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FOR THE
DISTRICT SCHOOLS
MICHIGAN
PREPARED BY
A COMMITTEE OF COUNTY SECRETARIES
THIRD EDITION
&
APPROVED AND PUBLISHED BY
THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
7,
ii
H, J,
* L A N S I N G -
ROBERT SMITH & Co., STATE PRINTERS AND BINDERS
A - I S 9 4 *-
|
*








. - - %,
“RELIGION, MQRALITY, AND KNOWLEDGE BEING NECESSARY TO GOOD GovKRNMENT AND :
THE HAPPINESS OF MANKIND, SCHOOLS AND THE MEANS OF EDUCATION SHALL FOREvKR
BE ENCOURAGED.”
—Ordinance of 1787.
• *
w
[NOTE.-Let teachers take pains to teach the above article to every pupil. It, would be well if it could
be painted on the walls of every schoolhouse in Michigan.—H. R. P.]. - - . .





THIRD edition of the State Course of Study is published to supply the con-
A. tinued demand from the schools. A few minor changes and additions have
been made, but it has been thought best not to take any radical departures from
the course which has been the guide for our rural schools for the past four years.
In issuing the first edition of the Manual, Superintendent Estabrook said:
“This Manual has been prepared with much care to meet a want that has for years
been growing in the minds of teachers and friends of education. It is confidently
hoped that the hearty co-operation of Secretaries and Boards of Examiners and all
sschool authorities will be given in this attempt to effect a more thorough organization,
and greater uniformity in the schools of our rural districts. There has been no gen-
erally accepted system of registration or uniform course of study such as is now pre-
sented in this Manual, and printed in Welch’s Register for convenience and a better
preservation of the same.”
Nearly all the counties of the State adopted the course of study, supplied the schools
with classification registers in which to record the work of all the pupils of the school.
Many boards procured cards of promotion and certificates of standing, and during the
past year a large number of counties held final eighth grade examinations on questions
prepared by the State Department, and common School certificates were issued to the
successful candidates. In many instances graduation exercises were held, and much
interest aroused.
This effort to unify and classify the work of our country schools has succeeded
beyond the most sanguine expectations of Superintendent Estabrook and his supporters.
The work in our rural schools has been more continuous, and pupils remain more
steadily in school; while the exceptionally bright pupil may not be helped greatly by
the plan, the masses of the pupils are very greatly assisted.
It is hoped that each school commissioner will advise his teachers to study and use
the Manual and Classification Register, instruct them in its use, insist upon careful
reports, and make life a burden to those who are too careless or lazy to attend to the
work.
The Classification Register and the schoolhouse key should be tied together at the
close of the term, so that they may return together at the opening of the next term.
> A few suggestive lessons in oral physiology have been added to this edition in order
to make this portion of the work more systematic and effective.
HENRY R. PATTENGILL,
Superintendent of Public Instruction.
PREFACE.
At the annual meeting of State Secretaries, held in Lansing, Dec. 25 and 26, 1889,
a resolution was unanimously adopted, providing for a committee of five to prepare a
State Manual and Course of Study that should be uniform for all the counties,
the same to be submitted to the Superintendent of Public Instruction for his criticism,
revision, and approval, and by him published for general distribution.
This course is the result of that committee's labor. In its preparation they have
consulted manuals already published by various secretaries in this State, as well as
many others now in use in neighboring states. At the same time they have advised
with secretaries throughout the State with the desire to make this course adapted to
all the counties, keeping in mind that their wants and conditions vary somewhat. The
course is offered, therefore, with the hope and sincere belief of the committee that it
#
may be readily adapted to the schools of any county.
ORR SCHURTZ, Secretary of Eaton County.
C. L, BEMIS, Secretary of Ionia County.
R. A. CULVER, Secretary of Calhoun County.
ASHLEY CLAPP, Secretary of Kalamazoo County.
P. M. BROWN, Secretary of Mecosta County.
\
INTFODUCTORY.
This Manual has been prepared with one great object in view, to
enable the children of the district schools to follow from term to term and
from year to year a plain, simple, progressive line of study that shall
give them in the end a good, common school education. Its constant aim
throughout is:
FIRST.—To introduce nothing not already taught in these schools.
SECOND.—To make the classification as simple as possible, easy for the
teacher to understand and follow, and to lighten his labors.
THIRD.—To regulate the steps from grade to grade so that pupils shall
be interested and kept in school, encouraged and credited for work done,
and that the usual waste of time and aimless work resulting from frequent
change of teachers may be reduced to a minimum.
FOURTH.--To put all the school work of the county on one common
plan, so that methods used in teaching the various branches, amount of
work accomplished, the system of reports, records, etc., may be the same.
FIFTH.—To make the work of supervision stronger and more effective,
and to enlist the interest and sympathy of parents and school officers by
making them better acquainted with what the schools are endeavoring to
accomplish for their children.
P. L. A N OF T H E C O U R S E O F STU D Y -
The course of study is divided into eight grades, each grade occupying
one year. The average number of months for the school year in district
‘schools throughout a county does not exceed eight. Each year's work, in
consequence, has been arranged with this in mind.
To enforce the course of study, a system of examinations for each term
is strongly recommended.
Examination Questions based upon the requirements outlined in
the various grades, should be printed by the commissioner and sent out to
the teachers in sealed envelopes to be written upon during the last week
of the term. Final examinations for pupils should also be arranged for.
# ' ' )
8 INTRODUCTION. f
In addition, teachers should have written examinations or reviews for
their schools monthly. ~.
T H E D A I LY P Roc R A M.
The following classes are all that should be found in the average school
of from thirty to thirty-five pupils. Often they can be reduced.
Reading.—Chart, first reader, second reader, third reader, two
recitations each, daily. Fourth and fifth readers, one recitation each,
daily.
Spelling.—Two classes, one recitation each, daily. (In primary
grades, teach spelling in connection with reading.)
Langwage.—Two classes, one recitation each, daily. (In chart,
first, and second reader classes, teach language in connection with the
reading.)
Peºmanship.–One class daily.
