, size and structure, mobility, re- production, nutrition, relation to decay, relation to agriculture and gardening and other industries. (c) Bryophytes, I. Riccia, 2, Marchantia, 3, Mosses. (d) Pteridophytes, -I. Ferns, 2, Equisetium, 3. Selaginella. (e) Angiosperms, I. Lily, 2, Leading families. The laboratory work of this section is the structure, repro- duction, and, in general, the life history of a typical plant of each subdivision. II. Plant tissues: A detailed study of structure and func- tions of root, shoot, and leaf of angiosperms. Laboratory: Longitudinal-sections and cross-sections of roots, stems and leaves. 68 HIGH SCHOOL MANUAL III. Angiosperms continued: Seeds,--germination. Review physiology of , young plant. Forms of stems and leaves. Flowers. Legumes as nitrogen gatherers. Laboratory:-- (a) Test for starch, albumen, irritability, etc. (b) Nodules on roots of clover or alfalfa. IV. Reproductions in lower plants and animals and in high- er plants. I, Spores, 2, Seeds. 3, “Struggle for existence.” Inherited characters. V. I, Plant culture. (a) Spraying. (b) Disinfection. (e) Seed treatment. (d) Grafting. 2. Relation of plants to animals. (a) Food. (b) Diseases of animals caused by plants. 3. Value of plants to man. 4. Conservation of Forests. Laboratory:--Exercise in grafting. VI. Bacteria, yeast, molds, rusts, Smuts:-- I. General notion of bacteria. (a) Those helpful to man,--especially nitrogen gatherers. (b) Those harmful to man,--especially those causing disease, as typhoid and yellow fever and tuber- culosis. 2. Yeast. (a) Structure and reproduction. (b) Their function in useful industries. 3. Bread and fruit molds. --Saprolegnia. ZOOLOGY I. One-half Unit. I. Very elementary study of oxygen, nitrogen, carbon, carbon dioxode, phosphorus, sodium, sulphur. Give these sufficient attention to secure reasonably clear notions of the substances. Laboratory: Use any good manual of chemistry and such chemicals and apparatus as are necessary for testing these substances. Use notebooks. t II. The lowest animals:--I. Amoeba or paramoecium, (a) Habitat. (b) Structure. (c) Food and methods of securing it. (d) Digestion and assimilation. (e) Reproduction. (f) Diseases caused by protozoans. Laboratory: Select a suitable manual. Use compound microscopes. If sepcimens of the amoeba cannot be found in the vicinity, they may be had by mail or express. Paramoecia are found in one of the stages of an effusian of hay. Use note- books. HIGH SCHOOL MANUAL 69 III. The hydra, or other very simple metagoan: For its simple structure and simple life processes, -development of organs and division of labor--a simple form of sexual repro- duction. - Laboratory: Use manual, dissecting and compound micro- scopes, and notebooks. If specimens cannot be found in vicin- ity, they may be had by mail or express. However, if the laboratory work in this section is found to be too difficult, it may be omitted. IV. Worms: I. Earthworm; (a) Habits, (b) General structure. (c) Food, digestion, and assimilation. (d) Repro- duction. (e) Value to man. 2. Other worms, especially those causing disease. Laboratory: Do completely the work outlined in some good manual. Use dissecting pans, Scissors, and lens, etc., and notebooks. Note: Care shoulde be taken to teach throughout this course that animals are entitled to fair and kind treatment. Induce the pupils to read Black Beauty and another similar work. V. Insects: I. The Grasshopper. (a) An injurious insect. (b) Cicadas. (c) Aphids,-means of destroying them. (d) Metamorphosis of dragon-flies. 3. Bugs. (a) Water-bugs. (b) Cicadas. (c) Aphids,-means of destroying them. (d) Scale insects. 4. Beetles. 5. Butterflies and moths, -meta- morphosis of Sphinx-moth. 6. Flies, -carrier of typhoid fever germs. 7. Bees, economic value. Laboratory: Study of structure, physiology, reproduction and life history of the grasshopper or locust as type of insects. Field work. VI. Amphibians: I. Study the frog as an introduction to vertebrates and to man as an animal. 2. The toad. 3. The salamander. Laboratory: Do completely the work outlined in a good manual. Make drawings and notes. This work should in- clude habitat, locomotion; skin, muscular system, nervous sys- tem, digestive system, circulatory system, skeleton, reproduc- tion and metamorphosis. VII. Read in class or out of class at least one good text- book of Zoology. In this reading cover the whole subject of Zoology for the purpose of getting a general view. Do Some field work in connection, (no Laboratory work) and make reports in notebooks. 7o HIGH SCHOOL MANUAL . Read supplementary books on protozoans, hydra, worms, insects and amphibians. VIII. General classification of animals, including sub- classes of mammals, with examples of each class and sub-class. Valuable breeds for the farm. ZOOLOGY II One-half Unit. I. A Sponge: One or two days should be devoted to sponges. Behavior, habits and environment. Structure. Econ- omic interests. II. Sea-Urchin or Starfish: Two or three days should be spent on one of these, -the one of which specimens can more easily be secured. Habits; structure. III. Crayfish or Lobsters: Habits, Environment, Structure, Physiological processes. Man's economic interests. Laboratory: Dissection pans and instruments. Dissecting microscopes. Use a good laboratory manual, and notebooks. If living specimens cannot be found in the vicinity they may be had by express or parcel post. Preserved specimens should be among the laboratory supplies ready for use at any time. IV. Molluscs: Clam or some other mollusc used as type. Locomotion. Feeding. Structure. Production of calcarious shell. Physiology. Reproduction. Habitat. Economic in- terests in some of the branch. Fossils of molluscs. Laboratory: Use manual and work out the points men- tioned above. Living specimens may be had by express, if they are not in the vicinity. V. Fishes: The perch or some other used as a type form. Habitat. Locomotion. Food. Structure. Respiration. Re- production. Divisions of the branch. Economic interest. Laboratory: Use manual. Fresh specimens should be had. Secure by parcel post or express, if they are not to be found in the vicintiy. VI. Reptiles: Pupils should be taught that animals are entitled to fair and kind treatment. They should be taught to protect toads and most snakes, as they are of economic value as well as entitled to fair treatment. If laboratory work is found to be difficult, it may be omitted. Field work can be done. HIGH SCHOOL MANUAL 71 General study of reptiles, classes, harmful reptiles, fossil reptiles. VII. Birds: Field work,+habitat, flight, food, socia- bility, nesting, migration, songs, care of feathers, molting, senses, color. Recognition of common birds at sight or on hearing their notes. Study of classes of birds, and of aesthetic and economic in- terests of man in birds. Names cf valuable domesticated breeds of birds. Laboratory: External and internal structure of the pigeon, using a good manual as a guide. VIII. Mammals: General characters. Detailed study of a typical mammal,--the rabbit, -in field, laboratory and reci- tation room. External and internal structure. Characters of classes of mammals. Value to man. Most valuable domesti- cated breeds. What should be the character of man’s treat- ment of same. IX. Geological history of animals. Evolution of animals. The general principles of heredity. X. Parasites and diseases caused by same. PHYSIOLOGY. One-half Unit. A syllabus on this subject has been compiled by a special com- mittee which may be obtained from the High School Examiner, University, N. Dak. Every teacher of this subject should be supplied with this syllabus. It can be had for a few cents. A laboratory note book should be kept by each student. The new pamphlet on North Dakota Health Conditions should be obtained from the State Department of Education and given careful consideration especially if any members of the class intend to teach. The four pamphlets on health prepared by The Joint Committee of The National Council of The National Education Association should be in every school. These pamphlets are ob- tainable free as long as the supply lasts, from Dr. Thomas D. Wood, 525 West 125th Street, New York. The following pamphlets are issued by The Bureau of Educa- tion, Department of the Interior, Washington, D. C. and are for sale at a few cents each. Address, Superintendent of Docu- 72 HIGH SCHOOL MANUAL ments, Bureau of Education, Washington, D. C. These pamphlets are especially recommended. - - No. 4. Health of School Children. No. 21. Schoolhouse Sanitation. No. 50. Health of School Children. - No. 10. Physical Growth and School Progress. No. 17. Sanitary Survey of Schools. No. 20. Rural Schools and Hookworm Disease. No. 44. Organized Health Work in Schools. No. 48. School Hygiene. ^*. No. 16. Bibliography of Medical Inspection. No. 18. Fifteenth International Congress of Hygiene. Every class room should be supplied also with the Health Charts prepared by The Joint Committee of the National Council of Education and American Medical Association. They are obtainable in large size from the American Medical Assoc- iation Press, 535 Dearborn Street, Chicago. They sell for 25 cents each or a set of 35 can be had for $5.00. . The following reference books are recommended: Hutchinson; Preventable Diseases. Hoag and Terman; Health Work in Schools. Hoag; Health Index of Children. (especially valuable) Allen; Civics and Health. Conn.; Yeasts and Molds in the Home. Bigelow; Introduction to Biology. Hoag ; Health Studies. Hough and Sedgwick; Human Mechanism. Doane; Insects and Disease. Gulick; The Efficient Life. Dempster; Pathfinders of Physiology. Sedgwick; Principles of Sanitary Science and Public Hygiene. Many modern textbooks. GENERAL SCIENCE. A syllabus for work in this subject in the seventh or eighth grades has been compiled by a special committee. Copies may be had by addressing the State High School Examiner, whose post office is University, N. Dak. A small price is charged. This subject may also be given as a regular high school sub- ject for a full unit of credit provided the work is done in the same spirit and by the same methods, as other high school sciences, together with suitable laboratory and demonstration experiments, and practical note book work. No science note book should be merely a copy of drawings or the words of the text. It should represent the pupils own findings and such supplement- ary matter, not too much, as may be needed to round out the course for the pupil. When the Six-Six or Six-Three-Three Plan is followed General Science should be given in the Junior High School probably about the 8th year. - There are many suitable texts published. One correlating with Agriculture is best for North Dakota. Whether this course is given in the eighth grade or in the high school for a unit of credit it should be a study of modern and useful common things largely. Certainly the study of windmills, wind as a motive power for grinding feed, driving machinery, pumping water, etc. should receive attention. The proper care of machinery, foods, etc., should be emphasized. The question, “Why”, should be frequently asked. . Whether this course is a success or a failure depends very largely upon the attitude of the teacher toward it and the material selected for the course. A number of good texts should be kept on hand and also the Bulletins issued by the U. S. Dept. of Agriculture and the vari- ous other helpful literature obtainable. PHYSIOGRAPHY One or One-half Unit. The aim in physiography is to give training in scientific thinking and knowledge of the relation and importance of the chief factors of the physical environment to man. The outline includes only those facts and principles of physiography most essential for a high school course. Each topic should be so developed as to show the causes of the physiographic facts and their consequence in relation to life. The life effects should be brought in in each topic as treated so that the pupils may see each in its practical significance. Laboratory work should accompany and illustrate the study of the text and the recitation. Some field work should replace laboratory study in each autumn and spring. The student should be taught to apply, both in the laboratory and out-of- doors, the principles developed in the text and class-room. Notebooks containing carefully written record of all labora- tory work and reports of all field trips are a part of the re- quired work of the course. Conference time for the discussion of these records and reports is advised. Ample equipment is essential. This should be as carefully selected for the special needs of the course as that of any other science. Of the sub-topics presented, especial emphasis should be placed on the lands, less emphasis on the atmosphere, and the ocean should be treated briefly and from the standpoint of its relation to the land. The physiography of North Dakota is a brief type study of the state as a region to which the general principles of physiography are applied. . The natural features are studied in regard to structure, origin, development, and their influence on the history and economic interests of the people. The course in physiography should extend through the year, five days a week; about two-fifths of the time being devoted to individual laboratory work. When but one semester can be devoted to the subject, those topics with headings starred in the outlined must be omitted and the remaining treat- ed more briefly than in a full course. This short course, how- ever, is not recommended. HIGH SCHOOL MANUAL 75 Outline Introduction: The science of geography, physiography, importance of human geography, relation to other sciences and to history. The Earth *The earth in space: The Solar System, the planets. Form: Proofs, probable cause, consequences. Size: Measurements, consequences. Rotation: Evidences, day and night, direction, longtitude and time, latitude, navigation and surveying, effects on life. Revolution: Evidence, rate, path, direction, effects. Inclination of Axis: Change of season, length of day and night, apparent motion of sun, influence in life of man. *Magnetism: Compass, magnetic poles, declination. Maps: Projections, representation of relief, scales. *Globes and Models. The Atmosphere, Composition: Constituents and impurities and their rela- tion to life. *Height of the atmosphere. Temperature: Source of heat; thermometers and their use; variations and their causes; isothermal charts of world; tem- perature distribution and range. Pressure: Measurement by barometers; determination of altitude; relation to temperature; isobaric charts; distribution of pressure. Circulation: Winds and their cause; instruments and me- thods of observation; classification of winds, their effects. Moisture: Sources; Evaporation; measurement of humidity; fog and clouds and their causes; conditions and forms of precipitation; rain and snow; dew and frost; hail, and , sleet; measurement of rainfall; rainfall charts; distribution of rain- fall; relation to wind systems; relation of moisture and rain- fall to life. *All subjects thus marked are a part of the second half unit. 76 HIGH SCHOOL MANUAL Storms: Hurricanes and cyclones; characters; paths and rate of North American storms; relation to general weather conditions; seasonal weather; local storms; protection from storms; weather maps and fore-casting; work of the U. S. Weather Bureau. - - *Climate: Relation of weather to climate; factors of cli- mate; climate elements and controls; characteristic climate of the zones; continental and Oceanic climate; desert and moun- tain climate; changes of climate; relation of climate to life and to human industry. The Ocean. General Characteristics: Divisions; form and depth of the ocean basins; composition. density and temperature of the ocean waters; topography and sediments of the ocean floor; effects on climate. Movements of ocean waters: Waves, their causes and ef- fects; currents; courses and rates of movement; causes and their proofs; influence of currents on climate and life; tides, their nature and causes, variations and their causes, effect on navigation and harbors. Life relations: A barrier and a highway; trade routes; the life of the sea; coral reefs; economic products. The Land *The Mantle Rock: Origin and importance; weathering; ef- fects of heat and cold; frost action; wind work; the work of plants and animals; chemical changes. *Soils: Relation to sub-soils and bed rock; fertility; kinds of soils and their origin; formation and removal of soil; soil erosion and its prevention; plant foods and fertilizers; soil water and temperature; conservation of the soil. *The bed rock: Minerals and rocks; kinds of rocks and their origin; composition and structure of the rocks; alteration of the rocks; mineral products and their uses. *The ground water: Occurrence and origin; the water table; movements of ground water; the work of ground water; cav- erns and cave life; springs and wells; artesian wells; ground water and health; dry farming. Land forms: The interpretation and use of topographic maps; elevation and depression; the physiographic cycle; classification HIGH SCHOOL MANUAL 77 according to origin and topography; relation of the primary land forms, plains, plateaus, and mountains; secondary land forms. Plains: Kinds of plains; Coastal plains—the Atlantic and Gulf plains, old coastal plains of the eastern interior; glacial plains, the prairies of the Middle West; Lake plains—the Red River Valley; alluvial plains—their formation and importance in history, the Mississippi plain; old plains of erosion—pene- plains of New England and Piedmont; effects of climate and rock structure on the topography of plains; relation of life to different forms and climates of plains. Plateaus: Stages in the life history of a plateau; young pla- teaus; dissected plateaus; old plateaus; broken plateaus; effect of climate and rock structure on topography of plateaus; can- yons, mesas and buttes; life condition on plateaus. Mountains: Classes of mountains; block mountains; folded mountains; domed mountains; complex mountains; life history of mountains; effects of climate and rock structures on moun- tain topography; mountain barriers and passes; forest reserves; life conditions in mountains. *Volcanoes: Distribution; types of volcanoes; phenomena of erutions; causes of vulcanism; history of volcanic cones; influence of volcanoes on topography and life. - *Movement of the Earth Crust: Changes of level,-along the coasts, in the interior; earthquakes, frequency and distribution, causes, destruction of life and property. Rivers and Valleys: River systems and their water supply; life history of rivers; the work of rain and running water; valley development and surface topography; water falls and rapids; terraces, flood plains and deltas; revived rivers; dismembered rivers and drowned valleys; importance of rivers and valleys to man—navigation, power, irrigation and drainage. y *Lakes: Origin of lake basins and distribution of lakes; life history of lakes; relation to rivers; salt lakes; swamps; effects on climate and relation to life. Glaciers: Nature of glacial ice; conditions necessary for gla- ciers; types of glaciers; the work of glaciers; ancient glaciers and ice sheets; contrast of glaciated and non-glaciated regions of North America; economic importance of glaciation in the United States. Shore lines: Shores of oceans and lakes; types of shore lines; forms of elevation and depression; modification by waves, cur- rents, tides and rivers; harbors and their location; influence of harbors and coast lines. - 78 HIGH SCHOOL MANUAL *THE PHYSIOGRAPHY OF NORTH DAKOTA A type study in regional geography *Location: Boundaries and general relations. *Weather and climate. *Geological structure and its history. *Topographic features: , The three plains and their dividing escarpments; the glaciated and non-glaciated portions. *The Red River Valley: Glacial Lake Agassiz; the Red River of the North; beach lines and deltas. *The Drift Prairie: Glacial features; the Coteau des Prairies including Pembina “mountains;” Turtle “mountains;” and other residuals; the Mouse River Valley; Devils-Stump Lake basin; the Sheyenne, James and Pembina Valleys. *The Great Plains: The Coteau du Missouri; the Altamont moraine and other glacial features; the “Bad Lands” of the Little Missouri; the Kildeer “mountains” and other buttes and mesas; the Missouri River and its valley. *Economic physiography: Soils; lignites; clays; building materials; ground waters; streams and lakes. *Life relations: Vegetation, animal life; native peoples. Geographic influence in settlement and development: Explor- ation and settlement; the fur trade, farming and ranching; roads and railroads; location of cities and towns; manufacturing and mining; urban and rural relations; the relation of conservation to development. REFERENCE AND SUPPLEMENTARY BOOKS Willard: Story of the Prairies, revised edition. Todd: New Astronomy. Russell: Rivers of North America. Wright: The Ice Age in North America. Crosby: Common Minerals and Rocks. Brigham: Geographic Influences in American History. Davis: Elementary Meteorology. Greely: American Weather. Powell: Physiographic Regions of the United States. Sutherland: The Teaching of Geography. Many modern textbooks. United States Bulletins. ELEMENTARY GEOLOGY One-half Unit This outline includes the larger topics which should be pre- sented in a half year’s course in Geology, with five recitations a week. Field work should be given in place of several of these recitations in early autumn or late spring. It is advised that this subject be not given except in high schools where the teacher is unusually well prepared in the sub- ject and the locality offers special advantages or a suitable mu- seum is provided. Under ordinary conditions the expansion of physical geography to a full year’s work is preferred. A laboratory notebook is required. Outline Introduction: Meaning and scope of geology and relation to other sciences, the geologic processes and agents. I. Physical Geology Composition of Earth: The atmosphere, the hydrosphere, the lithosphere. Materials of the earth’s crust: Minerals, rocks; igneous sedi- mentary, and metamorphic, mantle rock. Original Structure of the Rocks: Igneous, sedimentary. Structure Due to Movements: Warping, folding, jointing, cleaveage, unconformity. Alternation of the Rocks: Weathering, cementation, meta- morphism. The Works of the Atmosphere: Weathering, effects of heat and cold, frost action, work of plants and animals; mechanical work; transportation, deposition; chemical work, oxidation, hy- dration, carbonation. The Work of the Ground Waters: The ground waters, move- ments of ground waters, springs and wells, mechanical work, chemical work. 8O HIGH SCHOOL MANUAL The Work of Streams: Erosion, weathering, transportation, corrosion, deposition; valleys; the cycle of erosion, stream de- posits. The Work of Glaciers: Characteristics of glaciers, snow fields and ice fields, valley glaciers, Piedmont glaciers, ice sheets, an- cient glaciers; the work of glacial ice, erosion, transportation, deposition; the work of glacial waters; glacial deposits. Land Forms: Plains, plateaus, mountains. II. Historical Geology The History of the Earth: Geologic and human history; fos- sils and their uses, divisions of geological time. The Origin and Development of the Earth: The solar sys- tem; theories or origin, the nebular theory, the planetesimal theory. A survey of historical geology. Archean Era. Algonkian Era. Paleozoic Era. Cambrian Period. Ordovician Period. Selurian Period. Devonian Period. Carboniferous Period. Mesozoic Era. Triassic Period. Jurassic Period. Cretoceous Period. Cenozoic Era. Tertiary Period. Quaternary Epoch. Glacial Epoch. Recent Epoch. AGRICULTURE One Unit. The unit Course in agriculture has been completely outlined in a syllabus compiled by a special committee. Besides the out- line there are a stüdent’s laboratory manual, a list of suitable equipment, a list of usable text books, and a list of reference and supplementary books and pamphlets. The outline makes special reference to these books and pamphlets. The syllabus has been printed and well bound, and may be had by addressing the Examiner, University, N. D., and enclosing I5 cents per copy. Laboratory notebooks required. HORTICULTURE One-half Unit. Horticulture is related to both botany and agriculture, but in both science and practice it differs from each. As a science, horticulture deals particularly with plants as re- lated to heat, light, moisture and plant food and also with plant improvement through crossing and selection. As an art, horticulture deals with the many kinds of plant manipulation, such as, transplanting, pruning and propagating in its many forms. The agriculturalist treats his plants as a crop or en masse. In horticulture practice, the individual plant generally re- ceives consideration. The horticulturist aims to exercise a more perfect control over his plants than is possible in most lines of agriculture. Among the things he seeks to attain, are: Size, earliness, fruitfulness, quality and ornamental effect. The methods by which these objects are attained should constitute a large part of the instruction in horticulture. The work may be done through the means of lectures and 82 HIGH SCHOOL MANUAL text books with a sufficient amount of observation to fix the points well in mind. Notebooks required. The following general topics will receive attention: The order in which they should be taken up will depend upon the time of year in which the topic is studied. First: Germination. The conditions necessary for germina- tion and the means of obtaining such conditions in garden practice should be illustrated by concrete examples. Note the development of the plantlet as influenced by the amount of heat, light and moisture. Second: Roots. Determine by experiment what conditions favor the growth of the roots of plants; study the different types of roots with reference to needs of the plants, and to the pro- cesses of transplanting. Third : Leaves. Determine the relation between leaf develop- ment and fruitfulness, what factors control leaf development? Fourth : BUDs. Note the difference between leaf buds and fruit buds. Note at what season of the year the fruit buds are formed and what treatment of the plant favors their develop- ment. Fifth: Plant Reproduction. Note the different methods by which plants reproduce themselves and the advantages of each. Study all the different processes of artificial plant propagation. Practice grafting, budding, layering, etc. Sixth : Plant Improvement. (I) Study the processes of cross- ing and selecting and their effects, fruitfulness, quality and or- namental effect. Seventh : The Work of Plants. Study the relation of plants to heat, light, moisture and plant food. - Eighth: Plant Culture. Learn what fruit and vegetable crops can be grown in your locality and the necessary conditions for SūCCèSS. Reference,— Bailey, Manual of Gardening. Goff, Principles of Plant Culture. Green, Vegetable Gardening. Green, Fruit Growing. MANUAL TRAINING Two Units Industrial subjects should be pursued by the pupils of the elementary grades in form of paper cutting, weaving, clay moulding, braiding, basketry, freehand drawing, sewing, sloyd, etc. In the sixth and seventh grades the girls should do some systematic work in sewing, and in the eighth grade, a course in cooking. In the sixth, seventh and eighth grades the boys should do bench work, etc. The work in freehand drawing should continue through the grades. Definition—Manual Training is defined by the American Manual Training Association as any form of constructive work that serves to develop the powers of the pupil thru spontaneous and intelligent self-activity. Manual training includes freehand and technical drawing; working in wood and metal; modeling in sand, clay or plaster; casting plaster or metal; domestic science; cooking; dressmaking; patternmaking; printing; Swedish sloyd; Russian tool practice, etc. Purpose.—Its purpose is to educate the mind thru the hand. Grade 7. Time: One hundred minutes a week in two periods. Projects: Woodwork-Simple construction involving the four principal cutting tools:-saw, plane, chisel and spoke- shave and the necessary laying out tools. Measuring, Squar- ing board and game board. Planing (surface and edge cutting board). Vertical chiseling, gouging, paring, sharpening chisel making rack for brushes, tools or brooms and , making pen tray. Bow sawing, modeling, sandpapering in making coat hang- er, etc. Halving, nailing, finishing in making flower pot stand, bracket shelf, water wheel, etc., involving some form of groove joint. Grade 8. Time: Two hours a week in two periods. Projects: Woodwork.-Construction involving groove joint; towel roller and sleeve board. Exact work in planing, to make glue joint—bench hook, drawing board. Review of “form work” with more difficult modeling—hammer handle, canoe paddle. 84 HIGH SCHOOL MANUAL Mortice and tenon joint—taboret, plant stand, book shelves. Carving—book rack, ends carved from original designs, form of joint for ends chosen by pupils. High School Two units of work in manual training are offered in the high school. A syllabus of this work may be obtained by applying to the High School Examiner, University, N. D. No pupil shall be eligible for the second credit in manual training without taking at least one-half credit in mechanical drawing. The courses in mechanical drawing are strongly recom- mended to all students taking any work in manual training. No examination in manual training will be offered by the High School Examiner. The instructor in manual training shall report in full, to the Examiner, what work has been done by each pupil in manual training, his estimate of the quality of such work, the nature of the examination passed by the pupil, and the credit allowed on it. Double periods of 80 to 90 minutes are urged in preference to single periods. In schools where this arrangement is not feasible single periods will be permitted; and the classes may thus finish one-half unit each year. HOUSEHOLD ECONOMY (Domestic Science and Art.) Four Half Units Syllabi of these courses have been compiled by a special com- mittee and a limited number of copies is ready for mailing. Those who have use for these may secure copies by addressing the state High School Examiner, University, N. D. The time required for a unit of credit is five double periods per week for thirty-six weeks. It is intended that Course I, in either domestic science or domestic art will be accomplished before Course II, in either is attempted. Domestic Science I, and Domestic Art I, may alternate with each other through a year of thirty-six weeks, or they may be done separately in succeeding semesters of eighteen weeks each. Domestic Science II, should follow or accompany, if possible, the high school courses in physiology, botany, and chemistry, Domestic Art II. may be done at any time after Domestic Art I. is completed. HIGH SCHOOL MANUAL 85 *- The work outlined under textiles is intended to be given with the sewing and in the same periods. The part dealing with vegetable fibers should be given with Domestic Art I, and that dealing with animal fibers with Domestic Art II. In order to save time that will otherwise be lost in beginning and closing, all periods of work in domestic science and art should be double periods. MECHANICAL DRAWING I First One-half Unit One period a day throughout the year or two periods a day for one-half year. The purpose of the course in the first year of the high school is to teach the pupils to make and read working drawings and sketches, to give a knowledge of geometric construction in its relation to mechanical drawing, to produce skill in the use of instruments by means of drills in the making of drafting conventions, to train the imagination and the power to visual- ize by teaching the fundamentals of projection. GROUP I Free hand and mechanical lettering—Emphasis on plac- ing, form, slant, spacing, tex- ture of line. GROUP II Geometric construction— Use of T-square, triangles and instruments in construct- ing geometrical figures. GROUP III Conventional lines— Use of T-square, triangles, and instruments in drawing the different lines used in mech- anical drawing. GROUP IV Simple mechanical drawing —The different views of ob- jects involving the use of straight lines, circles, and tangents. Free hand mechani- cal drawing. GROUP V Orthographic projection— Three views of geometrical figures. Resolutions. Develop- ments. Intersections. PROBLEMS SUGGESTED Gothic alphabets and figures. Upper case and lower case letters. Lines, tangents, angles, tri- angles, Square, circle, pen- tagon, hexagon, Octagon, etc. Exercise sheets in lining. Vis- ible edge lines, invisible edge lines, center lines, pro- jection lines. construction lines, dimension lines. Rectangular frame, box, try square, flower pot, circular box, face plate, desk tray, link stool, taboret, etc. Rectangular prism, hexagon- al prism, pentagonal prism, triangular pyramid, penta- gonal pyramid, waste bas- ket, stove pipe section, funnel, etc. HIGH SCHOOL MANUAL 87 MECHANICAL DRAWING II Second One-half Unit One period a day throughout the year, or two periods a day for one-half year. The purpose of the course in the second year is to produce better technique in drawing, to develop an appreciation of constructive design, to give the student a working knowledge of the sketching and drawing of machine details, give a drill in tracing and blue printing, and to teach the questions and problems to be considered in the planning of a dwelling. GROUP I Problems for manual train- ing shops involving construc- tive designs. GROUP II Isometric and cabinet (obli- que) projection. GROUP III Representation of screw threads, bolts and screws. GROUP IV Working drawings of ma- chine parts—Detail and as- sembled drawings, tracing, blueprinting. GROUP V House and barn Drawing-- Style of roof, rooms needed, arrangement of rooms, beauty of exterior, tracing and blue- printing. References: PROBLEMS SUGGESTED Book rack, shelves, stool, chair, table, gravel, box, tray, napkin holder, etc. Cube, cylinder hexagonal prism, pentagonal prism, mortise and tenon joint, stool, saw-horse, cabinet projection of some of the problems under Group I. The helix, sharp V thread, U S. standard thread, square thread, acme thread, bolts, set screws, machine screws, etc. Wrench, pulley, coupling, con- necting rod, shaft, bearing, globe valve, steam pump, etc. Cottage and two-story house. Floor plans, elevations, roof plans, details of cornice, water table, doors, wind- ows, staircase, fireplace, etc. Problems in Mechnical Drawing, by Charles A. Bennet, The Manual Arts Press, Peoria, Illinois. 88 HIGH SCHOOL MANUAL Course in Mechanical Drawing, Junior, Intermediate and ºr. by Thorne. The Williams Brown Earl Co., Philadel- phia. Elements of Mechanical Drawing, by Gardner C. Anthony. D. C. Heath & Co., Boston, Mass. Applied Mechnical Drawing, by Frank E. Mathewson and Judson L. Sewart. The Taylor-Holden Co., Springfield, Mass. Notes for Mechanical Drawing, by Frank E. Mathewson. Manual Arts Press, Peoria. Ill. The Essentials of Lettering, by Thomas E. French and Robert Meiklejohn. Manual Arts Press, Peoria, Ill. Mechanical Drawing and Elementary Machine Design, by John S. Reid and David Reid. John Wiley & Sons, New York City. FREEHAND DRAWING One-half Unit One year, forty-five minutes per day, one-half unit of credit. The aim is two-fold (I) an understanding of the fundamental art principles, (2) the acquisition of the ability to express that knowledge thru drawing and painting. The work falls under five main heads. I. The study of the Principles of Design (balance, rhythm, and harmony). Specific problems illustrating each principle should be worked out, at least one being applied. The uni- versal application of the principles should be continually point- ed out. II. The study of the Perspective. The study should in- clude parallel perspective, angular perspective and oblique per- spective. III. The Representation of Still Life Groups in Pencil and Charcoal. Aims (I) good composition; (2) good character of forms; (3) a correct representation of values; (4) good technique. For charcoal work read page 28 “Art Education for High Schools.” In pencil drawing aim for a simple render- ing of larger values in broad definite strokes which keep the same direction. Use soft pencil and avoid working over a mass more than once. For illustrations see “Applied Arts HIGH SCHOOL MANUAL 89 5 y Drawing Books," edited by Wilhelmina Seegmiller and "Pro- gressive Lessons in Art Education in High Schools,” published by Prang. IV. The Painting of Nature Studies. Aims (I) good character in form and color; (2) rendering of light and dark values seen in leaves, stems and flowers; (3) direct water- color handling. In order to secure the last aim lift the color from the cakes and allow them to mix in the brush and on the paper (not in the lid of the box) thereby producing a variety of color and brilliancy of effect. Work in mass (never outline first) with the flat side of the brush rather than the point. Never work over a color. V. Study of Landscape: Refer to Seegmiller’s “Applied Art Drawing Books” and “Art Education for High Schools.” The following books are suggested for reference:- “Art Education in High Schools, published by Prang. “Applied Art Drawing Books,” edited by Wilhelmina Seeg- miller. Batchelder, E. A. : The Principles of Design. Batchelder, E. A. : Design in Theory and Practice. Sanford, F. G. : The Art Crafts for Beginners. Branch, E. A. : Illustrated Exercises in Design. French & Mieklejohn : The Essentials of Lettering. HIGH SCHOOL MUSIC One-half Unit A syllabus has been carefully prepared by a competent com- mittee and is obtainable from the office of the High School Examiner, University, North Dakota. This should be obtained, studied and followed as closely as possible in every high school. PENMANSHIP AND SPELLING One-half Unit Part of the Sixteenth Unit Very little if any writing should be done in copy books in high school. In fact, if an instructor is qualified to put the copies on the blackboard and direct the pupils in their prac- tice, much better results may be obtained by the use of loose practice paper than with the copy book. The forearm, or “muscular” movement, should be cultivated and for this pur- pose the teacher and pupils will find a great deal of helpful material in such publications as the Penman's Art Journal, The American Penman, and The Business Educator. The words in the exercises in spelliing should be those com- monly used in correspondence, in reporting and in business. The examination of the high school examiner will require a specimen of the pupil’s handwriting and the spelling of diffi- cult words in common use with emphasis on those used in business. BOOKKEEPING One-half Unit This course should be discontinued except for short course students and those who enter too late for a year's work. This course should include a thorough drill in the elements of bookkeeping and practice in the use of the more common books of accounting, such as day book, journal, cash book, sales book, check book, ledger, bills receivable and bills pay- able book, and trial balance and statement book. Students should be required to fill out and become familiar with such business forms as invoices, notes, drafts, checks, receipts, statements of account, etc. Farm and Household accounts should predominate. HIGH SCHOOL MANUAL 9I One Unit The full year course in bookkeeping should include, in addi- tion to the work outlined for the half-year course above, advanced work in bookkeeping and business forms by using modern, up-to-date, independent, individual sets for the pupils. Make all work practical and common sense. All transactions should be carried out by correspondence, thus reducing confusion to the minimum. Here also Farm and House- hold accounting should predominate. COMMERCIAL LAW One-half Unit The following from the report of the Commission of the North Central Association of Colleges and Secondary Schools will serve as a guide: Study the legal principles governing business relations, especially contracts, their nature, essentials, and effects; future sales, interest and usury, bills and notes, agency, part- nership, corporations, real property and mortgages, liens, at- tachments, surety and guarantyship, bailments, common carrier, banking, fire insurance, landlord and tenant. Text book, supplemented by some study of cases (by way of illustration), discussions, and practice in drawing legal papers such as a contract, note, bill of exchange, bill of sale, bill of lading, power of attorney, deed, mortgage, lease, notice of protest, etc. HIGH SCHOOL GEOGRAPHY One-half Unit The object of this course is to give the pupil a practical insight into geography. It should enable him to see the rela- tion existing between the different phases of the subject. This is necessary not only for one who enters into business life, but for one who intends to teach geography. Geography in this course should be taught so as to enable the pupil to see the influence the physical features have upon the industries and life of a people. It should be made clear that an equally important matter is the government of a country. This course, therefore contemplates a union of the 92 HIGH SCHOOL MANUAL physical, the political and the economic phases of geography, especially those of North Dakota. Our resources should be thoroly fixed in mind. The following outline of work is suggested: I. II. III IV 5. Review of the 7th grade geography— Motions of the earth and consequent results. Map drawing of the different continents. Brief review of tides, ocean currents—atmosphere. Physical features of principal countries— Physical features of the chief commercial countries, those affecting the life and industries of a people; Formation of soil, coast-lines, river systems; General topography; Detailed study of North Dakota with special attention on the results of glaciation. Political divisions— Brief study of the governments of the leading com- mercial nations of the world with map of each; Characteristics of people; Immigration and migrations of people—special refer- ence to the U. S.—and the results. Economic Geography— United States. Plant and animal products; Natural resources—mineral, water, forests, etc.; Tendencies towards centralization and concentrations with their causes and results. Centers of industries, reasons and location. Transporation. Waterways, railroads, merchant marine, canals, oper- ation, communication. . Government. How it affects our industries—tariffs, legislative re- gulation, recent economic legislation. Commerce—imports, exports and domestic commerce. A similar but not extensive treatment should be given to the leading nations of the world. International rivalries in commerce. HIGH SCHOOL MANUAL 93 List of References; High School Geography—Dryer—American Book Company. Commercial and Industrial Geography, Keller & Bishop, Ginn & Co. Commercial Geography, Brigham, Ginn & Company. History of Commerce, Clive Day, Longmans, Green & Com- pany. Physical Geography, Davis, Ginn & Company. Consular Reports, Washington, D. C. Year Book. Statistical abstract of U. S. SHORTHAND Two Units. No credit should be given for work in shorthand unless the pupil takes typewriting in his course also. It is very desirable that pupils in shorthand pursue this study for two years. At the end of that time the student should be thoroughly equipped to do any ordinary stenographic work. This is a subject that re- quires close application and should not be pursued in the hope of finding it a snap course. These units require as much work as others of the high school course. For stenographic work the student should pursue a full four- year high school course as stenographers are expected to possess broader scholarship than a special preparation in shorthand and typewriting. In fact, it would be better in most cases if the pupil were to pursue these special lines after completing this four years of high school work. First Unit. During the first year of the work in shorthand thoroughness should be considered more important than speed. The princi- ples of the system taken up should be thoroughly mastered and, extensively reviewed. Drill on rules and their application. Study word-signs, and abbreviations; and drill on sight reading. Short hand plates, read and transcribed. Second Unit. «» Some advanced dictation course suited to the system of shorthand taught. Shorthand penmanship drill. Business letters and legal forms, practiced and dictated. 