Aq'ithºmetic.—Four classes, one recitation each, daily; one primary,
two intermediate, one advanced.
Geography.—Only two classes, one recitation each, daily.
JHistory.—Two classes daily, one recitation each.
Civil Government.—One class daily.
NOTE.-By following directions as given in the Manual, in the grades
where geography, history, and civil government are outlined, it will be
found that much of the work of these three may be combined, and the
number of daily recitations reduced.
Physiology.—One class, one recitation daily.
EX A M I N A T | O N OF P U P I L S -
There should be a regular system of examinations by the school com-
missioner, by means of which he may judge whether the course of study
is followed and whether teachers are doing satisfactory work. Without
these examinations at regular intervals, some teachers will give the course
either a half-hearted support or none at all. Then, also, the knowledge
on the part of pupils that they are to be tested on the work here planned,
will interest them in it and make gradation popular.
It is therefore recommended that just before the close of each term
commissioners prepare sets of test questions covering the work that should
have been done by each grade during the term, place them in a sealed
envelope, put this inside a larger one, and mail to each teacher, with
directions not to open the envelope containing questions until the day
of examination. Af
-** *
i.e.
f # INTRODUCTION. 9
Upon the day of examination, let the pupils choose three of their number
to open the sealed envelope and sign their names to the blank found with
the questions, which states that these examination questions have not been
opened or tampered with. When the examinations are completed the
teacher will mark them, after which the papers of each grade are to be
securely fastened together and all kept in the teacher's desk for the
commissioner's inspection. All standings are also to be entered upon the
classification record. This is the plan now in use in several states.
These papers, the classification record, and daily register the commis-
sioner will carefully inspect while visiting a school, and he should accep
no excuses for failure to have them ready for him. *
# T H E E X A M I N AT I O N P A P E R S .
Place the name of the study as nearly as possible in the center of the
top of the sheet. -
Write on the paper so that the red line is always at the left.
Do not write upon the margin at the left of the red line.
Number the topics by placing Roman numerals between them.
Fold papers by taking hold of bottom of sheet, fold over half, then
fold one half again in the same way. Write name across one end
of paper thus folded.
i
AMOUNT OF WORK BY TERMS. HOW ARRANCED,
In the back part of this Manual is a form for giving a tabular view, by
terms, of the whole course of study, as previously outlined in detail. It is
placed there as a model to be patterned after by each individual commis-
sioner who may wish to fix the exact point or page to which work is to be
carried each term. The work for each year as arranged in this Manual
has been divided into terms whenever this could be done satisfactorily.
But it had to be borne in mind constantly that all manner of text-books
are used in the different counties, and all do not cover the ground in the
same order. Therefore, to provide against this difficulty, this scheme was
arranged. By it every county may divide each year's work into terms, to
cover an exact number of pages of the text-books. The commissioner may
arrange a similar tabular view of the course, naming each text-book and
putting in its proper column the number of the page to which each class
is to advance during each term. He may then have this printed, and
paste it in the manuals before giving them to teachers. It can be done at
very small cost. By glancing at this table a teacher can tell in a moment,
with classes that have books, just how much each grade must accomplish
during any term. The table should be arranged so that each year's work,
as laid down in the Manual, shall be covered.
2
The word “impossible” is the mother tongue of little souls.-Lord
Browgham.
|
()() URSE () F STUDY.
First Grade—First Year.
Teact-booſes.—First reader.
Apparatus.-Slate, pencil, sponge, and rule.
WHAT TO TEACH,
READING,-First reader, and supplementary reading.
ELEMENTARY SOUNDS.—The long and short sounds of vowels.
SPELLING-From reader and other class exercises.
PENMANSHIP.-With reading, spelling, and language.
LANGUAGE.-With the reading.
NUMBERS.–Combinations to ten.
DRAWING.—Lines and their combinations.
R E A D N. C.
Classification.—Reading may be divided into primary, intermediate,
and advanced. *
The primary includes the first three books with supplementary reading;
the intermediate, the fourth and fifth with supplementary reading; the
advanced, a careful study of short selections from American and English
authors, and stories from ancient classics.
P R N M A R Y R E A D N Cº.
Object.—The object is to teach to read from the printed page. When
a child enters school he has from four to ten hundred words as his spoken
vocabulary. These words he knows by sound. The time has now come
&
# *
* * { *
12 * STATE MANUAL AND COURSE OF STUDY. -
when the eye should be trained and the words of his vocabulary known by
sight. §
Our work is then to make the transition from the spoken to the printed .
word.
F I R S T R E A D E R .
Class Work.
Preparatory.—The first thing to be done is to get the child to talk. .
When he is free from the embarrassments of his new surroundings, fix
his attention upon some object and have the crayon say the word. .
The words put upon the board shall be placed there by the teacher in
script or print, letters as nearly perfect as possible. With poor writing or
printing the pupils will make slow progress.
Teach in this way two or three common names. When they are learned
well, the articles a and the should be prefixed, as a boy, a cat, a dog; the
boy, the cat, the dog. The pupils should be taught to pronounce these
groups as one word, pronouncing “a-boy” as if it were a word of two
syllables like “about.” Next teach several adjectives, as a black dog, a
white cat, etc. When the above words are learned thoroughly, a few short
sentences should be taught, as I see, we see, you see, etc. Arrange these
words into as many different sentences as possible. Continue in this way
until fifty or a hundred words have been taught. This will take from two
to three months. The words should be taken from the reader or chart that
the pupils are to use. It will be found very helpful to lead the child early
to build words by sound and to give him power to pronounce words he has
never seen. Take the word “an,” teach it carefully; then build, m-an,
f-an, p-an, sp-an, t-an, etc. [Write to Commissioner A. Hamlin Smith,
Grand Rapids, for one of his schedules for teaching reading.] * g
It will require a great deal of skill and ingenuity on the part of the
teacher to develop these words in a proper manner. While this is being
done the pupil should do a large part of the talking, and should use the
foregoing and similar expressions before they are put on the board. The
board work should be the talk of the crayon. That is, the crayon repeats
what the child says, and what the child says is the answer to the teacher's
question. 2.
Seat Work.--To aid the pupil in naming words at sight use sentence
builders, cards containing the words written or printed on them. Let
these be put together so as to form the easy sentences of the chart or
lessons. As soon as a word or two can be recognized at sight, the pupil
should be required to build the sentences, using separate words on bits of
card board. Continue building sentences until the reader is taken up.
After teaching from ten to fifteen words, put the letter s upon the
board. Teach its sound; let the pupils call it by its sound in words until,
wherever they see it, the hissing sound of s comes to the mind. Then
annex it to the word cat, letting the pupils add the sound, making the word
cats; erase and annex until the pupils will instantly recognize and pro-
nounce the word correctly with or , without the s. Then use s after other
words; prefix it also to words taught, as at, S-at; old, s-old; ing, s-ing; in,
S-in, etc.
When s is thoroughly learned, teach r in the same way, building r-at,
r-an, r-ing. Then teach m-Sound, building m-at, m-an, m-old, etc.; then
*
FIRST GRADE—FIRST YEAR. 13
f.sound, building f-at, f-an, f-old, f-in, f-it, etc.; then h-sound, building h-at,
h-and, h-old, h-it, etc.; then ch (sneezing sound), building ch-at, hat-ch,
mat-ch, ch-in, in-ch, etc. Continue teaching the sounds of consonants in
connection with reading, using them to form new words from those already
taught. Sight reading—Have daily exercises in sight reading. ---
Reader.—As soon as the required number of words have been taught
in this way and read by the pupils from the chart or printed words made
by the teacher on the board, the child should take the book; and if he has
been properly taught from the chart and board, he is now able to read
several pages of the reader at sight. From the start, try to have the
children get a mental picture of what they read. Have them read in a
natural tone of voice, speak promptly, and articulate distinctly. Up to the
time of taking up the reader, no new words can be learned by the pupil
without the aid of the teacher. He should now be given the power to
learn new words for himself. Hence elementary sounds, diacritical marks,
letters, spelling, and writing should be taught.
Supplementary Reading.—A first reader from some other series
than that used in the school should be taken as a supplementary reader.
Busy Work.-Here, as elsewhere, the teacher should use his own
judgment as to the amount of seat work and its nature. Every pupil
should be kept busy at some profitable employment. Playing with sticks,
marking with a pencil, or doing anything else with no definite aim in view
should not be permitted.
Elémentary Sounds.--To lay the foundation of spelling, the pupil,
soon after learning fifty words by word, sentence, or phonic method, should
be taught to analyze simple words by sounds. Let the teacher take a
familiar word, as cat, and ask all pupils to pronounce it in concert. Then to
learn the sound of a, ask the pupils to pronounce the word, leaving off the
last sound, as ca, then leave off the sound of c, and pronounce the vocal
sound a twice. This will give the steps cat, ca, a, a. Thus lead pupils to
pronounce each sound of the word c-a—t. Follow with words of similar
sound, mat, fat, rat, etc. Ask pupils to make lists of words representing
the same sound. Teach short sounds of vowels first. Teach the use of
º º diacritical marks early in the course. Teach pupils to articulate
istinctlv.
Three Things to Observe.-1. The elements of the spoken word
(sounds of the letters), 2. The elements of the written word (the letters).
3. The association of the letters of a word with their sounds.
I º the above is meant that words should be spelled by sound and by
etter.
Spelling.—Pupils should spell all the words in the reader and all
familiar words in other class exercises.
Each syllable should be spelled separately with sufficient pause after
each to denote syllabication without pronunciation.
Penmanship.–Pupils' slates should be ruled on one side about half
way down, as a copy book is ruled.
*m.
\
14 STATE MANUAL AND COURSE OF STUDY.
& 3. ;
The pencil should be long and sharp. .* *
Be careful about the form of letters, the movement, and the holding of
the pencil.
All written work should be carefully inspected by the teacher.
L. A N C U A C E .
In Connection with the Reading Lesson.—From the very
first induce the children to talk, wsing full statements. Frame questions
so that pupils must use sentences in answering. Talk about familiar
objects, things that interest them, such as animals, trees, plants, games,
etc. Correct errors of speech; use positive and not negative correction.
Never place incorrect forms before small pupils. Tell short, easy stories
and have pupils reproduce them orally. As soon as pupils begin to read
from the book, have them tell what they have read about. Do not put
your language into their mouths, but lead them to use their own words.
As soon as they can write, have them write on their slates daily all the
new words in reading lessons.
Before the Close of the Year.—Each pupil should be able:
To write his own name well.
To write his postoffice address. *.
To write the name of his township, county, and state.
To write the names of familiar objects.
To write lists of words from the reading lessons.
To write short sentences of from three to six words.
i
N U M B E R S -
Amount.—All possible combinations and separations of numbers from
One to ten. Easy, practical examples, to illustrate and apply each step.
Pupils taught to make neatly all figures used.
Material.-Illustrate each step by using objects, such as marbles, nuts,
pieces of crayon, stones, beans, buttons, etc. Teach pupils to represent
number on their slates by means of dots, lines, little squares, letters, etc.,
first showing them how to do this upon the blackboard. Teach pupils to
spell and write words representing number.
First Step, Grouping.—Before attempting combination or separa-
tion, teach pupils to recognize groups of objects in twos, threes, and fours.
Thus, place two crayons in the hand and ask how many. Then three and
four, changing these rapidly until they can name the number in each group.
Vary this grouping by using different objects, holding up fingers, books,
etc. Continue this exercise until pupils can recognize instantly any group
of two, three, or four objects. Do not attempt to teach the child to recog-
nize any group composed of more than four objects. Have the children
take several objects and separate them into groups of two, three, and four.
*
*
* * *
FIRST GRADE—FIRST YEAR. 15
Teach pupils to measure each number by all numbers within itself. Let
them make groups on their slates as follows: -
\, \, \, \!
\ |\ , \ |\ ,
\ |\ |\ , \!.
Then the teacher should make pupils see clearly that in each of these
three rows there are four hats. In the first row there is but one hat in a
place; in the second, two in one place (group); in the third, three in one
place and one in another.