94 HIGH SCHOOL MANUAL Shorthand plates, transcribed, practiced and dictated. By end of the year, acquire speed on new matter of 85 to IOO words per minute. TYPEWRITING One Unit. In typewriting, what is known as the touch system should be taught. By this method the pupils learn to use their fingers in operating the machine and keep their eyes off the keys. Celluloid caps may be fitted over the keys or a shield may cover the keys and operator's hand to assist in acquiring this method. Thorough training should be given in the care of the ma- chine in manifolding and tabulating. As much of the practice and drill work in typewriting may be, and often is, done within the eighty-minute periods given by the same pupil to shorthand, and as this is done in some of our best schools with success, as to the results, in both the shorthand and typewriting courses, forty-minutes per day dur- ing the year for additional practice in typewriting seems to be right, and therefore, one unit of credit is the right amount to be allowed for the two years' work in typewriting. First Half-Unit. Finger exercises. The lessons of the text book should be completed. The first object in this work is accuracy. The lessons when completed should be fastened together with a proper title page and should be neat and accurate throughout. Machine dictation. Transcription of shorthand plates. Second Half-Unit While maintaining the accuracy required in the first year the pupil should strive to acquire speed throughout the second year's work. Transcription of business letters, new dictation that was dictated at 75 to IOO words per minute. Copying, 40 words per minute. PSYCHOLOGY, ELEMENTARY One-half Unit. This part of the course deals, in an elementary way, with the facts and theories of general psychology. Its aim is to introduce the pupil to a study of his own mental states as a preparation for the sympathetic and intelligent observation of the lives of others. A text book written along rational and modern lines should be used. The book should not be too scholarly. PEDAGOGY AND SCHOOL MANAGEMENT One-half Unit. This course is a part of the work contemplated in section I369 of the school laws which provides for making high school diplo- mas good as teachers’ certificates. Inasmuch as those pursuing this course are expected to teach and inasmuch as nearly everyone completing such a course in a North Dakota High School will teach in the rural schools of the state, presumably, in the one room rural schools, the course should be primarily a course in rural school pedagogy and management. It should deal with those problems which confront the beginner in the one room rural school at the very outset. The course should not be purely a text book course altho the reading and study of a number of first class text books is essential. - The new teacher must first of all enroll the pupils and keep a record of attendance. Hence the course should familiarize the teacher with the new register issued from the State Department of Education. The prospective teacher should also become fam- iliar with the school laws, especially those relating to the duties of teachers and those governing the common schools. Next a study of the various types of rural schools in North Dakota, the powers and duties of the State Department of Education, the County Superintendent of Schools, the States Attorney, the Attorney General, (in relation to the enforcement of school laws), the School Board, the County Board of Health, the State Board of Health, (in relation to the health of rural and other com- unities). the interrelation of patrons, school board, teacher, and pupils, the powers and duties of the State Board of Education, especially the relation of all of these to the sort of school that the student will in all probability teach, should be made. A thoro study of the new Course of Study for Common Schools (1917) 96 HIGH SCHOOL MANUAL should be made together with some practice in program-making and the making of reports, recording of pupils’ standings, exam- inations, etc., should be made. Any county superintendent will be glad to furnish a statement of actual typical conditions for class use and study. The various pamphlets, circulars, manuals, issued by the State Department of Education and the State Board of Education should be studied. These may be had free by address- ing the State Department of Education, Bismarck, No. Dak. The rules governing examinations should receive very careful atten- tion. There should also be a study of Standardization, Consoli- dation, and the objects and purposes of the various forms of school organization, the problem of transportation of school children, the hot noonday lunch and kindred matters. Every student who intends to teach should have some actual observation of good teaching and some actual experience in prac- tice teaching himself. In many schools this can be done effec- tively and to the advantage of the school itself. In nearly every school room there are found retarded and backward pupils who need extra assistance. After the student teacher has had the op portunity to observe the proper conduct of classes a number of such pupils could be gathered from the several rooms and taught by the student teacher as a sort of ungraded room. The student teacher can also render valuable assistance in the regular grade rooms occasionally under the direct supervision of the regular teacher and also learn a great deal of practical value herself. If possible the student teachers should make some visits to the outlying rural schools for quiet and orderly observation, always under the direct supervision of the superintendent, or some com- petent and trustworthy teacher, or in company with the County Superintendent. The work of teaching rural and all other children properly is so important and the needs of our schools are so great that the work above outlined comprises just about the necessary minimum essentials for anyone who is to undertake the arduous and del- icate task of teaching a rural School. ARITHMETIC HIGH SCHOOL One-half Unit The aim in this course is a thorough knowledge of the essen- tials of arithmetic. This course should result in accuracy, rapidity, neatness, a reason why, and the ability to state that reason in good English. One-half of the time should be given to rapid oral work and to the statement of definitions and principles. Each written ex- ercise should be done under a time limit and accurate work only should be accepted. This course includes notation by the use of Arabic charac- ters and Roman numerals; numeration, the reading of deci- mal fractions through millionths at sight; a general discussion of reduction ; scale as used in different phases of arithmetic; the fundamental processes in whole numbers, decimal fractions and in common fractions in which the denominator is 2, 3, 4, 6, 8, I2, and I6; the multiplier, abstract, etc.; aliquot parts and short methods in multiplication and division; statement of funda- mental principles and definitions; daily rapid oral work in ad- dition; test of divisiblity; factors; multiples; powers and roots of small numbers; commercial statements and com- mercial paper; time, circular, linear, Square, cubic and capacity measures, avoirdupois weight; board measure; plastering, carpeting, etc.; the more elementary phases of longitude and time; the three cases in percentage,_to find any per cent of any number, to find a number when a certain per cent is given, and to find what per cent one number is of another; reduction of any per cent to a common fraction or decimal fraction; commercial and bank discount; taxes; insurance; in- terest and interest tables; square and cube root; measurement of surface and solids, including cones, cylinders and spheres; elements of the metric system; problems involving purchase by the ton and by the thousand, and problems in measurement and percentage. This course does not include: addition, subtraction, multi- plication and division of denominate numbers; tables of Eng- lish money and troy and apothecaries' weight; surveyors’ measures; averaging accounts; stock-jobbing; U. S. Securities; gold investments; compound proportion; custom house busi- ness; partnership; duodecimals; arithmetical and geometrical progressions; alligation. 98 HIGH SCHOOL MANUAL This course in arithmetic is designed to take the place of the commercial and senior-review courses offered formerly, and only one set of questions for arithmetic, done in the high school is designed to be offered. It is believed that the teacher can give the subject the commercial or pedagogical viewpoint, as local conditions may require. SENIOR GRAMMAR One-half Unit The aims of senior grammar are similar to those of senior arithmetic, viz: Comprehensive and intensive study of the subject for such a mastery as was impossible four years before, and also the phase of the subject needed by the prospective teacher in presenting it to his classes. If the teacher is masterful and independent of any particular book, it would be profitable to spend the semester on work devised or chosen from various sources, and then, under the direction of the teacher have the pupils investigate the assign- ed lesson in various texts kept on the shelves or in their own possessions. This would give rise to differences of view and, with a skillful teacher, to reconciliation later on. As in arith- emetic, every topic of grammar should be investigated, but the fundamental principles should not be lost sight of in dis- cussion over minor and merely formal details. Grammar should be built up, or developed as other sciences in accord- ance with inductive procedure—examining and classifying materials as in chemistry or botany. It is a thought subject par excellence. The emphasis should, of course, be laid on the sentence analyzed into its various parts, and on the kinds and relations of these parts. VII.---RECOMMENDED PROGRAM OF STUDIES FOR HIGH SCHOOLS. The subjects designated as constants for the pupil are one full unit each of English I, English II, and either English III or English IV, Science, a half unit each of Advanced U. S. History, Civics, and Elementary Economics. See page 23. Constants for the School. See pages 19, 21, 24. Year to Synopsis Name of Subject. be Studied. Pages. Algebra, Elementary ................................ 9, IO Or II------------ 44-45 Agriculture, See syllabus ........................ IO Or II ---------------- 8I Biological Science * ...63–70 Civics, I-2 unit, See syllabus I 2 53-55 Drawing, Freehand, one year, I-2 unit....9 88–89 Domestic Science I, See syllabus 9 84-85 Chemistry or Physics .... II Or I?---------------- 60-56 English I, See syllabus .............................. 9 3I-33 English II, See syllabus IO.-- 33-35 English III, See syllabus .......................... II. Of I2---------------- 35-37 English IV, See syllabus ........................ II. Of I2---------------- 37–38 Economics, I-2 unit II. Of I2---------------- 55-56 Geometry, Plane IO, II Or I2 -------- 45-46 History, Adv. U. S., See syllabus I2 53-55 *History, General I .................................. IO. Of II---------------- 46-50 *History, General II ................................ II 5I-53 Manual Training, I-2 or more units, See syllabus 9 and Io................ 83-84 Mechanical Drawing I, I-2 unit ............ IO Or II---------------- 86–88 Music, Vocal, See syllabus Sewing I, one unit, See syllabus IO 84-85 ELECTIVES Commercial Subjects. - Arithmetic, High School, I-2 unit ........ II. Of I2---------------- 97-98 Bookkeeping 9, IO Of II ---------- 90 Geography, High School, I-2 unit II 9I-92 Law, Commercial, I-2 unit ...................... II. Of I2---------------- 9I Penmanship and Spelling, I-2 unit ........ 9 90 Shorthand I II 92-93 *Students should take both courses always taking General History I first. HIGH SCHOOL MANUAL IoI Pages Shorthand II I2 92-93 Typewriting I, I-2 unit ----II 93-94 Typewriting II, I-2 unit I2 93-94 Foreign Language. Caesar, Latin II IO 39 Cicero, Latin III II----, 4O French I 4O-4I French II - 4I-42 German I IO Or II---------------- 42-43 German II IO, II Of I2 -------- 43 German III II. Of I2---------------- 44 Latin I, Grammar 9 38–39 Norse I 9, IO Or II ---------- 44 Norse II IO, II Or Iz -------- 44 Virgil, Latin IV I2 - 4O Mathematics. Algebra, Advanced, I-2 unit .................... II. Of I2---------------- 45 Arithmetic, High School, I-2 unit ........ II Or I?----------------97-98 Geometry, Solid, I-2 unit ........................ II. Of I2---------------- 46 Miscellaneous. - Common School Course 7 and 8........ I5-19–26,27 Bible Study, I-2 unit 8 Drawing, Mechanical, II, I-2 unit ........IO or II................ 87-88 Pedagogy, I-2 unit I2 ......95-96 Psychology, I-2 unit I2 95 Senior Grammar, I-2 unit I2 99 Sewing II, See syllabus IO Or II----------------84-85 Science. Agriculture, I unit, See syllabus ............ IO Or II---------------- 8I Botany I, I-2 unit 9 Or IO------------------ 66 Botany II, I-2 unit IO Or II---------------- 67-68 Chemistry { II Or I2----------------60-63 Domestic Science II, See syllabus............ IO Or II---------------- 84-85 General Science, See syllabus for - grades - 8 or 9.................... 73 Geography, Physical, I-2 or I unit ........9 Or IO------------------ 74-78 Geology, Elementary, I-2 unit ................ IO Of II.--------------- 79–80 Horticulture, I-2 unit IO Or II---------------- 81-82 Physiology, I-2 unit, See syllabus ........ IO Or II---------------- 71-72 Physics II Or I?---------------- 56-60 Zoology I, I-2 unit 9 Or IO------------------ 68-70 Zoology II, I-2 unit 9 Or IO------------------ 70-71 Note. Syllabi as above noted are obtainable at small ex- pense from the High School Examiner, University, N. Dak. VIII.---GENERAL INDEX. Pages Admission of pupils to high school 23 Agriculture---I unit - - 8I Department of I3, I5 Algebra, elementary 44, 45 Advanced ------4 Bible Study 38 Bookkeeping * 90 Botany 63 Botany I 66, 67 Botany II 67, 68 Caesar - - 39 Certificates, Teachers’ ...................... 9, I5, 16, 18, 19, 20, 21, 29 Chemistry 60, 61, 62, 63 Cicero - * 4O Civics, - 53, 54, 55 Classification, requirements ................ I2, I5, 17, 18, 19, 20, 2I, 22 Application for I5 Commercial Law }- 9I Conduct of schools .. 23, 24, 25 Common school subjects 24, 26, 27, 28, 29 Constants, for pupils 23, IOO For schools 24, IOO Courses, elementary school I2, 19, 24, 26 High School 19, 23, 24, 26 to IOI Unit course defined 23 Curriculum, six-year high school 26, 27, 28, 29 Local school should adopt 24 Department of Agriculture............ I3, 14, 15, 16, 17, 18, 22, 24, 25 Of domestic science and art I3, I4, I5, 16 Of manual training I3, I4, 15, 16 Domestic science and art, required in certain schools............ - I3, I4, I5, IQ, 2I Courses in 84, 85 Equipment for .. 17 Drawing, freehand . .88, 89 Mechanical 86, 88 Economics, general - 55, 56 Eighth grade subjects 24, 26, 27, 28, 29 Examinations 3O Electives 26, 27, 28, 29, IOO HIGH SCHOOL MANUAL IO3 Pages Pnglish …~~~~… 3I English I ~… 3I, 33 English II ......... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * = e = s. s. s. s = s. 33, 35 English III …...….................. 35, 37 English TV …............ 37, 38 Entrance to state high schools.............. ------------------------------------------ 23 Equipment for botany and zoology ................................ 63, 64, 65 For Chemistry •r = * , ~~~~ - 62 High school aid fund * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 17 Evening schools ........................................................................ IO, II Four-year high school, definition of ................................ 2I, 23, 24 French I and II ................................................................ 40, 4 I, 42 Fund, state high school aid, separate account .......................... 17 Clerk of local board must report .......... ------------------------------ 17 How used or expended ........................................................ 17 General history I and II ................................................ 46 to 53 Geology, elementary ................................................................ 79, 80 Geography, high school ..........................................................9I, 92 Physical … 74 to 78 German I, II and III ........................................................ 42, 43, 44 Graduation, number of units required ........................................ 24 Grammar, Latin .............................. - - 38, 39 Senior …~~~~99 Heating school building ................................................................ 18 High School inspector, provision for .............................................. 9 High School diplomas (Teachers' certificates).............................. 9 High Schools, first class ................I 2, 15, 17, 18, 19, 20, 23, 24, 25 Second class ............................ 12, 15, 17, 18, 20, 21, 23, 24, 25 Third class ......... * * * * * * * * * * * * * * * * * * * 12, 15, 17, 18, 21, 22, 23, 24, 25 With agricultural dep’t......... I3, 14, 15, 16, 17, 18, 23, 24, 25 History, Advanced United States ........................................ 53, 54 Eighth grade … r - ...27 English …~~~~~~…~~~~~~~… 53 Horticulture - - .81, 82 Household economy ............................... - * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 84, 85 Junior high school ...23, 26, 27, 28, 29 Laboratory, equipment secured with state aid............................ 17 Equipment required .................................... I6, 19, 20, 21, 22 Notebooks . * * * * * * * * * * * * * * * * * * * *s sº at sº s = * * * * * * * * = * * * * * * * 25 Law, commercial • * * * * * * * * * * * * ..91 Latin --- --38 Latin I ..... - - 38, 39 Latin II ..... ... .39 Latin III ...... - * {^ * * * - 4. ---...-40 Latin IV ...... !---- * * * * ------------------- 4O IO4 HIGH SCHOOL MANUAL Pages Library … 16, 17, 19, 21, 25 Manual training, courses in ................... .......83, 84 Required in certain schools º - I5, 16, 19, 2I Mechanical drawing * - tº * * * * * * * 86, 8S Medical inspection - ..9, 18 Music, vocal 24, 90 Non-resident pupils .................. w I2 Norse I and II … … 44 Penmanship and Spelling ...... - ...-90 Pedagogy ..................... & © a tº e º º sº ----------- 9, 95, 96 Physics .......….........…............“ 56 to 60 Physical geography ... e tº e - ~~~~ 74 to 78 Physical Education .... (See sec. 1390 Gen. School Laws.) 26, 28 Physiology A * ...7I, 72 Program of studies . ------------------------------- -IOO, IOI Promotion, basis of ................... ~~~~~~~~~~~~ ..23 Psychology ....................* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ~ e. e. e. e. e. a e s e e - e s • * * * * * * * e e < * * *95 Recitation, period ....................................................................---.... .23 Rules and regulations .......................................................... II to 25 Sanitation .............…......................…................ I2, 18, 20 Science, general . - - - - te e º 'º - * * * - - - - • * * * * * * * * * * * * * * 73 Senior reviews, definition of ....................... - ºr - -.24 Semester ....................…. ---------------------------------------- I9, 23 Shorthand ............…92, 93 Six-six plan, six-three-three plan ........................................ 26, 29 Spelling .................... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * --------------90 State aid, evening schools .......................................................... - I I State aid, high schools ....(See sec. 1433 School laws) 9, 15, 17 Apportionment .......................... (See Sec. 1433 school laws) Prorated .................................... (See sec. 1433 school laws) To first class high schools........ (See sec. 1433 school laws) To second class high schools....(See Sec. 1433 School laws) To third class high schools....(See sec. 1433 School laws) To agricultural high schools ................................................ I4. State board of education, duties ..................... - ...9 Law creating ......... -----------------------------------------------------------Q Members ...........…. I Powers ..................... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 9 Statutory provisions ..................................... ...A .9 Superintendent city schools, office ...................... I7, 19 Qualifications ............... ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * I5, 19, 21 Superintendent public instruction ... ..........I President state board education - -- :----------- I Syllabi, Agriculture ....... --------------- 81, Ioo, IoI Adv. U. S. History - - 53, IOO, IOI HIGH SCHOOL MANUAL IOS Pages Bible Study .............................. & ...-38, IOO, tor Civics … 53, IOO, IOI Domestic science and art ................................84, 85, 100, IoI English ......................... d is a ge 3I, IOO, IOI General science .......... .....84, 85, IOO, IOI Manual training .............................................. 83, 84, IOO, IOI Music . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 90, IOO, IOI Physiology ...…..... 7I, IOO, IO I Synopsis of subjects ...................----------------------------------------- 3I to 99 Teachers, courses supervised by superintendent....................... 2O Minimum number required .................................... I5, IQ, 2I Minimum salary of .................................................. I6, 20, 2I Must have certificates ....................... s 18 Qualifications, as to scholarship ................ I5, 16, 17, 19, 21 Temperance day …..….......….. 9 Typewriting … …..........93, 94 Tuition ~… I 2 Unit course of study defined ........................................................ 23 Ventilation … I8 Virgil …~~~~… 4O Zoology …~~~~~~~~~ 63 Zoology I ..…… 68, 69, 7 Zoology II … 7O, 370/6074/32505 5550°12 CC SPRINGFIELD, O., PUBLIC SCHOOLS ANNUAL REPORT 2ſ –" * "B ARD OF EDUCATION SCHOOL YEAR ENDING AUGUST 31, 1903 SPRIN GFIELD, OHIO GAZETTE JOB ROOMS CONTENTS PAGł Board of Education................................. . . . . . . . . . . . . . . . . . 3 Boundaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ . 82 Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Clerk's Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Course of Study, Elementary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Course of Study, Elementary German . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Course of Study, High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Janitors' Directory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Location of Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Organization of Board of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. President's Report... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Rules of Board of Education. . . . . . . … … * * * * * * * * * * * * * * * * * * * * * * 59 Rules of Examiners . . . . . . . … … 87 Rules of Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Standing Committee of Board of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . 4. Superintendent's Report..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Business Course in High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Commencement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * 28 Course of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Manual Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 New Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 49 Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Report of Supervisor of Drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Report of Supervisor of Music . . . . . . . . . . . . . . . . . . . . . . . .......... 42 Report of Supervisor of Writing............ . . . . . . . . . . . . . ........ 45 School Exhibit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16–23, 25, 28, 34, 41 Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Text Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Supplementary Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Teachers' Directory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Teachers' Telephone Directory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Truant Officer's Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Board of Education, 1903-4 MEMBERS CHARLES BAUER. . . . . . . . . . . . . . . . . . . . . 633 Lagonda Avenue JOHN P. DUGAN . . . . . . . . . . . . . . . . . . . . . 166 East Grand Avenue H. GUNDERMANN . . . . . . . . . . . . . . . . . . . 413 W. Columbia Street J. D. LITTLE . . . . . . . . º 319 North Limestone Street GEO. H. MELLEN . . . . . . . . . . . . . . . . . . 360 South Fountain Avenue JAS. A. MYERS . . . . . . . . . . . . . . . . 101 South Yellow Springs Street C. S. OLINGER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Clifton Avenue W. F. PAYNE . . . . . . . . . . . . . . . . . . . . 352 North Limestone Street A. A. RIDDER . . . . . . . . . . . . . . . . . . . . . . . 68 West Columbia Street C. T. RIDGELY. . . . . . . . . . . . . . . . . . . . . 508 West Mulberry Street H. K. S.HEARER . . . . . . . . . . . . . . . . . . . . . . . . 216 E. Liberty Street Organization of the Board of Education I 903-4 OFFICERS CHARLES BAUER. . . . . . . . . . . . . . . . . . . . . . . . . . . . President J. D. LITTLE . . . . . . . . . .* g e < * * * * * * * is tº * * * * * * * * Vice President O. H. MILLER . . . . . . . . . . . . * * * * * * * * * * * * * * * * * . . . . . . . Clerk ANTHONY HAESELER... . . . . . . . . . . . . . . . . . . . . . . Treasurer T. H. GOODENOUGH . . . . . . * * * * * * * * * * * * * * * Messenger JOHN S. WEAVER. . . . . . . . . . . . . . . . Superintendent of Instruction CHARLES T. DARNER. . . . . . . . . . . . . . . . . . . . . . . Truant Officer T. H. GOODENOUGH . . . . . . . . . . . . Superintendent of Buildings B. F. PRINCE A. E. TAYLOR | e . . . . . . Examiners of Teachers JOHN S. WEAVER standing committees Superintendent, Salaries, Teachers, and Examiners—Mellen, Dugan Myers, Ridgely, and President. Janitors—Payne, Ridder, and Gundermann. German, Discipline, and Drawing — Ridder, Gundermann, and Olinger. - Text-Books, Course of Study, Apparatus, and Library—Little, - Payne, Wetnight, Shearer, and President. Boundaries and Building Sites, Law and Contracts—Olinger, Payne, and Wetnight. Finance, Rules, and Regulations—Wetnight, Shearer, Olinger, and President. Printing, and Music—Ridgely, Little, and Shearer. Furniture, and Supplies—Dugan, Ridder, and Mellen. Building, and Repairs—Gundermann, Myers, and Ridgely. Fuel, and Heating—Shearer, Little, and Dugan. Claims, Accounts, and Auditing—Myers, Payne, and Mellen. School Calendar for I 903-4 First Term begins September 8. First Term ends December 24. Holiday in First Term : Thanksgiving Day, Nov- ember 26. Christmas Holidays : December 25 to January 2, Second Term begins January 4. Second Term ends March 26 Holiday in Second Term ; February 22. Third Term begins March 29. Third term ends June 18. Summer Vacation, June 19 to September 6. Teachers' Examinations, April 3, and August 26 Location of Schools HIGH-South-west corner of High and Factory streets, second and third floors. CENTRAL–Same as High School, first floor and annex. CLIFTON ST.-South-east corner of Clifton and Taylor streets. DIBERT AVE.-South-east corner of Dibert avenue and Jackson Street. ELMWOOD-Oakland avenue, south of High street, FAIR ST-Fair street, east of Yellow Springs street. FREY’s–Corner Erie and Auburn avenues. GARFIELD–Pleasant street, west of Fountain avenue. GRAY'S-Dayton pike, south of High street. LAGONDA—Belmont avenue, Lagonda. LINCOLN–Pearl street, north of Rice street. McKINLEY-High street, east of East street, NorthERN–College avenue, west of Limestone street, NoRTH ST.-North street, east of Spring street. SHAFFER ST.-Shaffer street, between Columbia and North sts. SOUTHERN–North-east corner of Limestone and Miller streets. WASHINGTON.—North-west corner of Lagonda and Park avenues. WESTERN–North-east corner of Main and Yellow Springs street. vi Clerk's Report SPRING FIELD, OHIO, September 1, 1903. To the Board of Education: I herewith respectfully submit my report of receipts and disbursements for the year ending August 31, 1903, together with a statement of the bonded indebtedness of the Board : RECEIPTS. Balance on hand September 1, 1902 State Tax. . . . . . . . . . . . . . . . . . . . . . . . . Section 16 . . . . . . . . . . . . . . . . . . . . . . Local Taxes. . . . . . . . . . . . . . . . . . . Tuition and Miscellaneous Sources Received from Sale of Bonds . . . . . . . . . DISBURSEMENTS. Superintendent and Teachers. . . . . . . . . $ 97,298 00 Janitors, Clerk, Examiners, Enumerators and Truant Officer . . . . . . . . . . . . . Building and Repairs. . . . . . . . . . . . Furniture and Supplies . . . . . . . . . . . . . Fuel and Light for two years. . . . . . . . . . Debt and Interest. . . . . . . . . . . . . Advertising and Printing . . . . . . . . . . . . . Insurance . . . . . . . . . . . . . . . . . . . . . . . . Heating Apparatus. . . . . . . . . Text Books. . . . . . . . . . . . . - - e s e s - - - . . . $ 1,178 78 15,928 50 321 67 156,554 04 257 80 72,355 45 $246,596 24 12,476 00 2,592 43 1,794 38 7,701 57 19,994 60 759 03 641 60 320 23 1,541 89 25 60 8 CLERK'S REPORT Teachers' Institute • a e º e s is e º e s e º s is e º 'º e 37 00 New Buildings. . . . . . . . . . . . . . . . . . . . . . . 39,186 19 Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . 146 40 Total . . . . . . . . . . . . . . . . . . . . . . . . . $184,514 92 Balance on hand September 1, 1903 $ 62,081 32 BONDED DEBT The debt of the Board on Sept. 1, 1902, was . . . . . . . . $103,000 00 The debt at the date of this report is . . . . . . . . . . . . . . 161,000 00 Bearing interest as follows: $85,000 00 at 4 per cent; $36,000 00 at 44 per cent, and $90,000 00 at 5 per cent, interest payable semi-annually. Bonds mature as follows : April 22, 1904. . . . . . . . . . . . . . . . . . . . . . .$ 8,000 00 June 8, 1904. . . . . . . . . . . . . . . . . . . . . . . . . 9,000 00 June 20, 1904 . . . . . . . . . . . . . . . . . . . . . . 5,000 00 June 8, 1905 . . . . . . . . . . . . . . . . . . . . . . . . 20,000 00 June 8, 1906 . . . . . . . . . . . . . . . . . . . . . . 20,000 00 June 8, 1907 . . . . . . . . . . . . . . . . . . . . . 20,000 00 March 1, 1908. . . . . . . . . . . . . . . . . . . . . . . 11,000 00 March 1, 1909. . . . . . . . . . . . . . . . . . . . . . . 11,000 00 March 1, 1910. . . . . . . . . . . . . . . . . . . . . . . . 12,000 00 March 12, 1911 . . . . . . . . . . . . . . . . . . . . 10,000 00 Sept. 29, 1912 . . . . . . . . . . . . . . . . . . . . . . 12,000 00 Sept. 29, 1918 . . . . . . . . . . . . . . . . . . . . . . . . 12,000 00 Sept. 29, 1914 . . . . . . . . . . . . . . . . . . . . . . . . 11,000 00 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . $161,000 00 Respectfully submitted, OLIVER H. MILLER, Clerk. OF SPRING FIELD PUBLIC SCHOOLS The President's Report AUGUST 31, 1903. To the Board of Education and Citizens of Springfield, O... In presenting this my annual report, I wish to thank my fellow members of the Board for their cooperation in the work of the past year. It has been three years since the Board has had a report printed. During this time our schools have increased very rap- idly, for which reason the Board has been compelled to build two new school buildings. One of these buildings is located on Oak- land avenue, in the East End, or what is known as the Elmwood Place. This school is one of the best in Ohio, and has the Fan system of heating and ventilation. The building has all modern conveniences. This building, the lot included, cost $34,618.85. This new building relieves the crowded condition of the McKinley building, which has been very crowded in the three years past, some grades having as high as seventy pupils. The other building is located on the corner of McCreight avenue and Garfield avenue, and is situated between the K. of P. Home and the I. O. O. F. Home. The building is almost com- pleted, and when finished will be as complete as any in Spring- field. This building will relieve the crowded condition of the Northern and will do away with the North Street, which has been a very unsatisfactory location for a school building. The Board had to rebuild part of the Lagonda building, which was in a dangerous condition. It is likely that in the near future the Board will be compelled to make some provisions for more room in the southern part of the city, as the Southern building is now overcrowded. 10 PRESIDENT'S REPORT The Board has lost some able instructors in the last three years. Among them were Gustav Broemel, W. O. Easton, and Clarence Paschall; all were teachers in our High school. The reason for the loss of these teachers can be accounted for— because of our low salaries. The records show that we have the lowest rate of salaries of any city, according to its size, in the United States. The records show that we have the lowest rate per capita of any city in the United States. It cost us but $24 a year, while in some cities it is as high as $80 a year. The normal classes have been in force now for almost four years, and have proven very successful. The Kindergarten schools, after being tried one year, were discontinued, One thing I would like to call the attention of the public to, is the beautifying of School house grounds with flowers and sod- ding, and the clean appearance of the buildings. The principals and teachers vie with oneanother as to who has the most beauti- ful grounds and attractive building. I think that our citizens should encourage our teachers in this work, as it helps the child toward neatness. * I think the time has come when we should establish manual training classes in our public schools. I believe that our teachers should attend the County Insti- tnte, as it helps them in their work. I believe they should attend all other meetings, touching upon School work, that would help them in their daily teaching. There is one other matter I wish to refer to, before I close my report, and that is that every member of the Board of Educa- tion should attend the State Board Organization of School Boards, as I think it helps them in the fulfillment of their duties as mem- bers of the Board, You get acquainted with the work as it is carried on all over the State. Respectfully yours, W. F. PAYNE, President Board of Education. OF SPRING FIELD PUBLIC SCHOOLS 11 Report of Superintendent of Instruction To the Board of Education : In accordance with the requirements of the Rules and Reg- ulations of the Board, I have the honor to present to you my report of the schools for the year ending August 31, 1903. The school year began September 1, 1902, and ended June 19, 1903. Schools were closed, by order of the Board, on the following days: Monday, September 1, Labor Day; Thursday and Friday, November 6 and 7, on account of the meeting of the Central Ohio Teachers' Association at Indianap- olis, Indiana ; Thursday and Friday, November 27 and 28, Thanksgiving vacation; Thursday and Friday, December 25 and 26, Christmas and the day following ; and the entire fortieth week, in order that all the teachers might examine and grade examination papers, and make their required reports. The schools were thus in session one hundred and eighty-eight days, not including a week of vacation at Christmas and another week at the close of the second term in March. ATTENDANCE Population of the city, Federal census of 1900. . . . . . . . . . . 38,563 Enumeration of youth between the ages of six and twenty-one years, as taken in May, 1902: Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,342 Girls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,277 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,619 Enrollment of pupils in the public Schools: Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,085 Girls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,309 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,394 12 StJPERINTENDENT'S REPORT SCHOOL BUILDINGs The following is a list of the school buildings, showing the number of rooms in each, and number of rooms nsed : Rooms School Recitation * Batºngº.” "." E. High School . . . . . . . . . . . . . . . . . . . . . . . .21 17 3 1 Central School (including Annex) . . . . . . . 10 10 • * * * Clifton St. School . . . . . . . . . . . . . . . . . . . . . . 16 14 1 1 Dibert Ave. School . . . . . . . . . . . . . . . . . . . 9 8 1 Fair St. School . . . . . • * * * * * * * * * * * * * * > 4 1 Frey's School . . . . . . . . . . . . . . . . . . . . . . . . 2 2 Garfield School . . . . . . . . . . . . . . . . . . . . . 8 8 Gray's School. . . . . . . . . . . . . . . . . . . . . . . . 10 10 Lagonda School . . . . . . . . . . . . . . . . . . . . . 6 6 tº e Lincoln School . . . . . . . . . . . . . . . . . . . . . . . . 9 8 1 McKinley School . . . . . . . . . . . . . . . . . . . . . . 9 8 1 Northern (including North St.) School . .28 21 1 1 Oakland School . . . . . . . . . . . . . . . . . . . . . . . 3 3 Shaffer St. School . . . . . . . . . . . . . . . . . . . . . 8 8 Southern School . . . . . . . . . . . . . . . . . . . . 8 8 tº º Washington School . . . . . . . . . . . . . . . . 11 9 1 1 Western School . . . . . . . . . . . . . . . . . . . . 10 9 1 Total . . . . . . . . . . . . . . . . . . . . . . . . 167 150 10 4 SUPERVISION AND INSTRUCTION Male Female Total Number of Superintendents . . . . . . . . . . 1 * - 1 Number of Supervisors. . . . . . . . . . . . . . . 2 2 4 Number of Principals not in charge of classes. . . . . . . . . . . . . . . . . . . . . . . . . . 2 - - 2 Number of Principals in charge of classes 14 1 15 Number of High School Teachers . . . . . 9 8 17 Number of Elementary Teachers. . . . . . * * 125 125 Number of Special German Teachers (not including one Supervisor). . . . . . 4 4 Totals. . . . . . . . . . . . . . . . . . . . . . . . . . 28 140 168 OF SPRING FIELD PUBLIC SCHOOLS 13 PUPILS ENROLLED Male Female Total Number enrolled in High School. . . . . . 223 341 564 Number enrolled in Elementary Schools 2862 2968 5830 Whole number enrolled . . . . . . . . . . 3085 3309 6394 AVERAGE MONTHLY ENROLLMENT Male Female Total In High School . . . . . . . . . . . . . . . . . . . 193.6 306.7 500.3 In Elementary Schools. . . . . . . . . . . . . 2555.7 2666.0 5221.7 Total average monthly enrollm’t 2749.3 2972.7 5722.0 AVERAGE NUMBER OF PUPILS IN DAILY ATTENDANCE Male Female Total In High School . . . . . . . . . . . . . . . . . 178.9 284.0 462.9 In Elementary Schools. . . . . . . . . . . . . 2282. 2 23 9.0 4651.2 Total average daily attendance. . 2461. 1 2653.0 5114. 1 NUMBER OF PUPILS WITHDRAWN Male Female Total From High School . . . . . . . . . . . . . . . . 60 65 125 From Elementary Schools. . . . . . . . . . 492 467 959 Whole number withdrawn during year . . . . . . . . . . . . . . . . . . . . . . 552 {532 1084 NUMBER OF PUPILS REMAINING IN THE SCHOOLS AT CLOSE -- OF THE YEAR IN JUNE Male Female Total In High School . . . . . . . . . . . . . . . . . . . 163 276 439 In Elementary Schools. . . . . . . . . . . . . 2370 2501 4871 Whole number remaining at close of year. . . . . . . . . . . . . . . . . . . 2583 2777 5310 PER CENT OF THE AVERAGE NUMBER IN DAILY ATTENDANCE ON THE NUMBER ENROLLED Male Female Total In High School . . . . . . . . . . . . . . . . . . . 80.2 83.3 82.0 In Elementary Schools. . . . . . . . . . . . . 79.7 79.8 79.8 In all Departments . . . . . . . . . . . 79.8 80.2 80.0 14 SUPERINTENDENT's REPORT .3% –4– PER CENT OF THE AVERAGE NUMBER IN DAILY ATTEND- ANCE ON THE AVERAGE MONTHLY ENROLLMENT Male Female Total In High School, . . . . . . . . . . . . . . . . . . . 92.4 92.6 92.5 In Elementary Schools. . . . . . . . . . . . . 89 3 88.9 89.1 In all Departments . . . . . . . . . . . . 89.5 89.2 89.4 PER CENT OF THE NUMBER WITHDRAWN ON THE NUMBER ENROLLED Male Female Total In High School . . . . . . . . . . . . . . . . . . . 26.9 19. 1 22.3 In Elementary Schools. . . . . . . . . . . . . 17.2 15.7 16.4 In all Departments . . . . . . . , s a e s - 17.9 16.1 17.0 PUNCTUALITY NUMBER OF CASES OF TARDINESS Male Female Total In High School . . . . . . . . . . . . . . . . . . . 358 254 612 In Elementary Schools. . . . . . . . . . . . . 1988 1231 3169 In all Departments . . . . . . . . . . . 2296 1485 3781 NUMBER OF CASES OF TRUANCY Male Female Total In High School . . . . . . . . . . . . . . . . . . . 7 2 9 In Elementary Schools. . . . . . . . . . . . . 237 16 253 In all Departments . . . . . . . . . . . . 244 18 262 NUMBER NOT ABSENT OR TARDY DURING THE YEAR - Male Female Total In High School . . . . . . . . . . . . . . . . . . . 11 27 38 In Elementary Schools. . . . . . . . . . . . . - 68 91 159 Total perfect in attendance . . . . . 79 118 197 Number of cases of discipline referred to Principals. . . . . . . 118 Number of cases of discipline referred to Superintendent . . . 10 Number of cases of tardiness of Teachers. . . . . . . . . . . . . . . . . 77 Number of days of absence of Teachers . . . . . . . . . . . . . . . . . . 322 Number of visits to school room by members of the Board of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 OF THE SPRING FIELD PTBLIC SCHOOLS 15 Number of visits to school room by other persons . . . . . . . . .2309 Number of pupils receiving supplies of stationery, etc., at expense of the Board of Education . . . . . . . . . . . . . . . . . . 141 Average age of pupils in the Elementary Schools: * Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Girls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Average age of pupils in High School : Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Girls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 TRUANT OFFICER'S REPORT Number of cases reported by Teachers for investigation.... 1803 Number of cases found on the street. . . . . . . . . . . . . . . . . . . . 117 Number of cases investigated for Parochial Schools. . . . . . . . 133 Number of cases reinvestigated . . . . . . . . . . . . . . . . . . . . . . . 398 Total number of cases investigated . . . . . . . . . . . . . . . . . . 2446 Number found to be truant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Official notices of non-attendance of pupils issued to parents 180 Number of boys sent to the Industrial School for Boys. . . . . 2 Number of girls sent to the Industrial School for Girls. . . . . 