Next lead them to tell what they see in these groups, thus: There are
four 1’s in four. There are two 2's in four. There is one 3 and 1 more in
four. Two hats and two hats are four hats. Three hats and one hat are
four hats. Four hats less two hats are two hats. Four hats less one hat
are three hats. Four hats less three hats is one hat.
(The four single objects represent the number four.)
(Here the two groups represent the number four.)
(In this the number four is represented by one group of
three objects, and one single object.)
Again.-Hold in your hand two marbles (any objects). Ask how
many marbles. Place two more with the first, keeping the two groups
separate. “Now how many?” Pupils say, “Four marbles.” Then, “Two
marbles and two marbles are four marbles.” Place four in the hand. Ask
how many. Pupils say “Four marbles.” Take away two. “Now how
many?” Pupils say “Two marbles.” Then, “Four marbles less two
marbles are two marbles.” Holding four, take four away. As before,
pupils are led to say, “Four-marbles less four marbles are no marbles, or
none.”
Next, let a pupil take two marbles one time. Then two times. Dead
him to say, “If I take two marbles two times (twice) I have four marbles.”
s So taking four, he will say, “Four marbles taken one time (once) give four
marbles.”
Take four marbles, divide them between two boys. Have the class
notice how many each gets. Lead them to say, “Dividing four marbles
between two boys gives each boy two.” Also, “Four divided by two is
two.” When a combination is thus seen to be true, it should be thor-
oughly memorized and forever afterward be known.
Making Figures and Writing Words That Represent
Them.—Teach pupils to make meat figures and to write the words that
represent them, also Roman numerals. A device like the following will be
found valuable:
OIl 6) two | three four five
| | | | | | | | | | | | | | |
* 1 2 3 4 5
*. I II. III. IV. W.

As soon as pupils can make figures, explain and have them use the signs
+ and —, X and -- so that they may use them for seat work.
# * * . , 8 ~
18, . STATE MANUAL AND COURSE OF STUDY.
Develop all numbers up to ten as explained above with the number four, .
being careful to use no combination that will introduce a number larger
than ten. Give drills in rapid addition of figures in columns, no sum to
be greater than ten. Thus: * -
2
*ºr 2 I 2
2 2 1 3 2 3 2
2 I 3 3 2 3 2 *
2 2 2 3 4. 3 2
6 5 6 9 10 : 10 10
In the same way give rapid drills in subtraction, thus:
4 6 8 10 - 5 5 9 ,
–2 –3 –4 —5 –3 –2 –4
2 3 4 5 2 3 5
Multiplications:
4 3 5 2 2
× 2 × 2 × 2 × 2 × 1 -
Divisions:
2) 4 3) 6 5) 10 2) 6.
2 2 2 3
# of 2 = 1
# of 4 = 2
# of 6 = 3
# of 8 = 4
# of 10 = 5
Making Tables. During the last term of the year have pupils, for
busy work, make tables of different combinations that shell equal the same
number, thus:
\
Combinations that Equal Eight.
Arrange in columns.
2 + 2 + 2 + 2 = 8. 2
3 + 3 + 2 = 8. 2 3 4 5
4 + 3 + 1 = 8. 2 3 3 2 5
5 + 2 + 1 = 8. 2 2 1. 1 3
5 + 3 = 8. * * * * *
4 + 4 = 8, etc. | S 8 8 8 8, etc.
In adding say, two, four, sia, eight. Do not have pupils say, two and
two are four, and two are sia, and two are eight. The latter takes too much
time and is too slow.
In the same way let them arrange tables in subtraction, multiplication
and division on slates. ".
* ,
FIRST GRADE—FIRST YEAR. 17
It may seem to many that this is a small amount of work for a year.
Bemember that it pays to do this elementary work thoroughly. When
pupils in the third or fourth year of school life are counting their fingers
to ascertain the sum of 3 and 4, we may be sure something is wrong.
Remember that if the child knows instantly the sum of 3 and 4, he also
knows the sum of 23 and 4, 53 and 4, and so on. g
D R A W H N. C.
Object.—To teach mathematical forms. This can be used for busy
work.
The Work.--While at work the teacher should develop:
1. The idea of the work to be done.
2. Rapidity in the work.
3. Neatness.
What to Teach.-During the first year the following should be taught:
Dots, used at first always, afterwards only at times, should be placed
by pupil. Drawing should train eye and hand.
Point.
Line.
1 Kinds:,
Straight.
Broken.
2. Position of Limes:
Vertical.
Horizontal.
Oblique (right and left).
3. Combination of Lines:
1. Angles—
Right.
Acute.
Obtuse.
2. Triangles—
Right-angled.
Acute-angled.
Obtuse-angled.
Equilateral.
Isosceles.
Scalene.
3. Other Figures—
Letters.
Pictures.
4. Square and diamond.
3
**.
18 STATE MANUAL AND COURSE OF STUDY. &
NOTES.—1. Do not use a rule in drawing lines or measuring. Use it only
to test the work.
2. Give correct pronunciation of names learned.
3. Have a plan for the work of each day. º
4. To give a lesson will require about two or three minutes each
day.
5. Pupils are not to learn the definitions of forms, but to know
them when they see them, and call them by their right
IlBIſlēS.
6. The dots are for guides in drawing and should be limited in
U1S6),
^,
Teact-books.-Second reader.
Apparatus.-Slate, pencil, sponge, and rule,
WHAT TO TEACH.
READING.-Second reader and supplementary reading.
ELEMENTARY SOUNDS.—As they occur in the reader.
SPELLING-From the reader and all class exercises.
PENMANSHIP.-With reading, spelling, and language.
LANGUAGE.-With reader.
NUMBERS.—Combinations to twenty.
PHYSIOLOGY AND HYGIENE.—Oral, “Suggestive Lessons,” in this edition.
DRAWING.—Oral.
R E A D N. C. .
Purpose.—(a) To gather thoughts from the printed page. (b) Ex-
pression.
Teach the new words at the head of each lesson so that pupils will know
them at sight, pronounce them correctly, and know what they mean. Be
careful to secure correct pronunciation and distinct articulation.
To teach pupils to know words at sight, point rapidly from one word to
another.