1 16 SUPERINTENDENT'S REPORT TABLE I Showing Enumeration, Enrollment, Cost of Tuition, etc., 1876—1902 Per cent of Enumera- En roll- É. #: **** *:::::: º: tion ment on ... Attendance *Hººper Tº per Entimeration Enrºllment Attendance Eßent 1776 5,102 2,835 | 49.7 78.8 || $14.45 $10.54 1877 || 4,994 || 2,520 50.5 75. O 15. 36 11. 53 1878 5,212 2,683 || 51.5 77.0 15. 14 11.66 1879 || 5,683 2,964 52.2 76.7 14. 55 11. 17 1880 5,739 3,134 54.6 74.9 15, 68 11. 75 1881 6,852 3,386 53.3 74.4 14.90 11. 11 1882 7,322 || 3,975 54.3 78.3 14.50 10.63 1883 || 8,582 4,394 || 51.2 75 4 14.30 10.84 1884 8,669 4,540 || 51.4 77.8 13.85 10. 60 1885 | 8,666 4,558 || 56.1 72.0 14.15 11 O1 1886 8,922 || 4,995 || 56.0 78.3 15. 72 11.30 1887 || 9,134 || 4,997 || 54.7 80.4 15.68 12. 28 1888 || 9,118 || 4,885 53.6 80.4 14. 13 12.04 1889 || 9,822 5,098 || 57.9 82. 1 14. 57 12.54 1890 8,730 5,256 60.2 83.0 15. 07 13. 20 1891 || 9,489 5,244 55.3 81.5 15. 73 13.68 1892 || 9,162 5,426 59.2 82.8 16.27 18, 17 1893 || 9,895 || 5,415 || 57.6 81.5 15.80 13.06 1894 || 9,296 || 5,656 60.8 82.6 14.33 12, 97 1895 || 8,979 5,944 | 66.2 83.6 15. 28 12.47 1896 || 9,135 | 5,982 65.5 81 .. 6 15.59 12.82 1897 || 9,442 6,242 | 66.1 82.7 16.30 12.82 1898 || 9,226 6,293 | 68.7 78.4 16.88 13.23 1899 || 9,803 || 6,402 || 65.3 79.7 16 83 13.42 1900 || 9,928 6,597 | 66.4 81.9 17.24 13.91 1901 |10,240 6,541 63.9 80.0 17.75 14.24 1902 |10,619 || 6,894 | 60.2 80.0 19.02 15, 21 OF SPRING FIELD PUBLIC SCHOOLS 17 TABLE II Showing Number of Sittings, Enrollment, etc., by Schools f, ºn E; 5 * •+ * & $E i. --> 3- i .# E O £ § E & : 5.P. £ O o,” 33. É, L | #; #3 | 8 | 3 | #5 || 3: .8 5 # | # :- g = | #5 | #3 --> G) £ 3 $3.9 $ 2. by $ 3 § E - a SCHOOLS # E | * # | 3 || 5 | E | 3 || 3 | + # | 3 | #| 3 | #| 5 || 3 | # | 3 | # § | 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 | E. High School . . . 549 545, 586 527. 511 499 486. 486. 452 489 Central . . . . . . . . 369| 365, 365 361| 368] 353. 355 352 339) 330 Clifton Street . . . 576 581| 590. 583 574 586 589 561 542 519 Dibert Avenue. . 316 358 376 369| 368] 371 367 359 347 339 Fair Street. . . . . 94 55 33 31|| 31|| 31|| 31|| 32 33 32 Frey's . . . . . . . . 58 60 65 65 66 65 62 64 60 60 Garfield . . . . . . 312|| 317| 309|| 314|| 317| 319|| 316 302. 287| 275 Gray's . . . . . . . . 346. 337 332. 330 329, 329| 325, 314 303 295 Lagonda. . . . . . . 196] 195] 189 190 187 170, 174 175 172 162 Lincoln . . . . . . . 328 335 334 334 329) 327 322 831|| 322 312 McKinley . . . . . 380 375 365 361| 362. 355 356 350 346 338 Northern . . . . . . 870 882 859 870 883 890 892 870, 848 818 Oakland. . . . . . . 90 97| 83| 85 84 91 88 73| 76 74 Shaffer Street . . . .317| 323| 326 328 329) 330 335, 324; 314 302 Southern . . . . . . 355 358. 365 370 369| 364. 362. 364. 358 350 Washington. . . . 829, 337 330 333 333 338 328 316 810 309 Western . . . . . . . 380 382. 375 381 384 387 382. 378 371 361 Totals. . . . . 5865,5902583258325824.58055770.568854805310 OF SPRING FIELD PUBLIC SCHOOLS - - 19 TABLE IV 4) Showing Number of Pupils Present for Different Number of Days 188 180 170 160 150 140 130 120 110 100 | Fewer SCHOOLS Days to to to to to to to to to | Than 187 179 169 || 159 149 || 139 || 129 119 109 100 High School...... 44 199 90 67 25 11 13 16 9 9 81 Central............... 17 95 75 47 36 24 16 16 11 6 55 Clifton Street..... 10 146 | 125 80 46 37 33 19 27 15 113 Dibert Avell ue... 13 103 91 51 18 22 25 13 ty 4 51 Fair Street......... 0 4 7 8 5 2 2 2 0 1 6 Frey’s................. 4. 18 9 13 3 4. 1. 4 0 3 10 Garfield.............. 9 67 68 31 37 28 18 13 9 7 67 Gray’s................ 8 77 75 47 37 14 19 9 6 7 64 Lagonda ............ 1. 44 45 32 19 13 11 6 3 1. 27 Lincoln .............. 11 107 71 56 15 17 8 18 10 S 49 McKinley........... 8 79 82 51 42 25 19 11 7 11 73 Northern............ 15 238 232 130 74 35 30 34 24 16 129 Oakland............. 3 18 15 20 2 5 0 6 0 16 Shaffer Street.... 21 137 77 33 14 11 10 5 5 9 30 Southern............ 7 105 93 57 35 17 10 9 5 9 56 Washington ...... 6 83 70 39 41 21 21 20 8 9 49 Western.............. 32 173 77 37 24 10 11 8 5 2 31 Totals.......... 209 | 1693 1302 || 799 || 473 || 298 || 252 | 203 || 144 || 114 || 907 TABLE V Showing by Schools and Months the Permanent Withdrawals of Pupils from the Schools $- $– $–4 d) ~ $–4 3. § P, à 8 GD t E § g .º. CD SCHOOLS § 3 g (l) p $—t 9 | E - || 2 | ". § § O § 5 || 3 º º cr; 5 S Ú) O 2. Q H. ſº > Hy H High School............ 12 8 8 22 15 9 20 17 14 e is gº 125 Central..................... i 13 0 3 7 9 6 11 12 9 71 Clifton Street........... 6 12 15 5 5 12 23 15 21 9 123 Dibert Avenue......... 1 3 1 3 7 6 13 11 8 8 61 Fair Street............... 2 1. 0 1 0 0 O 0 1 0 5 Frey’s....................... 2 0 O 1. 3 3 3 2 1 () 15 Garfield.................... 3 11 7 5 4. 5 7 9 15 3 69 Gray’s...................... 3 8 6 3 3 6 15 15 8 4 71 Lagonda .................. 5 7 4 2 1. 0 3 5 10 1. 38 Lincoln .................... 2 6 4. 4. 3 4 12 12 11 2 60 McKinley ................. 2 18 9 5 8 5 7 5 12 2 73 Northern.................. 2 13 7 12 8 14 24 27 29 18 152 Oakland................... 0 3 1. 1 3 3 0 3 1. 1 16 Shaffer Street.......... O 1. 2 3 2 3 6 9 12 8 46 Southern.................. 1. 7 2 12 3 4. 4. 10 9 1. 53 Washington............. 4 10 2 2 3 5 6 15 6 1 54 Western.................... 2 7 2 5 2 2 9 8 4 9 50 Totals................. 48 || 128 70 89 77 90 | 158 || 174 || 174 76 || 1084 20 SUPERINTENDENT'S REPORT TABLE VI * Showing, by Causes, the Permanent Withdrawals of Pupils from the Schools Sickness | Removal SCHOOLS Or from To Work | Other Causes Death City Causes | Unknown High School. . . . . . ‘. . . . . 30 9 49 25 12 Central. . . . . . . . . . . . . . . . 13 33 10 13 2 Clifton Street. . . . . . . . . 17 60 26 18 2 Dibert Avenue . . . . . . . . 11 23 11 8 8 Fair Street . . . . . . . . . . . . 3 2 0 , () O Frey's. . . . . . . . . . . . . . . . . O 9 5 1 O Garfield . . . . . . . . . . . . . . . 11 34 12 '8 4. Gray's. . . . . . . . . . . . . . . . 9 27 21 11 3 Lagonda . . . . . . . . . . . . . . 4 16 6 8 4 Lincoln . . . . . . . . . . . . . . . 13 19 14 10 4 McKinley . . . . . . . . . . . . 13 25 15 14 6 Northern . . . . . . . . . . . . . . . 22 69 28 26 7 Oakland. . . . . . . . . . . . . . . 1 5 0 6 4. Shaffer Street. . . . . . . . . . . 7 14 18 7 0 Southern . . . . . . . . . . . . . . . 4. 23 13 11 2 Washington . . . . . . . . . . . 8 17 13 16 O Western. . . . . . . . . . . . . . . . 13 22 5 7 3 Totals . . . . . . . . 179 407 148 189 61 TABLE VII Showing by Schools and by Grades the Number of Colored Pupils q) Gl) § q} g | 3 || 3 || 3 || 3 || 3 | | | | à || 3 || 5 || 3 || | | . 3 SCHOOLS º # # # º # ; # # # | 3 || 3 || 5 || 3 || 3 || 5 || 3 || 3 3 || 0 | H | Gº || |x| | tº dº | ſº | H Central. . . . . . . . . . . . . . . . . . . . . . 8 6 9 4 8 || 0 l 36 Clifton Street. . . . . . . . . . . 8 9 8 12 || 12 || 8 || 4 62 Dibert Avenue . . . . . . . . . . . . . 19 || 17 | 21 28 24 || 17 | 14 || 8 || 148 Fair Street . . . . . . . . . . . . . . . . . . . 13 5 4 || 3 | . . . . . . . . 25 Frey's. . . . . . . . . . . . . . . . . . . . . . . 9 || 9 || 7 || 2 | . . . . . . . . . . . . 27 Garfield . . . . . . . . . . . . . . . . . . . . . 16 || 15 20 | 16 || 11 || 9 || 11 || 8 || 106 Gray's. . . . . . . . . . . . . . . . . . . . . . . . 5 || 2 || 3 || 0 || 0 || 1 || 1 | . . 12 Lagonda . . . . . . . . . . . . . . . . . . . . 1 || 0 || 4 || 0 || 0 || 0 || 0 || 0 5 Lincoln . . . . . . . . . . . . . . . . . . . . . . 8 5 2 l 7 || 7 || 4 || 3 37 McKinley . . . . . . . . . . . . . . . . . . . . 3 || 4 || 1 || 8 || 5 || 3 || 4 || 1 || 29 Northern . . . . . . . . . . . . . . . . . . . . . 23 22 || 13 22 9 9 || 10 8 || 116 Oakland. . . . . . . . . . . . . . . . . . . . . 11 || 10 5 | 11 3 || 5 | . . . . . 45 Shaffer Street. . . . . . . . . . . . . . . . . 4 || 6 4 5 3 || 0 1 2 25 Southern . . . . . . . . . . . . . . . . . . . . . 15 9 6 5 4 2 1 1 || 43 Washington . . . . . . . . . . . . . . . . . . 6 || 5 5 5 || 2 || 0 || 4 || 0 || 27 Western . . . . . . . . . . . . . . . . . . . . 6 || 2 5 l 0 || 2 1 || 0 17 Totals. . . . . . . . . . . . . . . . . . . . 155 |126 |117 |123 || 88 || 63 || 56 || 32 || 760 High School. . . . . . . . . . . . . . . . . . 28 || 14 || 10 || 1 53 Grand Totals. . . . . . . . . . . . 183 |140 |127 | 124 || 88 || 63 || 56 || 32 | 813 OF THE SPRING FIELD PUBLIC SCHOOLS TABLE VIII Showing by Schools and by Grades the Number of Pupils Studying German ~5 .E. 5 ~ u) SCEIOOLS # | 5 | E | E | 5 || 5 || 5 || 3 | < # | 3 || 3 || 5 | E | 3 || 3 || 3 || 3 ſº | 3 | H | Gº || 2 || 7 || 3 | f | H Central. . . . . . . . . . . . . . . . . . . . . . . s a e e i º e º e i º ºs e s s a s e I - © e º & Clifton Street. . . . . . . . . . . . . . . . 10 | 16 || 18 9 5 65 Dibert Avenue. . . . . . . . . . . 15 13 9 8 2 0 47 Fair Street . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Frey's. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Garfield. . . . . . . . . . . . . . . . . . . . . . Gray's. . . . . . . . . . . . . . . . . . . . . . . | Lagonda . . . . . . . . . . . . . . . . . . . . . * * * * | * : * s tº e I ºn tº º º tº e º e I • * * - I • • * e e i tº * * * Lincoln . . . . . . . . . . . . . . . & & ſº e s s a . . . . . . . . . . 24 || 13 | ll 9 6 3 66 McKinley. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 || 29 || 6 || 5 || 8 || 6 || 63 Northern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 || 34 || 14 | 16 7 5 | 117 Oakland. . . . . . . . . . . . . . . . . . . . . . • * * * | * s e s ] e e < 1 - e º I & tº e º º Shaffer Street . . . . . . . . . . . . . . . . . . . . . . . . . . 19 | 12 31 Southern . . . . . . . . . . . . . . . . . . . . . • * * * | * * * * | * * * * : * * * * | * : * * * * * tº e º 'º Washington. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 || 9 || 10 || 6 || 9 || 5 || 51 Western . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 || 20 | 21 | 17 | 19 | 15 108 Totals . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 |146 | 89 || 70 56 || 41 || 548 High School. . . . . . . . . . . . . . . . . 88 || 71 || 41 || 30 230 Grand Totals. . . . . . . . . . . . 88 71 |187 |176 | 89 | 70 56 || 41 || 778 TABLE IX Showing the Number Enrolled at Different Ages in the Respective Schools –––. TTTover - NSCHOOLS 6 || 7 || 8 || 9 || 10| 11| 12| 13| 14 15| 16] 17| 18. 19| 20, 21 | 21 || Totals High School............ i... e - e s is e º e s is I e º 'º - - .....] 5| 59.152|143||113| 72] 17, 2 .....| 1 |......... 564 Central .................... 50| 31|| 43 58| 51} 67| 39| 40 14| 5|.....].....] .....].....!.....].............. 398 Clifton Street ......... 79| 75|| 71| 65| 84 80, 71| 66| 50| 8| 2.....!..........|.....|.....|......... 651 Dibert Avenue......... 40| 45 43 59| 46|| 41| 55; 38 22| 6 || 3| 2: .....]..........].....]......... 400 Fair Street............... 9| 7| 8 4| 3| 1 || 3| 1 || 1 |....,] ..... • * * * * | * * * * * . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Frey’s...................... 13| 12| 18 15| 6 || 0 || 3| 2.....|..... - - - - - - - - - - - ..........'.....].....|......... 69 Garfield................... 53| 34| 38 45| 41| 31|| 41| 34| 26|| 10| 1 |..........i........................ 354 Gray’s ..................... 54] 57| 37 47| 44|| 36||38|| 31|| 16| 2: 1.....|.......... .....] .............. 363 Lagonda.................. 18| 23| 26||34 18| 20 29| 16| 14 3| 1 |.....|.......... [.....|.....]......... 202 Lincoln.................... 52| 31|| 52 37| 44|| 39| 48| 31|| 18| 1.4|| 1 |.....|..........' .....] .....]......... 367 McKinley................ 43. 40 45 54| 46|| 49, 68| 29| 23: 5| 5, 1]...............] .............. 408 Northern................. 127 96|108.108||125||112, 96; 91 51] 32 10| 1|.. | . . . . . . * * * * | * * * * * * * * * 957 Oakland .................. 20| 10| 15 9; 15| 5 | 12| 3 2 1 |.....}.....].....}.....i.....}.....}......... 92 Shaffer Street......... 55 43 48 35 28|40 34| 31|| 30| 8|.....|....|..........'.....|.....|......... 352 Southern.................. 63| 45| 47 50 46|| 42| 46|| 39| 20' 4| 1 |.....] ..... .....'................... 403 Washington............ 50|| 44|| 51 40; 49| 36|| 41| 26, 23 7: .....|.....|..... s s 4 e < * * * * * : * * * * * * * * * * * * * * * 367 Western .................. 55| 38. 61; 63| 48] 30|| 51| 43| 14| 7|..... *::::::::::::::::::::::::: 410 Totals............... 781631711/123694.629630530476.255.13s 76||17|2 ol 1 o 6394 22 SUPERINTENDENT'S REPORT TABLE X - Showing Occupations of Parents of Pupils Occupations of Parents Totals Agents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Artists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * 30 Boarding-house keepers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Butchers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '86 Clerks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Carpenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 Draymen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Engineers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Farmers and Gardeners. . . . . . . . . . . . . . . . . . . . . . . ... • * * * * * 164 Laborers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1375 Laundresses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Manufacturers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1639 Merchants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Public Officers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Railroad men. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Saloonists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Seamstresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unclassified . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 921 Totals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6394 TABLE XI Showing the Birthplace of Pupils and of Parents of Pupils Place * Pupils Parents Springfield. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3553 1583 Elsewhere in Ohio . . . . . . . . . . . . . . . . . . . . . . . . 2163 5959 United States except Ohio . . . . . . . . . . . . . . . . . 643 3171 Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 87 England. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 143 Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 113 Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 608 Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 17 Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 31 Other Foreign Lands. . . . . . . . . . . . . . . . . . . . . 9 213 OF SPRING FIELD PUBLIC SCHOOLS - TABLE XII Showing Number of Pupils in Each Branch of Study Branch of Study Orthography . . . . Reading Writing. . . . . . . . . . . Arithmetic Geography Grammar Language Lessons United States History General History . . . . . . . . . Drawing Vocal Music. . . . Map Drawing Physical Geography Physics . . . tº s tº g Physiology Botany Algebra Geometry . . Trigonometry . . . Literature. . . . . . . . . Chemistry German Rhetoric Science of Government Political Economy . . . . Latin Greek . . . . . . s e < * * * * * * * * * - s e s = e º s a • * * * * * * * * * * * * * * * * * * * * * * * : * * * * * * * * * * * • * * * s • , , a e g a s a e s s e º e º & 8 º º º º 'º e < * • * * * * * * * . . . , s , s , , s = • e º e s tº ºn tº e º 'º e º e s tº e = * * * * tº $ tº º e º e s 9 º' s : * * s = e s a . g a e º e < * * * * g g g º e º º ſº tº tº . * * * * * * º, º e s , s = , s e a s , s s e s t e º 'º e º e º e º e s = º e s is sº º m e º is s & 4 & e º º º 8 ° º 'º fl º º & * * * * * * * * * * * * * g. * * * * * * * * * * * * * * * * * # * * * * * * * * * * * * * * * * * * * * * s & e < * g e e s , , , , , s a s a , t < * * * * * * * * * * * * * s = , , s , , , s = e < * * s e º e < * * * * * * * * * * * * * s • , , , , , , a s a s e a e s m e º 'º e = * * * * * * * * * • * * * * - s e º e s , s , , = , = , s = < * * * * * * * * * * * * * * * * * * * s s a s e s e e s = - e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * , e. g. s , , , , , ~ * * * * * * * * * * * s s a e º º e = * * * * * * * * * * * tº e g º a . . e s : * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * s s = * * * * * * * * * * • * * * * * * * . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * s : * * * * * * * * * * * * * * * * * * * * * * * * = . . a s a e º e º e s a s a s is e s tº e s = * * * * * * * e tº s $ $ 8 & 9 º' s = e tº e * * * * * g e e s s e º & t t e º 'º 8 ° e < * * • * * * * * * * * * * * * * * *. * * * * * * * * * * : * * * * * * * * * * * * * * * * * * * • , , , , , , , s a g º is a 4 e s w w w e º # * * * • a s a , , , , , º sº e a a . . * * * * * * * * * * * * * * * * * * * * * * * * * * * * a s a s & e < * g º ſº tº e < * * * * * * * * * * * * * —a Nu 111- ber 5830 5830 5829 5829 4029 942 4908 1182 79 6367 5871 4.188 107 69 44.38 228 327 130 26 53 33 778 562 160 31 383 39 24 SUPERINTENDENT'S REPORT The enrollment for the year just closed has fallen off slightly from the enrollment of the preceding year, being 6,894 for 1903, and 6,541 for 1902, a decrease of 147. These fluctuations in statistics sometimes occur without any explainable reason. A slight decrease in the High school enrollment would be a partial explanation, as there were 87 fewer pupils enrolled there for the past year than for the preceding year. The per cent of daily attendance in all the schools was pre- cisely the same (80 per cent) as in the preceding year, notwith- standing the prevalence of smallpox in the city and the conse- quent compulsory vaccination of all the pupils in attendance upon the schools reduced the attendance for a time in the month or two immediately following the order. There was, however, an improvement in the punctuality of the pupils, the number of cases of tardiness being 3781 in 1908 as against 4136 in 1902. Punctuality is a necessary element in business training, and all proper efforts have been made to keep tardiness at a minimum. The principle that tardiness is at all times to be preferred to absence has been upheld. However, tardiness is usually the result of neglect or indifference, and fre- quently is the fault of the parent more than of the pupils. In the matter of truancy, there is also a marked improve- ment over the preceding year. During the year ending in June, 1902, there were 353 cases of truancy reported by the teachers in all the schools, while during the year ending in June, 1908, there were but 262 cases, a decrease of more than 25 per cent. What constitutes truancy in our schools is absence of the pupil for a whole session or a part thereof without the knowledge of the parents or the consent of the teacher. It is a delicate matter for the teacher to deal with, for some indulgent and unwise parents will often seek to shield their children after the offence has been committed, and object to any penalty being imposed for their glaring breach of discipline. º From these above observations we can readily see that in the matter of attendance and punctuality our schools have improved within the past year in a manner fully deserving of this passing notice, although the number of cases of tardiness and truancy is still far too large. OF SPRING FIELD PUBLIC SCHOOLS 25 The Principals reported for the year just closed 550 cases of corporal punishment as against 643 cases for the year ending in June, 1902, distributed among the various schools as follows : SCHOOLS BOYS GIRLS | TOTAL High . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 1 Central . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 2 55 Clifton Street . . . . . . . . . . . . . . . . . . . . . 35 2 3/ Dibert. . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 7 86 Fair Street . . . . . . . . . . . . . . . . . . . . . . 2 O 2 Frey's . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 O 5 Garfield . . . . . . . . . . . . . . . . . . . . . . . . . . 54 3 57 Gray's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 0 15 Lagonda . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1 16 Lincoln . . . . . . . . . . . . . . . . . . . . . . . . . 21 2 23 McKinley . . . . . . . . . . . . . . . . . . . . & sº e - 5 O 5 Northern . . . . . . . . . . . . . . . . . . . . . . . . . 100 6 106 Oakland . . . . . . . . . . . . . . . . . . . . . . . . . . 13 O 13 Shaffer Street . . . . . . . . . . . . . . . . . . . . . 49 3 52 Southern . . . . . . . . . . . . . . . . . . . . . . . . 45 3 48 Washington . . . . . . . . . . . . . . . . . . . . . . . 6 0 '6 Western . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3 23 Totals. . . . . . . . . . . . . . . . . . . . . . . . . 518 32 | 550 Although the number receiving corporal ptunishment is 88 less than in the preceding year, yet it seems a large number of pupils and youth upon whom apparently the rod of physical chastisement had to be laid. In some cities this method of pun- ishment is forbidden, and in some other places while it is not forbidden it is distinctly discouraged. In all schools there must be some mode of last resort when a pupil will not yield to right- ful authority, and where corporal punishment is not practiced, expulsion is the last and final remedy. In our city we have preferred to punish the refractory pupil and keep him in school rather than to close the doors against him. The ratio of punish- ment shows that about one pupil in twelve was whipped once within the school year. The record shows that there were 77 cases of tardiness and 3224 days absence among the teachers of the schools. The time of arrival of teachers and the opening of their respective rooms 26 SUPERINTENDENT'S REPORT is twenty minutes before the opening of the morning session and fifteen minutes before the opening of the afternoon session. There is very little excuse for the tardiness of teachers. The schools in which there was no tardiness of teachers within the entire year were the following : Clifton Street school, Fair Street school, Frey’s school, McKinley school, Oakland school, Shaffer Street school, and Washington school. As a rule the teachers making the most tardiness are those who give themselves a very small margin of time for their arrival at the school building, and hence any small detention makes them tardy. The amount of absence of the teachers was caused in large part by the continued illness of a few who were thus absent for a week or longer continuously. With the exception of the High school the places of absent teach- ers were filled by the normal students, who, as substitutes, filled their places with large satisfaction, considering their inexperience in the details of school room work. Owing to the congested condition of the schools in the northern and eastern portions of the city,the Board of Education felt it necessary to erect two new school buildings to relieve the situation, one located on McCreight avenue near the Pythian Home, and the other on Oakland avenue south of High street. According to the contracts already entered into, these buildings will be ornaments to the parts of the city in which they are located, and will be finished and equipped after the most modern plans in appearance and sanitation. The building in the eastern part of the city, to be known as “The Elmwood School” is now nearing completion and will be ready for use within the next three months. There is no better evidence of the material advancement and growth of a city than is to be found in the manner in which the educational interests of her children and youth are provided for. Well appearing school buildings, erected upon best approved and most modern plans, with furnishings adapted to the comfort and convenience of pupils and teachers, with heating and lighting and ventilation and sanitary plumbing of the highest degree of excellence, are none too good for a city liks ours, that boasts of OF SPRING FIELD PUBLIC SCHOOLS 27 its well ordered homes, its modern business interests, its manu- factories, its many literary clubs, its wealth, and its high degree of intelligence among its inhabitants. In the erection of these two buildings the Board of Educa- tion is to be commended for its intelligent appreciation of the educational needs of our city and for its thoughtful regard for what constitutes the best interests of its youth and its citizens. In this connection, concerning school buildings, I will say that there still exists a congested condition in the attendance in the southern and central parts of the city that demand relief at the hands of the Board of Education in the very near future, and which, from the nature of things, the new buildings above referred to can help but little if at all. Of this I shall speak further under the head of “Recommendations.” It is my sad duty to record that within the past three years we have been called upon to mourn the death of three of our faithful and efficient teachers : Miss Salome E. Boyd, of the Northern school; Miss Myrtle Black, of Gray's school; and Miss Clara Schmacker, of the Western school. Miss Boyd had been a teacher in the schools of this city since 1888. Always of a cheerful disposition, with ready willingness to perform her work in any station or grade to which she was assigned, she endeared herself to her superintendents, principals and fellow teachers during all the years she worked with us. Of her it can be said that she was faithful to the end, Miss Myrtle Black was one of our younger teachers, having begun her work in the middle of the school year of 1899-1900. Never of robust health, she still clung to the work she loved, and continued her labors long after she should have given them up for rest. She was anxious to succeed, thoughtful and pains- taking in the schoolroom, and down to the last day of her work never unmindful of her duties and obligations to the public and to the children entrusted to her care. * Miss Clara Schmacker had but just entered upon her work, and had served as a teacher but one short year when death robbed us of her, Always of a sweet and amiable disposition, she was loving to her pupils and beloved by them as well. I think she 28 SUPERINTENDENT'S REPORT gave promise of becoming one of our most highly gifted teachers and it was with a distinct sense of loss that we parted with her at the portals of the other world. THE HIGH SCHOOL The enrollment of the High school for the year just closed was 564; of which number 223 are boys, and 341 are girls. The following table shows the enrollment, attendance, etc., of the High School for a period of ten years: . 1894.1895|1896.1897|1898|1899||1900|1901|1902|1903 w Boys enrolled . . 126, 169, 197 220 262. 263. 269 271. 273 223 Girls enrolled . . || 214, 253. 312. 306 401 423. 424. 414 378. 341 Total enrollment| 340 422 509, 526 663 686 693| 685 651 564 Av. daily at'd'ce 276 363. 387 431 539 540. 563 551, 515 466 Not abs.or tardy|| 10 23 18 12 17 18 37 39 54 38 Cases of tardiness|| 367 310 426 513 758. 952|1038. 610 564 612 Boys graduated.|| 13 26, 18 9, 21 24 24, 26 18 17 Girls graduated.|| 31|| 34 33 33 41 65 55 67 38 30 Total graduates | 84 60 51 42 62 80 79| 93. 56, 47 & The diminishing number, for the past three years, in enroll- ment is due somewhat to the fact that the lines of promotion in the upper elementary grades, and, especially in the eighth grade, have been a little more tightly drawn and, hence, the classes entering the High school have not been so large. In June of this year but 256 were promoted from the eighth grade, and of this number 211 entered the High school, whereas in June, 1900, 317 pupils were passed from the same grade. Within the past three years 196 pupils have graduated from our High school as follows: 93 in 1901, 56 in 1902, and 47 in 1903, The thirty-second annual commencement exercises were held in Black's opera house in the evening of June 18, 1901. The following was the program : Class Motto—“Carpe Diem.” March—“The Blue and the White” . . . . . . . . . . . . . . . . . . . . Brand Orchestra OF SPRING FIFLD PUBLIC SCHOOLS 29 Music—Medley Overture. . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * Linne Orchestra Essay—‘‘Seize the Opportunity”. . . . . . . . . . . . Louise G. Henking Essay—“Motors and Magnets”. . . . . . . . . . . . Floretice May Short Essay—‘‘Little Things”. . . . . . . . . . . . . . . . . Carrie Marie Betzold Music—Waltz, “Composia” . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mahl Orchestra Essay—“A Knight of the Eighteenth Century”. . . . . . Dora Kreis Essay—"Flowers and Poets”. . . . . . . . . . . . . . . . . . . Mellie Martin Essay—“Fair Women”. . . . . . . . . . . . . . . . . Elsie Gladene Watkins Essay—% “A History of the American Flag”. . Harriet R. Briem Presentation of Award, by Oscar T. Martin, Esq. Music—Selections from “The Burgomaster”. . . . . . . . . . . . Luders Essay—“Life in the Marshes”. . . . . . . . . . . . . . . . Katharine Treat Essay—“The Discipline of Life and Character”... A. Belle Parker Essay—“The Voices of the Winds” . . . . . . . . . . Nellie Pearl Jones Music—Overture, “A Merry Go Round”. . . . . . . . . . . . . . . . Beyer Address to the Class. . . . . . . . . . . . . . . . . . . . Supt. John S. Weaver Distribution of Diplomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - * * * is a tº º 4 C, Edward Schaeffer, President Board of F, ducatio Benediction Music—Overture, “Golden Wand’’. . . . . . . . . . . . . . I,aurendean The following is a list of the graduates: Charlotte Mabel Albin Effie Viola Lynch Dorothy Bakhaus Ethel Floy McConkey Norma M. Bakhaus John Dow McIntire John W. Barry *Mellie E. Martin Nellie Mae Becker Ford Augusta May *Carrie Marie Betzold *Ethel Miller Otto C. Biddle Joanna Olive Miller *Alma H. Blinn Bertha Virginia Mitchell Walter I. Bolen Wilbur James Myers Reathie Boorom *Anna Belle Parker Paul Edward Botkin Grace Mae Perrin * This essay was awarded first prize ($10) by Spring field Chapter of Daughters of the American Revolution. 30 suPERINTENDENT's REPORT Edith B. Boyer Helen Phillips *Harriet R. Briem Raymond Pierce Brown Burleigh Eliza M Porter Ralph A. Burton Wilda Grace Powell M. Sula Butler Franklin DeWitt Pruner Frederick Calvin Colt f*Hazel Vern Puckett Alfred LeRoy Cozier Nina Lee Reid T, Jefferson Davidson Mabel B. Rice William Arthur Davis Nellie M. Rice Emma A. Driscol Mabelle Mitchell Roberts Mildred Ebersole Stella Lankenau Ropp Minnie Ruth Enoch Nellie Rudolph John Frank Blanche Monro Russell Hazel Grace Frantz *Constance Dea Sackman Blanche Phillips Gardner L. Ethel Sammons Annie Laurie Garrett *Florence May Short Minnie K. Haegele Bess Simpson Adolph J. Haenggi Sherman Lionel Smith Blanche Irene Hammaker Bertha E. Snowden Carl F. Hartman Raymond B. Sparrow William Arthur Hatcher Myrtle Louella Sprague *Louise G. Henking Hettie Elizabeth Starr Alonzo Samuel Hoard Bessie Marguerite Stickford Daisy Jessie Hockett Anna Sturgeon Laurence D. Horner S. Elinor Temple . Candace Huffman Grace Edna Tibbetts Irvin H. James *Katherine N. Treat Harry Pierce Jayne Esmondella Trout Elizabeth Maude Jones Grace Ida Tuttle *Nellie Pearl Jones *Elsie Gladine Watkins Florence A. Kiefer E. Katherine Welsh John Earl Kissell Myrtle Wildasin *Dorothea R. E. Kreis Lillian Mae Wilborn Nellie Lafferty - Florence Marjorie Wilder Mary Bird Laybourn Rollin Williams Minnie M. Leipold * Honor pupils. f Absent one day in four years. OF SPRING FIELD PluſBLIC SCHOOLS 31 The thirty-third annual commencement was held at the Y. M. C. A. Auditorium on the evening of June 19th, 1902. The following is the program : Class Motto—‘‘Gradatim Vincimus.” Music—March . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holzman Orchestra - Prayer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rev. C. W. Van Pelt Overture, “Bridal Rose”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lavalee Orchestra Essay—“A Message From Earth” . . . . . . . . . . . . . Hazel A. Harris Oration—“Our Martyred Presidents”. . . . . . Russell H. Sackman Essay—“A Man's a Man, for A' That”. . . . . . . . Mabel M. Meyer Waltz Composia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mahl Orchestra Oration-–“Public Opinion”. . . . . . . . . . . . . . Henry Clifford Binns Essay—“The Power of Silence”. . . . . . . . . . . . . .... Lulu Schaefer Oration—“Civil Liberty”. . . . . . . . . . . . . . . . . . . . . . . . Arlo R. Lutz Essay—“Two Typical Americans”. . . . . . . . . . . . . . . Eldiva J.Wilt Cornet Solo—“Lost Chord”. . . . . . . . . . . . . . . . . . . . . . . . . . Sullivan George M. Ream Oration—“England's Grand Old Man”. . . . . Sidney M. Harrison Essay—“Wagner and the Musical Drama”. . . Ella A. M. Schulz Oration—# “Benjamin Franklin : His Connection With and Influence Upon the American Revolution” . . . Hugh Hagan Medley Overture, “Popular Mr. Volunteer”. . . . . . . . . . . . Dressler Orchestra Presentation of Diplomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • e s ∈ e º e º e s = * * Wm. F. Payne, President Board of Education Benediction Orchestra The following is a list of the gradnates for 1902: Harry Nicholas Barringer George D. Ragan Esther Naomi Beard Gertrude Mae Reeder *Henry Clifford Binns Helen Martha Ridgely * This production received an award offered by the Ohio Society Sons of the Revolution. 32 SUPERINTENDENT'S REPORT Grace Mozella Bizzell Helen Black Nina Olive Butt Charlotta S. Carney Katharine Hertzler Rubsam *Russell H. Sackman *Alice Louise Schaefer *Ella A. M. Schulz May Collier Bertha Kathryn Cheney Carrie E. Foster Grace Fern Funk Olga Elizabeth Gebauer *Hugh Hagan *Hazel Avis Harris *Sidney Martin Harrison Burns R. Heffner Alta Leona Hull George Curtis Jackson Stella Kathrine Kane Anna Mae Keller Fred E. Kershner Dorothy Kleinknecht Archie George Seiler Charles E. Serviss Grace Fay Shawd John Leonard Shewalter Millie Isabelle Sinclair Oggia E. Smith Thomas Goodfellow Snavely Josephine M. Tannreuter Rosa M. Trautwein Volney F. Trout Effie D. Valentine Laura M. Valentine Laura LaGrande Van Voorhees Frances E. Wilson Elvida J. Wilt *Arlo Rae Lutz Ruth Winger *Mabel M. Meyer *Rupert Wissinger Mary Savilla Mitchell $ Jessie Lucile Wistance "Jessie M. Parker Mabel E. Phillips Harry Paul Pruner Flora A. Woolenhaupt Emma Maedura Wroute Harrison Sechrist Yates * Honor pupils. The thirty-fourth annual commencement exercises were held in the Grand opera house on the evening of June 18th, 1903. The program was as follows: Class Motto—“Potems et Volens.” Music—March from “The Strollers”. . . . . gº º ſº * * g g e Englander Orchestra Prayer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rev. Chas. H. Small Music—Medley Overture, “The Curtain Raiser” . . . . . . . . . . Beyer Orchestra OF SPRING FIELD PUBLIC SCHOOLS 33 Commencement Day Address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prest. Wm. O. Thompson, D. D., Ohio State University Music—Waltzes “Symphia”. . . . . . . . . . . . . . . . . . . . Holzman Orchestra Presentation of Diplomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Charles Bauer, President Board of Education Benediction Music—March,’ ‘America”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Paull Orchestra The following are the graduates for 1903: Ruth Alexander Elmer F. Bauroth Constance Cecilia Black James C. Brown Glenna B. Cain i Harriet R. Conn Pearle Junius Desormoux Maud B. Eastwood Dorothy Wallace Greene *Mabel Barrett Nellie M. Bell Elizabeth F. Brown Otto Carl Burmeister Nellie Marie Clark Campbell Love Cory Bertha Drayer Gustav William Gale Harry Gross Elizabeth G. Harrison Harry B. Holsapple Clara Kirchwehm Edna Mond Leedle Earl Henry Marshall Mary Imogene Moler Mabel Abigail Payne *Helen Raup *Maymie Richardson Willis Jeffries Rizer *Iva Elizabeth Short *Joseph W. Spahr, Jr. Robert Lester Tavenner Ruth Viola Wells Ellen Frances Guthrie Jessie Edna Hess Frank Winans Kiefer *Carl Arthur Knuth Catherine Long *Ethel Melsheimer Edward James Newton Helen W. Ralph Fred A. Remsberg Charlotte C. Ridgely Anna A. Ryan *Clarence Mitchell Smith Mamie Swanton *Ernest F. Tittle Emma R. Wiessel * Honor pupils, * Perfect in attendance for four years. 34 SUPERINTENDENT'S REPORT The following table shows the number of pupils in each branch of study: Algebra . . . . . . . . . . . . . . . . 327 Greek. . . . . . . . . . . . . . . . . . 39 Botany. . . . . . . . . . . . . . . . . 228 Latin . . . . . . . . . . . . . . . . . . 388 Chemistry . . . . . ! . . . . . . . . 33 Physical Geography . . . . . 107 Civil Government . . . . . . . 160 Physics . . . . . . . . . . . . . . . . 69 Drawing . . . . . . . . . . . . . . . 538 Physiology . . . . . . . . . . . . . 257 English . . . . . . . . . . . . . . . . 562 Political Economy . . . . . . . 31 English Literature. . . . . . . 53 Rhetoric . . . . . . . . . . . . . 562 General History. . . . . . . . . 79 Trigonometry. . . . . . . . . . . 26 Geometry . . . . . . . . . . . . . . 130 United States History. . . . 160 German . . . . . . . . . . . . . . . 230 Vocal Music. . . . . . . . . . . . 41 The course of study has been revised in the High school so as to conform more nearly to the more modern and best approved ideas which are prevailing in good schools. This course, when the changes will have come into operation fully, will be found elsewhere in this volume. A text book in Ancient History is introduced into the first grade, to be followed in the second grade by a study of English History. The work in Physiology and Botany will be done in the second year instead of the first year. Physical Geography will occur in the third year instead of the second year, and General History will be dropped out of the third year as the work in that branch will have been accomplished within the first and second years, Civics and United States His- tory will be studied in the fourth year instead of the second year, and Political Economy will be dropped from the course. It will not be until the fourth year from this date that these changes will all have come into use. They can only be made one year at a time without causing the pupils to omit entirely some branches of study. º Our city may well be proud of our High school work, and we rejoice to say that the thoughtfully intelligent people are willing to give to the child of the poorest parents the right to receive this higher education. It is the inalienable right of every boy and girl to be educated to his or her highest capacity, and right here I would urge upon the serious consideration of the OF SPRING FIELD Pluſ BILIC SCHOOLS 35 Board of Education the advisability of re-establishing a Commer- cial department in our High school with a course of study therein that would compare favorably in strength with the other courses of study, and that would give the pupil, when his four years work is completed, a practical knowledge of business forms, book- keeping, etc., that would enable him, at once upon graduation, to enter an office or other place of business and perform these, the practical duties of a business life. The questions that give a teacher the most troublesome con- cern are those that pertain to School government or discipline. No rule that can be made will apply to all children alike. The nervous, sensitive girl may be rudely shocked by a cross word or look, while the hard stoical boy can only be corrected by more heroic measures. It may be well, therefore, to pause a moment and consider what it means to send a child away from home and place him in the hands of a strange teacher and among strange children. His change of environment opens to him a new world. He is not only placed in the midst of new surroundings with his peculiar characteristics and tendencies to be cultivated, or to be modified or overcome, but he is subjected also to temptations and influences with which he has never before come in contact. Parents should realize that with the large number of children allotted to each teacher she can give but little individual attention to each. How necessary, therefore, that the parents should cul- tivate the acquaintance of the teacher as early as possible. In no other way can the discipline of the school room be made more helpful, or the work more efficient than by a close union between the home and the teacher. Too often the visits of the parents to the school, the principal, and the superintendent, are for the sole purpose of a complaint, whereas a cordial conference, in a helpful spirit, in which the demands of the schoolroom are frankly explained, the temperament and disposition of the child fully made known, would in most cases remove all friction and help the pupil to a larger realization of the benefits of the school. The appreciation of a teacher’s worth, and more particularly of a teacher's aims and purposes, are frequently held in too low a degree by the public. A closer acquaintance would often correct 36 SUPERINTENDENT'S REPORT this. Teachers, as a rule, have at heart the best interests of the children, and if they and the parents could come closer together and know each other better, many of the difficulties that now exist in School government would take to themselves wings and fly away. INSTRUCTION ARITHMETIC.—The course in Arithmetic embraces the eight years of elementary instruction, the first three of which are with- out the use of a text-book by the pupils, although the third year's work is upon the plan of White's First Book of Arithmetic used in fourth and fifth grades. The third term's work in the eighth grade is chiefly devoted to elementary Algebra and to reviews, preferably the latter. The subject of Arithmetic has received a great deal of attention from all educators, especially of late, and it seems to be the general opinion that there has been too much time devoted to the subject, and particularly that it is begun too early in the school life of the child. Allow me to quote from the latest report of the schools of Los Angeles, Cal- ifornia : “It has been found, that formal number work is intro- duced too early in the grades. We believe that by beginning this work in the third grade, at the end of the fourth year pupils are quite as far advanced as they would have been had they begun similar work in the first grade. The mathematical powers of the child develop later than those of language, and until these pow- ers are developed it is difficult for the teacher to present the subject with any degree of success. We must not expect to cultivate the child's powers along mathematical lines until these powers really exist.” These are thoughtful words and are worthy of consideration, I have been convinced that whatever fault may exist in our treatment of Arithmetic may be largely due to crowding upon children of tender years work that is beyond. their ability to comprehend. * DRAWING-The instruction in this department, which, in view of the character of the work done, should more properly be called the “Department of Art” has improved wonderfully within the last three years. To any one who had the privilege of seeing the display made in the Educational department at our County OF SPRING FIELD PTJBLIC SCHOOLS 37 fair in August of this year, the progress made by our childreta came with a pleasing surprise. Teachers and pupils alike are enthusiastic in this work. The supervisor, Miss Ella R. Bartholomew, is untiring in her labors, inspiring teachers with her own zeal, and has succeeded in accomplishing results that are placing our schools, in this department, among the first in our country. The teachers have caught her enthusiasm and are becoming, by study and practice, more efficient with each year. Following is the report of Miss Bartholomew : REPORT OF THE SUPERVISOR OF DRAWING. - SPRING FIELD, O., JUNE 30, 1903. To the Board of Education: Herewith you will find my report of the work of instruction in Drawing in the public schools under your charge for the year ending June, 1903. Drawing has long ceased to be a single study ; it has grown to be essential to most other studies, as you have no doubt noticed ; form study correlating with Arithmetic and Geometry, flower and plant study with botany and nature work, outline work with map study in Geography, architecture and the devel- opment of design with History, color study in preparation for positions in life as railroad employees, sailors, employes in the signal service stations, merchants in all kinds of fabrics, sales- men, milliners, dressmakers, furniture manufacturers, paper hangers and decorators, designers in wall paper, tiling, and oil- cloth, and by no means least, a quite tasteful furnishing of the home. Picture study has also broadened the observation and given a proper trend toward culture and morality. Ruskin tells us that “Good taste is essentially a moral qual- ity. Taste is not only a part and an index of morality—it is the only morality. The first, last and closest trial question to any living creature is, ‘What do you like P’ and the entire object of true education is to make people not merely do the right things, but enjoy the right things. What we like determines what we are, and is the sign of what we are ; and to teach taste is inev- itably to form character.” 