To teach the meaning of words, require pupils to give the words in sen-
tences, after they have been fully explained. Sentences to be both oral
and written.
To secure correct pronunciation, the teacher must be careful about his
own pronunciation.
To secure good articulation, give frequent drills on elementary sounds
and articulation exercises,
To be sure that pupils get thought, question them thoroughly on what
they read.
20 STATE MANUAL AND COURSE OF STUDY.
Pupils should be required to commit to memory short choice selections
to be recited before the class. These selections may be taken from the
reader or from any source not more difficult than the reader, and should
be thoroughly understood before they are committed.
There is no place in the school course where supplementary reading can
be made more profitable. It should be, generally, sight reading of inter-
esting stories, very easy second grade or hard first grade work. Let One
pupil read a portion and the others listen, and then have the story told by
them. This insures attention and inspires those who read to read well,
Expression.—Give additional attention to errors, of pronunciation
and to good expression. Aim at naturalness. Do, not read very much for
pupils to imitate. The skillful teacher succeeds in filling the pupils so
full of the sentiment of the story that expression is spontaneous. Do not
teach that the voice should fall at a period and be kept up at a comma. It
is not true. n
Elementary Sounds.-Continue the study of elementary sounds as
they occur in the reader.
Teach diacritical marks as necessary.
Drill on the sounds to become familiar with them.
Use Webster's Unabridged, or Academic, Dictionary as a guide.
Spelling.—Spell all the new words at the head of each reading lesson.
Have frequent reviews of words in the back lessons.
Spell the most common words in all class exercises.
Considerable time should be given to written exercises in spelling.
Penmanship.–Continue writing with a pencil.
Require neatness and correctness in all written work.
Movement, position, accuracy of form, and rapidity should be carefully
looked after. e
L. A N C U A C E .
Combine with the Reading.—All language for the year is to be
done in connection with the reading.
Encourage and Help Pupils to Put Their Thoughts into
Statements.-Talk about familiar objects, and lead pupils to make short,
complete statements about them. Ask questions about these objects, and
require short, but complete answers in sentences. At first these statements
should contain but few words. If the objects used are hat, book, pencil,
etc., the children should say: It is a hat. It is a book. I have a pencil.
Tell or read easy, short stories. , Have these stories repeated, first, by
answers to questions which you ask; second, as wholes, in the child’s own
language. }
Have them write sentences containing words from the reading lessons.
Have them write statements which they have already expressed orally.
Teach the use of capital letters:
1. At the beginning of sentences.
2. In proper names.
3. The words I and O.
SECOND GRAT)E–SECOND YEAR. 21
Teach also the use of period and question mark at the close of sentences.
Review first year's work.
Cawtion.—1. Always see that written work is done neatly.
Always state plainly what pupils are to do at their seats.
Make lessons short and see that they are done as directed.
Do not neglect to have these exercises every day.
. In oral reciting, require a different statement from each pupil.
Be sure to give pupils all the language work called for in their
reading books.
Remember you can have no excuse for neglecting or refusing to do
this work.
. From time to time send samples of this work to the school commis-
sioner. It will aid you greatly in getting good work.
Bear in mind daily and hourly the necessity and importance of
teaching children to talk correctly.
N U M B E R S -
Numbers from ten to twenty, following the same methods as in the pre-
vious year, not, however, putting nearly so much stress on illustrating the
different steps with objects. Where the first year's work has been well
done, object work may be almost done away with. Review constantly, in
connection with this year's work, all done in the previous year, making
that in reality a part of it.
Count by 2's, 3's, 4's, to 20. Count by 5's and 10's to 100.
Read and write all numbers that come within the limits of this year's
work. Roman numerals to fifty.
Tables.—Before the close of this year pupils should know thoroughly
the following:
Table of U. S. coins to one dollar, and to make change to fifty cents;
liquid measure to and including gallon; dry measure; number of inches in
a foot; feet in a yard; things in a dozen; days in a week: months in a year:
and to use these and apply them in practical problems. Also to use their
fractional parts, as two quarts are one-half of a gallon; six things are one-
half of a dozen; six months are one-half of a year, etc. Continue putting
on slatestables of combinations (using addition, subtraction, multiplication,
division), as directed in last part of previous year.
Seat Work.-Putting on slates tables last mentioned, and such as:
20 cts. = 4 five cent pieces. 1 gallon = 4 quarts.
20 cts. = 2 ten cent pieces. 2 gallons = 8 quarts.
15 cts. = 1 ten cent piece and one five. 3 gallons = 12 quarts.
10 cts. = 2 five cent pieces. # gallon = 2 quarts.
Give constant drill in these, requiring neatness and accuracy.
Numbers Applied.—Do not fail to give countless examples applying
all that is learned in combination of numbers and in all tables.
Models for Application.
will a gallon cost?
One quart of milk costs five cents, what
22 STATE MANUAL AND COURSE OF STUDY.
I pay $3 a week for board, and $1 a week for other things, what will I
pay out in one month? Have these put on slates thus: 4 × 5 cts. = 20
cts. $3 + $1 = $4. 4 × $4 = $16.
Before the close of the year pupils should commit to memory thoroughly,
in tabular form, those parts of the multiplication tables that do not carry
the product above twenty. Thus, for the 2's the table will be:
1 × 2 = 2. For the 3's.—1 × 3 = 3. For the 4's.--1 × 4 = 4.
2 × 2 = 4. 2 X 3 – 6. 2 X 4 = 8.
3 × 2 = 6. 3 X 3 = 9. 3 X 4 = 12.
4 × 2 = 8. 4 × 3 = 12. 4 × 4 = 16.
5 × 2 = 10. 5 × 3 = 15. 5 × 4 = 20.
6 × 2 = 12. 6 X 3 = 18. <--
7 × 2 = 14.
8 × 2 == 16.
9 × 2 = 18.
10 × 2 = 20.
So for each digit, keeping within 20 for the product.
Let the time in class be largely spent in rapid combinations. Proper
drill will make children wonderfully expert in this. Around the margin
of some figure as a circle or square, let a number be placed and in the
center the number that is to be combined with each of the others, care
being taken not to exceed the proper limit. By simply changing the figure
in the center, a great variety of combinations may be had. Teach children
to make change as the merchant makes it. A quantity of toy money costs
but a trifle and is a profitable investment for any teacher,
P H Y S I O L O C. Y. A N D H Y C I E N E .