38 SUPERINTENDENT'S REPORT We are not aiming to make artists of the public school pupils; while this has been true in some instances, and will be true in individual cases, and the public schools given the credit due, it is not its chief end. One aim is nothing less than to awaken and cultivate sense-activity, for when a pupil can com- prehend an object and make a sketch of it, he has quickened his perceptions in all lines, and that very lesson will help him to the more easily comprehend all others. Sketching also opens new avenues of thought and enjoyment through enlarged observation of beauty in nature and the cultivation of better possibilities of practical usefulness. The major part of my vacations, since under employ of the Board of Education, as supervisor of drawing, has been spent in summer schools supplementing the preparation already had, in study and practice of the best principles and methods, and in keeping informed of the best and most progressive ways of doing our work, and it has paid in benefit to our schools, for often the same things done in more improved methods have been accom- plished with one-half the labor and, the results have been much better, and all has been with the aim to make our schools equal to the best, My time during the school hours is used in teaching the full time of my visit in each of the rooms and in supervising the work done in my absence, the supervising being done largely before and after school and at recesses. Each teacher is furnished with a written bulletin of directions of lessons to give, materials to prepare, and points of how to present each lesson. These are supplemented by regular grade meetings in which the teach- ers are given regular technical instruction and practice before they are asked to present any branch of the work to the pupils. Two days each week is employed in teaching twelve classes in the High school and in supervising seven other classes taught by Miss Mary Roberts, who has done very efficient work in her classes, and who has been untiring in her preparation for the same. - In my report I most cheerfully accord to the corps of teach- ers the credit due them in-their faithfulness in carrying out the OF SPRING FIFT,D PUBLIC SCHOOLS 39 directions furnished, in their earnestness in informing themselves as to the best methods of presenting the work, in their cheerful- ness in attending meetings for instruction, in their aptness in correlating the work with their other studies taught. Whenever the teachers have made such effort,the work has steadily improved in quality, the teacher has grown in ability to give instruction, and naturally the work has been accomplished with proportionate ease. The very large majority of our teachers have steadily improved in their work and deserve credit. In the Grammar and High schools we are giving careful attention to a course in Mechanical Drawing, feeling that in a city such as ours where the major number of our boys become interested in our manufactories, that an ability to make and read mechanical drawings satisfactorily is of great value. We have been rewarded in our effort in that line in that many of our young men in these classes have first awakened to the fact that they had latent talent in the draftsman's line, and later seen several of them take positions where that was the qualification which made them in demand. A number more of our young men and women’ are holding positions made possible by their study in the artistic lines, who no doubt without this study would be filling positions very inferior to the ones they now hold, with credit to themselves and satisfaction to their employers. In both the mechanical and artistic lines we have been greatly helped in the work by the kit of drafting tools furnished by you two years ago, and also by improvements made in the drawing room, for each of which we are very grateful. We thank you for your hearty support and co-operation in our work and bespeak the same kind interest this coming year, and pledge on our part to endeavor to improve. Respectfully submitted, * ELLA. R. BARTHOLOMEW, **. Supervisor of Drawing, GEOGRAPHY-This subject is pursued in six grades begin- ning with the third year. In the third year much attention is paid to local Geography—the city, the county and the state of 40 SUPERINTENDENT'S REPORT Ohio. The United States, North America and South America are also taught in this year, all withont a text-book. In the fourth year Europe, Asia, Africa and Australia are taught, also without a text-book in the hands of the pupils, treating their most salient features of boundaries, government, people, and climate, all in simple language suited to the comprehension of the pupils. In the fifth year an elementary text is used, and in the sixth, seventh and eighth years a more advanced text is furnished the pupils. In all the whole subject is gone over three times, each time more in detail, with much map drawing. The map drawing is a feature much emphasized and so efficient do the pupils become in this part of the work that their maps are works of art as well as illustrative of the subject in hand. GERMAN.—The instruction in this department is carried on in the following schools of the city: Clifton Street—Grades three to eight inclusive. Dibert Avenue—Grades three to eight inclusive. Lincoln—Grades three to eight inclusive. McKinley—Grades three to eight inclusive. Northern—Grades three to eight inclusive, Shaffer Street—Grades three and four. Washington—Grades three to eight inclusive. Western—Grades three to eight inclusive. Pupils may enter upon this study at the beginning of the third year and having elected to take it are expected to continue the same for the remainder of the entire elementary course. I would suggest that parents consider, more carefully than they seem to do, the election of German for their children, as it fre- quently occurs that this study is chosen by pupils barely able, if at all, to make an average standing in their English studies, and when they fail they seek to throw off the German. Work could be much more efficiently done in this department if such pupils only would select this study as are able to carry the entire work. A year or two of German is of very little value to a child who, at the end of that time discontinues it. - The statistical table following, furnished by the elementary German supervisor, Mr. George Hartman, may be of interest : OF SPRING FIELD PUBLIC SCHOOLS - 41 — “-- ºr- -- - - - - -------------- ------------------- ------------. --- - - - - - -- -- ...- ----. - - - - - U) (ſ) º E | E º, * | * * tº ºf 24 04 || 04 SCHOOLS TEACHERS ‘S # 3 $4 . . . E $ (l) § § £ # 3 || 3 | * | * | #| # ź 5: | 3 || $ S ſº | 3 Clifton Street. Misses Keller and Lobenherz 71 64 || 7 || 29 42 35 | 36 Dibert Avenue. Mrs. Blinn . . . . . . . . . . . . . . . . 47 || 41 || 6 || 27 20 22 || 25 Lincoln . . . . . . Miss Keller. . . . . . . . . . . . . . . 67 || 62 || 5 || 51 16 || 32 || 35 McKinley.. . . . . Miss Lobenherz . . . . . . . . . . . . 77 | 71 || 6 || 41 || 36||33 || 44 Northern . . . . . . Mrs. Blinn and Miss Hartman 114 107 || 7 || 72 42 53 61 Shaffer Street. Mr. Hartman . . . . . . . . . . . . 35 | 34 || 1 || 15 20 | 18 || 17 Washington... Miss Hartman. . . . . . . . . . . . . 46 42 || 4 || 26 20 25 | 21 Western. . . . . . . |Mr. Hartman. . . . . . . . . . . . . . 122 120 || 2 |31 |91 || 57 || 65 | as-a-m. ºs- Totals. . . . . . 579 541 38292 287 275 304 HISTORY AND CIVICs —There is no subject in our course of study more prolific in interest and profit than in this combination of these two important branches. They are pursued in all the grades from the first to the eighth inclusive. In the earlier grades the work is largely biographical, a study of the prominent characters in history. Later the events of history are taken up in systematic order and the whole is added to by the supplement- ary reading, much of which is of a historical character. At pres- ent a text-book is not used until the eighth grade is reached. It would be of great value, I think, if a text-book could be placed in the hands of the pupils of the seventh grade. The advantage of teaching civics in the public schools is certainly apparent to anyone unless he be a person of less than ordinary intelligence. It is not, in any sense, the teaching of “politics” in the ordinary acceptation of that term, and only the most ignorant could call it so. Our course provides for a con- tinuous treatment, with many reviews of city, township, county, state and national government, through the elementary school period, and a stronger course in the High school with the aid of text-books. The knowledge that the pupil thus obtains, whether in the elementary grades or in the High school, or in both com- bined, will surely aid him in performing more intelligently the 42 SUPERINTENDENT'S REPORT various duties of citizenship when he leaves the school and is obliged to take his place among the active duties of life. LANGUAGE AND GRAMMAR.—We take pleasure in saying that good work has been accomplished in these branches. In the last few years the best teachers in these subjects have insisted upon less attention being paid to technical Grammar and more attention being given to the proper expression of thought in cor- rect language both oral and written. To this end much time is given to work in composition. Subjects are chosen from other branches of study and in this manner correlation is established. Many of these productions are very appropriately illustrated with drawings and maps, and careful attention is paid to the spelling and penmanship, as well as to the thought and construction. Metcalf's English Grammar is used as a text-book in the seventh and eighth grades ; Metcalf and Bright's Language Lessons, Part II, in the fifth and sixth grades; while the work of the third and fourth grades is based upon Part I of the same series, although the book is not in the hands of the pupil as a text. MUSIC.—The work of this department has been very suc- cessful in the elementary grades. In the High school the interest seems to have fallen off for some reason. Since Music was made a voluntary study in the High school the numbers of those pur- suing this branch have decreased until but a few have elected to take it. With a return to its being a compulsory study in the first grade for the coming year, and with each succeeding year an additional grade being obliged to add to it to their other stud- ies, until all will again have resumed its study, we hope the inter- est will again revive. Following is the annual report of Mr. Juergens, the supervisor, for the year just closed : - ANNUAL REPORT OF THE SUPERVISOR OF MUSIC. Superintendent John S. Weaver: Dear Sir—I hereby submit my annual report of the work in the department of Music. In the elementary schools we have had good success. The experienced and conscientious teachers have co-operated with me OF SPRING FIELD PUBLIC SCHOOLS 43 harmoniously and intelligently, and our work now compares fa- vorably with that of the largest cities in the state. A sound system, earnestly operated for eleven years, has given us broad and uniform results. Music is in our schools for study, not merely for recreation, or for the benefit of the talented few. We aim to teach the cor- rect use of the voice, to suppress boisterous singing, to cultivate tone—beauty, to develop conscious, fluent sight-singers, to refine the taste, and to stir the emotions. We require every child of sound mind and body to sing, or learn to sing. Experienced teachers know that every normal individual can be taught to sing, thus we begin to “weed out” the “monotones”—i. e., pupils who sing in an undertone—in the first grade and persistently continue this process through all the grades. Conscientious teaching along this line has reduced the num- ber of “monotones” above the first grade from about fifteen per cent in former years down to about two per cent. The new music readers will be welcomed by the teachers and the pupils. After a book has been in use for a long time, new song material should be provided in order to keep the inter- est alive. The books are well planned and will not fail to give an impetus to the work; and since they are to be introduced gradually—as the old books wear out—the change will occasion no extra COSt. º t - While the results in the elementary schools have been grat- ifying, the dwindling of the High school Music class has been discouraging. Every possible effort was made by the supervisor to keep up the interest, but under our elective system success is impossible and ever will be, unless the pupils are graded in the Music. But Springfield does not stand alone in this ; other cities have had the same experience with the elective plan, The pupils, from self-interest, prefer to devote the Music period to the studies that have promotive value; and the introduction of the single session system, by curtailing the study time during school hours, has increased this tendency. I am of the opinion that the best course to pursue under the circumstances is to speedily reinstate Music as a non-elective study. 44 SUPERINTENDENT'S REPORT Another serious drawback has been the lack of sufficient song material, which made it impracticable to establish a graded course in High school. The great universities have recently recognized Music as a development study and have placed it on a par with Language and Mathematics. Harvard University dignified this subject by placing it in the curriculum as a major study and embodying it in the list for entrance examination, allowing for it four points out of twenty-six. se Music is an important part of a higher education, and breadth of culture, not mere graduation, should be the aim of the High school student. If Music ranks with any study in the course as a means of mental and ethical development—and the most emin- ent educators maintain that it does—then it should receive due recognition, Respectfully submitted, ARTHUR JUERGENS, Supervisor of Music. READING, LA change has been made in our course in Read- ing in that the charts have been displaced from the first grade, except as they may be used for supplementary purposes, and the New McGuffey's First Reader has been placed in their stead. We have now a First Reader in the first grade, a Second Reader in the second grade, and for the coming year there will be a Third Reader in the third grade, Corresponding changes will be made in the succeeding years until the entire series will be in use. In addition to these basal readers, five books in supplementary Reading are furnished each grade each year, except the first grade which reads but two and the eighth grade which reads one each month, These supplementary readers are selected with great care and embrace books on historical, biographical, geographical, literary, and nature subjects. These books circulate, i. e., pass from building to building each month according to a scheme published elsewhere in this volume, so that no book is idle any month in the year. We insist that pupils shall be able to read not words alone, but thoughts; hence, pupils are encouraged to tell the story of the lesson fre- quently from the book as well as to read it fluently in the book. OF SPRING FIELD PUBLIC SCHOOLS 45 SPELLING-We have now in the hands of the pupils a text- book in Spelling, in the grades from five to eight, inclusive. We believe this has improved the pupils' work in this branch. Not- withstanding one hears much said of poor spelling among the pupils of our American schools, I am convinced that in Spring- field, at least, our boys and girls spell better than their parents did, on an average, when they were the same age. Improvement, however, is still possible, and good efforts are being put forth to bring it about. WRITING-Good results have been accomplished in this most important branch of study, under the capable and efficient supervision of Miss Kriegbaum. The vertical system that has been in use for several years and which has well served the pur- pose of breaking up the old slant that had formerly held sway for so long a time, has in turn been succeeded by a natural slant system which promises much toward a still further improvement. Never before has the handwriting been so legible in all kinds of work—in the copy-books, writing spellers, compositions, and daily work of the pupil. The annual report of the supervisor, Miss Kriegbaum, is herewith appended: - To the Board of Education : - Gentlemen—I have the honor of submitting to you my annual report for the school year ending June, 1903, with the statement that, taken all in all, the improvement in the penman- ship of the pupils in most grades has been very satisfactory. The greatest improvement, however, is in grades which receive the personal attention of the regular teacher during each writing lesson, and where no poor work is ever accepted. There are rooms yet where the attainments are not high, but the rooms are very few where manifest improvement has not been made. The question has been frequently asked me by some of our teachers, “Why is it the written work, especially writing spellers, I have received from some buildings is done so poorly 2” My opinion is that sometimes it is the fault of the pupil; more often that of the teacher. The pupils soon learn whether good work is required of them or not, and act accordingly. 46 SUPERINTENDENT'S REPORT For the past four years we used the Vertical system of pen- manship, but this year substituted the Natural Slant, and can say our pupils made quite an advancement. Vertical writing has stirred penmen up somewhat and has caused them to examine the foundation of their faith in the slant. It is not without some good points, but it has failed to establish the extravagant claims which its projectors made for it. Although it has been on trial for several years, it has but a very limited use in the transaction of business. For this reason business schools, always responsive to the demands of the business world, do not feel obliged to give it a place in the curriculum. It would, therefore, seem to be improper to regard it as a practical style of writing, for business purposes. Business men desire writing that can be executed rapidly. To write legibly, without regard to the time employed, would be a serious mistake. The quality of ease should be regarded along with legibility, Our teachers have taken a great interest in the new system, and I am sure in another year we will be able to obtain the results we were working for in the past. Since “Learn to do by doing” is the watchword of the present day, it remains to be determined to what extent we shall teach writing by telling, and showing, or by requiring all written work to be done well. Let us continue to show how and tell how, but in connection therewith let us so intermingle the showing, the telling, and the doing that theory will be lost in practice, and practice lost in actual writing. I want to thank the teachers for their earnest effort in my department, and the Board for their earnest support and confi- dence in me, and will endeavor to maintain the confidence and make this department the peer to any in the state. Respectfully, - . MINNIE E, KRIEGBAUM, Teacher of Penmanship. NATURE STUDIES.—This work has been done in accordance with our course of study as far as possible, with such modifica- tions as the difference in our schools as to surroundings, etc., made necessary or advisable. Occasional excursions to field and grove have been undertaken as time and opportunity permitted, OF SPRING FIELD PUBLIC SCHOOLS - 47 where trees and other plants could be studied. Much attention is paid in the spring of the year to the making of flower beds, and their tending through the summer and autumn. The beau- tifying, in their way, of our school grounds is a never-failing source of delight to all the pupils and has added much, as well, to their stock of knowledge concerning Nature at her work. Our thanks are due to some of our greenhouse firms for their kind- ness in furnishing to the different schools some thousands of plants for their decorative purposes. SCHOOL EXHIBIT An exhibit of various kinds of work done by the pupils in our city schools was made at the Agricultural Fair held on August 18, 19, 20, 21 of this year, in connection with educational work from the township and village schools of Clark county. This work was arranged by grades and schools and embraced Drawing, Charcoal Work, Water Colors, Mechanical Drawing, Map Draw- ing, Writing, Spelling, Composition, with some work in Botany, Arithmetic, Language, and other subjects. It attracted much attention, on account of the superior quality of the work displayed, not only from the many thousands of our own citizens, but from teachers and others interested in educational work from other counties. This exhibit was not composed, in any sense, of work specially prepared for the occasion, but was selected from the ordinary every day work of the pupils, who, at the time it was done, had no knowledge or thought that it was to be publicly displayed. TEXT-BOOKS Following is a list of books adopted for use in our schools, and the Ohio contract price of each : Algebra, Wells' Academic. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 81 Ancient History, Wolfsen's Essentials. . . . . . . . . . . . . . . . . . . . 1, 1: Arithmetic, Stoddard's American Intellectual. . . . . . . . . . . . . .22 Arithmetic, White's First Book . . . . . . . . . . . . . . . . . . . . . . . . . .23 Arithmetic, White's Complete . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Botany, Bergen’s Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Chemistry, Williams’ Elements . . . . . . . . . . . . . . . . . . . . . . . . .83 48 SUPERINTENDENT'S REPORT Civil Government, Young's Governmental Class Book. . . . . .75 Drawing, Prang's Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Grammar, Metcalf's. . . . . . . . . . . . . . . . . . . . . . . . . . . .45 English Literature, Meiklejohn's . . . . . . . . . . . . . . . . . . . . . . .30 General History, Myers'. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.13 Geography, Natural Elementary. . . . . . . . . . . . . . . . . . . . . . . .45 Geography, Natural Advanced. . . . . . . . . . . . . . . . . . . . . . . .94 Geometry, Wentworth’s Plane and Solid . . . . . . . . . . . . . . . .94 German, Fibel's Primer . . . . . . . . . . . . * * * * * * * * * * * , tº . . . 15 German, Eclectic First Reader . . . . . . . . . . . . . . . . . . . . . . . . .19 German, Eclectic Second Reader . . . . . . . . . . . . . . . . . . . . . . . . ,26 German, Eclectic Third Reader . . . . . . . . . . . . . . . . . . . . . . . . .32 German, Plate's Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 German, Peterman’s Exercises. . . . . . . . . . . . . . . . . . . . . . . . . .18 German, Payson, Dunton & Scribner's Copy Books . . . . . . . German, Thomas’ Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 German, Harris' Composition . . . . . . . . . . . . . . . . . . . . . . . . . . ,38 Greek, White's Beginner's Book . . . . . . . . . . . . . . . . . . . . . . . 1.13 Greek, Goodwin’s Grammar . . . . . . . . . . . . . . . . . . . . . . . . . 1.13 Greek, Goodwin's Anabasis . . . . . . . . . . . . . * * * * * * * * * * * * * * * 1.13 Greek, Keep's Homer's Iliad. . . . . . . . . . . . . . . . . . . . . . . . . . 1.20 Language Lessons, Metcalf and Bright's Part Two. . . . . . . .41 Latin, Collar and Daniel's First Book . . . . . . . . gº & - * * * * .75 Latin, Harkness' Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Latin, Junior Latin Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Latin, Moulton and Collar’s Composition . . . . . . . . . . . . . . . . .60 Latin, Allen and Greenough's Cicero. . . . . . . . . . . . . . . . . . .94 Latin, Greenough and Kittridge's Virgil . . . . . . . . . . . . . . . . . 1.13 Music, Natural Course, Charts A and B. . . . . . . . . . . . . . . . . . Music, Natural Course, Primer. . . . . . . . . . . . . . . . . . . . . . . . . . .23 Music, Natural Course, Reader 1. . . . . . . . . . . . . . . . . . . . . . .23 Music, Natural Course, Reader 2–4. . . . . . . . . . . . . . . . . . . . . .26 Music, Natural Course, Reader 5. . . . . . . . . . . . . . . . . . . . . . . . .38 Music, Advanced Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Physical Geography, Tarr's First Book. . . . . . . . . . . . . . . . . . .83 Physics, Carhart and Chute's Elements. . . . . . . . . . . . . . . . . . .90 Physiology, Brand’s Academic. . . . . . . . . . . . . . . . . . . . . . . . . . ,75 OF SPRING FIELD PUBLIC SCHOOLS 49 Political Economy, Laughlin's Elements. . . . . . . . . . . . . . .90 Reading, The New McGuffey's First . . . . . . . . . . . . . . . . . . . .13 Reading, The New McGuffey's Second. . . . . . . . . . . . . . . . . .23 Reading, The New McGuffey's Third . . . . . . . . . . . . . . . . .30 Reading, The New McGuffey's Fourth . . . . . . . . . . . . . . . .38 Reading, The New McGuffey's Fifth . . . . . . . . . . . . . . . . .45 Spelling, American Word Book, Patterson's . . . . . . . . . . . . .19 Trigonometry, Wentworth's New . . . . . . . . . . . . . . . . . . . . . . . . (58 U. S. History, McMaster’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Writing, Barnes' Natural Slant. . . . . . . . . . . . . . . . . . . . . . . . . . RECOMMENDATIONS I respectfully beg permission to make the following brief recommendations to the Board of Education and ask for them their most candid consideration : First—The rules of the schools, particularly those relating to teachers and pupils, contain much matter that, in the nature of affairs, has become obsolete. Besides, there are doubtless other regulations that should be incorporated which would define the rights and duties of teachers and pupils more accurately and make their attitude to each other and to the home more easily understood. I therefore recommend that the rules of the schools be revised before another report of this Board is published. Second—The course of study as adopted by the Board has the work laid down to coincide with the three terms of the school year. I have taken the liberty to make only such changes as were necessary to adapt the work to such text-books as have been introduced since the last report was published. Within the last three years semi-annual examinations have been made an element in determining the fitness of pupils for promotion and it is somewhat confusing to teachers to know just how much ground will be covered by the mid-year examination. I would therefore recommend that the course of study be revised to show the work to be done each half year instead of each term. Third—Although the erection of two new buildings in the northern and eastern portions of the city will relieve the conges- tion as regards attendance in these sections, yet they can not 50 SUPERINTENDENT'S REPORT relieve the situation in other localities. The central, southern and southwestern parts of the city need relief by more school room. The districts there are not too large, but the school buildings are too small. The relief, then, should come not by erecting new school houses, but by enlarging those that we have. In the Southern school now there are five rooms with from 51 to 57 pupils enrolled in each. In Lincoln school in six rooms the smallest enrollment is 47 and the largest 58. Clifton street school has nearly every room occupied to the limit of its capacity. The same can be said of Garfield school. Dibert avenue school has an enrollment of from 48 to 74 in each of five rooms, while the Central school is obliged to occupy four rooms in the Smith annex which are very poorly adapted to school purposes and should not be used. The Western school usually has every seat in the building occupied and many pupils living in that district are obliged to attend the schools of other districts, and Shaffer street school has enrollments of from 48 to 59 in its lower grades. There are now no vacant school rooms fit for occupancy in the city (outside of the new buildings being erected) except three rooms at the Fair street school, and the Board has had its pecul- iar troubles in reference to them. I recommend, therefore, addi- tional school accommodations in the parts of the city above referred to. ** Fourth—“Manual Training” in the public schools can no longer be called a “fad.” It signifies instruction in tool work as an educational discipline and has found a permanent place in very many school systems of the cities, if not in most of them. Through reports made to the United States Department of Labor it is testified that “pupils taking manual training as a part of their school work in the regular school hours accomplish as much academic work as pupils who devote the same number of hours to school work without the manual training.” There is no doubt but that it greatly facilitates the work of the school in other directions, and adds much to the interest of the pupil in school work geuerally. It serves to keep the pupil in school throughout the entire course until he graduates from the High school, when otherwise he would have fallen out by the way. I herewith OF SPRING FIELD PUIST,IC SCHOOLS S1 append the opinion of Superintendent W. M. Stevens, of Sioux City, Iowa, upon this important subject. Sioux City has about the same school enrollment as our city, if any difference it is slightly smaller. Superintendent Stevens says: “After a very careful and thoughtful trial manual training has become one of the most prominent and indispensable factors in our educational system. During the last twenty-five years it has received the attention of all the leading educators of the country. . . Wherever it has been introduced it has rapidly gained favor, and has thor- oughly demonstrated the wisdom of its introduction into the School system. In every American community whenever a departure is recommended, one of the first questions asked is, Will it pay ? In answering this question I will say : If it pays to rescue the most precious thing in the world, a human soul; if it pays to develop beautiful characters and make it possible for them to follow useful and honorable careers; if it pays to pre- vent poverty rather than alleviate it, to cure it rather than veneer it ; if it pays to make good American citizens; if it pays to make children happy and parents happy, and to bring a whole- some influence for cleanliness, beauty, independence, self-help, honesty and honor to bear upon many homes; if it pays to contribute to the cause of education, and to give the advantage of a good education to those whose whole career of usefulness is ahead of them, then it pays to maintain manual training, for in a larger and practical way it fills all these ends.” I will also quote from an article from the pen of Superintendent R. J. Tighe, of Ashville, North Carolina, upon the same subject. He says: “The introduction of manual training into the schools simply means the adoption by the teacher of more natural methods of instruction. Some of the educational advantages of constructive work may be summarized as follows: It begets happiness in the school room, because of the pleasure derived from preductive work; it develops habits of accuracy and definiteness, funda- mental constituents of strong character; it helps in discipline, because it rests the over-wrought brain and provides an escape for superfluous physical energy; on account of the interest which it lends, it is of great assistance in developing the power 52 SUPERINTENDENT'S REPORT of concentrating attention ; it trains the powers of observation by supplying a motive (interest) for careful and definite examin- ation; it serves as an interesting means of applying the theoret- ical knowledge gained from other branches; and in this way it helps the child to clearer conceptions of all knowledge; it helps to develop the mathematical sense in children, because it has to do largely with form and magnitude relations; rightly carried out, it tends toward originality in production ; it provides an opportunity for the exhibition and discovery of special talents and powers in the child, because it provides a means for self- expression; and it develops the habit of doing (work) by estab- lishing an habitual connection between the sensor and motor brains. On the economic side, it trains the child to respect honest labor and to love work, provides a development which enables one to adjust himself more easily to changing conditions, lays the foundation for greater national wealth by arrearing a race of producers, educates more skillful and original workmen, and in general produces a more moral, thrifty and cultured people.” I respectfully ask the Board to take under their most candid con- sideration the feasibility of introducing into our school system this branch of study and of work. Fifth–The reinstatement of a business or commercial course of study in our High school is a matter that has been upon my mind ever since I became your superintendent of instruction. Complaint has frequently been made that pupils who graduate from our High school are not fitted in any manner to take up the work of any business calling without a special training therefor after they have completed their course in our High school. This objection, as far as it exists, merits our attention. Superintend- ent F. D. Boynton, of Ithaca, New York, says upon this point : “The public High school should offer academic courses of study with Latin and Greek, with Latin and either French or German, with both French and German with no foreign language. In addition to these it should offer a commercial course, a manual training course, and a course with sewing and cooking, all with equal difficulty, of the same time allotment, and all leading to gradua- tion and diploma. It has always been granted that the pupil OF SPRING FIELD Plj BLIC SCHOOLS 53 who asked for Latin or Mathematics knew what he wanted and had that want promptly and efficiently supplied. But the pupil who wants typewriting, or stenography, or sewing, or cooking, has an equal claim upon the public purse and should have his claim as promptly and as efficiently recognized as his more liter- ary, if less practical fellow. Preparation for intelligent citizen- ship is the principle that justifies the state in its expenditure for public education. The same principle obtains when applied to the expenditure of local public funds for the same purpose. Education that makes it possible to rise in the scale as wage earners ranks with that of other types. To truly serve the public implies a careful study of the public need and an effort to meet this need for the general uplift of all.” I quote also from an article by Carroll G. Pearse, superintendent of schools of Omaha, Nebraska. He says: “A commercial course should give the same intellectual training and the same acquaintance with the essential branches of knowledge that are given by other High school courses. In addition it should give a speaking and writing knowledge of German or Spanish, as these two languages are sure to be of great commercial utility. A knowledge of type- writing and shorthand is an advantage to any man, and book- keeping, with incidental commercial arithmetic, may not be omitted, for the man who does not understand the principles and the details of keeping the records of his business is at the mercy of his employees. The elementary principles and some details of the laws governing business transactions should also be included. The student in such a course should also become familiar with the commercial geography of his own and other countries. Commerce is the exchange of products. To enter upon it intel- ligently, the business man must know the resources, the products, the people of the region where his business is to be done. He must understand the systems of transportation at home and abroad, if his exchanges are to be conducted in the most profita- ble way. He must know enough of monetary systems and the principles of finance so that his medium of exchange may be handled conveniently and advantageously. All this knowledge and much more will be valuable to the young man who wishes to enter 54 - SUPERINTENDENT's REPORT upon a business career. He will not upon completing his studies in such a course in the High school be a banker, a railroad man, or an insurance man,or a wholesale or retail merchant,but he will be equipped so that he will be a valuable employee in almost any line of business. He will be able quicker to master the details of any particular commercial employment upon which he may enter, and if his employment calls him outside his own country, he will not need to blush when brought into competition with young men trained in the service.” A commercial course of study could be so arranged that it would furnish a training as complete as any other course and at the same time give the pupil such a practical knowledge as would enable him with very little if any other supplementary training to become a valuable assistant in counting-room or office. I would suggest that in such a course he be given a thorough grounding in mathematics—com- mercial arithmetic, algebra, plane geometry, with some history and elementary science, a thorough course in English extending through his entire High school life, and a knowledge of the prin- ciples of civics, commercial geography, commercial law, book- keeping, stenography, type-writing, etc. Such a course, I am Satisfied, would be popular enough to hold many pupils in our High School longer than they now remain, and would give an equipment for practical life to those pupils who, either through choice or by force of circumstances, do not continue their studies beyond the High school period. They should also study one modern language other than English. I trust this recommendation may induce the Board to con- sider the advisability of reinstating a commercial course of study in the High school. THE TEACHERS The teachers in our public schools constitute a body of men and women who are earnest, in their endeavor, honest in their purpose, zealous and progressive in their work, and determined in their effort to serve their schools in the best interest of the pupils and the public at-large. Since the publication of our last report we have lost a goodly number of them in addition to those (mentioned elsewhere) whom death took from us. Most of them OF SPRING FIELD PUBLIC SCHOOLS 55 were young ladies who left us for the purpose of marriage and the establishment of happy homes. But a number have resigned from positions were to accept other positions elsewhere at better Salaries, or where the outlook showed to them better opportun- ities for advancement than seemed to present themselves to their view in Springfield. Of this number are the following: Mr. Clarence Paschall of the High school, now teaching in the Uni- versity of California; Mr. W. O. Easton of the High school, now teaching in a college in New York City ; Mr. Gustav F. Broemel of the High school, now occupying a professorship in a college at Carthage, Illinois; Miss Maever Pruner of the Lagonda School, who left us to accept a High school position at Greenville, Ohio ; Miss Ada C, Roller, who resigned from the North street School to fill a similar position at Salem, Ohio; and Miss Agnes Burrowes from the Northern school, now teaching at the Spring- field Seminary. It is not a wise policy to allow good teachers to leave us for other places when a few dollars more salary might keep them with us. And good teachers, as a rule, are the only kind who have the opportunity offered them of better and more lucrative positions elsewhere. I herewith present some opinions of eminent school men concerning education, schools and teachers, which, to me, are valuable, and, to any one, make good reading : THE TEACHER AND THE SCHOOL [Supt. W. R. Frazier, Winona, Minn.] After all is said and done, the fact remains that the teacher makes the school. It is impossible to have a good school with- out a good teacher, as it is to have a poor school with a good teacher. The kind of school board, the kind of superintendent, the kind of School-rooms, the kind of text-books; these are important, but all these taken together do not matter so much as having a teacher with an inspiring and commanding personality, whose daily influence shall tell powerfully toward the making of men and women. THE WILL TO SUCCEED [Assistant Superintendent L. C. Greenlee, Denver, Colo.] No one can do more than the teacher to inspire high ambi- tion in the young. No one has greater opportunity to instill into 56 - SUPERINTENDENT'S REPORT the minds of the youth the belief that in this country the man who will can succeed. Nothing is more interesting to boys and girls with life and energy, than the stories of men and women who have brought great things to pass. Tell the children of the men who have seized common situations and made them great; of men of average capacity who have succeeded by the use of ordinary means, through their indomitable will and inflexible purpose. Teach the children that the only disgrace in life is one's failure to do his level best at all times. If the teacher does her duty, she will see that every child under her immediate care works up to his full capacity every day. THE DEMAND FOR PROGRESS [Superintendent C. B. Neely, St. Joseph, Mo.] In no age of the world has the demand for better schools and better teachers been more urgent and insistent than it is at the present time, and this I regard as one of the most hopeful signs for the future, both of the schools and of the teachers. As this demand becomes the more urgent and insistent, the incom- . petent and unprogressive teacher will be compelled to avail him- self of the opportunities for culture and improvement or he will inevitably find himself dropped from the ranks. Fortunately the opportunities for such improvement are ample and increasing from year to year. Normal schools and free libraries are abun- dant. Colleges and universities are multiplying that are open not only during the scholastic year, but for every month in the year, and not content with that they are sending their branch schools during the summer to our very doors. - RESPONSIBILITY FOR EDUCATION [State Superintendent C. P. Cary, Wisconsin] It is unfortunate when any pupil must attend school taught by a young, ignorant, untrained boy or girl; and it is a burning shame when any child must attend a school taught by a vicious, or immoral teacher. We have not yet reached the point in our development where we can always appreciate the value of a good teacher, or the worthlessness of a poor, ill-trained teacher. Every community that starves its children intellectually and morally in order to save a few dollars on a teacher’s salary should by OF SPRING FIELD PUBLIC SCHOOLS 57 some means be aroused to the enormity of the blunder. A cheap school in a community able to pay for a good school is immoral. Its foundation stone is selfishness and greed. WHY SOME TEACHERS SUCCEED [Superintendent Frank W. Cooley, Evansville, Ind.] 1. Because prepared by nature and training for this special work. 2. Because they are not afraid to work until success comes. 3. Because they recognize that everything depends upon themselves. 4. Because they are students of human nature. 5. Because they have a pride in their work and in schools in general, but particularly in the schools under their charge. 6. Because they accept conditions cheerfully and in the right spirit. They are not attempting to awaken sympathy for what they might be be led to think was lack of opportunity to show what they can do, nor do they act as though those over them in authority are endeavoring to block their efforts. 7. Because they are comprehensive in their educational no- tions—are interested in everything educational. - 8, Because they are wise enough to know that a school sys- tem is a unit, and that weakness at any point affects the whole ; also that success acts in the same manner, only in the opposite direction. 9. Because they are wide-awake, cheerful, earnest, and pro- gressive—looking forward, not backward. 10. Because they are teachers in the truest and broadest sense. They know the subject to be taught, and something of child (human) nature. They are human themselves, without being namby-pamby sentimentalists. They are good without being goody-good. They deal in and practice principles, not platitudes. THE EXPRESSION OF SYMPATHY [Superintendent F. Louis Soldan, St. Louis, Mo.] “The teacher's sympathy with children need not find its principal expression in words, but in actions, not in smiles and terms of endearment, but in untiring patience, and steady and persevering temper, and in a kindliness of disposition, which $8 StJPERINTENDENT'S REPOR* - ** makes the very presence of the teacher an ennobling educational influence, Not merely the teacher's face and manner, but the spirit and atmosphere of the school, not the moment, but the years, must be the tests of her sympathy with struggling child- hood. Little children are at times mischievous and naughty, and it may be proper and even obligatory at times to enforce respect to law by strict disciplinary measures; yet there should be sym- pathy even in punishment, lest it fail of its purpose and arouse passions in the child-soul which had better forever be dormant. There are unlovable children, seemingly irresponsive to word and act of kindness, with whom it may be difficult to remain in sym- pathetic touch. But for all that, the teacher who does not love childhood, in spite of its mischief and naughtiness, its apparent slowness or dullness in lessons, who does not enjoy in a measure even the vagaries of childhood, has erred in choosing her voca- tion. The presence of a nagging, scolding, morose, fault-finding or habitually discontented teacher or principal is a calamity to a school and a misfortune to a school system.” CONCLUSION In conclusion, I desire to express to all the teachers of the schools my hearty thanks for the ready interest they have shown in the work and for the loyal support they have given to the carrying out of the plans and purposes of the Superintendent. To the Board of Education who have so courteously and heartily co-operated with me in our endeavors to maintain a high standard for the scnools, I hereby express my warmest gratitude. Respectfully submitted. JOHN S. WEAVER, Superintendeni of Public Instruction. RULES OF THE BOARD OF EDUCATION S9 Rules of the Board of Education ORGANIZATION. I. The Board shall be organized on the third Monday in April of each year by electing a member of the Board Presi- dent, a member of the Board Vice President, and a Clerk who need not be a member of the Board, each of whom shall hold his office for one year and until his successor shall be qualified. TIME OF MEETING. 2. The regular meetings of the Board of Education shall be held upon alternate Mondays, beginning with the fourth Monday of April. Special meetings may be called by the President at his discretion, or upon written request of any six members of the Board. The hour of regular meetings shall be 7:30 o'clock p. m., from November I to May 1, and 8 o’clock p.m., from May I to November I. RIGHTS AND DUTIES OF THE PRESIDENT. 3. The President shall take the chair promptly at the hour of meeting and shall immediately call the members to order. 4. He shall have the general direction of the chamber. He shall have the right to name any member to perform the duties of the chair; but such substitution shall not extend be- yond an adjournment. (See also Rule 69.) 5. He shall preserve order and decorum in the proceed- ings of the Board; and in case of any disturbance or disorderly conduct among visitors in the chamber, he shall have the power to order the room cleared. He shall prevent smoking in the Board room during the business session of the Board. 60 RtjLES OF THE BOARD OF EDUCATION 6. He shall appoint at the first regular meeting after his election the following Standing Committees, the first to con- sist of four members, and the remainder of three members each: - Superintendent, Teachers, Examiners and Salaries. Janitors. German, Discipline, and Drawing. Text Books, Course of Study, Apparatus, and Library. Boundaries, Building Sites, Law, and Contracts. Finance, Rules, and Regulations. Music and Printing. Furniture and Supplies. Building and Repairs. IO. Fuel, Heating, and Ventilation. II. Claims, Accounts, and Auditing. The President shall also be ex-officio memebr of the Com- mittees on Superintendent, Teachers, Examiners, and Salaries; Text Books, Course of Study, Apparatus, and Library; and Finance, Rules, and Regulations. 7. All other Committees shall be appointed by the Presi- dent unless it shall be otherwise directed by the Board, in which case they shall be appointed by a vote of the Board. 8. The President shall sign all orders, addresses, and resolutions issued by the Board, and the same shall be attested by the Clerk. In case of absence or disability of the President, the Vice President shall assume his function during such ab- sence or disability. - DUTIES OF THE CLERK. 9. In addition to the more general duties of the Clerk, it is hereby made his duty to take the care and custody of all the books and papers of the Board of Education. IO. In the book of minutes he shall keep an index refer- ring to every subject and proceeding therein named. II. He shall keep a book of blank orders on the Treas- urer of a prescribed form. - I2. He shall keep in a book to be provided for that pur- 1jose his accounts in such manner as to show the amounts of moneys received, from what sources received, and for what purposes. OF SPRINGFIELD PUBLIC schools 61 I3. He shall keep separate accounts showing the expen- ditures for the following purposes and for Such other purposes as the Board may from time to time direct: I. Superintendent and Teachers. 2. Superintendent of Buildings, Janitors, Clerk, Tru- ant Officer, Examiners, and Enumerators. 3. Repairs. 4. Supplies. - 5. Fuel and Light. 6. Debt and Interest. 7. Advertising and Printing. 8. Insurance. 9. Sites and Buildings. & o. Furniture and Heating Apparatus. I. Miscellaneous. 14. His accounts shall show the amount of money levied as taxes or otherwise appropriated and set aside by the Board for each of the above named purposes and for such other pur- poses as the Board may hereafter direct for the current fisca; year, and shall be so kept that the unexpended balance of any stich appropriation may be readily determined at any time. At the first meeting of the Board in each month he shall make a report showing the amount expended for each of the above named purposes for the current fiscal year, the total expend- itures, and the balance of cash on hand. 15. All reports of committees, which from their nature may establish precedents and become rules of the Board, shall be placed on the minutes. 16. He shall give all notices necessary to render effective the resolutions or other action of the Board. 17. His books shall always be open for inspection. 18. He shall give bond in the sum of $1,000 with two good and sufficient securities to the satisfaction of the Board. 19. On the day after each meeting of the Board at which any claims shall have been allowed the Clerk shall deliver to the President of the Board an accrate list of all claims SO allowed and ordered to be paid. This list, together with the orders for the payment of such claims, shall be signed by the President and countersigned by the Clerk, and such list shall be filed with the Treasurer of the Board. 62 RÚLES OF THE BOARD OF EDUCATION DUTIES OF THE MESSENGER. 2O. The Messenger shall notify the members of the Board of all special meetings on the day of such meeting and make report of such notification to the meeting so called. He shall attend all meetings personally and perform the usual duties of sergeant-at-arms. He shall serve all notices which the Board may direct and perform such other duties as are prescribed by resolution of the Board. (See Rules of the Schools, 65.) DUTIES OF COMMITTEES.–SUPERINTENDENT, TEACHERS, * EXAMINERS, AND SALARIES. 21. It shall be the duty of the Committee on Superinten- dent, Teachers, Examiners, and Salaries to report to the Board at its last meeting in May the names of all applicants for em- pioyment as teachers, together with the recommendation of the Committee, based upon careful inquiry into the character and qualification of the applicants so recommended, and to make such reports and recommendations regarding salaries of the School employes as may be deemed necessary. It shall be the duty of this Committee in connection with the President and Superintendent to fill all vacancies which may occur requiring action before a regular meeting of the Board and to report such appointments to the Board at the next meeting, which appoint- ments shall be void unless confirmed by the Board. Tt shall be the duty of the Committee to report to the Board suitable per- Sons to be appointed examiners of teachers. It shall further be the duty of the Committee to consider and report on all matters of discipline as to teachers which may be referred to them, and all complaints as far as practicable must be made in writing. - JANITORS. * . 22. It shall be the duty of the Committee on Janitors to report to the Board at the first meeting in June the names of all applicants for employment as janitors, together with the recommendation of the Committee as to their employment and the salaries to be paid. t GERMAN, DISCIPLINE, AND DRAWING. 23. This Committee shall carefully observe methods of instruction, qualification of teachers, and progress made by scholars in the departments of German and Drawing, and re- port and recommend whenever necessary. ÖF SPRINGFIELD PUBLIC:SCHOOLS 63. This Committee shall also examine into such cases of dis- cipline of pupils as shall be referred to it. TEXT BOOKS, COURSE OF STUDY, APPARATUS, AND LIBRARY. 24. It shall be the duty of the Committee on Text Books, Course of Study, Apparatus, and Library to consider and report on all questions relating to the course of study, text books, apparatus, and library in the schools, and to report to the Board, at the last regular meeting in May, the condition of apparatus and the changes of text books which have been made or those which are desirable to be made. (See also Rules of the Schools, 89 and 92.) BOUNDARIES, BUILDING SITES, LAW, AND CONTRACTS. 25. It shall be the duty of the Committee on Boundaries, Building Sites, Law, and Contracts to report to the Board at the last regular meeting preceding the opening of the fall term the boundaries of the several districts when changes are made necessary. It shall be the duty of this Committee, whenever additional school buildings become necessary, to select and report to the Board suitable sites for the same. It shall also be the duty of this Committee to examine from time to time all questions arising under the Rules, Regu- lations, and School Laws, and report on the same to the Board. They shall examine and prepare all written contracts Ordered to be executed by the Board. They shall also report at the second regular meeting after the organization of the Board a list of visiting committees consisting of members of the Board, whose duty it shall be to visit the various Schools. FINANCE, RULES, AND REGULATIONS. 26. It shall be the duty of the Committee on Finance, Rules, and Regulations to inquire into the state of the funds of the Board, report from time to time, and recommend such measures as may be deemed necessary to raise the amount needed for school purposes whether by levying tax or other- W1SC. - It shall also be the duty of this Committee to receive, examine, and report to the Board all proposed amendments and additions to the Rules of the Board or Regulations of the Schools together with their recommendations before such amendments or additions shall be adopted by the Board. 64 RULES OF THE:BoARDzoF EDUCATION MUSIC AND PRINTING. 27. The duties of the Committee on Music and Printing shall be the same in kind as those laid down in the rule gov- erning the Committee on German. . Also it shall be the duty of this Committee to make ar- rangements for procuring all printed matter that shall be required by the Board. FURNITURE AND SUPPLIES. 28. It shall be the duty of the Committee on Furniture and Supplies to Superintend the purchase of such furniture as may be authorized by the Board and keep the same in a good state of repair. - - It shall also be the duty of this Committee to purchase stationery and such general supplies as may be necessary for the schools not pertaining to building and heating apparatus and issue the same under the direction of the Board. - BUILDING AND REPAIRS. 29. It shall be the duty of the Committee on Buildings and Repairs to consider all subjects which may be referred to it relating to school houses and grounds, to report an opinion thereon, together with such recommendations relating thereto as may seem to be expedient, and to superintend such repairs as may be ordered by the Board. The Committee shall make an annual report to the Board, at the last regular meeting in May, relative to the buildings bought or erected and the repairs or improvements made during the year, giving the cost of each. FUEL, HEATING, AND VENTILATION. 30. It shall be the duty of the Committee on Fuel, Heat- ing, and Ventilation to make a proper estimate of the fuel needed at the several school buildings and submit to the Board at the first regular meeting in June bids from the various coal dealers for supplying the same. They shall further see that the fuel ordered by the Board is properly received and economically used. It shall further be the duty of this Committee to inspect carefully the heating apparatus of the several buildings from time to time, give directions to the janitors concerning its use, and when new apparatus is needed to report the same to the Board. They shall examine into the best and most effective methods of ventilation, see how far the same are applicable to the several buildings, and report the same to the Board at the last meeting in May. º OF SPRINGFIELD PUBLIC SCHOOLS 65 CLAIMS, ACCOUNTS, AND AUDITING. 3I. It shall be the duty of the Committee on Claims, Accounts, and Auditing to receive and audit all claims against the Board of Education and report them to the Board together with their recommendation. It shall be the duty of this Committee to audit the accounts of the Clerk and Treasurer and attach reports duly signed to each monthly and yearly report of the Clerk. This Committee shall make such other reports regarding their duties as may be found necessary. 32. The several committees shall report to the Board at the second meeting in May estimates of the probable amounts of money necessary to be expended in their several departments for the fiscal year beginning September 1 next threafter, which report shall be referred to the Committee on Finance without debate. - RIGHTS AND DUTIES OF MEMBERS. 33. When a member is about to speak he shall rise from his seat and respectfully address himself to “Mr. President,” and the President shall announce him as the member from Ward, naming him if there be more than one present from the same ward. y 34. In all cases the member who shall first rise and ad- dress the Chair shall speak first; but when two or more mem- bers shall rise at once, the President shall name, the member who is first to speak. 35. No member shall speak more than twice on the same question nor longer than five minutes each time, unless by leave of the Board, and he shall confine himself to the question under debate and avoid personality. 36. Any member may call for a statement of the ques- tion, which the President may give sitting. 37. Any member may call for a division of the question and the decision of the President as to its divisibility shall be subject to appeal as in questions of order. 38. Every member present, when the question is put, shall vote, unless the Board, for special reason, shall excuse him from voting. 66 RULEs of THE BOARD OF EDUCATION 39. No person other than the Clerk shall remain at the Clerk's table while the yeas and nays are being called or ballots being counted. g 40. Any member shall have the right to demand the yeas and nays upon any question before it is put, and upon such a demand the Clerk shall call the names of the members in their alphabetical order, and before the result is declared shall read over those voting in the affirmative and those voting in the negative, and the ayes and nays shall be recorded by the Clerk. 4I. Any member shall have the right to demand a call of the members of the Board, and upon such a call the names of members shall be called by the Clerk alphabetically and the absentees noted. 42. Any two members shall have the right to demand the previous question. 43. No member shall have the right to vote on any ques- tion in the decision of which he is personally interested. 44. Seven members shall constitute a quorum for the transaction of business; and a majority of the members present may send the Messenger for absent members whenever they think the business requires their presence. MOTIONS AND QUESTIONS. 45. Every motion shall be reduced to writing if any member shall require it. And whenever an amendment is offered to any motion or resolution so reduced to writing, or any amendment to any such amendment, the member so pro- posing the same shall reduce it to writing. 46. When a motion is made and seconded it shall be stated by the President, or, being in writing, may be read to the Board by the President or Clerk. 47. After a motion is stated or read by the President, or read by the Clerk, it will be deemed in possession of the Board, but may be withdrawn by leave of the Board at any time before a decision or amendment. 48. Questions shall be distinctly put in this form: “You who are of the opinion (as the question may be) say aye,” and after the affirmative voice is expressed, “Those of the contrary opinion say no.” If the President doubts, or division be called for, the Board shall divide—those in the affirmative of the question first rising from their seats, and afterwards those in Af OF SPRING FIELD Pu BLIC SCHOOLS 67 the negative; and the President shall determine by count, an- nouncing the number. - 49. When a question is under debate no motion shall be received but to adjourn; to take a recess; to lay on the table; for the previous question; to proceed to the order of the day; to postpone to a certain day; to commit; to amend; to post- pone indefinitely; which several motions shall have precedence of each other in the order in which they are arranged. 50. When a motion is made to commit to a Committee of the Whole Board or a Standing Committee, it shall not be in order to amend such motions by substituting any other Com- mittee; but if any other Committee be suggested the motion shall first be put upon the Committee first named and after- wards upon the Committee or Committees suggested in the order in which they are named. -- X- . 51. A motion to postpone to a certain day or indefinitely being decided, shall not again be allowed at the same stage of the proposition. - 52. A motion to adjourn shall always be in order; but being decided in the negative, shall not again be entertained until some motion, call, order, or discussion shall have taken place. - - 53. The following questions shall be decided without de- bate, to-wit: To adjourn; to take a recess; to lay on the table; to take from the table; to go into Committee of the Whole on the order of the day; and all questions relating to priority of business. AMENDMENTS. 54. No motion or proposition upon a subject different from that under consideration shall be admitted under color of amendment. 55. A motion to strike out and insert shall be deemed divisible and a refusal to strike out shall be equivalent to agreeing to the matter in that form, but shall not preclude further amendment by way of addition. RECONSIDERATION. 56. A motion to reconsider a vote must be made by a member voting with the prevailing side, and such a motion to be in order must be made not later than the next meeting of 68 RULES OF THE BOARD OF EDUCATION the Board after which the vote is taken; and the same shall take precedence of all other questions except a motion to ad- journ. QUESTIONS OF ORDER. - 57. If any member, in speaking or otherwise, transgress the Rules of the Board, the President shall, or any member may, call him to order, and the member called to order shall take his seat, if required to do so by the President, until the question of order is decided. 58. All questions of order shall be decided by the Presi- dent without debate. Such decisions shall be subject toappeal to the Board by any member, on which appeal no member shall speak more than once, unless by leave of the Board; and the President may speak in preference to members, rising from his seat for that purpose. 59. If the decision be in favor of the member called to order, he shall be at liberty to proceed; if otherwise, he shall not be permitted, in case any member objects, without leave of the Board. - RESOLUTIONS. 60. Resolutions giving rise to debate shall lie over for one meeting before being voted upon, if any member shall give notice of a desire to discuss the same at any future meet- ing. Upon the passage of all resolutions and motions involv- ing an expenditure of money, the yeas and nays shall be taktn and entered upon the journal and no such resolution or motion involving the expenditure of money shall be passed, except a majority of all the members elected to the Board concur therein. (See Section 3982, Revised Statutes of Ohio.) ALLOWAN CES. 6I. No compensation, salary, allowance, or perquisiteshall be voted to any officer, employe, or appointee of the Board, or to any Teacher, Principal, or Superintendent of the Schools, except a majority of all the members of the Board concur there- in. The salaries of Superintendent, Principals, and Teachers, shall be paid in twenty equal installments, and the orders for the same shall be passed at the regular meetings of the Board. COMMITTEES. 62. All reports of Committees shall be made in writing and signed by such members thereof as concur therein, OF SPRINGFIELD PUBLIC SCHOOLS - 69 63. In forming a Committee of the Whole, the President shall leave the chair and the Board shall elect a chairman to preside; and the Rules of the Board shall be observed in Com- mittee of the Whole as far as applicable. 64. All claims against the Board shall be certified to by the person or Committee contracting the same within ninety days thereafter and audited by the Committee on Claims before being acted upon by the Board; and no bill referred to the Committee on Claims shall be allowed by the Board until it shall have been in the hands of the Committee two weeks. 65. No bills shall be contracted by any party except by the proper Committee, unless otherwise specialy ordered by the Board; and no bill shall be audited by the Committee on Claims unless certified to by the party contracting the same and approved by a majority of the Committee to which it properly belongs. 66. No bill shall be contracted except by consent of the Board previously obtained, provided that a committee or a majority thereof may expend not to exceed ten dollars ($10) if in their judgment an emergency exists demanding such expenditure. ORDER OF BUSINESS. 67. Order of business for the meeting: Call of roll. Reading of Journal and approval thereof. Clerk’s financial statement. Presentation of petitions and communications. Report of Superintendent and Teachers. Report of Truant Officer. Report of Superintendent of Buildings and Re- pairs. - Report of Standing Committees. Report of Select Committees. Resolutions. Miscellaneous business. RUT.ES OF THE BOARD. 68. These rules shall not be altered except after at least one meeting's notice of the intention of alteration; and no rule shall be suspended except by a vote of at least two-thirds of the members present. º 69. In the absence of a standing rule, the Board in their proceedings shall be governed by Cushing's Manual. I I to RULES AND REGULATIONS SUPERINTENDENT OF PUBLIC INSTRUCTION. I. A Superintendent of Instruction may be elected by the Board at the first regular meeting in May, who shall have a certificate of qualification from the State Board of Examiners or from the Board of Examiners for the District. He may be discharged at any time for incompetency, unfaithfulness in the discharge of his duties, improper conduct, or willful neglect to conform to the Rules of the Schools or special direction of the Board. 2. He shall act under the direction of the Board, have the general supervision of the schools, strictly enforce in the schools the rules and regulations of the Board, carefully attend to the protection and preservation of all the buildings, furniture, apparatus, and other school property, frequently inspect the condition of the same, and when necessary report to the Board or the appropriate committee. 3. He shall attend the meetings of the Board and shall have the privilege of the floor to speak upon all questions before the Board, but shall not be entitled to vote. 4. He shall visit each of the schools of the city as often as may be practicable or necessary, giving attention to its organization, discipline, and instruction, and directing the teachers from time to time to make such changes, not contrary to adopted rules, as shall seem best calculated to give greater efficiency to the schools. He shall carefully observe the gov- ernment, mode of instruction, and general conduct of each teacher, and whenever he shall doubt his or her efficiency or fitness he shall report the same promptly and plainly to the Board. - 5. He shall meet the teachers as often as he may deem advisable for the pºrpose of giving systematic instruction upon the subjectof teaching and school government, upon the nature of the school system, and the best means of accomplishing its objects, and shall supply them with blanks for registers and reports and instruct them as to the mode of keeping the regis- sers and making the reports. A faithful record of attendance and punctuality of teachers at each meeting shall be kept, and the Superintendent shall report any delinquencies either in attendance or duty. (See Rule 27.) - OF SPRINGFIELD PUBLIC SCHOOLS * 71 6. At the close of each month he shall report to the Board such statistics and other information relating to the schools as he may deem necessary, and at the close of the School year he shall prepare a report for the year which shall be published with the Annual Report of the Board. 7. He shall promptly attend to all cases of misconduct reported to him by the Principals as beyond their control, care- fully inquire into the facts in the case, and advise the appropri- ate remedy. In difficult cases he may suspend the pupil until 'the meeting of the Board, notifying the parent or guardian and the Board, and giving reason for the suspension. PRINCIPALS. 8. The Principals shall have general supervision of the grounds, buildings, and appurtenances of the Schools, and shall be held responsible for the neatness and cleanliness of the premises; and when any repairs are necessary they shall give notice thereof to the Superintendent of Buildings and Repairs. 9. They shall have supervision of the pupils during the recess and other times of relaxation, calling upon teachers for any assistance and assigning to them any duties in relation (thereto that may be necessary in order to secure the proper deportment of pupils at such times. Io. They shall teach in the highest grade in the district to which they may be assigned, and shall have full control of the same under the direction of the Superintendent of Instruc- tion. - II. They shall give advice and directions to teachers and in cases of extreme difficulty they may report in writing to the Superintendent of Instruction. I2. They shall be governed by all the rules of the next title so far as they are applicable to them as teachers. TEACHERS. I3. The teachers shall be appointed annually at the last regular meeting of the Board in May. - I4. No person shall be employed as teacher who has not filed with the Clerk of the Board the certificate of qualification required by law. - I5. Any female teacher marrying while under contract with the Board to teach annuls her contract. 72 RULES AND REGULATIONS I6. Teachers shall be in attendance at their respective School rooms and open the same for the reception of pupils at least twenty minutes before the opening of the morning session and fifteen minutes before the opening of the afternoon session and they shall vacate the same within thirty-five minutes after the regular time for the closing of the afternoon session. Nor shall they be allowed to occupy such rooms on Saturdays, terms of vacation, or any holidays when such occupancy shall incur any expense whatever to the Board. They shall forfeit one-fourth of a day's pay for each case of tardiness, except when excused by the Principal, to be deducted by the Clerk at the next issuance of pay-rolls or orders after such delin- quency shall be reported by the Principal to the Superintendent and by him to the Clerk. Teachers shall register the time of their appearance at the building on blanks prepared for the purpose, which shall be handed by the janitor to the Principal at each ringing of the teachers’ tardy tap. They shall begin the morning session by reading from the Sacred Scriptures, to be followed by singing, or prayer, or both at their discretion. 17. Teachers shall pay careful attention to the warming and ventilation of their school rooms. They shall ventilate the rooms by lowering the upper sashes (except in warm summer weather, when the windows may also be opened be- low), taking special care, however, that children be not allowed to sit in currents of cold air. At recess the teacher shall in all cases see that a proper supply of fresh air is admitted to the room and at no time allow the temperature of the room to exceed seventy degrees Fahrenheit. I8. Teachers are expected, in addition to faithful dis- charge of their duties in the school room, to prepare themselves thoroughly for their daily work; to give earnest attention to the manners and morals of their pupils, especially during recess and other times of recreation; to co-operate with the Superin- tendent and Principals in the enforcement of general rules of order and methods of instruction; and to keep such record and register and to make such reports as may be required. They are prohibited from requiring pupils to act as monitors or to watch over and report upon the conduct of other pupils. OF SPRING FIELD PUBLIC SCHOOLS 73 I9. The teacher shall not detain any pupil at the noon recess. Pupils may, however, be detained after the hour for closing the afternoon session, not to exceed thirty minutes, when the teacher deems it necessary for the commitment of lessons or the enforcement of discipline. No pupil suffering detention for any misdemeanor shall be required to do any work during the period of detention, except that when the misdemeanor shall have been a guilty deficiency in the work of the day, it may be required that the time of detention shall be occupied in making good the deficiency. 2O. Whenever it shall become necessary for teachers to resort to corporal punishment, the same shall not be inflicted upon the head or hands of the pupil. º 21. No teacher shall read or distribute any advertise- ments, nor allow any advertisement to be read or distributed, in any of the public schools. Nor shall any agent or other person be permitted to enter any school premises for the pur- pose of exhibiting, either to teacher or pupils, any new book, map, or article of apparatus, or to announce in any manner any public entertainment. * * 22. They shall be required to keep the Schools in Session each day during the hours prescribed by the regulations and they shall not be permitted to dismiss their schools within school hours for any time, however short, without the consent of the Principal. - 23. Teachers will be held responsible for the order, at- tention, and deportment of their pupils. In case of extreme difficulty only shall they report to the Principals, giving a detailed statement of the facts in the case. 24. Teachers shall not visit other School rooms during school hours except at the suggestion of the Superintendent of Instruction. 25. When parents are dissatisfied with the treatment of their children, teachers shall not permit them to make their complaints in the presence of the scholars, but shall respect- fully hear them in private, and, if necessary, refer them to the Principal. Conflict of authority should be avoided and all misunderstandings should be so carefully conducted as to avoid open rupture and scandal. 74 RULES AND REGULATIONS 26. Teachers shall, as far as practical, become acquainted with the parents or guardians of the pupils and are required to visit the parents whenever any serious difficulty shall arise between the teacher and pupil. 27. Teachers shall attend all regular and special meet- ings called by the Superintendent of Instruction, and no excuse for absence shall be allowed other than such as would justify absence from a regular session of school. Absence without such excuse shall cause in each instance a forfeiture by the teacher of one-fourth of a day's pay, to be deducted by the Clerk at the next issuance of pay rolls or orders after the Superintendent of Instruction shall report such delinquency to him. 28. Teachers are prohibited from selling stationery or text books to the pupils. 29. Each teacher is required to have a copy of the rules at all times in the school room and to read to the scholars at least once each term so much of the same as will give them a just understanding of the rules by which they are to be gov- erned. 3O. Teachers shall keep register, according to a pre- scribed method, in which they shall record the names and ages of the pupils, their time of entrance and withdrawal, and their attendance, tardiness, deportment, and scholarship; they shall also keep a careful record of the text books issued to the pupils. They shall furnish the Principal a monthly report including the items specified in the blank prepared for that purpose, and at the end of the year they shall make a report embracing such items as may be required by law or specified by the Board of Education. 3I. Teachers in the Central building and in all the two- story buildings shall, under the direction of the Superinten- dent of Instruction, drill their scholars as often as may be deemed necessary on the best and quickest method of exit from their several rooms and buildings so as to guard, as far as possible, against any disastrous consequence to life or limb in case of an alarm of fire or from other cause. 32. It shall be the duty of teachers to inquire into all cases of sickness occurring in the school rooms and dismiss promptly any pupil suffering from acute disease of the throat, OF SPRING FIELD PUBLIC SCHOOLS 75 eruption of the skin, or any other form of disease attended with fever, pain, or physical suffering, and report the same to the Superintendent of Instruction. 33. Teachers shall report to the Superintendent of In- struction immediately in writing all cases of corporal punish- ment, giving reasons for the punishments together with a Statement as to the severity of the same. NORMAL STUDENTS. 34. A normal class shall be maintained and shall be com- posed of graduates of the high School and other schools of equal standing, who hold certificates from the board of city exam- iners. Admission to this class shall be upon application and election, as in the case of teachers. 35. Students in the normal class shall be assigned by the Superintendent of Instruction and committee on teachers to the different schools of the city, where they shall review the essential branches of study as taught in the principal's room and pursue such pedagogic studies as shall be prescribed by the Superintendent of Instruction, upon which he may require of them regular written reviews. They shall observe the work of the teachers of the schools to which they shall be assigned, subject to the direction of the Principal, and shall respond to his call for assistance in his room during his absence in the necessary work of supervision and for such other work in any room as shall be profitable to them as normal students. 36. Normal students shall do all substitute teaching un- der the direction of the Superintendent of Instruction and the Committee on Teachers. The pav of substitute teachers in grades below the high school shall be two-thirds that of the teacher for whom such work is done, provided that in no case shall substitute pay exceed the sum of one dollar and fifty cents per day. The substitute work shall be divided as equally among the normal students as is consistent with the interests of the schools. 37. Not less than six nor more than twelve normal stu- dents, to be thereafter known as normal assistants, shall be appointed by the Board of Education, at a salary of fifteen dollars per month, to be in charge of rooms of pupils, in which they shall serve for one year in like manner as regular teachers 76 RULES AND REGULATIONS under the guidance of competent teachers of expereince, two normal assistants being in charge of one such teacher, who shall be called a critic teacher. Critic teachers shall plan the work of both rooms under their charge, teach some portion of every day in each room, while the normal assistants observe, and give counsel, criticisms, and direction to such normal as- sistants in their teaching. PUPILS. 38. All resident youths between the ages of six and twenty-one years are admitted to the privilege of the public schools and shall be assigned to such classes as their scholar- ship entitles them to enter upon examination, provided that pupils, who have not had previous instruction sufficient to enable them to maintain their position in the grade, may not enter the First Grade at any time except within the first two weeks of September, unless prevented by sickness or other reasonable excuse, at which time they shall be received if they are six years of age or if they shall become six by the first day of the ensuing February. Non-residents may be admitted as follows: In Primary grades, $7.OO; in Grammar grades, $8.00; and in High School, $12.OO, per half year. - O Non-resident scholars shall not be admitted to the schools until they procure and exhibit to the teacher the receipt of the Clerk that the fees for their admission have been paid. 39. No pupil known to be affected with a contagious or infectious disease or coming from a family where such a dis- ease prevails shall be received or continued in school; and no pupil shall be admitted who does not exhibit to his teacher Satisfactory evidence of having been vaccinated when so or- dered by the Board. - 40. Every pupil is required to attend school punctually and regularly; to conform to all rules of the school and to obey all the directions of the teachers; to observe good order and propriety of deportment; to be diligent in study, respectful to teachers, and kind and obliging to schoolmates; to refrain from the use of profane and improper language; to be clean and neat in person and attire; to refrain entirely from the possession or the use of tobacco or other narcotics in any form. OF SPRING FIELD PUBLIC SCHOOLS - 77 4I. Notice of any damages to School property caused by any pupil shall be sent to the parent or guardian of such pupil, and in default of payment the case shall be reported to the Clerk of the Board, who shall proceed with it according to law. 42. Pupils must not tarry or make any noise in the halls or on the stairs; and having gone to their respective rooms before opening of school or during recess, they must remain in their rooms, unless permitted by their teachers to go out again. Pupils are not to appear at the school building or in the yard before the first ringing of the bell, and they must leave the premises immediately after they are dismissed from School in an orderly and quiet manner. - 43. Boys and girls must play separately during recess, Occupying their respective grounds as assigned them by the Principal of the building. 44. No pupils shall be allowed to remain in the school unless supplied with utensils required to be used in the class to which he belongs, provided that no pupil shall be excluded for such cause unless the parent or guardian shall be fur- nished by the teacher with a list of articles needed, and one week shall have elapsed after such notice without the pupil’s obtaining such articles. And in case of extreme poverty the articles required shall be procured and loaned to the pupil by the Board of Education. 45. At the close of each day’s session, teachers shall notify the parent or guardian of each pupil who has been absent or tardy without excuse, and on the return of such pupil to school a written excuse or satisfactorv explanation shall be required for such absence or tardiness. The only excuse for tardiness or absence which the teacher shall receive shall be the sickness of the pupil, sickness or death in the family of the pupil, or circumstances rendering punctuality impossible or extremely inconvenient. When such sufficient written excuse is not supplied by the pupil or when the pupil remains out of school two consecutive half days and the teacher can obtain no information to explain the absence, the Truant Officer shall be promptly notified. - 46. Pupils shall not be permitted to enter the adjoining lots, or in any way to disturb the property of citizens of the vicinity, or to climb fences or trees, or to throw stones or other missiles of any kind about the premises. *. 