Tremarks.-In teaching this subject only common names should be
used. Make the work as simple as possible. It should all be oral teach-
ing until pupils reach the fifth grade, then a book should be used. This
oral teaching should be done in connection with the reading and language,
and should be conducted in a conversational manner, the teacher asking
questions and the pupils answering and telling their little stories.
*
Early Childhood;
1. A child's helpless condition.
2. Who took care of him and preserved his health?
Mother, father, grand-parents.
3. Dangers to the body. &
Fire, some plaything, poisons, etc.
4. Care of the body.
Feeding, bathing, and clothing.
*
BLACKBOARD.
My parents took care of my health.
I must now learn to take care of my own health.
SECOND GRADE—SECOND YEAR. s 23
Note.—Use blackboard exercises, all that are necessary to impress facts.
Our Bodies:
I. What they do:
i Think, talk, move, rest, sleep, eat, drink, breathe.
II. Parts:
Skin, flesh, bones.
* Note.—1. Give instruction about bathing.
2. Explain fat and lean.
3. Experiment. Bone in acid or fire.
BLACKBOARD.
Reep the skin very clean.
We must not let our bones bend out of shape, for they may stay.
Muscles grow strong by use.
III. How made to grow:
1. By exercise, play, and work.
2. By what we eat and drink.
BLACKBOARD.
It is best to eacercise in the sunlight and pure air.
Alcohol and tobacco cause disease and shorten life.
Note.—1. Talk with pupils about food. Show that tobacco is not a food.
Men live without it; other animals do not eat it; if eaten it makes one
sick; it is a poison.
2. Water is the only proper drink; all animals drink it. Alcohol is not
a drink; other animals do not drink it; if drunk it makes one sick; it is a
polSon.
3. Tell interesting facts in the history of tobacco and alcohol.
NOTE.-See “Suggestive Oral Lessons in Physiology.”
D R AW N. C. .
COMBINATIONS OF LINES, CONTINUED.
*, 1. Quadrilaterals. 2. Polygons.
Diameter. Pentagon.
Diagonal. Hexagon.
Rhombus. Heptagon.
Oblong. Decagon.
Rhomboid.
Trapezoid.
Trapezium.
NoTE.—1. Teach the above as directed in the first grade.
24 * STATE MANUAL AND COURSE OF STUDY. \
2. Review the forms and names taught in the first grade.
3. Besides the forms given above, pupils may make original designs, as
houses, dishes, etc., anything that requires only straight lines.
4. Do not require pupils to learn to pronounce or spell the words in the
above list. They are merely to draw the figures.
5. Polygons in following order in second grade,--hexagon (based on tri-
angle), pentagon, decagon (based on pentagon), heptagon (infre-
quent in occurrence and therefore unnecessary).
8quares, triangles, hollow four and five pointed stars, overlapping around
a common center, or stars intertwining give matter for ambition in line of
original work to feed upon.
?
Third Grade–Third Year.
Teact-books.--Third reader, language, and copy-book.
Apparatus.--Slate, pencil, sponge, rule, pen, ink, and practice paper.
WHAT TO TEACH.
READING-Third reader and supplementary reading.
ELEMENTARY SOUNDS.—As they occur in the reader.
SPELLING.--With reader and all other class exercises.
PENMANSHIP.-Copy-book.
LANGUAGE.-Oral.
NUMBERS.—Combinations to one hundred.
PHYSIOLOGY AND HyGIENE.—Oral. “Suggestive Lessons,” in this edition.
DRAWING.—Oral.
R E A D N. C. -
Purposes.—(a) To gather thought. (b) To study words. (c) Ex-
pression. (d) Good language.
See second grade.
In this grade require pupils to give the substance of the lesson in their
own language, sometimes oral, sometimes written.
Supplementary Reading.—A third reader of another series.
Elementary Sounds.--See first and second grades.
Spelling.—See second grade.
Increase the amount of written spelling.
Have all geographical names and names of persons spelled as they
-occur in the reader.
4
*
sº
26 STATE MANUAL AND COURSE OF STUDY. *
Spell words in classified groups as follows: the names of the different
parts of a house as one group, the names of things used in the kitchen,
garden vegetables, grains, animals, trees, etc.
There should be some study of primative and derivative words. Some
of the most common prefixes and suffixes should be learned.
This study of words can be brought in as a part of the language work.
TJse of dictionary should be commenced. Diacritical marks taught. *
IPenmanship.–Copy-book. Secure good movement, rapidity, and
accuracy of form. * th
L. A N C U A C E .
Iłe-write short sentences, changing singular nouns to plural and plural
nouns to singular. Make questions out of these same sentences.
Model.
The dog barks.
The cow drinks.
Change to— The dogs bark,
The cows drink. \
§ Does the dog bark?
Do the cows drink?
Write sentences describing simple actions, sentences containing one or
more given words, sentences with answers to what is seen in a picture, and
what is told in reading lessons. Put new words from the reading lesson
into sentences.
Teach correct use of is and are, was and were, has and have, seen and
saw, this and these, that and those, etc., and the possessive form of the
noun in written sentences. `
Drill upon the correct use of such words as to, too, two; no, know; there,
their; right, write. $
Teach pupils to write names of the days of the week and months of the
year. Also the use of the comma in a series, and in direct address.
Write short stories which the pupils have been taught to tell naturally.
Dictate sentences and little stories, containing short sentences, for pupils *
to write. *.
Teach grammatical forms of pronouns and verbs; common homonyms;
use of ought, ought not, and forms of who.
NOTES.—1. In the writing of stories (little compositions) require cor- \.
rect form from the first.
2. Subject at the top of slate or paper, half way across the page, and
underscored.
3. Indentation of first line of each paragraph.
4. Hyphen to show the division of a word at the end of a line.
5. A capital letter at the beginning of each sentence.
6. The proper terminal mark at the close of each sentence.
7. The pupil’s name just below and at the right of the production.
8. Send samples to the county commissioner from time to time.
-º &
THIRD GRADE—THIRD YEAR. 27
N U M B E R S .