78 - RULES AND REGULATIONS 47. Pupils are requested to enter the buildings and School rooms in an orderly and quiet manner as directed by the Principal. - 48. Any pupil found in possession of any indecent or obscene card, book, picture, or other object, shall be deemed guilty of a gross misdemeanor, and may be punished for such by expulsion from school during the remainder of the term; such punishment may be enforced, modified or suspended ac- cording to the nature of the case and the judgment of the Board. 49. Children attending the puplic school shall not be permitted to use tobacco in any form, nor be allowed to keep in their possession cigars, tobacco, or any other narcotic. SCHOOL YEAR, HOLIDAYS, SCHOOL HOURs, ETC. 50. The school year shall consist of three terms, embrac- ing a period of forty weeks. The first term shall begin on the first Tuesday after the first Monday in September, and include sixteen weeks; the second and third terms shall each include twelve weeks. 51. The holidays shall be every Saturday, Christmas to New Years, inclusive, and all Thanksgiving and Fast Days and school holidays authorized by the State or General Gov- ernment. No school shall be dismissed on any other day except by special direction of the Board. 52. The hours of tuition and study throughout the school years shall be from 9 o'clock a.m. to 12 o'clock m., with fifteen minutes' recess, and from 1 :30 o'clock p.m. to 4 o'clock p. m., with fifteen minutes’ recess. The First and Second grades shall be dismissed thirty minutes, and the Third and Fourth grades fifteen minutes before the other rooms. Hours of tuition in the High School shall be from 8:30 a.m. to 1:15 p.m., with fifteen minutes' recess from 11:30 to 11:45. 53. Forenoon.—The first bell shall ring at 8 o’clock, the second at 8:24, the first to ring five minutes and the second one minute. Teachers’ tardy tap shall ring at 8:10. Five minutes after the close of the last bell the tap should be sounded and absence shall be noted. Io recess bell; Io:Io entering bell. Afternoon.—First bell at 12:30 o'clock, second or entering bell at I2:54, and teachers’ tardy tap at 12:45; recess bell at 2:45, OF SPRING FIELD PUBLIC SCHOOLS 79 entrance bell at 2:55. In cold or stormy weather the Principals shall see that one or more rooms are open for use of pupils during the noon recess. These rooms shall be made comfort- ably warm, and one or more teachers shall be present to take charge of Said pupils. 54. Commencement exercises of the High School shall take place at the close of the year. PROMOTIONS. 55. Each teacher shall write, at the close of each school month, on records prepared for the purpose, an estimate in percentages of the Scholarship exhibited by each pupil for the month in the Several branches of study for each grade as designated by the Superintendent. This estimate shall not be based upon any particular lesson, test, or examination, but shall be the teacher's judgment on the ordinary and regular work of the pupil throughout the month, and may not be given a pupil who has been absent one-third of the month or longer. There shall be given also two examinations each School year, in January and June respectively, in all studies pursued in the High School and in all essential branches of the Elementary grades from the fourth to the eighth inclusive, and the results thereof shall be recorded in like manner as the estimates, and placed upon the card referred to in Rule 56, except that when a pupil’s estimate shall average ninety per cent or higher in any essential branch, such pupil need not take the examination in that branch. - 56. For the information of parents a card shall be issued to each pupil containing a copy of the estimate and also of the examination referred to in Rule 55, a copy of the pupil’s at- tendance record, and his standing in deportment, accompanied, as needed, by additional information or remarks on an attached sheet. This card shall be carried home each month and, hav- ing been examined and signed by the parent, shall be returned at once to the teacher. Properly marked and signed by the Principal at the close of the year, the card shall be a certificate of promotion to the next grade. 57. Pupils shall be promoted in June by the Principal, assisted by the teachers, under general direction from the Superintendent and in accordance with the following rules: 80. RULES AND REGULATIONS A pupil whose standing in no essential branch is less than 60 and whose general standing in essential branches is not less than 70, shall be promoted. - Said standing, shall be determined by combining two- thirds of the average estimates in each branch, referred to in Rule 55, with one-third of the average grades taken in exam- inations held in accordance with the same rule. NOTE (a)—A fraction of 3/4 or more shall count as I. NOTE (b)—Essential branches are Arithmetic, Language, Reading, and Writing in Grades I-III; Arithmetic, Geography, and Language in Grades IV-VI; Arithmetic, Geography, History, and Language in Grades VII and VIII; and in High School all branches there pursued. 58. The Principal may promote pupils at any time who are able to do the work of the next grade or whom, from other considerations, he deems it just to promote. 59. Pupils advanced in age and not having attended in these Schools the preceding year shall be assigned to those grades in which they will gain most in such limited time as they will probably continue in school. ū 6O. Cards of promotion issued in other schools shall be honored by assigning their holders to corresponding grades here. * 61. The Principal, by the advice of the teacher and with the consent of the Superintendent, may return to the next lower grade, at any time within the first term, any pupil found unprepared to do successfully the work of the grade to which he was last promoted, if this can be done in harmony with the principles embodied in the preceding rules. SUPERINTENDENT OF BUILDINGS AND REPAIRS. 62. A Superintendent of Buildings and Repairs shall be elected by the Board at its first regular meeting in May, at a monthly salary, and for such time as shall then be named. He shall give bond for the faithful performance of his duties in the sum of $1,000, and shall enter upon his duties imme- diately after its approval by the Board. 63. He shall have general charge of the buildings and property of the Board and shall visit all buildings owned or rented by the Board at least once in each school month, and * OF SPRING FIELD PUBLIC SCHOOLS 31 as often as his time will permit, to inspect the condition of the property and the work of the janitors. 64. He shall have authority to direct the work of the janitors at all times and may temporarily cause them to ex- change buildings when an exchange of work will be to the advantage of the Board. He shall report to the Clerk the time of such janitors as are employed by the Board in the summer vacation. & 65. He shall, so far as possible, personally perform all necessary repairs and shall personally superintend such repairs as are made by other workmen emploved by the order of com- mittees. He shall advise the Board in due time of needed repairs of buildings, heating apparatus, or other property, and of needed furniture and other supplies, submitting in writing estimates for the making of repairs in the most economical 111a11116°1'. 66. He shall have charge of all furniture, supplies, and material purchased by the Board or its committees, and shall issue them to the janitors and Principals, keeping an itemized account of the same by buildings. 67. He shall perform the duties of messenger of the Board as defined by rule, but shall receive no extra compen- sation for such service. - 68. He shall confer freely with the committees on build- ing and repairs; fuel, heating, and ventilation; furniture and supplies; and janitors, and shall be subject to the direction of their respective chairmen. He shall promptly investigate any call by the Superintendent of Instruction or by Principals for repairs or supplies and shall attend to the same according to the authorization of the appropriate committee. 69. He shall audit all bills for repairs or for fuel, furni- ture, supplies, or other material, before they are handed to the various chairmen of the committees. He shall submit at the first meeting in September an itemized report of his work for the year ending August 31, showing, by buildings, repairs made and fuel, furniture, supplies, and material issued. * 70. He shall give an account of his work at any meeting of the Board if the same is desired by any member. 71. He shall not incur any expense to the Board without the permission of the proper committee. 82 - RULES AND REGULATIONS 72. He shall turn over to his successor, when elected and qualified, his books and accounts and all supplies and material belonging to the Board. TRUANT OFFICER. 73. A Truant Officer shall be elected by the Board at its first regular meeting in May at a salary to be then fixed. 74. He shall attend the meetings of the Board and shall make a report of his work at each meeting following the close of a school month and an annual report at the first meeting in July. 75. His duties shall be as defined by law for truant offi- cers and shall also include the distribution of text books as provided by Rule 92. - JANITORS. 76. The Janitors of the different school buildings shall be elected annually at the first regular meeting of the Board in June. - 77. They shall keep the school buildings and Outhouses thoroughly cleansed, and the premises in good condition; at- tend to the heating apparatus and keep the same in proper condition; receive and deposit the coal, and attend promptly to the requirements of the Board and Principals; make them- selves generally useful about the building and premises, and not leave the same without the permission of the Principal. 78. They shall attend to locking and unlocking all out- side doors of the school buildings and outbuildings at the proper time for opening and closing each session, and attend to the ringing of the large bell as directed by rule. 79. They shall each day sweep and dust all the apart- ments, including the halls and offices of the building, but they shall not be permitted to sweep or dust during school hours except to sweep the halls, using damp sawdust; and they shall, during the winter season immediately after the fall of Snow, clean the platforms, porches, and walks about the school buildings. 80. They shall, when required by the Principals, dust the walls and ceilings and shall scrub the rooms and wash the windows and woodwork whenever necessary. of SPRINGFIELD PUBLIC schools 83 8I. They shall assist the Superintendent and Principal in guarding the school property against any species of injury. They shall not accept any other employment while in the ser– vice of the Board without its permission, and shall not leave the school district without permission from the President or Board. 82. They shall keep an account of all supplies received at their several buildings and report the same every six months. 83. They shall, when ordered by the Board or Committee on Buildings and Repairs, report to the Superintendent of Buildings and Repairs and perform under his directions such work as is ordered to be done. 84. They shall have one week’s vacation each year, but shall obtain permission from the Board or President. 85. They shall raise the National Flag during seasonable weather on their respective buildings immediately after the ringing of the first bell in the morning and allow the same to remain in position until the dismissal of school; they shall be held responsible for the proper care and preservation of the flags, and shall be required to display them on National Holidays. DEPARTMENTS OF THE SCHOOLS. 86. The Departments of the schools shall be known as Elementary and High School. 87. The Departments shall be divided into grades, and for each grade shall be prescribed a series of subjects of study such as shall make the whole comprehend the entire course of instruction.—(See Course of Study.) TEXT BOOKS. 88. The books used and studies pursued in all the schools shall be such only as are authorized by the Board. 89. Whenever the Board shall adopt any new text book, it shall be taken only by new classes as they are formed. 90. All school books shall be supplied by the Board free of charge, as provided for in Section 4O26 of the Revised Statutes of Ohio, amended May 16, 1894, said books to be supplied at the beginning of the school year, 1895-96, 84 RULES AND REGULATIONS 9I. The Text Book Committee shall purchase all text books for the use of pupils in the public schools as provided in the preceding rule. • 92. The Superintendent of Instruction shall receive anºl have charge of the text books purchased by the Committee and the Truant Officer shall attend to the distribution of the books to the various buildings under the direction of the Superintendent, who shall keep a record of the same. 93. Teachers shall make requisition upon the Principals of their buildings for books needed by their pupils, and shall keep a record of all books issued to the pupils; the Principals shall make a requisition upon the Superintendent for all books needed in their buildings, keeping a record of the same. 94. Within the month of July of each year the Text Book Committee shall make an inventory of all text books owned by the Board and shall examine the records of each building to see that all books are accounted for, and shall report the same to the Board at its regular meeting. 95. The High School shall embrace the city district, and the Elementary School sub-districts shall be bounded by the center lines of streets, avenues, railroads, and streams as given in the succeeding sections. - 96. CENTRAL–From Buck Creek, Plum to Jefferson. Jefferson to Market, Market to Main, Main to Center, Center to Columbia, Columbia to Factory, Factory to Buck Creek, Buck Creek to beginning. 97. CLIFTON STREET-From east line of city district, Columbus railroad to Linden, Linden and Pearl to Euclid, Euclid to Taylor, Taylor to city district line, this line to be- ginning. e 98. DIBERT Avenue—From South line of city district, Mechanic to Fair, Fair to Plum, Plum to Mulberry, Mulberry to Franklin, Franklin to Jefferson, Jefferson to Western avenue, Western avenue to north line of Fair Grounds, this line and west line of Fair Grounds to south line of same, this line to Old Dayton road, Old Dayton road and Rebert pike to city district line, this line to beginning. ſº 99. ELM wooD—Boundaries not yet defined. IOO. FAIR Street—For the grades assigned to it, that part of Dibert avenue district east of Yellow Springs street. OF SPRING FIELD PUBLIC SCHOOLS 85 IoI. FREY—For the grades assigned to it, that part of Lincoln and Southern districts south of the south line of Good & Reese's greenhouses. Io2. GARFIELD–From south line of city district, Me- chanic to Fair, Fair to Plum, Plum to Mulberry, Mulberry to Franklin, Franklin to Jefferson, Jefferson to Market, Market to city district line, this line to beginning. Io3. GRAY's—From Buck Creek, Isabella to Cincinnati railroad, Cincinnati railroad to Western avenue, Western ave- nue to north line of Fair Grounds, this line and west line of Fair Grounds to south line of same, this line to Old Dayton road, Old Dayton road and Rebert pike to city district line, this line to Buck Creek, Buck Creek to beginning. IO4. LAGONDA—From east line of city district, Main to Belmont, Belmont to Ohio Southern railroad, Ohio Southern railroad to Sandusky railroad, Sandusky railroad to city dis- trict line, this line to beginning. / Io5. LINCOLN–From south line of city district, Taylor to Euclid, Euclid to Limestone, Limestone to city district line, this line to beginning. - IO6. McKINLEY-From east line of city district, Colum- bus railroad to Linden, Linden to High, High to Foster, Foster to Main, Main to city district line, this line to beginning, except as may be modified by boundaries of Elmwood district. IO7. NoRTHERN-From north line of city district, San- dusky railroad to Buck Creek, Buck Creek to Murray, Murray to Main, Main to Center, Center to Columbia, Columbia to Factory, Factory to Buck Creek, Buck Creek to city district line, this line to beginning. IO8. BUSHNELL–From Buck Creek, Isabella to Cin- Cincinnati railroad, Cincinnati railroad to Western avenue, Western avenue to Jefferson, Jefferson to Light, Light to Buck Creek, Buck Creek to beginning. IOQ. SouTHERN-From south line of city district, Lime- stone to Euclid, Euclid to Pearl, Pearl and Linden to High, High to Foster, Foster to Main, Main to Market, Market to city district line, this line to beginning. 86 RULES AND REGULATIONS IIo. WASHINGTON.—From Main street, Belmont to O. S. railroad, O. S. railroad to Sandusky railroad, Sandusky railroad to Buck Creek, Buck Creek to Murray, Murray to Main, Main to beginning. III. WESTERN–From Buck Creek, Light to Jefferson, Jefferson to Plum, Plum to Buck Creek, Buck Creek to be- ginning. II2. The Superintendent of Instruction is authorized to transfer pupils from one district to another, when there are good reasons for a change; and when there is no provision for a grade in any district, the pupils of that grade shall attend as he shall direct. OF SPRING FIELD PUBLIC SCHOOLS 87 Rules of the Board of Examiners I. The Board of Examiners shall consist of three per- sons, residents of the district, who shall have had at least five years’ practical experience in teaching. 2. The Board shall hold regular meetings on the first Saturday of April and on the Thursday before the first Monday of September. 3. Principals shall obtain from the Board of Examiners certificates in the following branches: Orthography. Reading. Writing. Arithmetic. Geography. English Grammar. History of the United States, including Civil Gov- ernment. Physiology and Hygiene. Theory and Practice. Io English and American Literature. II. Physics. 12. General History. 13. Mental Philosophy. I4. Algebra. I 5. Constitution of the United States. 4. Elementary school teachers shall obtain a certificate of qualification in the first ten of the above branches. 5. High School teachers shall obtain a certificate of qual- ification the same as a Principal, and in addition thereto, such other branches as they may be required to teach. 6. Special teachers of Music, Drawing, and Writing shall obtain a certificate of qualification in English Grammar, and Theory and Practice, in addition to the branches which they teach. 7. German teachers shall obtain a certificate of qualifica- tion in German, Orthography, Reading, English Grammar, and Theory and Practice. -- 88 RULES OF THE BOARD OF EXAMINATIONS 8. The character of an applicant's examination shall be represented on the scale from one to one hundred. 9. Certificates shall be granted for one, two, three, and five years. IO. No certificate shall be granted, except to primary teachers, when the applicant's standing is less than 65 in any one of the first six of the above named branches. II. A one year's certificate shall be granted when the applicant's average standing is not less than 70. (Subject to Rule Io.) 12. A two years' certificate shall be granted when the applicant's average standing is not less than 80. 13. Three years’ certificates shall be granted when the applicant's average standing is not less than 85. 14. A five years’ certificate shall be granted when the applicant’s average standing is not less than 90, and such ap- plicant shall have been, for three years next preceding his application, engaged in teaching, eighteen months of which experience shall have been in one place. Such certificates shall be renewable without examination, at the discretion of the Board of Examiners. 15. After each examination the Board of Examiners shall submit to the Board of Education a report showing the number of applicants examined, the amount of fees received, and the names of applicants to whom certificates shall be issued, specifying the kind of certificate and the length of time for which the same has been issued. I6. Applicants for certificates must file with the Clerk at least one week before the first day of the examination their written applications accompanied by such papers as they desire to be considered and by any requests to be exempted from examination or to have certificates held by them renewed. 17. No first-class elementary certificate will be renewed unless the holder shall be required to take examination in all branches in which he shall not stand at 75 or higher. No first class Principal’s certificate will be renewed unless the holder shall be required to take examination in all branches upon it which are found on the elementary certificate or which he teaches and in which he shall not stand at 85 or higher. OF SPRING FIELD PUBLIC SCHOOLS 89 Elementary Course of Study This should be regarded as the minimum of work to be accomplished in the respective terms. Teachers are expected to plan their work so that each month of a term shall have its definite portion, and also to give on the last day of each month oral or written reviews covering the subjects treated. At the close of each term reviews of the work of the term should be given, and after the first week of June the remaining time should be devoted to reviewing and emphasiz- ing the more difficult or more important subjects of the year. In the High School a subject should be reviewed whenever it is completed. - In addition to any specific directions for correlation of studies herein given, teachers are expected to connect instruc- tion in the different branches whenever it can be profitably done. The number of recitation periods, each forty-five minutes long, per week, in each branch in the High School is indicated by the figures in the chart of studies. The Elementary German course and the schedule for the circulation of supplementary reading follow the course for elementary schools in the order named. 90 COURSE OF STUDY F I R S T G R A D E BOOKS. Slate or Tablet. Box No. 20 Prang's drawing models. Little Artist Paints. Natural Slant Copy Book I. New McGuffey's First Reader. •º INSTRUCTION. Arithmetic. FIRST TERMI. I. The four fundamental operations from I to 6 inclu- sive, giving more attention to addition and subtraction than to the other two processes, which need not be taken up until December. f 2. Counting and writing and reading numbers in figures to 50; in Roman numeral to XX. 3. Finding 2 of 2, 4, and 6, and 94 of 4. 4. The inch and the square inch and measuring to six inches; the pint and the quart; the cent and the nickel. 5. Oral problems invented by pupils. 6. Use concrete work almost exclusively and illustrate every new step by pictures and other objects. SECOND TERMI. I. Analysis of numbers continued to include 9. 2. Counting and writing and reading numbers in figures to IOO; in Roman numerals to L.; in words to ten. 3. Finding 2 of 2, 4, 6, and 8; % of 4 and 8; I-3 of 3, 6, and 9; I-5 of 5. 4. The inch and the Square inch and measuring to eight inches; the pint and the quart; the cent, the nickel, and the dime, and making change; the day and the week. 5. Oral nroblems invented by pupils. 6. Use objects, including pictures, largely, and follow the concrete idea with abstract work. OF SPRING FIELD PUBLIC SCHOOLS 91 . THIRD TERM. 1. The analysis of numbers continued to include Io or higher numbers. 2. See Item 2 in Second Term. 3. Fractions continued as in Second Term and extended to include # - 4. Denominate numbers continued as in Second Term and extended to include the gallon and the cubic inch. 5 and 6. See Items 5 and 6 in Second Term. 7. Teach the signs +, ×, =, --, and – by their proper names. 8. Teach the 5’s and the IO's in 20 by bundling sticks. Drawing. I. The Prang Primary Course in Art Education for the First Year. 2. Materials. Box of Models No. 20, IOO sheets of practice paper, colored paper for folding—One package for four pupils. Little Artist Paints. * 3. Study of types. Sphere, cube, cylinder, hemisphere, square prism, and right angle triangular prism, by handling, building and drawing. 4. Observation. Forms in nature and common objects. Pictures containing objects resembling type Solids. 5. Expression. Stick laying, physical training, regular drawing—sketching with pencil, chalk, crayon ilustrating quotations and stories by paper cutting. 6. Color. Using color tablets and water colors, study choice of color, color relation, recognition of color, ideal color unit, forming borders and rosettes, also using water colors in flat washes in large surfaces, and applying same in sky and field washes and in leaf, fruit, and vegetable where plain wash will suffice. . History and Civics. General directions for the year. I. Teach a few poems in connection with anniversaries or with the seasons, tell in familiar language some wisely selected myths, concerning sun, moon, stars, and other objects in nature within the observation of the children, and recite 92 COURSE OF STUDY. the most interesting portions of stories in history, following the topics given below and others. Illustrate by pictures and drawings and encourage pupils to make collections of pictures of persons and places mentioned in their history topics. News- papers will supply much material. 2. The topics in civics should not be deferred to the time in each term apparently indicated by their position in the list. FIRST TERM. Emancipation Day and Slavery, Sept. 22. The First Voyage of Columbus. Anniversary—The Landing of Columbus, Oct. I2. The People of the Island—Indians. Thanksgiving Day—appropriate exercises. The Adventures of DeSoto. The Mayflower and the Pilgrims. Anniversary—Forefathers' Day, Dec. 21. Sir Walter Raleigh and Virginia Dare. Io. Christmas—appropriate exercises. II. Obedience to parents. I2. Name, location, teacher, and the principal of the School, the care of books and furniture, and the observance of rules. SECOND . TERMI. John Smith and Pocohontas. William Penn and the Ouakers. Benjamin Franklin. Israel Putnam. Paul Revere. George Washington, Feb. 22. . See Items II and I2, First Term. Also, the name and a general idea of the function of the Superintendent of Schools and of the Mayor. THIRD TERMI. i I. Arnold and Andre. 2. Molly Pitcher. 3. Robert Fulton. 4. John Brown. 5. Barbara Frietchie. OF SPRING FIELD PUBLIC SCHOOLS 93 Abraham Lincoln, April I5. Arbor Day—appropriate exercises. Memorial Day. 9. Flag Day, June 14—appropriate exercises. IO. See Item 7, Second Term. Also, police officers and the truant officer and their duties. ; Language. FIRST TERM. I. : Conversations and other exercises in talking, Sug- gested by objects, pictures, and the individual experience of pupils. 2. Oral reduction of stories told or read. - 3. Training in the use of forms as to which errors are common, such as the tense forms of irregular verbs, the num- ber of verbs to agree with their subjects, case of pronouns, prepositions, etc. 4. Using words of reading lessons in Oral sentences. 5. Material for Items I and 2. (a) Home and school life of the pupil. (b) Morals and manners. (c) Nature, science, and industries. (d) History and civics. SECOND TERMI. I-4. See Items I-4 in First Term. 5. Copying words and Sentences from the board, charts, and reader, teaching the use of the period and interrogation point and capitals at the beginning of sentences, names of persons, days of the week, months of the year, the pronoun I and O. - 5. For material see Item 5 in First Term. THIRD TERM. I-4. See Items I-4 in First Term. 5. Copying sentences and paragraphs from the board, charts, and reader, with instructions as in Item 5, Second Term. 6. Writing original sentences containing facts observed by the child. 7. Written reproduction of very brief stories. 8. For material see Item 5 in First Term. 94 course of STUDY Morals and Manners. I. Oral instruction by means of stories read or told to cultivate such virtues as truthfulness, honesty, obedience, kind- ness, gentleness, and kindness to animals. - f 2. Learning by pupils of memory gems from the Bible, from poetry, and from other sources. 3. Establish the Friday before the spring vacation as Mothers’ Day, have suitable exercises bearing upon filial affec- tions and duties, and invite the mothers to be present to hear the program and see the other work of the school. Music. Teaching of songs and instruction from the blackboard in reading music, as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. Autumn leaves studied and drawn and collections made. Connect the instruction in color and form. Preparations of plants for the winter. Protection of buds. Study a few large buds. Familiar fruits studied and drawn. Poems learned and recited, appropriate to the above. 2. Observations of the weather at different times. Sun- shiny, rainy, and Snowy days. Appropriate poems and stories. tº 3. Physiology and Hygiene. *, . Use The House I Live In, to p. 39, as the basis of instruc- tion, omitting only such portions as are too difficult for the understanding of the pupils. Illustrate many subjects by the use of Yaggy's charts and by blackboard drawings. - 4. The kitchen and its utensils. Setting the table, etc. ... A carpenter shop and its contents. … Building a house. 5. Appendix I, pp. 74-77, Prang's Course, Part I, may be treated as, in part, an amplification of the above, and the suggestions in succeeding pages may be profitably followed. Of SPRING FIELR PUBLIC SCHOOLS 95 SECOND TERM. I. Forms of water, snow, ice, rain, hail, steam, etc. Observation of winds—breezes, storms, tornadoes, etc. . Thaws. - : Clouds—movements, color on dark days, on Sunny days, at sunset, the blue sky, etc. - Poems and stories on the above. 2. Animal study—the cat, the dog, and the children's pets, - Poems on kindness to animals. Stories by pupils of their pets and other animals. r 3. Physiology and Hygiene. See First Term. The House I Live In, pp. 39-7I. 4. The shoemaker&and the blacksmith, their tools, and their work. Appropriate poems. 5. See Item 5, First Term. THIRD TERM. I. Spring, spring rain and its effects, sun and sunshine. Experiment showing formation of vapor. Conversations on leaf buds, illustrated by the objects and by drawings. Have the children draw them, also. Sow seeds and observe the stages of germination and de- velopment. . . Teach to find and name the parts of the plant, the root, stem, leaves, bud, and flower. . . . Lead pupils to see the truth and then to express their ideas in the right order. 2. Physiology and Hygiene. See First Term. The House I Live In, pp. 72-99. 3. See Item 5, First Term. Physical Exercises. I. Correct physical defects common with school children and teach proper positions in sitting, standing, walking, and breathing. º 2. Gymnastics once in every quarter session, except the fourth, with windows open. 96 course of study Reading and Spelling. FIRST TERMI. 1. By the word method, and, to a limited extent, by the phrase or idiomatic method, teach the use, upon the board, of most of the words, and read the lessons, in the first forty-three pages of the New McGuffy's First Reader. 2. Drill upon the phonic elements of words, using Webster's diacritical marks, with a view to the discovery of new words by the pupil; the use of the alphabet and the spelling of words to be taught gradually. 3. The oral and written spelling of words taught. SECOND TERA. I. In the regular reader, pp. 44-78, and supplementary reading according to the schedule. 2. See Item 2 in First Term. 3. See Item 3 in First Term. THIRD TERM. I. Complete the regular reader and supplementary read- ing according to schedule. t 2 and 3. See Items 2 and 3 in First Term. Writing. Natural Slant Copy Book I, and such other exercises as directed by the Supervisor. C F SPRING FIELD PUBLIC SCHOOLS 97 S E C O N D G R A D E BOOKS. Slate or Tablet. Box No. 21 of Prang's drawing models. Little Artist Paints. Natural Slant Copy Book II. Practical Writing Speller. New McGuffey's Second Reader. Ripley's Music Charts, Series A and B. INSTRUCTION. Arithmetic. FIRST TERM. I. Review, as necessary, portions of the work of the First Grade. 2. Addition, subtraction, multiplication, and division to include I6. Galley No. ELEVEN 3. Counting to IOO or higher by I’s, 2's, 3'S, 4's, and 5's, and reading and writing numbers in figures to 200, in Roman numerals to C, and in words to one hundred. 4. Comparison of halves and fourths objectively. First Grade work in fractions continued to I6. 5. Denominate numbers as in First Grade, Third Term, extended to include the foot. 6. Oral examples invented by pupils and teacher and solved by pupils. One step only involved. This may be con- nected with writing and language by having pupils prepare their problems at home in writing. 7. Addition examples in regular written form without carrying. 8. Use objects and pictures freely and follow the concrete idea by abstract work. SECOND TERM. I. The fundamental operations to include 24, including the learning of the multiplication tables of I's and 2's. 98 COURSE OF STUDY 2. Reading and writing numbers in figures, Roman nu- merals, and words to include units of hundreds. 3. Comparisons of halves, fourths, and eights, and other work in fractions, as in First Term and extended. 4. Denominate numbers continued and extended to in- clude the minute and the hour and telling time; the square foot; the table of United States money. Teach objectively wherever possible. 5. Easy examples in addition, Subtraction, and multipli- cation in regular written form with some carrying in addition. 6. Oral examples made and solved by pupils. See Item 6, First Term. THIRD TERM. I. Continue fundamental processes to include 36 and the tables of 3’s. 2. Teach short division in regular written form without borrowing. Some subtractions with borrowing. 3. Continue all work as in Second Term. Drawing. I. Prang Primary Course in Art Education for the Sec- Ond Year. 2. Materials. Box of Models No. 21, IOO sheets practice paper, Little Artist Paints. 3. Study of type forms of First Grade and those in box belonging to Second Grade. 4. Observation, expression, and color study as in First Grade and the same expanded. History and Civics. As in the First Grade. Also teach in the First Term the name of the governor of Ohio and of the president of the United States with an idea of the function of each by reference (to the mayor. In the Second Term something of the post- office, the postmaster, mail boxes, letter carriers, fire alarms, and the fire department. In the Third Term review. Language. FIRST TERM. I. Copying portions of reading lessons and of paragraphs and stanzas from the board with instruction as to punctuation OF SPRING FIELD PUBLIC SCHOOLS '99 and capitalization as in First Grade. Also teach the use of capitals in the names of places, in important words in the title, and at the beginning of line in verse; also the mark of posses- sion, the quotation marks, and the comma in simple construc- tions. 2. Formation, regularly and irregularly, of plurals of words selected from readers and common use; use of posses- sive plurals of nouns; training in case forms of relative and interrogative pronouns; training in use of verbs often con- founded, as bring and take, take and carry, come and go, teach and learn, got and have, lie and lay, etc., the use of adverbs instead of adjectives with verbs; other exercises with words or expressions as to which errors are common. 3. Writing sentences from dictation. 4. Using words of reading lesson and others in original oral and writtten sentences. 5. Oral reproduction of stories told or read and of things learned in history and civics, morals and manners, and nature, science, and industries. 6. Long’s New Language Exercises, Part I, pp. 5-12. SECOND TERM. I-5. See Items I-5 in First Term. 6. Exercise with synonyms and with words alike in spelling or sound, but different in meaning. 7. Oral description of simple pictures. 8. Long's exercises to include p. 20. THIRD TERMI. I-7 See Second Term. 8. Written description of pictures. 9. Written reproduction of stories and of work of other lessons. IO. Simple letters of one paragraph. - II. Long's exercises, as far as they can be profitably used, to the end of the First Reader part. Morals and Manners. I. See Item I, First Grade. Also teach generosity, unselfishness, punctuality, duty to the weak and helpless, and kindness to animals. 2-3. See Items 2 and 3, First Grade. 100 - COURSE OF STUDY Music. Exercises from music charts, and otherwise as directed by the Supervisor. - Nature, Science and Industries. FIRST TERM. I. Make collections of autumn leaves and have children draw their specimens. Roots and leaves used for food. Ob- jective study of native and other nuts. Poems on leaves. 2. The caterpillar and its cocoon. Observations on the latter. Characteristics of worms. Drawings by the children. 3. The earth as a big ball with its movements. The names of the months and seasons. Manner of life of the Eskimos. Drawings of their houses, sledges, etc. Forms of water as in First Grade, Second Term. Observations of the weather. 4. Physiology and Hygiene. Same as First Grade, First Term, Item 3. 5. Appendix I, pp. 148-151, Prang's Course, Part II, may be treated as, in part, an amplification of the above and the suggestions in succeeding pages may be profitably followed. SECOND TERM. I. Domestic animals. The cow. The uses of butter, milk, and cheese. Characteristics of quadrupeds. The horse. Stories concerning domestic animals by pupils and teacher. º Poems and pictures. g 2. Forms of vapor—fog, mist, rain clouds; how clouds are formed. Review First Grade Points on clouds. - 3. Physiology and Hygiene. See First Grade, Second Term. 4. Flour and the making of flour: food made from flour. Bread—how prepared; its uses. 5. See Item 5, First Term. OF SPRING FIELD PUBLIC SCHOOLS 101 THIRD TERM. I. Conversations upon the observations of the children on the insect life of the season. 2. Leaf stems and buds. Placing of buds on stems. Growth of stems. Objective study of development of leaf-bud into leaves. Leaves. Shape, names of parts, comparison of leaves, forms of leaves, and uses of leaves. Roots, fleshy and fibrous. Uses and relation to the rest ºf the plant. Kinds. Manner of growth. Roots used for food. Flowers. Lessons on any that may be had. Corolla, calyx, stamen and pistil, pollen. Drawings by teacher and children. Germination of pumpkin compared with that of the bean. Poems and stories appropriate to the above. 3. Physiology and Hygiene. See First Grade, Third Term. 4. See Item 5, First Term. Physical Exercises. As in the First Grade. Reading and Spelling. I. New McGuffy's Second Reader, about fifteen pages or more a month. 2. Supplementary reading according to the schedule. 3. Daily drill in phonetics, as in Item 2, First Grade, First Term. 4. Spelling of the words of the reading lessons, some- what more attention to be given to the words of the regular reader than to those of the supplementary reading. All words studied to be spelled orally and also written. 5. Have pupils use new words in sentences to ascertain that their meaning is understood. Writing. I. Natural Slant Copy Book, II. 2. The use of the writing speller and the slate work to be in part writing lessons. 3. As directed by the Supervisor. 102 COURSE OF STUDY T H I R D G R A D E BOOKS. Slate or Tablet. Little Artist Paints. Prang's Drawing Book, No. 1. Natural Slant Copy Book, III. Practical Writing Speller. New McGuffey's Third Reader. Natural Music Primer. INSTRUCTION. Arithmetic. FIRST TERM. I. Arabic notation and numeration to include units of thousands; Roman numerals to two hundred or higher. 2. Tables to include the 6's, with chief attention to mul- tiplication tables. 3. Addition with carrying. 4. Subtraction with borrowing. 5. Multiplication with carrying, multiplicand to contain not more than four figures and multiplier not to exceed 6. 6. A little division where each term of the dividend exactly contains the divisor; divisor not to exceed 6. 7. Addition of 94 and 94; of I-3 and I-6; arithmetical expression of these operations. º 8. Denominate numbers continued. The inch, foot, and yard and measuring; the square inch, foot, and yard; the cubic inch, foot, and yard; the pint, quart, and gallon; the cent, nickel, and dime; the day and week; the second, minute, and hour and telling the time. Easy reduc- tions in both ways. 9. Concrete oral problems made and solved by the pupils after those given by teacher; one step in reasoning. IO. Problems involving addition or stubtraction of United States money, with dollar sign and dollars and cents. II. Oral problems involving the interest for one year on any number of dollars not to exceed twelve. I2. For all of the above work use the exercises of White's First Book in Arithmetic, so far as they can afford suitable material. OF SPRINGFIELD PUBLIC SCHOOLS 103 SECOND TERM. I. Arabic notation and numeration to include two periods; Roman numerals to include M. 2. Tables to include the 8's. 3. Addition and subtraction continued. 4. Multiplication—multiplier not to exceed 8 and multi- plicand gradually increased. 5. Division where divisor is not exactly contained. 6. Fractions as in First Term. Use 2-3, 3-4, etc., in oral problems. Some multiplication by mixed numbers. 7. Denominate numbers as in First Term. Teach table for Dry Measure objectively. * 8. Concrete problems by teacher and by pupils not to involve more than two steps in reasoning. - *s 9. Addition, subtraction, and multiplication of United States money. - - IO. See Item II in First Term. Increase the number of years. II. See Item I2 in First Term. THIRD TERMI. I. Continue all work assigned in First and Second Terms. 2. Extend use of tables to include the IO's. 3. Some work in short division where divisor is not ex- actly contained into each term of dividend. 4. Simple bills made and computed. 5. See Item 12 in First Term. - Drawing. 1. Materials. Prang's Drawing Book No. 1. Package Model Drawing Paper; 20 sheets practice paper; Prang's eraser, ruler, and Little Artist Paints. 2. Drawing of models, sphere, cube, hemisphere, drawing from well chosen copies, drawing from general objects and from nature, drawing from memory. 3. Illustration, imagination, original design, study and reproduction of the historic designs, quarterfoil, Greek cross, Latin cross, Maltese cross. - . 104 COURSE OF STUDY 4. Color study, in flat washes leading to use in maps and in broad washes for observation in landscape study, also in reproduction of historic and original design, and in nature work. 5. Nature study in pencil, sketching of leaf, and flower, fruit, and vegetable. 6. Study Rose Bonheur, and William Hamilton Gibson —lives and chief works. - Geography. + FIRST TERM. I. Size and shape of the earth. Use the globe. Appar- ent shape of the sky. Cardinal points. Use compass if possible. Cause of day and night. The brook, river, lake, and hill. Soil making. *. 2. Local geography. (a) Pupils draw plan of room, observing points of Compass. (b) Draw map of streets in vicinity of school house. (c) Locate Ohio on the map of North America, and Springfield in Ohio. Show maps together and explain why Ohio seems larger than North America. A. NotE—Points on city government will be taught under the head of History and Civics. (d) Some of the principal buildings of the city and their uses. (c) The principal industries and the products of the same; the different railroads by which traffic is carried on and the principal roads leading to villages in the county. (f) The Piqua Indian village and Tesumseh; other points of historic interest in and around the city. (g) Pupils to draw map of Clark county, showing the townships, the principal cities and villages, streams, etc. (h) Oral lessons on the products of farming and market gardening in the county. OF SPRING FIELD PUBLIC SCHOOLS 105 —f- (i) Pupils to draw map of Ohio showing the boun- dary, principal streams, Cincinnati, Cleveland, Columbus, Toledo, Dayton, Youngstown, Springfield, Akron, Canton, Zanesville, and Sandusky. - - (j) Draw the great seal of Ohio. (k) The principal trees of the State, emphasizing the Buckeye and other characteristic vegeta- t1On. (l) The wild animals now and in pioneer days. (m) Leading occupations of mankind and in Ohio. Some products of the same, including natural gas among the minerals. (m) Explain capital and metropolis. (o) Mound Builders in Ohio. Drawings. Use the map of Ohio freely, locating on it everything that can be located definitely. United States as a whole. Third month. (a) Draw map including boundary, principal moun- - tain system, rivers, lakes and cities. Also capes, indentations, and adjacent islands. (b) Use relief map and show relative position, high- lands, valleys, and watersheds, as explaining why streams flow as they do, particularizing somewhat upon the great lake system. (c) Show comparative size of low plains and lead children to think why certain trees and other vegetation should be produced in certain por- tions and why certain occupations should flourish in particular sections. (d) Animals, wild and domestic, grazing on the great plains and plateaus, the extinction of the buffalo, the wild horses of Texas, (read Irv ing’s “Capturing the Wild Horse,” McGuf- fey's Fifth Reader), etc., using the map constantly. (e) Also under climate, teach tornadoes (which are - not properly called cyclones), blizzards in the Dakotas, levees in Mississippi and Louisiana, and irrigation in California. ! 106 COURSE OF STUDY - (f) Under vegetation emphasize the big trees and - the orange farms of California and other parts, the cultivation of cotton and rice, beet sugar plantations, cranberry farms, maple Sugar camps, etc. - (g) Routes of commerce, rivers, eanals, and rail- roads, speaking particularly of the great un- dertaking of building the Pacific railroads. T}se maps. (h) Miscellaneous interesting and striking points, as the geysers, Mammoth cave, canyons, Ni- agara Falls, etc. 4. Pupils to draw maps of Clark county, Ohio, and the United States on slates or paper for practice and each once more carefully for binding or display in the room. SECOND TERMI. I. North America. (a) Map showing boundary, prominent capes, in- dentations, adjacent islands, mountain sys- tems, rivers, lakes, cities, and the boundaries of its political divisions. . (b) Use the relief maps to teach highland system, valleys, slopes, and watersheds, lake depres- sions, and the direction of streams. (c) Glaciers, extremes of climate and of vegetation (Greenland and Central America), varieties of deciduous and evergreen trees and their uses, fruits and their culture, animal life in differ- ent sections, the whale, seal, Polar bear, moose, aligator, etc., domestic animals pecu- liar to various peoples on the continent, etc. (d) The capital, ownership, or political condition, inhabitants, chief occupations, and character- istic products of each division. (e) The Panama and Nicaragua canals, the Pueblos or Village Indians, hurricanes in the West Indies, the tides in the Bay of Fundy, and other miscellaneous points. OF SPRING FIELD PUBLIC SCHOOLS 107 2. See Item 4, First Term, substituting map of North America. Do further practice on maps of United States, Ohio, and Clark county. THIRD TERM. I. South America. (a and b) See a and b in North America. (c) Climate in Ecuador and in Patagonia, weather at Quito, rains, heat, and forests of the Selvas, barks of certain trees and their uses, cassava bread and other rare vegetable products, coffee and coffee plantations (read from McGuffey's Fourth Reader, page I 17), the boa constrictor, the alpaca, the llama, the condor, birds of bright plumage, and other animals. (d) See d in North America. (e) Volcanoes and earthquakes, the mouth of the Amazon, the elevation of Titicaca, diamond hunting, and other miscellaneous points. 2. Stories of the people in North and South America. 3. Draw map of South America, as directed in Item 4, First Term. Continue practice with maps already drawn. History and Civics. Consult the general directions in First Grade. FIRST TERMI. I. Emancipation Day and Slavery, September 22. 2. Columbus, boyhood, sufferings, and achievements. 3. Anniversary—landing of Columbus, October 12. 4. The Indians—appearance, dress, homes, habits, Occu- pations, wars, etc. 5. The naming of America. 6. Balboa and the Pacific. Use map. 7. Conquests and cruelties of Cortez and Pizarro. Com- pare the subjugated peoples with North American Indians. 8. Thanksgiving Day—appropriate exercises. 9. De Soto and the Mississippi. 108 course of study Io. The Mayflower and the Pilgrims—Miles Standish, Massasoit, etc. - II. Anniversary—Forefathers’ Day, December 21. I2. Christmas—appropriate exercises. 13. Distinguish police officers from the militia and both from civic uniformed orders that parade in the streets. Ex- plain a possible need of an artillery company’s services in Springfield. I4. How does a constable differ from the chief of police? How do both differ from the sheriff P 15. The Associated Charities. What officers care for the poor in Springfield township? The Children's Home. The County Infirmary. - SECOND TERM. Raleigh and Elizabeth. Virginia Dare. John Smith and Pocahontas. The Dutch. Importation of slaves. Penn and the Quakers. Benjamin Franklin. The story of the Acadians. Washington's journey to the French forts. Paul Revere. . George Washington. Io. Review the topics of the Second Grade, and those of the First Term, this grade. THIRD TERM. Arnold and Andre. Francis Marion. Whitney and the cotton gin. Fulton and the steamboat. Daniel Boone and pioneer days. John Brown and the progress of slavery. Barbara Frietchie and other war stories. Abraham Lincoln, April 15. . Arbor Day—appropriate exercises. IO. Memorial Day. II. Flag Day, June 14—appropriate exercises. 9 OF SPRINGFIELD PUBLIC SCHOOLS - 109 I2. Explain the compulsory attendance law. Every one must attend a school, public, private, parochial, or some state institution. Reformatories at Lancaster and Delaware. I3. What is the cost of educating one child one year in Springfield. - I4. Number of members of the Board of Education. Term of service. How selected. Their duties and powers, the building and repair of school houses, the purchase of fuel, furniture, etc., and the employment of teachers and others. Language. FIRST TERM. I. Oral and written reproduction of reading lessons. 2. Learning of brief quotations. 3. Contractions and abbreviations properly used in Sen- ten CeS. * . Exercises with synonyms and with words alike in Spelling or Sound, but different in meaning; exercises to cor- rect common errors in comparison of adjectives; exercises to develop the use of proper verb forms with collective nouns, as yoke, kind, Sort, etc.; exercise in study or colloquialisms, distinguishing those which are admissible from those which are not. See Item 3, First Grade, First Term, and Item 2, Second Grade, First Term. - 5. Some dictation exercises. 6. Punctuation as in First and Second Grades. Apos- trophe in contractions and as a sign of possession. Broken quotations. Hyphen in compound words and at end of line. 7. Oral and written description of simple pictures with addition of what may be imagined. 8. Oral and written reproduction from instruction in history and civics, morals and manners, and nature, science, and industries. Keep some written work displayed in the room. 9. Metcalf and Bright's First Book. About 32 pages. SECOND TERMI. I-4. See Item I-4 in First Term. 5. Dictation exercises including questions and quotations. 6. See Item 6 in First Term. 110 COURSE OF STUDY 7. Letters containing two or three paragraphs. 8. See Item 8, First Term. 9. Metcalf and Bright's First Book, pp. 32–56. THIRD TERM. As in Second Term. - Metcalf and Bright's First Book, pp. 56-77. Morals and Manners. I. Consult and continue topics in the First and Second Grades. Also, teach by story and example, courage, true and false bravery, the bully, manliness, and kindness to animals. 2 and 3. See Items 2 and 3, First Grade. Music. Exercises and songs from the Natural Music Primer, and otherwise as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. The study of a particular tree, watching it daily. The “head” of a tree (that part above the undivided trunk), shape, general appearance, trunk, branches, boughs, twigs, leaves, stems, color, shape and average size of leaves, dates when leaves begin to fall and when it becomes bare, color and mark- ings, scars, etc., of trunk, circumference, height of lowest branches, droop of branches, number of subdivisions, etc. Chil- dren to draw the tree from memory. Review Item I, First and Second Grades. 2. Insects. The ant and the bee. Kinds. How the bee works. Characteristics of insects. Drawings. - Appropriate literature for the above two items. 3. Physiology and Hygiene. See First Grade, First Term. 4. Market gardening. What a market garden looks like. Its symmetry and straight rows. What vegetables are raised in it, tools used in gardening. OF SPRING FIELD PUBLIC SCHOOLS 111 Farming. The farm yard. Having. What a farm con- sists of. Grains, fruits, and vegetables raised on a farm; also animals, pigs, sheep, horses, cows, fowls, etc. 5. Keep a record of temperature, outside and inside, direction of winds, appearance of sky daily, weather, the moon's phases, and the morning and evening stars. SECOND TERM. I. Game sold in Springfield markets. Something of the game laws. Extinction of animals, buffalo, bear, dear, etc. Hunting the moose and other animals. Connect instruction on kindness to animals. 2. Characteristics and stories of domestic animals in this and other countries. 3. See Item 5, First Term. * 4. Physiology and Hygiene. See First Grade, Second Term. The House I Live In, pp. 39-7I. THIRD TERM. I. Birds. Size, appearance, flight, Song, eggs, nest, etc. Select a few familiar birds for study. Appropriate poems and stories. 2. Seed and seedlings. Sow seed about two weeks before the first lesson. If possible, each child to have a soaked bean and a seedling plant and try to find promise of the plant in the seed. Study seedling as to roots, stem, cotyledons, and leaves. A flowering plant (a) as a whole, its shape, foliage, flowers, stem, relation of parts to each other; (b) as to the several organs, roots, stem, leaves, and flowers, comparing each with the same organs in other plants. Drawings and poems. 3. Physiology and Hygiene. See First Grade, First Term. The House I Live In, pp. 72-106. 4. See Items 5, First Term. Physical Exercises. As in the First Grade. 112 .* COURSE OF STUDY * Reading and Spelling. I. New McGuffey's Third Reader, about twenty-three pages a month. 2. Supplementary reading according to the schedule. 3. Continue exercises in phonics, introducing new dia- critical marks and seeking to develop the ability to discover the pronunciation of words when properly marked. 4. The oral or written spelling of the words of the read- ing lessons, chiefly those from the regular reader, with a few selected works from other studies. 5. Pupils should use new words in original sentences. Writing. 1. The Natural Slant Copy Book, III. 2. The use of the writing speller and the written work in language to be in part writing lessons. 3. As directed by the Supervisor. i à -à- sº -àºss-as -------- OF SPRING FIELD PUBLIC SCHOOLS 113 F O U R T H G R A D E BOOKS. Slate or Tablet. Prang's Drawing Book, No. 2. Little Artist Paints. Natural Slant Copy Book, IV. Practical Writing Speller. Exercise book for miscellaneous notes. New McGuffey's Fourth Reader. Natural Music Reader, I. White's First Book in Arithmetic. INSTRUCTION. Arithmetic. FIRST TERM. I. Continuous practice with multiplication tables. - 2. Addition, subtraction, addition and subtraction com- bined. - 3. Arabic notation and numeration through millions; Roman notation and numeration through units of thousands. 4. Some simple merchants’ bills. 5. Fifteen minutes per week with oral work in fractions, denominate numbers, and finding interest. See Third Grade. 6. White's First Book, pp. 48-69, omitting harder exer- cises until last term. SECOND TERM. I. Continue work as in Items I-5, First Term. 2. White's First Book, pp. 70-85, omitting harder exer- cises till last term. THIRD TERM. I. Continue work is in Item I, Second Term. 2. Use five, ten, twenty-five, and fifty cent pieces as frac- tional parts of one dollar. - 3. Find interest on dollars for 6, 3, 4, and 2 months, 114 . . . course of STUDY. 4. Add Avoirdupois table in denominate number exer- cises. The inch, foot, and yard, long and square, with meas- urements in the room. Take a number of square units a given number of times, as 3 times 4 square inches, picture the same, and thus develop the idea of finding the area of a rectangle. 5. White's First Book, pp. 86-92. Also review pp. 48-85, taking exercises omitted in first two terms. • Drawing. I. Materials. Prang's Drawing Book, No. 2, package Model Drawing Paper, 20 sheets of practice paper, Prang's eraser, ruler, Little Artist Paints. 2. As in the Third Grade. 3. As in the Third Grade. 4. As in the Third Grade. 5. As in the Third Grade, Items 2, 3, 4, 5, each to be expanded to suit conditions of the Fourth Grade. 6. Composition and illustration. 7. Landseer—life and works. Geography. FIRST TERM. 1. Europe. e (a) Map similar in contents to that of North Amer- ica. See Third Grade, Second Term. (b) Use the relief maps to show relative sizes and position, irregular coast, elevation, valleys, slopes, and watersheds, lake depressions, and the direction of streams. Compare Holland with Switzerland; England with Scotland. Steppes. Other striking physical features. (c) The Rhine and its scenery. The salt Caspian. (d) Compare climate of Italy and Lapland; glaciers; long nights in northern Europe. (e) Compare vegetation of Italy and northern Europe, and each with that of United States (f) Wild animals, chamois, wolf, etc., domestic - animals, reindeer, dog, goat, etc.; English horsemanship. OF SPRING FIELD PUBLIC SCHOOLS 115 (g) Occupations. Dykes and windmills, Dutch gar- dening, and reclamation of submerged land; Brussels carpet, Swiss watches, French wines; England, the workshop of the world and the mistress of the seas, etc. (h) Population. Great cities and capitals of chief nations; density of, in Belgium; emigration to United States, naming the elements that come over most numerously. (i) Compare the governments of the leading na- tions, contrasting France and Switzerland with Russia; show why Turkey is called the “Sick Man,” referring to the Bulgarian atroci- ties of 1877 and those more recent in Armenia as the hastening causes. Races and habits of life in different parts. Exile system in Siberia. Standing armies. The Alhambra, Westmin- ster Abbey, St. Peter's, etc. - 2. See Item 4, Third Grade, First Term, substituting map of Europe. - SECOND TERM. I. Treat Asia in a manner similar to that outlined for Europe in the First Term, consulting good geography texts and other sources for topics. 2. See Item 4, Third Grade, First Term, substituting map of Asia. THIRD TERM. I. Treat Africa and Australia in a manner similar to that outlined for Europe, consulting good geography texts and other sources for topics. 2. See Item 4, Third Grade, First Term, substituting maps of Africa and Australia. 3. Review Item I, Third Grade, First Term. Explain the apparent superiority in size of Ohio to the United States, and of the United States to North America, as they some- times seem on different maps. - - 116 • COURSE OF STUDY. History and Civics. As in the Third Grade with more amplification of detail. Also present topics in civics as follows: First Term, review topics in the three preceding grades. Second Term, take up the mayor and the city council, explaining some of the things they are chosen to do. The mayor must see that laws are obeyed. He appoints officers to do various things, to attend to the renting and proper keeping of the city building and other property, to take care of the fire department, the police force, the hospital, etc. He appoints a market master and a weighmaster. Explain their duties. Explain that he does not appoint policemen or firemen, but that he appoints others [Boards] who appoint them. He must issue proclamations, closing saloons on election days. When conventions meet here, bringing men from other places, he welcomes them in a speech. In the Third Term, explain the mode of selection, number, and term of office of members of the council. They make city laws. By comparison, refer to the general assembly [legisla- ture] of the state. The mayor's appointments must be agreed to by the council before they are effective. Explain the water works management, how members of the board of trustees hold their places, their powers and duties. Describe the pump houses, stand-pipe, hydrants, cut-offs, water meters, water rates, etc. & Language and Grammar. FIRST TERM. I. Correct paragraphing and division of words at the end of a line. - 2. Contractions and abbreviations properly used in sen- tences. - * 3. Writing from dictation paragraphs including ques- tions, quotations, common abreviations, etc. 4. Drill in the use of of whom, OF which, To whom, etc., and other forms as to which errors are common. 5 Continue work assigned in Items 2, 4, 6, 7, and 8. Third Grade, First Term. Also exercises on the choice of words tending to correct the confounding of one for another OF SPRING FIELD PUBLIC SCHOOLS 117 #sºr as in the following examples: Love-like, intend-think, stop- stay, shall-will, should-would, may-can, might-could-would, might-may, fewer-less, lots-much, among—between, says-Said, funny-strange or peculiar, wish-want, proud-vain, bold-brave, expect-suppose, over-beyond, above-upon, either-anyone, either- or, neither-nor, guess-think, expect-think, tiresome-tiring, almost-most, in-into, except-unless, except-lest, plenty-plentiful, dangerous-in danger, got-have, each-every, awful-very, terrible- very, some-somewhat, splendid-nice-pretty-grand-fine, etc., like I do—as I do, different from different to, them—those, both alike- alike, etc., etc. 6. Pupils to write four paragraphed productions per month, two of these to be re-written carefully for binding, and one, each to be upon a subject from geography, history, and civics, morals and manners, and nature, science, and indus- tries. It is expected that much more writing than this mini- mum will be done. Keep some work displayed in the room. 7. Metcalf and Bright's Language Lessons, Book I, pp. 78-108. . - - * SECOND TERM. I. Continue all work as assigned in First Term: 2. Complete letters with date, salutation, etc. 3. Metcalf and Bright's Language Lessons, Book I, pp. Io9–138. : THIRD TERM. As in Second Term. - Metcalf and Bright's Language Lessons, Book I, 139-159. Morals and Manners. I. Teach such qualities mentioned in preceding grades as may seem best; in addition teach forgiveness, self-control, temperance (in habits and in language), and choice of com- panions. - 2 and 3. See Items 2 and 3, Third Grade. Music. Exercises and songs from the Natural Music Reader, I., and otherwise as directed by the Supervisor. : i , . . . 118 course of study Music, Science, and Industries. FIRST TERM. I. Plants. (a) Study an individual tree as in Third Grade. Find differences and resemblances when others of the same species are found. Pupils to make sketches or draw from memory and illustrate their written work. (b) Wheat, oats, rye, barley, and corn. Appearance * of a field of each, resemblance and differ- ences. Objective study of a stem of wheat or oats, leaves, head, grain. The uses to the plant of the several parts; to man; how and when sowed and harvested. Objective study of corn, its marked difference in size, etc., to other grains; its resemblances. Children draw their specimens and illustrate their written work. --" (c) Poems appropriate to the above two points. 2. Physiology and Hygiene. Teachers give to pupils in oral instructions as much as they can receive and understand of the substance of the Youth's Temperance Manual, pp. 9-60 illustrating by Yaggy's charts, whenever possible, and by drawings on the board. Lead pupils to draw and to illustrate their written work. 3. Coal. What it is; how we can know this; how it was made; coal mines; geographical distribution; transportation; kinds found in Ohio, etc. 4. Keep record as in Item 5, Third Grade, First Term. SECOND TERMI. I. Water. Freezing point, ice, frost. Seek its level; illustrate by experiment. Origin of springs; evaporation by the sun; the cloud; rain; absorption of rain by the earth; collection in underground reservoirs; outlet of reservoirs in springs; where springs are most numerous. 2. Petroleum. Most familiar products, coal oil, gasoline, kerosene, lubricating oil, gums, dyes, vaseline, paraffine, naphtha, etc. What each product is used for, etc. - OF SPRING FIELD PUBLIC SCHOOLS 119 3. Gas. Its manufacture and distribution. The uses of gas; other ways of illuminating; how they lighted up in olden times; the gas house; coke ovens; heating the coal; how the gas is caught and driven off; how it is purified and stored; the construction of a large gasometer (drawings); the distri- bution of gas; how it is measured; some by-products of gas making, coal, tar, analine, paraffine, coke, etc. 4. Physiology and Hygiene. See First Term. The Youth's Temperance Manual, pp. 61-109. 5. See Item 4, First Term. THIRD TERM. I. In the early spring begin observation of the same trees that were studied in the fall, watching for the first indications of the swelling and the cracking of the leaf buds. Have specimens of leaf buds on stem kept in room for study. Note any changes in the trees since the fall. Note any peculiarities, such as the awakening of one side before the other. Children to draw and to illustrate their written work. 2. Wheat, oats, rye, and corn sown in the room for the objective study of growing grains. Different shades of green in a meadow. Specimens of different kinds of grasses com- pared to disclose similarities and differences. Study roots, stems, and leaves of meadow grasses and of grains. Children to draw specimens and illustrate their written work. Poems appropriate to the above two points. 3. Fishes. Their home and characteristics. Vertebrae, fins, gills, manner of breathing, circulation, etc. Migration of fishes. Varieties of fish found in Lake Erie and of fish sold in the markets of Springfield. Brook trout, gold fish, salmon, cod, mackerel. Salting and canning fish. If possible have a glass vessel in the room with fishes. Blackboard illustrations and drawings by pupils. 4. Physiology and Hygiene. See First Term. The Youth's Temperance Manual, pp. 110-140. 5. See Item 4, First Term. 120 COURSE OF STUDY Physical Earercises. As in the First Grade. Reading and Spelling. I. New McGuffey's Fourth Reader, about twenty-five or more pages a month. 2-5. As in Third Grade. 6. Some phonic and syllabic analysis. Writing. I. The Natural Slant Copy Book, IV. 2 and 3. See Items 2 and 3, Third Grade. OF SPRING FIELD PUBLIC SCHOOLS . 121 F I F T H G R A D E BOOKS. Milton Bradley’s Standard A. I. Paints. Prang's Drawing Book, No. 3. Natural Slant Copy Book, V. Practical Writing Speller. Exercise book for miscellaneous notes. New McGuffey's Fifth Reader. Natural Music Reader, II. White's First Book of Arithmetic. The Natural Elementary Geography.’ Metcalf and Bright's Language Lessons, Book II. American Word Book. - INSTRUCTION. Arithmetic. White's First Book: First Term, pp. 93-II6; Second Term, pp. II7-138; Third Term, pp. 139-16O. Drawing. I. Materials. Prang’s Drawing Book, No. 3; package Model Drawing Paper; 20 sheets practice paper; Milton Brad- ley's Standard A. I. Paints; Prang's eraser, ruler. 2. Drawing from type solids, and vase forms; drawing from general objects, from nature, leaf, flower, fruit, vege- table; drawing from well chosen copies; drawing from mem- ory; drawing designs both historic and original. 3. Color study, in flat washes leading to use in map study, and in the subjects mentioned in Item 2. 4. Composition and decoration. 5. Rose Bonheur and Jean Francois Millet, lives and works. Geography. * FIRST TERM. 1. The Natural Elementary Geography, pp. 5-41. 122' - _. . . . course of STUDY • *** *** * * * * - *** :: ***r-º-º-_* <-cºmmºn 2. Do much rapid drawing of maps. Draw two maps more carefully and bind. Keep some map work displayed in the room. 3. Treat the text first as information reading lessons, the teacher explaining every part as needed. 4. Connect current events with the lessons whenever it is possible. º 5. Make constant use of the relief and flat maps and globe. 6. Use at discretion for supplementary reading parts of the book not assigned this year for study. second TERM. I. The Natural Elementary Geogrphy, pp. 42-64. 2. See Item 2, First Term. Bind two maps. 3. See Items 3-6, First Term. THIRD TERM. I. The Natural Elementary Geography, pp. 65–83. 2. See Item 2, Second Term. 3-6. See Item 3-6, First Term. History and Civics. General directions for last year: I. Teach the stories suggested in such detail and put them in as nearly their connection with each other as the un- derstanding of the pupils seem to indicate to be wise. Make such references to Old World History in connection with the assigned topics as the pupils are able to receive. 2. In every case, where it is feasible to do so, have read or recited such poems and other selections from general litera- ture as will throw light upon the topics of history. 3. The topics in civics should not be deferred to the time in each term apparently indicated by their position in the list. 4. Use maps, pictures and drawings freely and encour- age the pupils to make individual collections of pictures ap- propriate to topics presented. FIRST TERM. I. Discovery and exploration. OF SPRING FIELD PUBLIC SCHOOLS 123 (a) (b) (c) (d) (e) (f) (g) (h) (i) Ideas of the shape of the earth in the time of Columbus. Maps. Trade with East India, the caravan, the hard- ships of the journey, the desire for an easier route, the compass and its effects. Columbus—his beliefs, his difficulties, and his success in fitting out an expedition. His first voyage—duration, mutiny, the discov- ery. Maps showing route. Anniversary, October 12. The original inhabitants of America. The Mexicans and their civilization; the Mouild Builders—Mound Builders in Ohio and else- where; the Indians, appearance, habits, man- ner of life, wars, religion, etc. Columbus's return and reception, the effect in Europe, his other voyages, and his mistaken idea of what he had discovered. Americus Vespucius and the naming of Amer- ica. Names in honor of Columbus. Balboa and the Pacific. De Leon and Florida. Magellan and circumnavigation. DeSoto and the Mississippi. The cruelties of Pizarro and Cortez. Hudson and the Half Moon. English and French claims after the explorations of Cabot and Cartier. 2. Colonization. (a) (b) (c) (d) (e) (f) (g) Raleigh and Virginia Dare. John Smith, Pocahontas, tobacco, Cavaliers, Church of England. The Dutch on Manhattan Island. Trading, patroons, Dutch customs, etc. Persecutions, Pilgrims and the Mayflower, Plymouth Rock, the first winter, Miles Stan- dish and the Indians. Thanksgiving—appropriate exercises. Witchcraft, Boston, Priscilla. Forefathers’ Day, December 21. 3. Christmas—appropriate exercises. 124 COURSE OF STUDY 4. The township. (a) (b) (c) (a) (e) (f) (g) The regular township is how large? Who de- vised the survey under which it was given this size and form? Township trustees (three) elected by the people for the term of three years, may levy taxes for township purposes, build township roads and bridges, care for the poor, etc. The township treasurer receives the township money from. taxes as collected by the county treasurer. (All taxes are paid at one place in semi-annual installments.) He pays this money out for township expenses on the order of the township clerk. The township clerk is also the secretary of the trustees and keeps their records. Also he is the secretary of the township board of educa- tion and keeps their records. Country or township Schools are in charge of a board of education composed of one member of each district elected by the people for three years. This board levies taxes, builds school houses, and elects teachers. Villages have boards of six members. - Explain justices of the peace and review con- stables from a former grade. How many for each township? Give other points concern- ing them. - - The assessor is elected by the people for one year, and visits each citizen and secures a list of all his personal property and its value, which he returns to the county auditor. [See Second Term.] What exemption from taxa- tion has each taxpayer? Once in ten years an appraiser is elected who places a value upon all real property. How are new houses built within ten years appraised? OF SPRING FIELD PUBLIC SCHOOLS 125 SECOND TERM. I. Colonization continued. (a) Maryland settled first by Catholics. (b) Penn and the Quakers in Pennsylvania. Penn's treatment of the Indians. Penn the proprie- tor. The founding of Philadelphia and what the words Philadelphia and Pennsylvania 1116all. t (c) Oglethrope's motive in founding Georgia. Im- prisonment for debt. The thirteenth colony. Refer to the others by name only, giving the list. (d) The French in Canada. They were more for exploration than the English, but less for col- onization. Quebec. The exploration of the Great Lakes, the Mississippi, and the Ohio by the Jesuit missionaries and others. The story of Acadia. Read a few portions of Evange- line. g 2. Colonial manners and customs. Compare the Puri- tans of New England, the Dutch of New Amsterdam, the Quakers of Pennsylvania, and the Cavaliers of Virginia as to dress, occupation, dwelling, food, habits, morality and religion, and other characteristic points. 3. Colonial wars. - . ... ' ' (a) The story of King Philip. ‘’’ ‘’’ (b) The English and French struggle for America. Show by maps and drawings France's larger . . . . . share originally. Refer to the line of French f forts from the St. Lawrence to the gulf and to the series of wars between the two colonial peoples, not giving any details except Some illustrative ahecdotes, as the heroism of Han- nah Dustin, etc. * (c) As to the old Dutch and Indian War, however, tell of Washington's adventurous journey to the French forts, of Braddock's defeat, of Wolfe and Montcalm at Quebec, and of the great loss of territory by the French. 126 COURSE OF STUDY 4. Washington's Birthday. 5. The county. (a) (b) () (d) (e) (f) The county commissioners as the body, com- posed of three members elected for a term of three years, having power to erect and have charge of county buildings, bridges, etc., and to establish and maintain roads. Also, explain that they have the power to levy taxes for county purposes. - Review points on the sheriff as taught in lower grades and show that he is the “arm of the law” for the county. He suppresses riots, issues election proclamations, arrests offend- ers, carries out judgments of the courts, has charge of the county jail, takes convicted prisoners to the penitentiary, etc., etc. The county auditor receives the property lists from the township and ward assessors and makes out the amount of every taxpayer's taxes. He performs many other duties. The county treasurer collects the taxes as made out by the auditor and has charge of the money. He receives all taxes paid, whether for village, city, township, county, or state purposes and turns over to the treasurers of villages, cities, townships, and the State their portions. The county money he pays out on orders issued by the auditor for a great many purposes. - Explain the chief duties of the coroner and the recorder. Review the county infirmary and the children's home, explaining the boards that control them . Associate some points of Clark county history. THIRD TERM. I. Revolution. - (a) Causes. The stamp and other taxes, etc. (b) Paul Revere and Lexington. Bunker Hill. OF SPRING FIELD PUBLIC SCHOOLS 127 2. aS a State. : IO. . I2. I3. I4. I5. I6. (c) (j) (l) Washington in command. The British leave Boston. Independence. Some leaders. Pictures of the hall. e The battle of Long Island and New York lost to the British. Trenton and the Hessians. Brandywine and Philadelphia lost. Valley Forge, scarcity of money, etc. Burgoyne's plan and failure. Help from France. Distinguished foreign friends. Lafayette, Steuben, De Kalb, Kos- ciusko. Arnold and Andre. Marion, the Swamp Fox. Surrender of Cornwallis. Tell briefly the need of better government in the period, 1783-1787, when there were no president, courts, etc.; tell of the adoption of the constitution, and of Washington's election as first president. 3. Great American inventors and inventions. 4. The Northwest Territory. Ohio settled and admitted Other points of Ohio history. Daniel Boone and pioneer days. Louisiana purchased. The war of 1812 briefly told. The story of slavery. Garrison. Fred Douglas. The conquest of Mexico and the gain of territory. The underground railroad and John Brown. Abraham Lincoln, April 15. Barbara Frietchie and other incidents of the civil war. Arbor Day—appropriate exercises. Memorial Day. Flag Day, June 14—appropriate exercises. The city government. (a) (b) Review points in preceding grades. The board of public affairs, the method of its appointment, the term of office of its mem- bers, its powers and duties, such as repairing streets, bridges, public buildings, etc., the care 128 course of STUDY of all buildings, property, etc., etc. It ap- points a city engineer and, when acting as a board of health, it appoints a health officer, and a sanitary marshal. Who has charge of the hospital, and appoints a superintendent, matron, and physician? Who has charge of parks? (c). The board of police, and fire commissioners, method of appointment, term of office, and powers and duties, such as care of fire and / patrol houses and property and appointment of policemen, etc., etc. (d) Show that the above bodies and others are ear- ecutive and that the mayor's only important duty is to appoint his boards, the power for good or evil being then in their hands. (e) Show that the city council passes laws or ordi- nances and that the mayor and the executive boards enforce them. Read and explain an ordinance. The council levy taxes. Name the other bodies that levy taxes, the county commissioners, the township trustees, all boards of education. (f) Show that the council, like the State legislature ' ' ' ' ' and the National congress, is a legislative or law-making body. Also, show that the mayor, sheriff, governor, and president are executive heads. (g) Explain the function of the tax commission and the manner of its appointment, and show that it is a departure from the principle that taxa- tion and representation go together. * * 3 (h) Name the governor, the members of the legis- lature from this county, the congressman from this district, and the United States senators from Ohio. OF SPRING FIELD PUBLIC SCHOOLS 129 Language and Grammar. . . FIRST TERMI. - g I. Metcalf and Bright's Language Lessons, Book II, pp. I-59. 2. See Item 6, First Term, Fourth Grade. e SECOND TERM. I. Metcalf and Bright's Language Lessons, Book II, pp. 61-83. s 2. See Item 2, First Term. THIRD TERM. I. Metcalf and Bright's Language Lessons, Book II, pp. 85-Io.7. 2. See Item 2, First Term. Morals and Manners. I. Select some topics from those assigned in the Fourth Grade, as necessary. Also, generosity, charity, friendship, the necessity and dignity of labor. Continue to emphasize kindness to animals. * 2. Care of the poor and sick of the city, making especial mention of the occasions of our Thanksgiving and other dona- tions in order to impress such instruction. Public and private charitable institutions. & 3-4. See Items 2-3, First Grade. Music. Exercises and songs from the Natural Music Reader, II, and otherwise, as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. Animals. * & (a) Objects. To cause children to look at what is around them as they have not done before and to bring to them by means of the oral instruction of the teacher and by means of books' information which they cannot well obtain first hand. 130 COURSE OF STUDY (b) When convenient have aquarium jars in the building and encourage pupils to put into them fish, tadpoles, frogs, toads, lizards, snails, etc., the objective study of which should be stimu- lated and directed by leading questions. (c) Motion, Walking, flying, crawling, swimming and leaping animals. How a horse walks. A cow. Differences in the movements of the feet in walking, trotting, pacing, racking and galloping. Flying—how performed. Flying fish. Flying squirrel. The muscle used in flying. Its color in the chicken. Does the crab walk or swim? How does the worm crawl? Does the snake crawl in the same way? (d) Covering. Animals having hairy or woolly covering. A feathery covering. A scaly covering. Nearly or quite bare. (e) Animals having the skeleton on the inside. On the outside. No skeleton. (f) Cud-chewing. Animals chewing their cud. Their teeth. Their means of defense. Ani- mals not chewing the cud. Their means of defense. (g) The young of animals. Animals which feed their young with milk (Mammals). Animals which lay eggs. The period of infancy of various animals compared with man. How animals carry the young about from place to place, as the kangaroo, Opossum, cat, etc. (h) The feet of animals. Solid hoofs. Cloven hoofs. Do any solid-foot animals or all cloven-footed animals chew the cud P Claws. Feet of birds. Duck, swan, goose. Other birds. (i) Breathing. Lung, gill, and skin breathing. (j) Eating. Flesh eating. Herb eating. Both combined. Insect eating. Gnawing animals, OF SPRING FIELD PUBLIC SCHOOLS 131 (k) Teeth. Compare teeth of cat or dog with your own. Teeth of birds, snakes, rabbits, etc. (l) Horns. Animals with permanent horns. Com- pare material of horn of cow with finger nails. Horns of sheep, goats, antelopes. Animals with deciduous horns (all of the deer family). With bony horns. Compare horn of cow with horn of deer. Uses of horn. 2. Keep record as in Item 5, First Term, Third Grade. 3. Physiology and Hygiene. See Fourth Grade, First Term. ~º-ºº-- . . . ~~s s- ~...~. SECOND TERM. I. Industries. (a) Iron. Its uses, value, and the distribution of the ore in the United States. History. Value of ordinary iron and of watch springs per pound. How iron is obtained from ores, cast iron, wrought iron, steel, the Bessemer pro- cess. Iron products, sheet iron, boiler iron, railroad iron, wire, stoves, needles, knives. Where iron industries are located. (b) Silver. Properties. Uses as money, for house- hold ware, in electric batteries, etc. Geo- graphical distribution. How coins are made. A United States mint. - (c) Bricks and brick-making. Materials used. Grinding, moulding—by hand, by machinery —drying, baking. Kinds, struck, pressed. History, “bricks without straw,” adobe houses. (d) Pottery. Shaping, drying, glazing, baking, decorating. Different kinds of clay used. Some kinds of ware, children, if possible, naming kinds, uses, cost, etc. History. (e) Sugar. Sources. Cane, beet, and maple sugar. Sugar cane, how raised, cut, ground, boiled, purified. Where different kinds of sugar are produced, Kinds, granulated, pulverized, yel- low, loaf, 32 COURSE OF STUDY 3. 3. (f) Fisheries. Salmon, cod, and whale fishing, and Oyster dredging. Importance of the industry; people employed. A typical fishing hamlet. Sections of country depended on. (g) . Cotton. Uses named; thread; cloth, kinds; batting. The cotton plant. States where raised. The cotton industry in Old and New Worlds; cotton gin; cotton and slave labor. Cotton manufacture, beating, blowing, card- ing, spinning, weaving, calico printing. Mi- croscopic examination of piece of cloth to see how warp and woof go together. (h) Paper making. History, kinds, and uses (Chautauquan, June, 1893). Materials, straw, wood-pulp, rags. Coarse wrapping paper from straw and wood fiber; writing paper from linen rags; pails, wash tubs, car wheels, etc., from wood fibre or pulp. De- $ scribe processes. Physiology and Hygiene. See Fourth Grade, First Physiology and Hygiene. See Fourth Grade, First Term. . The Youth's Temperance Manual, pp. 61-Io9. THIRD TERM. . Trees. (a) General suggestions. It is not expected to . teach all about trees even in this immediate vicinity, but only the common facts of the growth and life of those that are native and found in abundance. This is in the hope that interest in the less common forms may be thus awakened and that pupils may become lovers of trees and promoters of their cul- tivation. The names of some trees native to this section of Ohio are given; the teacher should use his judgment in selecting a num- ber for study. Pupils should be encouraged to note their ob- servations in books and to make collections of leaves, nuts, and woods, illustrating what OF SPRINGFIELD PUBLIC SCHOOLS 133 (b) (c) (d) (e) (f) (g) they have iearned in school. Every topic should be illustrated by specimens in the hands of pupils and by drawings freely used. Pupils should illustrate all their written work. Contrast the cool shade of a Springfield resi- dence street (naming one) with the glaring heat of a business street (naming one). Talk of some attractive shady portions of the city, including Ferncliff cemetery and Snyder park, and of the meaning of the “friendly shade” of trees and seek to ascertain what trees, if any, are known and thought of by pupils apart from other trees. Endeavor to have pupils see, by preparatory lessons, how much there may be learned of the trees they know by name. Review the growth of plants from seed. When the farmer and the gardener plant seeds. Have various seeds planted in the room for direct study. Stems, leaves, roots, etc., some stems are soft, some hard, others woody. Finally, bushes, shrubs, and trees. Select five trees from the following: Maple, Elm, Oak, Beech, Hickory, Walnut, Buck- eye, Ash, Poplar, Willow, Sycamore, Cherry, Apple, and Pine, being guided by the oppor- tunities of pupils for observation, and study them separately. Of each tree, as far as possible, note the leaf bud, flower bud, leaf, flower, or fruit, ar- rangement of leaves on the stem, and bark. Teachers and pupils draw the outline. Pupils may observe in specimens differences in color of blossoms, shape and color of leaves, shape of seed or fruit. These differences will give rise to species, as the red maple, sugar maple, etc. Enemies of trees in the country, unfavorable conditions in the city, etc. 134 COURSE OF STUDY • 2. See Item 2, First Term. 3. Physiology and Hygiene. See Fourth Grade, First Term. The Youth's Temperance Manual, pp. I IO-I40. sº Physical Exercises. I. See Item I, First Grade. 2. Gymnastics once in every quarter session with win- dows open. Reading and Spelling. I. New McGuffey's Fifth Reader, about twenty pages a month. 2. Supplementary reading according to schedule. 3. Continue occasional exercises in diacritical marks with a view to the intelligent use of the dictionary. 4. The oral and written spelling of the words on the first fifty pages of the Word Book, together with selections of words from reading lessons with some words from the lessons in other subjects. 5. Pupils should be taught the habit of ascertaining the meaning of all new words by having to use them in original sentences and by being required to use the dictionary fre- quently. . . . 