Numbers to 100, following directions of preceding years. Reading and
writing numbers with not more than three periods. Multiplication tables
all completed and thoroughly known. Roman numerals through one hun-
dred. Use constantly all that has been learned in previous years in con-
nection with this year. Give drill exercises constantly in rapid addition.
Additions of numbers, not to exceed two periods, where carrying is
involved. Subtraction of numbers, not to exceed two periods, involving
borrowing. Multiplying and dividing, first with multipliers and divisors
of one figure. When pupils can do this well, let multipliers and divisors
contain two figures. Review and use tables already learned (U. S. money,
liquid and dry measure, linear measure, and time table). Teach pupils to
use and understand thoroughly the terms sum, difference, minuend, sub-
trahend, multiplicand, multiplier.
In teaching the tables, so far as possible, have the units present and let
the children become familiar with them. Pupils find it difficult to remem-
ber tables because too often they mean nothing to them. A foot rule.
divided into inches, a yard stick, and many other measures may be readily
obtained. Remember that a child can have no conception of a pound till
he has lifted it.
Practical Examples.—Select and use practical examples, such as
are met with in business life, for the purpose of applying what the pupils
know and are learning about the properties of numbers.
Writing and Reading Numbers.-In reading numbers do not
teach pupils to “begin at the right and numerate” until they reach the
left hand figure. Teach the name of the first period, second, and third,
saying nothing about the third, however, until pupils can read numbers of
two periods readily. Take the number 325,132, for instance. Read 325 as
if standing alone, then name it. Whenever a number stands in the sec-
ond period its name is thousands. No directions need be given for 132,
except to read as if it stood alone, without naming. When other periods
are taken up, teach their names, then give these names to numbers that
stand in them.
During the year give exercises in very simple fractions, involving such
as #, #, #. , etc.
Analysis.-Require oral analysis, but make it very simple. Thus, if
the problem be, “If Bessie have eight cherries and give three to Charlie,
how many will she have left?”, the analysis should be as follows: She will
have the difference between eight cherries and three cherries, which is five
cherries. Do not require a lot of “if,” “therefore,” etc.
P H. Y S I O L O C. Y. A N D H Y C. I E N E .
See notes and remarks, second grade, also “Suggestive Lessons,” in this
edition.
Our Bodies, continued:
IV. Divisions.
Head, trunk, limbs.
Ö f
28 STATE MANUAL AND COURSE OF STUDY.
NOTES.—I. Head. *
1. A bony box called skull; what it contains. Show that the brain is
the seat of thought; how alcohol and tobacco affect it.
2. Talk of the different forms in which tobacco is used.
3. Teach to preserve the teeth.
II. Trunk.
. Divisions, chest and abdomen. *
. Explain the position of the chest, how it is made, the organs it
contains and what they do.
. Show the effects of alcohol and tobacco on the heart, blood, and
breath.
. Explain the position of the abdomen, how it is made, the organs it
contains and what they do.
. Show the effects of alcohol and tobacco on the stomach.
III. Limbs. º
1. Explain the use of the muscles and bones.
2. Show the effects of alcohol and tobacco on the limbs, in the unsteady
gait and trembling of the hands. f
.
D R AW N. C. .
Curved Lines.
1. Circle.
Circumference.
Diameter.
Radius.
Semicircle.
Arc. w
Chord. -- &
Segment.
Sector. f
Quadrant.
2. Other figures.
Trefoil.
Quarterfoil.
NOTES.–1. Teach the above as directed in the first grade.
2. Review the forms learned in the first and second grades.
3. In review, pupils make original designs, using both curved
and straight lines. \
4. Tºrs should also dictate new designs, using both kinds of g
IIlêS.
5. Curves applied to graceful forms of Greek vases, over-lapping
coins, solid rings, etc. Compound curves. Curves applied to
forms from nature, leaves of lilac, geranium, clover, etc.
Principles of nature's curvature.
Fourth Grade—Fourth Year.
Teact-books.--Third reader, language, copy-book, and arithmetic.
Apparatus.-Slate, pencil, sponge, pen, ink and practice paper.
WHAT TO TEACH.
READING.—Third reader and supplementary reading.
ELEMENTARY SOUNDS.—As they occur in the reader.
SPELLING.—With reader and all other class exercises.
PENMANSHIP.-Copy-book.
LANGUAGE.-Oral, book as guide.
ARITHMETIC.—Text-book, first book begun and completed.
GEOGRAPHY.—Oral.
PHYSIOLOGY AND HYGIENE.—Oral, “Suggestive Lessons.”
R E A D N. C. .
See second and third grades for methods.
Elementary Sounds.-See second grade. With this all the element-
ary sounds should be learned.
Spelling.—Same as second and third grades. Increase the amount of
written spelling and diminish the amount of oral spelling.
Benmanship.–See third grade.
L. A N C U A C E .
Continue the Work of Previous Grade.—Write substance of
the reading lessons, descriptions of pictures, and stories suggested by
pictures. Write interesting stories told the class. Write sentences illus-
t
30 STATE MANUAL AND COURSE OF STUDY.
trating the meaning of words found in reading lessons. Write about
persons and incidents brought out in reading lessons.
Abbreviations.—Teach use of the period in abbreviations, such as
Mr., Mrs., Dr., Mich., etc., and with initials. Use apostrophe in contrac-
tions; as I’m stands for I am, don't for do not, can't for cannot, I’ll for I
will, etc. The use of quotation marks.
Letter Writing.—Teach the form thoroughly before pupils write a
letter. Copy the following form, and afterwards reproduce it from mem-
ory several times.
LETTER FORM.