6. Stimulate the interest of pupils in distinguished authors and poets and in their writings. When it can be done, place in the room pictures of writers and of places and events mentioned in their works. Recommend to pupils suit- able lists of books for their home reading. Writing. I. The Natural Slant Copy Book, V. 2-3. See Items 2-3, Third Grade. OF SPRINGFIELD PUBLIC SCHOOLS 135 S IX T H G R A D E BOOKS. Standard A. I. Paints. Prang’s Drawing Book, No. 4. Natural Slant Copy Book, VI. Practical Writing Speller. Exercise book for miscellaneous notes. New McGuffey's Fifth Reader. Model Fourth Music Reader. White's Complete Arithmetic. Natural Advanced Geography. Metcalf and Bright's Language Lessons, Book II. American Word Book. INSTRUCTION. Arithmetic. White's Complete Arithmetic: First Term, pp. 7-81; Second Term, pp. 82-117; Third Term, pp. 113-144. Drawing. 1. Materials. Prang's Drawing Book, No. 4, package Model Drawing Paper, 20 sheets practice paper, Prang's eraser, ruler, Standard AI Paints. - - - 2 and 3. As in the Fifth Grade, each item to be expanded to suit the conditions of the Sixth Grade. 4. Study Moorish ornament and the history of same; decorative design for surface covering. 5. Composition and illustration. 6. Van Dyke and Hoffman—lives and works. Geography. FIRST TERM. 1. Natural Advanced Geography, pp. I I4-133. 2. Do much sketching of maps. Bind two maps. See Item 2, Fifth Grade, First Term, 136 COURSE OF STUDY 3. Use the descriptive text in the first treatment of it, as information reading lessons, explaining every part, as needed, and pausing from time to time for the separate inves- tigation of many topics referred to or suggested by the book. 4. Make such free use as can be done of drawings, pic- tures, specimens, etc., to supplement the matter of the text book. 5. Use the maps, vocabularies, and statistical tables in the latter part of the book, stimulating their use by encourag- ing comparison of one city, river, country, etc., with another. 6. Constantly connect current events with geography by giving at least passing notice to such portions of the earth as are involved in the stirring news of the day, even if they be not included in the work or the term or the year. 7. Omit no opportunity to make use of the relief maps or of the flat maps when they chance to be in use at the same hour; also of the globe. 8. Use at discretion parts of pp. 9-22 as supplementary reading. -. SECOND TERM. I. Natural Advanced Geography, pp. 134-142. 2-7. See Items 2-7, First Term. 8. See Items 8, First Term, pp. 23-43. THIRD TERM. I. Natural Advanced Geography, pp. 144-149; pp. 95-98; p. 175. 2-7. See Items 2-7, First Term. 8. See Item 8, First Term, pp. 23-43. History and Civics. I. General directions and history topics as in Fifth Grade. 2. Civics. (a) First Term, review topics in First Term, Fifth Grade. Also, the caucus to select delegates to city, township, and congressional conven- tions. How are delegates to State and Na- 4. OF SPRING FIELD PUBLIC SCHOOLS 137 tional conventions selected? The convention, its purposes, and something of its methods. Political parades. How returns are gathered and received on election night. (b) Second Term, review topics in Second Term, Fifth Grade. Also voting. Who may vote, How it is done. Australian system, officers, voting booths, the ballot (show one), what is done with it, counting the votes. City board of elections, how appointed, duties. County board for counties. Also, some duties of citizenship, to be honest, Self-supporting, a kind neighbor, influential in creating high standards of morality in the community, to be informed of public needs and measures, to vote intelligently, not to sell one's vote for money or for personal or political advance- ment, and not to offer such to induce another to do the same. (c) Third Term, review topics in Third Term, Fifth Grade. Also,the police court with its judge, clerk, and prosecutor; the police bring of- fenders before it for trial for offenses against the city ordinances and the State laws. The court of the justice of the peace with the justice (who is his own clerk) and the con- stable; this court also tries civil cases of dis- pute between citizens where the amount in- volved is not above three hundred dollars. The county court of common pleas with its jury, judge, clerk, and the sheriff, to try all kinds of cases, civil and criminal; selecting the jury, trial by jury, the verdict, the sanc- tity of an oath; who may affirm instead of Swearing. Language and Grammar. FIRST TERM. I. Metcalf and Bright's Language Lessons, Book II, pp. IO9-I33. 138 COURSE OF STUDY 2. See Item 6, Fourth Grade, First Term. 3. Such work, pp. 189-242, as indicated by Superinten- dent. SEconD TERM. 1. Metcalf and Bright's Language Lessons, Book II, pp. 135-16I. - 2. See Item 6,-Fourth Grade, First Term. 3. See Item 3, First Term. . THIRD TERM. 1. Metcalf and Bright's Language Lessons, Book II, pp. 163-187. 2. See Item 6, Fourth Grade, First Term. 3. See Item 3, First Term. Morals and Manners. I. Present such topics from assignments for lower grades as may seem necessary or desirable. 2-4. See Items 2-4, Fifth Grade. Music. Exercises and songs from the Natural Music Reader, III, and otherwise as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. Animals. (a) Mammals. Characteristics, internal skeleton, lung breathing, warm blood, skin covered with hair, fur, or wood, suckle their young. Children to make lists of all the animals they know with their characteristics. Some seeming exceptions, the bat, the whale, the Seal, etc. (b) Birds. Children to write characteristics of. - What birds the children know and what they know of their appearance, habits, food, eggs, etc. No PERSON SHOULD DESTROY A BIRD or Its NEST. Discuss the birds with which chil- OF SPRINGFIELD PUBLIC SCHOOLS 139 2. Grade. dren are not so familiar, the ostrich, petral, secretary bird, eagle, condor, skylark, etc. (c) Reptiles. Characteristics as under birds. How they eat, move; skeleton. Fangs of poison- ous snakes, rattlesnakes, cobra, copperhead. Our common snakes. Frogs, development from the tadpole, how they eat, breathe, move, their color. The common hop-toad, its development, mode of life, etc. The tree toad. Lizards and newts. Salamanders. Alligators and crocodiles. Turtles, soft shell, hard shell. When possible, study these things from real life. Physiology and Hygiene. See First Term, Fourth 3. Keep record as in Item 5, First Term, Third Grade. I. SECOND TERM. Industries. (a) Gold, properties, early historic uses, uses now, (b) (c) (d) (e) market value compared with silver, iron, or watch springs by the ounce or pound. Discovery of gold in the United States, time wasted by early explorers searching for it, discovery in California, “gold fever,” “sailing around the horn,” “across Panama,” hard- ships and adventures, California quickly becomes a state. Gold mining, washing, purifying, etc. Coinage. Process at a United States mint. Gold and silver as money. Ship and shipbuilding. Cautious coast trading of the ancients. Effect of the compass. Co- lumbus's ships compared with a modern steam ship. The shipyard, stages in the process of building a ship, iron in ship-building. A modern man-of-war. Some ship-building cities and United States navy yards. 140 COURSE OF STUDY. (f) Sailing. Shipping, the carrying trade, early American commerce compared with that of the present, English and American shipping compared, routes of ocean travel, shipping in New York harbor. (g) Lake commerce. Opening and closing of sea- son, time from Duluth to Buffalo, cargoes, hardships, shipwrecks. (h) Light houses, ancient, modern, life-saving sta- tions, life and duties of life-saving crew. (i) Glass. Uses, what people did before the day of glass windows, kinds (pupil to make lists and define different kinds), materials used in making, melting, blowing, moulding, anneal- ing, etc. Some cities where made. (j) Printing and books. How books were made in olden times. Papyrus rolls. The Scribe. Scarcity and value of books in those days. Learning then for the few; ability to read and write then uncommon. Invention of mova- ble types and the printing press. Caxton, Franklin, first printing press in North Amer- ica. Printing process, type setting by hand and by machine (teachers at least should see the machine), making up forms, taking an impression, correcting proof, electrotyping, the great dailies and books printed from stereotype plates. A modern Hoe press, what it does, cut the sheets, prints on both sides, folds the paper, and places wrappers about them. Number of copiés printed in an hour. Books, printing the edition, folding sheets, sewing bindings, bindings, kinds of binding, cost, re-prints by photographic process. (k) Linen. The flax plant, pulling the flax, break- ing the flax, dressing the fibre, slivering, spinning, bleaching, weaving, uses. Linen and cotton compared. OF SPRINGFIELD PUBLIC SCHOOLS 141 (l) Silk. Geography and history of culture, silk worm, moth, eggs, larvae, cocoons, food, rapidity of growth. Manufacture, reeling off the cocoon, uniting the fibers, cleaning, coloring, weaving, spun silk process, kinds of cloth and thread, uses, cost compared with other cloth and thread. 2. Physiology and Hygiene. See Fourth Grade, First Term. The Youth's Temperance Manual, pp. 61-IO9. 3. Keep record as in Item 3, First Term. THIRD TERMI. I. Trees. (a) How trees grow. (aa) Review roots, forms, uses, ascent of Sap, roots that grow from seed, from slips. Experiments in germinating seeds and Sprouting slips. (bb) Stems, simple, branched, what a branch is, arrangement of branches. Outside- growing stems and branches—exogens. (cc) Wood, layers (teachers show cross-section of branch and also use drawing to illustrate pith, wood in layers, and bark), silver grain, pith, Sapwood, heartwood, uses of each, appearance of outer bark in different woods. Collect specimens of wood, with and without bark, and learn to recognize them by sight and by Smell. (dd) Leaves, blade, veins, stems, forms of leaves, apex, margins, uses. Study by specimens. - (ee) Nourishment. Vegetable cells, forms and contents of cells. Show, if convenient, the cellular structure under a micro- Scope. Drawings. Color matter. Ab- sorption—office of roots and leaves, power of Selection. Circulation—sap, uses, deposit of plant food, manner of growth. Respiration—breathing pores, 142. COURSE OF STUDY. office, necessity of air, influence of sun- light, absorption, exhalation, effect on animal life, rapid evaporation by means -' - - of plants. * * (ff) Review of flowers. Structures, uses. - (gg) Same of fruit. Specimens. (b) Special subjects. (aa) Trees and their sap or germs. Maple, sugar; pine, turpentine; acacia, gum arabic, caout chouc, India rubber. (bb) Historic trees. Washington Elm, Charter Oak, etc. . . . . . (cc) Trees of foreign countries. Palm—appear- . ance, locality, uses; banyan, etc. (dd) Worship of trees. The Druids, etc. (ee) Forests of New England when the Pilgrims came. Contrast with England and Hol- land; clearings for homes; how houses •. were built; first roads, etc. (ff) The forests and seasons. Appearance in spring, delicacy of foliage in color and form; blossoms of various trees; change of appearance in summer; color of leaves in autumn; cause of coloring; winter; trees known by shape or frame; ever- greens. - 2. Physiology and Hygiene. See Fourth Grade, First Term. The Youth's Temperance Manual, pp. IIO-I4O. 3. Keep record as in Item 3, First Term. Physical Exercises. As in Fifth Grade. - –– – - - Reading and Spelling. I. New McGuffey's Fifth Reader, about seventeen pages a month. - . 2–6. See Items 2-6 in Fifth Grade. ... 7. See Item 4, Fifth Grade, except in the Word Book use pp. 51-IOO. - . . . . Writing. ... I. The Natural Slant Copy Book, VI. ..., 2 and 3. See Items 2 and 3, Third Grade. OF SPRING FIELD PUBLIC SCHOOLS 143 S E V E N T H G R A D E BOOKS. Standard A. I. Paints. Prang's Drawing Book for Fifth Year. Practical Writing Speller. Exercise book for miscellaneous notes. Natural Slant Copy Book, VII. New McGuffey's Fifth Reader. Natural Music Reader, IV. White's Complete Arithmetic. Stoddard’s Intellectual Arithmetic. Natural Advanced Geography. Metcalf's English Grammar. American Word Book. INSTRUCTION. Arithmetic. FIRST TERM. I. White's Complete Arithmetic, pp. 157-195. 2. Stoddard’s Intellectual Arithmetic, pp. 47–75. SECOND TERMI. I. White's Complete Arithmetic, pp. 195-234. 2. Stoddard’s Intellectual Arithmetic, pp. 76-96. THIRD TERM. I. White's Complete Arithmetic, pp. 234-267. 2. Stoddard’s Intellectual Arithmetic, pp. 97-II2. Drawing. I. Materials. Prang's Drawing Book for Fifth Year; package Model Drawing Paper, 20 sheets practice paper, Prang's eraser, ruler, Eagle Compasses 69, Standard AI Paints. 2. Drawing type solids, fact and appearance; drawing from general objects and from nature, leaf, branch, fruit, and vegetable; drawing from well chosen copies and from memory. 144 COURSE OF STUDY 3. Historic and original designs developed and applied in book-cover and surface coverings. 4. Color study, in flat washes for use in map work, graded washes for use in shading and modeling, and for de- velopment of the subjects found in Items 2 and 3. 5. Mechanical drawing, use compasses, ruler, and sharp- pointed pencils, and study the conventions and make mechan- ical drawings of such objects as designated in the bulletins. 6. Composition and illustration. 7. Michael Angelo, Jean Francois Millet, Raphael, and Walter S. Dow, lives and works. Geography. FIRST TERM. I. Natural Advanced Geography, pp. I-32. 2-7 See Items 2-7, First Term, Sixth Grade. SECOND TERMI. I. Natural Advanced Geography, pp. 33-61. 2-7. See Items 2-7, First Term, Sixth Grade. THIRD TERM. I. Natural Advanced Geography, pp. II4-142, and Ohio geography. 2-7. See Items 2-7, First Term, Sixth Grade. Grammar and Composition. FIRST TERM. I. Metcalf's English Grammar, pp. I-78. 2. Continue through the term the analysis of sentences not too involved. 3. See Item 6, First Term, Fourth Grade. SECOND TERM. I. Metcalf's English Grammar, pp. 79-II4. 2 and 3. See Items 2 and 3, First Term. THIRD TERM. I. Metcalf's English Grammar, pp. II5-137. 2 and 3. See Items 2 and 3, First Term. OF SPRINGFIELD PUBLIC SCHOOLS 145 History and Civics. FIRST TERM. I. Present orally the substance of pages I-91 of Mont- gomery's Beginner’s American History. 2. Make use of poems, stories, newspaper articles, etc., $n connection with the various topics. 3. Use maps and pictures constantly. See fourth gen- eral directions, Fifth Grade. 4. See History in Third Grade for anniversary sugges- tions. 5. See third general direction, Fifth Grade. Review topics in First Term, Sixth Grade. Also, the state govern- ment of Ohio. The governor, secretary of state, lieutenant governor, auditor, treasurer, and School commissioner, giving the manner of their selection, their terms of office, and a general idea of their duties. The general assembly, how com-. posed, members serve for what period, their salaries, etc. Has the governor a veto? The admission of Ohio as a state. The first capital. The first governor. SECOND TERMI. I. Montgomery's Beginner's American History, pp. 9I-I63. 2-5. See Items 2-5 in First Term. Review topics in Sixth Grade, Second Term. Also, the president and vice- president of the United States. Eligibility, how elected, elec- toral college, election by the house, term of office, president's cabinet, presidential succession. Congress, its two branches, eligibility and term of office of members, presiding officer, how a bill becomes a law. THIRD TERM. I. Montgomery's Beginner's American History, pp. I63-22O. 2-5. See Items 2-5 in First Term. Review topics in Sixth Grade, Third Term. Also, the circuit courts of Ohio. Eight circuits each consisting of a number of counties. A circuit court composed of three judges holds two sessions a year in each county to try cases carried from the common 146 COURSE OF STUDY pleas on appeal or error. Called circuit court because the judges travel from county to county. The supreme court of Ohio. Composed of how many judges? Each serves how 1ong? How selected? It hears cases carried from the circuit. courts and is the final court of appeal in state law. Supreme court of United States. Eligibility, appointment, term of ser- vice of members. Sits where? Who now compose it? ** Morals and Manners. Review as needed some topics from preceding grades. Emphasize the necessity and dignity of labor, good citizen- ship, interest in public affairs, and kindness to animals. Music. Exercises and songs from Natural Music Reader, IV, and otherwise as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. Observations in astronomy. (a) Once in four days, at I2 M., observe by means e of an instrument which the boys can make, the altitude of the sun and keep record. Also, keep record as in Item 5, First Term, Third Grade. (b) By a like number of observations, made at 9 P. M., ascertain whether a given star appears in changing relative positions. Find, also, whether stars change relatively to each other. (c) Beginning at 9 o'clock on an evening in Octo- Ur ber, watch the moon for consecutive evenings, noting changes as to shape and place in the sky, compared with the same on previous evenings, and using the fixed stars as guides. (d) Be on the lookout for meteors, noting their direction, brilliancy, number, and time of . night when seen. gº - (e) Can you find any star-like bodies which do not | - maintain a fixed relation to other stars? If OF SPRING FIELD PUBLIC SCHOOLS 147 so, watch them closely to determine their motion among the fixed stars. (f) Find the following stars, groups, and constella- tions: North Star, Aldebaran, Nega, The Y, The Dipper in the Great Bear, The Dipper in the Lesser Bear, The Pleiades, The Hyades, The Great Square of Pegasus, Bellatrix and Rigel in Orion, Sirius in Canis Major, Proc- yon in Canis Minor, and Andromeda. (g) Learn to locate the equator among the stars; also the ecliptic. Which of these makes a constant angle with the horizon? (h) Learn how to find the points in the heavens called the solstices and equinoxes. (i) The solar system. The names of the bodies composing it and their size, taking the earth as one. Their masses, taking the earth as one. Their time of revolution around the sun. Their length of day. Their moons, rings, etc. The ecliptic. Motion of the earth in it. Eclipses, etc. (j) Suggestive questions. How do we know the stars to be suns? Is the earth nearer the sun in summer than winter? How many Jovian years old are you? What do we know of the temperature of the moon? of its atmosphere? Draw a diagram to show that it is colder here in winter than in summer. (k) Use pictures and drawings freely. Pupils illus- trate their written work. 2. Physiology and Hygiene. Lincoln's Hygienic Phys- iology, pp. 6-79. Consult directions in Fourth Grade, First Term. 3. Keep record as in Item 5, First Term, Third Grade. SECOND TERM. 1. Elementary physics. (a) What are molecules, atoms, masses? Distin- guish physical change from chemical change, Classify under one or the other, if possible: 148 COURSE OF STUDY (b). (c) (d) (e) (f) (g) (h) Water evaporate; dew forms; coal is mined; trees grow; Sugar dissolves in water; a match ignites by friction; gunpowder explodes; water boils; iron melts; iron rusts; grape juice ferments; apples decay; cherries ripen; blood icroulates; food digests; animals inhale air; Some of this air unites with the blood. Force. Cohesion, adhesion, gravitation, cen- trifugal force, etc. How force is measured; units of force, pounds, ounces, etc. Motion produced by force. Is every thing in motion? Velocity, uniform, accelerated, re- tarded—examples. Falling bodies. Experi- ments leading to law of. Pendulum. Experi- ments leading to laws of. Force exerted performs work or expands en- ergy. Foot pounds, the product of force in pounds by the space in feet. Work done by falling water, steam, electricity, wind power, animal power, etc. sº The lever and its laws. The wheel and axle as a modification. Pulley. Screw. Wedge. Illustrate each. Liquids. Buoyancy, level always sought, effect upon when subjected to pressure, specific gravity, capillary attraction, the syphon, pumps. Miscellaneous. Combustion, friction, ther- mometer, barometer, magnetism, electricity; explanation of such devices as spectacles, telescopes, microscopes, prisms, mariner's compass, the dynamo. In all the work assigned use illustrations as far as is possible. Pupils will under direction, make or supply most that is needed for apparatus. 2. Physiology and Hygiene. Lincoln's Hygienic Phys- iology, pp. 80-150. See First Term. 3. Keep record as in Item 5, First Term, Third Grade. º COMPLIMIENTS OF JOHN S. WEAVER SUPERINTEN DENT OF INSTRUCTION Please Exchange & aerº 4. 4%. 22, 17% OF SPRINGFIELD PUBLIC SCHOOLS 145 4. Make preparations for the botany outlined in the Third Term or, if conditions demand it, begin it. I. Botany. (a) (b) (c) (d) (e) (f) THIRD TERM. Start a herbarium with the earliest spring flowers. Plants compared with each other as to leaf, flower, root, and stem. Leaves collected and classified as to outline, veins, base, and apex. Skeletonize leaves and make drawings of entire leaf and of skeleton. Some special plants: Mosses, ferns, lichens, toad-stools, parasites. The rose family. Apples, pears, peaches, roses, cherries, plums, strawberries, rappberries, etc. Compare flowers. The great use which plants subserve in nature. Our forest trees. Name those within reach of home or school. Collections of different kinds of woods. Effect of the destruction of Our forests. Use microscope, if convenient, in examining the parts of plants. Also, use the folowing for microscopic observations: Human hair, hair of cat, dog, horse, seal, etc., wing of fly, scales from wing of butterfly, foot of fly, cornea of fly's eye, stagnant water, crystals of common salt, fabrics of linen, cotton, and silk, blood circulating in frog’s foot, stinger of bee, point of needle, edge of razor, etc. 2. Physiology and Hygiene. Lincoln's Hygienic Phys- iology, pp. I51-185. See First Term. 3. Keep record as in Item 3, Second Term. Physical Exercises. As in Fifth Grade. Reading and Spelling. Reading as directed by Superintendent, 146 COURSE OF STUDY Follow the directions in Items 2-6, Fifth Grade. For spelling see Item 4, Fifth Grade, except in the Word Book use pp. IOI-I49. Writing. Especial care to be exercised with the writing spellers and with the composition work. No careless work to be ac- cepted from the pupil. As directed by the Supervisor. The Natural Slant Copy Book, VII. OF SPRINGFIELD PUBLIC SCHOOLS 147 E I G H T H G R A D E BOOKS. Standard A. I. Paints. Prang's Drawing Book for Sixth Year. Practical Writing Speller. Exercise book for miscellaneous notes. Natural Slant Copy Book, VIII. Natural Music Reader, V. White's Complete Arithmetic. Stoddard’s Intellectual Arithmetic. Natural Advanced Geography. Metcalf's English Grammar. McMaster’s American History. American Word Book. INSTRUCTION. Arithmetic. FIRST TERM. I. White's Complete Arithmetic, pp. 234-289. Stoddard's Intellectual Arithmetic, pp. 131-152. SECOND TERM. I. White's Complete Arithmetic, pp. 290–326. 2. Stoddard’s Intellectual Arithmetic, pp. 153-168. THIRD TERMI. I. White's Complete Arithmetic, pp. 327–355 and review. 2. Stoddard’s Intellectual Arithmetic, pp. I I3-130. Drawing. I. Materials. Prang's Drawing Book for Sixth Year, package. Model Drawing Paper, 20 sheets practice paper, Prang's eraser, ruler, Eagle Compasses No. 569, Standard AI Paints. 2, 3 and 4. As in Seventh Grade, but expanded to suit the conditions of the Eighth Grade. 143 COURSE OF STUDY Mechanical drawing as in the Seventh Grade with the addition of the first Geometrical problems belonging to Mechanical drawing. 6. Raphael, Millet, and Sargent, lives and works. Geography. FIRST TERMI. I. Natural Advanced Geography, pp. I44-I53 and re- view pp. I-43. 2-7. See Items 2-7, First Term, Sixth Grade. SECOND TERM. I. Natural Advanced Geography, pp. 49-77. 2-7. See Items 2-7, First Term, Sixth Grade. THIRD TERM. I. Natural Advanced Geography, pp. 77-IoI, and Ohio geography. * 2-7. See Items 2-7, First Term, Sixth Grade. Grammar and Composition. FIRST TERMI. I. Metcalf's English Grammar, pp. 138-189. 2. One lesson per week on the review of pages of second assignment. 4& 3. See Item 6, Fourth Grade, First Term. SECOND TERM. I. Metcalf's English Grammar, pp. I90-240. 2 and 3. See Items 2 and 3, First Term. THIRD TERMI. I. Metcalf's English Grammar, pp. 240-275, and review. 2 and 3. See Items 2 and 3, First Term. History and Civics. FIRST TERM. I. McMaster’s American History, pp. I-I54. 2. Study the geography of the history lessons. OF SPRINGFIELD PUBLIC SCHOOLS 149 3. Use pictures, maps, drawings, etc., freely. See the fourth general direction in the Fifth Grade. 4. Connect literature and current events, wherever possible, with the lessons. 5. Treat each lesson, in the first instance, as a reading lesson, explaining all terms and pausing often to investigate many subjects of especial interest by the use of other text books, encyclopaedias, etc. 6. See History in Third Grade for anniversary sugges- tions. e 7. See Item 3, Fifth Grade, First Term. Review topics in civics in Seventh Grade, First Term. Also, compare the State and general governments. Consider the amendments, how the constitution may be amended, the rights reserved to the states, to the general government, and to the people. SECOND TERM. I. McMaster's American History, pp. 154-319. 2-7. See Items 2-7 in First Term. Review topics in civics in Seventh Grade, Second Term. Also, naturalization, citizenship, qualifications of electors of representatives, of the president. The treasury department fully treated, money, bonds, internal revenue, tariff, etc. The army and navy, military rank, militia, etc. THIRD TERM. I. McMaster's American History, pp. 320-486. 2–7. See Items 2-7 in First Term. Review topics in civics in Seventh Grade, Third Term. Also, read and explain the Declaration of Independence and the Ordinance of 1787. Morals and Manners. Review as needed from preceding grades. Especially see Seventh Grade. Music. Exercises and Songs from the Natural Music Reader, V, and otherwise as directed by the Supervisor. Nature, Science, and Industries. FIRST TERM. I. Plants. 150 COURSE OF STUDY (a) Herbarium—fall flowers. (b) Plants preparing for winter. Annuals, bien- nials, perennials. Colors in leaves. (c) Study of trees continued. See lower grades. Collection of woods. (d) Historic trees. Trees having some special sig- nificance, palm, olive, oak, Sypress, laurel, willow. 2. Keep record as in Item 5, First Term, Third Grade. 3. Physiology and Hygiene. See directions in Fourth Grade, First Term. Lincoln's Hygienic Physiology, pp. 6-79. 4. Review some subjects of elementary physics in Seventh Grade work. SECOND TERM. I. Elementary physics. (a) Sound. Show wave motion by rope and by tuning fork that a sounding body vibrates. Velocity of sound in air. Echoes. Musical sounds, pitch, loudness, experiments to show simple laws of strings. (b) Light. What it is. Travels in straight lines through the air. Velocity; how found. Re- flection and refraction; experiments. Mirage. Shadows. Eclipse of the moon. The spec- trum, the microscope, the telescope, the Camera. (c) Heat. What it is. Various ways of producing it, by mechanical action, by combustion. Ex- periments. Temperature; thermometers. Ex- pansion of liquids, gases, and solids shown experimentally, Couduction, convection, evaporation, ebullition, temperature of boiling point, distillation, latent heat, specific heat, radiation, the steam engine. (d) Frictional electricity. How developed. Elec- troscope to show its presence. The two kinds shown. Attraction, repulsion, laws, induction. Conductors and non-conductors. Leyden jars. OF SPRING FIELD PUBLIC SCHOOLS 151 Potential. Current electricity, galvanometer, battery, electro-magnet, electric bell, tele- phone, telegraph. (e) Magnetism. Natural and artificial magnets. Magnetic lines shown by iron filings. How magnets act upon each other, upon iron, steel, gold, and many other substances. Magnetic or compass needle. 2. Physiology and Hygiene. See Fourth Grade, First Term. Lincoln's Hygienic Physiology, pp. 80-150. 3. See Item 2, First Term, THIRD TERM. I. Observations in astronomy. (a) Select, as seems profitable, some observations from the Seventh Grade work. (b) Locate the conspicuous stars, star groups, and constellations which are visible in the spring months. (This must in part be begun before the beginning of the term.) Regulus in Leo, Castor and Pollox in Gemini or the Twins, The Scales, The Northern Crown, Arcturus in Boots, Spica in the Virgin, Berenice's Hair, Antares in the Scorpion, Vega in the Lyré. The bright stars which mark the path of the celestial equator and ecliptic. (c) Study the earth as a planet. Proofs of its rotundity. Its rotation. Effect of its rota- tion upon a falling body; upon a swinging pendulum; upon weight; upon the shape of the earth. The revolution of the earth; why faster in some parts of its orbit than in others? Effect of this on time. (d) Historical. The work of Newton, Copernicus, and Galileo. (e) Suggestive questions. When are the days and nights most unequal? If the earth's axis were inclined thirty de- grees to the plane of the ecliptic, how wide 152 COURSE OF STUDY. would each zone be? Is the sun ever directly over our heads? Do all the places in the torrid zone have equal days and nights the year round? Do any places? What is the Harvest Moon? How caused? 2. See Item 2, First Term. 3. Physiology and Hygiene. See Fourth Grade, First Term. Lincoln's Hygienic Physiology, pp. 15I-185 or further. 4. Any selections from this work in preceding grades, for which there may remain time and which it may seem desirable to review. Physical Exercises. As in the Fifth Grade. Reading and Spelling. I. Reading according to schedule. 2. Follow directions in Items 3, 5 and 6, Fifth Grade, First Term. - 3. The spelling of words in Word Book, pp. 150-192, both oral and written. Writing. See Seventh Grade. Natural Slant Copy Book, VIII. OF SPRING FIELD PUBLIC SCHOOLS 153 Elementary German Course THIRD GRADE. Object Lessons and Language Earercises. FIRST TERM.–Charts until November Ist, then Fibel, pp. 7-25. SECOND TERM.–Fibel, pp. 25–43. THIRD TERM.–Fibel, pp. 43–63, and selections from sec- Ond part. Suitable words from the charts should be used in forming sentences. The illustrations of the Fibel thoroughly explained and used as the basis of conversational exercises. Lessons from Fibel should be memorized and recited with good expression. Phonics and Reading. Script letters are used until the pupils know all the Sounds; after that print and Script. The phonic exercises must be preceded by analyzing easy words into syllables and Sounds; this is to be practiced until the pupils are able to distinguish every Sound. Instruction and drill on blackboard and charts until the close of October; after this the Fibel is to be introduced with additional lessons on the blackboard. Writing. Systematic drill in the elements and the writing of the small letters on the slate; exercises in copying from the black- board and Fibel. Near the close of the Schools pupils are to be taught to write on single lines. The teacher must insist upon this in order to secure a meat, uniform, and legible hand. 154 COURSE OF STUDY FOURTH GRADE. Object Lessons and Language Exercises. Object lessons are given in connection with the reading lessons in this grade. These lessons should be well explained and discussed and the pupils thoroughly drilled upon them. The work of the Third Grade to be continued. Reading. FIRST TERM.–Fibel, pp. 63-75. - SECOND TERM.–Fibel, pp. 75–89. THIRD TERM.–Fibel, pp. 89-96, and review. Spelling. Lessons from the reading. Declamation. Lessons selected from Fibel. Language Exercises. Selections of words by the teacher for the formation of sentences; conjugation of the verb “to be” in present ténse, and conjugation of regular verbs in present tense, all in the form of short sentences. Writing. Payson, Dunton, and Scribner's Copy Book, No. 2. FIFTH GRADE. - Reading. FIRST TERM.–First Reader, pp. 7-19. - SECOND TERM.–First Reader, pp. I9–31. THIRD TERM.–First Reader, pp. 31-43. Spelling. Lessons from the reading. Declamation. Lessons from the First Reader. OF SPRING FIELD PUBLIC SCHOOLS 155 Language Earercises. Work of the Fourth Grade in conjugation of regular verbs, continued, adding perfect and first future tense. Writing. Payson, Dunton, and Scribner's Copy Book, No. 3. SIXTH GRADE. Reading. FIRST TERM.–First Reader, pp. 43–45. SEconD TERM.–First Reader, pp. 57-7I. THIRD TERM.–First Reader, pp. 71–84. Spelling. Lessons from the reading. Declamation. Lessons selected from the First Reader. Language Exercises. Conjugation of regular verbs in present, perfect, and first future tenses continued in Plate's First German Course. Composition. sº I. Description of objects and pictures. 2. Description of objects from an outline written on the blackboard by the teacher in form of questions and the neces- sary explanations. 3. Short stories and letters. General Exercises. Teachers are required to have on the blackboard practical work for general drill, which should be continued for one week, devoting to it a few minutes before the regular recita- tion, following by a similar exercise. 156 COURSE OF STUDY SEVENTH GRADE. Reading. FIRST TERM.–Second Reader, pp. 7-24. SECOND TERM.–Second Reader, pp. 24-43. º THIRD TERM.–Second Reader, pp. 43-59, and Plate's Grammar, first course. º Spelling. Lessons from the reading. Declamation. Lessons selected from the Second Reader. Language Earercises. The six tenses of the regular verbs, all to be completed with Plate's Grammar. Composition. Same as in Fifth Grade. EIGHTH GRADE. Reading. FIRST TERM.–Second Reader, pp. 59-8I. SEcond TERM.–Second Reader, pp. 81-IO3. THIRD TERM.–Second Reader, pp. IO3-12 I, and Plate's Grammar, first course. Spelling. Lessons from the reading. . . Declamation. Lessons selected from the Second Reader. Language Earercises. Completed with Plate's Grammar; prepositions governing genitive, dative, and accusative. Composition. I. Reproduction of short stories, fables, etc. 2. Letters. 3. Change of poetry to prose. g Schedule for the Circulation of Supplementary Reading. FIRST GRADE. +5 ſº º * ºv ~5 +5 * gT g | | | | | | | #3 || 3 | # | 3 || 3 || 3 || 2 || 5 || 3 || 3 || 3 || 3 gº evº wº- Ü) * BOOKS. * | # # # || || 3 | # | 3 || 3 || | | | | | | | | | | || $–4 *: (i) 5 | S tr; O wº- : .E. & ov; º s and 3. || 3 || > || 2 | B | \ | 3 || 3 || 5 || || | | | 3 || $ | 3 || | | 5 Cyr's Primer...................................... Mar. Apr. May June Begin ner’s Reader............................. Mar. Apr. May June Cyr's Primer ...................................... Mar. Apr. May June Begin ner’s Reader............................. Mar. Apr. May June Cyr's Primer....... .............................. Mar. Apr. May June Begin ner’s Reader.................. •- - - - - - - - - - Mar. Apr. May June Cyr's Primer ...................................... Mar. Apr. May June Begin ner’s Reader............................. May |June Mar || Apr. SECOND GRADE. +5 & e º t e B. ~5 +. * g | 3 || 5 || 5 || 3 || 3 || 3 || 3 || 2 | E # | 3 | = | s * | 3 || 3 || 3 | #" | | E | 8 || 5 || 5 || 9 || 3 || 5 || 3 | ºn tº BOOKS. P, ºf: tº 5 || || & 3 B: 9 3 || || || 5 (E 5 $-4 § | | | | | | 3 || | | | | | | | # # £ | } | . . . . . . ; & º || 3 || 2 || > ºf | 3 || 3 || 3 || || || 3 || 0 || 3 | dº | 3 | dº Child Life, First Reader.................... Sept. Oct. ||Nov. Dec. Jan. | Feb. | Mar. Apr. |May |June Lights to Literature, I....................... Sept. Oct. Nov. Dec. Jan. Feb. |Mar. Apr. May |June Stepping Stones to Literature, I...... Sept. Oct. Nov. Dec. Jan. |Feb. |Mar. Apr. May |June Taylor's First Reader....................... Sept. Oct. |Nov. |Dec. Jan. Feb. |Mar. Apr. |May June Lessons for Little Readers...... & © e º º e = * * May June Sept. [Oct. |Nov. |Dec. Jam. |Feb. |Mar. |Apr. Progressive Course in Reading, I..... Mar Apr. May June . Sept. [Oct. [Nov. (Dec. (Jan. (Feb. Graded Literature Readers............... Jan | Feb. Mar. Apr. May |June Sept. [Oct. |Nov. Dec. Stories for Children. Nov. Dec. Jan. Feb. Mar. Apr. May June Sept |Oct. THIRD GRADE. & g --- -------- @ sº º tº t; e P-, º +3 & P- g | | | | | 5 | ##| 3 | # | 3 || 3 || 3 || 4 || 5 || 3 | H | 3 || 3 BOOKS. ; | #| # || || 3 || | | | | 3 || 3 || | | # # # | | | # * ..º. q) 3 | tº tº O wººt -: .E $ºt cº ": ev-d 3 || 3 || 5 || 3 || 3 || 3 || 3 || 3 || 5 || 5 || 3 || 3 || 3 || 3 || 3 || 5 Out Doors... Sept. (Oct. Now. |Dec. Jam. |Feb. Mar. Apr. |May June Lights to Literature, II..................... } Sept. [Oct. |Nov. |Dec. Jam. |Feb. |Mar. Apr. |May |June Child Life, II gº Sept. [Oct. Nov. Dec. Jan. |Feb. Mar. Apr. |May |June Stepping Stones to Literature, II..... Sept. Oct. |Nov. Dec. Jan. Feb. |Mar. Apr. |May |June Progressive Course in Reading, II... May June Sept. [Oct. Now. |Dec. Jan. Feb. Mar. Apr. Some Useful Animals Mar. Apr. |May |June |Sept. Oct. |Nov. |Dec. Jan. |Feb. Bass's Plant Life ................ ..s e s is a es e s e e s s a Jan. |Feb. |Mar. Apr. |May |June Sept. [Oct. [Nov. (Dec. Graded Literature Readers, II........... Nov. Dec. Jan. Feb. Mar. Apr. May June . Sept. [Oct. y FOURTH GRADE. à | 3 || 5 || 4.5 | 3 || 3 || 3 | # t; . g | 3 || 5 || | | #8 || 3 || 3 || 3 || 3 || 5 . . ; sº | – || 3 || “. * | 3 || 3 || 3 | ET | < || 5 || 8 || 5 || 3 || 3 || 3 || 3 || 3 || 3 | t BOOKS. ; # | # 5 § | 3 || 3 || 3 || 3 || || || 3 | # | # | . 3 || 3 || 3 || 5 || 3 | # | 3 || 3 | # # £ | g | | | | | 3 | # § à || 3: | 2 || > * | > || 3 || 35 | E | 2 | dº | dº | dº | ſº | c. Stepping Stones to Literature, III. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June Stories of Am. Life and Adventure... - Sept. Oct. |Nov. Dec. Jan. |Feb. |Mar. Apr. May |June Graded Literature Readers, III......... |Sept. [Oct. [Nov. Dec. Jan. |Feb. Mar. Apr. May |June Short Stories of Our Shy Neighbors Sept. Oct. [Nov. Dec. Jan. |Feb. Mar. Apr. May |June Williams’ Choice Literature, II, Prim |May June Sept. Oct. Nov. Dec. Jan. |Feb. Mar. Apr. Uncle Robert’s Geography, II........... Mar, Apr. May |June Sept. [Oct. [Nov. |Dec. Jan. Feb. Alice and Tom ............................. ..... Jan. |Feb. Mar. Apr. May |June Sept. [Oct. [Nov. Dec. Nov. |Dec. Jam. |Feb. Mar. Apr. May |June Sept. [Oct. Child Life, III g g g FIFTH GRADE. à = | #| 3 || 3 || 3 | # t; g e : 5 ºS ºf & 3 | (D t tº G | . . . “ º & 5 (i) .E 'g t; O : *H @ º º sº BOOKS. is # | # 5 : § | 3 || 3 || 3 || 3 || 3 | # | 5 || || § | 3 || 3 || 5 || 3 | # | 3 || 5 | E | # | 3 || 3 || 5 | # dº | * | 3 || 2 || 5t tº > || 3 || 3 || 3 || 0 || 3 || 3 | dº Ch 11d Life, IV s Sept. Oct. Nov. Dec. Jan. |Feb. Mar. Apr. May June Familiar Animals and Their Wild Kin- dred Sept. Oct. |Nov. Dec. Jan. |Feb. Mar. Apr. |May |June Stories of Great Americans for Little Americans................ Sept. [Oct. Now. |Dec. Jan. |Feb. |Mar. Apr. |May June Animals at Home May |June Sept. Oct. |Nov. Dec. Jan. Feb. Mar. Apr. Uncle Robert’s Geography, III.............................. Mar. Apr. |May June Sept. Oct. |Nov. Dec. Jam. |Feb. Tws Girls in China ................................................ Jan. |Feb. Mar. Apr. May |June Sept. [Oct. |Nov. Dec. Discoverers and Explorers.................................... Nov. (Dec. Jan. |Feb. |Mar. Apr. |May June Sept. [Oct. SIXTH GRADE. * à | 3 || 3 | ºff 3 || 5 || 3 | # t; . g g | | | | | 5 | #8 # # | 3 || 3 || 5 || 5 || 3 || 3 || || .* | 3 || 3 || 4 || 3 5 || 5 || 3 || 5 || 3 || 3 || 3 || 3 | tº BOOKS. P, §: * * U). C bd * O ** ºp : Gº) § § 3 5 º s O 5 : E. g & 5 :8 & º || 3 || 2 | B | \ | > || 3 || 5 || 3 |. § | 3 || 3 || 3 Out Door Studies Sept. Oct. [Nov. |Dec. Jam. |Feb. |Mar. Apr. |May June Lovering’s Stories of Ohio ............... .................... Sept. [Oct. [Nov. |Dec. Jan. Feb. Mai. Apr. |May June Ways of Wood Folk................................................ Sept. Oct. [Nov. Dec. Jam. |Feb. Mar. Apr. May June The Eugene Field Book May |June Sept. [Oct. Now, Dec. Jan. |Feb. Mar. Apr. Fifty Famous Stories Retold................................. Mar. Apr. May June Sept. [Oct. Nov. |Dec. Jan. |Feb. Wilderness Ways ......... |Jan. |Feb. Mar. |Apr. |May |June Sept. [Oct. [Nov. |Dec. Stories of Great Artists.......................................... Nov. Dec. Jam. |Feb. Mar. Apr. |May |June Sept. (Oct. SEVENTH GRADE. +5 sº s ſº * tº +: tº q) (D º E. §n; & § •c; Ú) tº *: e tº 2. g | f | 5 || 3 | ##| # # | 3 || | | | | 5 || 3 || 3 || || BOOKS. $, # # | f | # § | 3 | f | 3 || 3 | # | # | 5 || 3: § | 3 || 3 || 5 || 3 || 3 || 3 || 5 | E | # | 3 || 5 || 5 | # & ºf B | 2 || > tº > || @ | 3 || > | ºf & Ö º Lights to Literature, IV......................................... Sept. Oct. Now. |Dec. Jam. |Feb. Mar. Apr. May June Spanish in the South-west...................................... Sept. [Oct. |Nov. Dec. Jan. Feb. Mar. Apr. May June Progressive Course in Reading, IV....................... Sept. [Oct. Nov. |Dec. Jan. |Feb. Mar. Apr. |May |June Story of the Great Republic................................... May |June Sept. Oct. |Nov. Dec. Jan. |Feb. |Mar. Apr. Recent G1impses of Europe Mar. Apr. |May |June Sept. [Oct. |Nov. [Dec. Jan. |Feb. Discovery of the North-west................................. Jan. |Feb. Mar. Apr. May |June Sept. [Oct. [Nov. [Dec. Story of the Thirteen Colonies.............................. Nov. |Dec. Jan. Feb. |Mar. Apr. May Juue Sept. [Oct. EIGHTH GRADE. ** tº g g t; & >, g +5 & g | 3 || 5 || 5 | #3 || 3 || 3 || 3 || 7 || 3 || 5 || 3 || – || 3 .g. (1) § * **t Y- E O t 'E * º & sº BOOKS. § # | | | 3 || || # | 3 || 3 || 3 || 3 || 3 | # | 5 || || § | 3 || || || 5 || 3 || 3 || 3 || 5 || 5 | # | 5 || 5 || 5 | # & ºr || 3 || 2 || > 3 || 3 || 3 || 3 || 7 || 5 || 3 | tº Four American Poets............................................. Sept. [Oct. [Nov. Dec. Jan. [Feb. (Mar. Apr. May June Story of the Romans ............................................. Sept. [Oct. |Nov. Dec. Jan. |Feb. Mar. Apr. |May |June Story of the Greeks................................................ Sept. Oct. Nov. Dec. Jan. |Feb. |Mar. Apr. |May |June Mother Nature’s Children Sept. (Oct. |Nov. |Dec. Jan. |Feb. Mar. Apr. May |June Williams’ Choice Literature, II............................. Sept. Qct. [Nov. Dec. Jam. |Feb. |Mar. Apr. May June Williams’ Choice Literature, I.............................. June Sept. [Oct. |Nov. Dec. Jan. Feb. |Mar. Apr. |May Four American Pioneers ... [May |June Sept. [Oct. (Nov. Dec. Jan. |Feb. Mar. Apr. Story of Lewis and Clark....................................... Apr. |May |June Sept. [Oct. Nov. Dec. Jan. |Feb. Mar. The Earth in Past Ages......................................... Mar. Apr. |May |June Sept. [Oct. Now. |Dec. Jan. |Feb. First Steps in History of our Country .................. Feb. |Mar. Apr. |May |June * Sept. [Oct. Nov. Dec. Jan. Selections from Whittier....................................... Jan. Feb. |Mar. Apr. |May |June Sept. [Oct. |Nov. Dec. Story of the English º Dec. Jan. |Feb. |Mar. Apr. |May |June Sept. [Oct. [Nov. The Boy General ......... Nov. Dec. Jan. Feb. |Mar. Apr. May |June Sept. [Oct. Howell’s Stories of Ohi Oct. [Nov. |Dec. Jan., Feb. Mar. Apr. |May |June Sept. § of spring FIELD PUBLIC schools 161 High School Course of Study. CHART OF STUDIES. LATIN-ENGLISH GERMAN ENGLISH COLLEGE PREPARATORY COURSE. COURSE. 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