= * = * * = - * * * * = ** = = = ** = * = - = * * = - as as was sº sº sm &
(Salutation) sº
* = * = * * * = ** = s. mºs ºs sº am * * * * as ºf ºss m, sº ses ºr ºs sm sº sºme &
* * * = * = * * * = = = - - - - - - - - - - * = * * * = ** = * * * * * * * * * * * * * * * * * * * * * * * * * * * = * = a- - - - = s.s. sº am a-, * = -s ºne sea as *, * * *s, * * * *
- * = = - - - - - - - - - - - - * = * * * * * * * * * * = * * * * * * * * * * * * * * * * * * * * * * * = ** = * * * * * * * * * * = ** = s. * * * * = ** = * = = as * = as ame
* * * * * * * = - - - - - - - - - - - * * * = * * = = * * = = * * * = = = * * * * = * * * * * = * * * = * * * = = = a- - - - - * = - = * = as sº -- * * = * * * = * * = = sm
* * * * * * * * = = * * * = * * * * * * = ** = ** = ** = * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * = a- - - - - -, -, * * * = ** = e º sº, sº * = sº se as sº
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- * - - - - - - - - - - - - - *
(Signature)
* * * * * * * * * * * * * * * * * * * * * *-s ºsmº mº * * * = = * * * * = &
Teach synonyms to enlarge vocabulary of pupil. Use all of the marks
used in lessons.
A R T H M ET || C =
First Book Completed.—This contemplates a two-book series.
The first of these is now put into the hands of the pupils. If the work of
previous grades as outlined has been thoroughly mastered, pupils will com-
plete the book without trouble. *
Remember no text-book contains all that is needed. The first book of
some authors whose arithmetics are found in the schools is simple enough,
especially the first part, to be used during the latter half of the previous
year. When this is the case, a book may be used to supplement the line
of work there laid down.
&
~,
§
*
FOURTH GRADE—FOURTH YEAR. 31
Fall Term (Ordinarily from two and one-half to three months).-
Should cover—
Notation and Numeration.—The study of these should aim at
rapidity, so that pupils write or read without hesitation numbers of four
periods, knowing the names of these periods and the orders in the periods.
Practice reading and writing numbers much.
Addition and Subtraction.—This will consume but little time,
for pupils have had much drill in previous grades. Allow no counting on
fingers or by marks. Aim at speed and accuracy.
Multiplication and Division.—This work should complete and fix
in mind all the drill that should ever be necessary for pupils. Give enough
examples to secure accuracy and rapidity. Remember to test thoroughly
the pupils’ knowledge of multiplication tables. If they show any forget-
fulness of these tables, review them daily in connection with the other
work. 4.
Long Division.—This demands patient and persistent drill. Too
often pupils make slow progress because they obtain the succes-
sive quotient figures from the answers of the book. Here, as else-
where, give examples outside the book. Teach pupils to notice and compare
each partial product with the partial dividend from which it is to be sub-
tracted. This will be a check upon the quotient figure in one direction.
After the subtraction is made, let the remainder in like manner be com-
pared with the divisor. This will decide the matter in the other direction.
Scheme for Division.—Many teachers have found the following
plan a good one to make division plain and easy: First, write the dividend
with the divisor at the left as usual. Then write out a table of products
obtained by multiplying the divisor by each of the nine digits. Thus:
15 × 1 = 15 ; 15 pºe 595.
15 × 2 = 30 15 325,425 | 21,695.
15 × 3 = 45 30
15 × 4 = .60 º-
T5 × 5 = 75 25
15 × 6 = 90 15
15 × 7 – 105 -
15 × 8 = 120 104
15 × 9 = 135 90
142
I35
75
75
. By comparing these products with each partial dividend, the pupil sees
immediately what to write for the quotient figure. His multiplications
are already made, so that no time is lost.
32 STATE MANUAL AND COURSE OF STUDY.
TVWinter Term.—The work of this, the winter term (usually four
months) should cover the following:
FACTORING.—Make the distinction between prime and composite abso-
lutely clear. Resolve numbers into composite, then prime factors. Have
pupils name and write the prime factors of numbers to 100, and drill until
no mistakes are made in recognizing them instantly. A simple and easy
plan is to separate a given number into two large factors, readily perceived,
and treat these similarly. Thus: 72 = 9 × 8, 9 = 3 × 3. 8 = 2 × 2 × 2.
Then, 72 = 3 × 3 × 2 × 2 × 2. Drill thoroughly upon aliquot parts of 100.
This will be of great service to pupils in many parts of their subsequent
work.
Fractions.—Addition, subtraction, multiplication, and division. This
cannot be done too thoroughly. Much of reducing mixed numbers to
improper fractions, and the reverse. Give much practice in adding and
subtracting fractions having common denominators, both oral and written,
using only small denominators.
EXAMPLE.—Add +, # and #; #, 3 and 3. In same way subtract. Require
all written work to be done neatly and accurately.
Spring Term.—Finish the book, reviewing as much of the previous
term's work as possible.
FoEM.—In all arithmetic work, insist upon good form. To save them-
selves a little work, pupils will fall into slovenly habits in this regard. In
the solution of a problem it is necessary to add 25 and 15 and then multi-
ply this sum by 12. The pupil writes “25+15–40×12=480.” Not infre-
quently the multiplicand and multiplier are interchanged, the multiplier
appearing as a concrete number. Give this matter constant and persistent
attention.
C E O C R A P H Y.
No book is to be given the pupil. Lessons all taught orally. Teach, [1]
position, place, locating objects at hand, in School room and on School
grounds, etc. [2] Direction—east, west, north, south: use these in
describing location or place of objects near at hand and in sight. [3] Dis-
tance, taught by comparing nearness of objects to pupils, to each other;
idea of foot, rod, mile, etc., brought out. [4] Map. Develop the idea by
representing school room on blackboard. First draw the outline of the
floor, on a scale, as one inch to the foot; have pupils measure length of
room and width. Then represent these accurately, with proper number
of inches. Locate, then, by accurate measurements, doors, windows, stove,
teacher's desk, etc. [5] Draw map of school grounds, locating trees,
schoolhouse and other points of interest. [6] Draw map of township
and locate all the schoolhouses, principal highways, streams of water,
churches, etc. Drill pupils on these maps until they can locate these
objects and draw the entire map. [7] With this township map develop
idea of surface, level, hilly, etc. Also bring out idea of sloping surface,
plain surface. [8] Idea of hill; represent it on blackboard. Hill and
mountain, range of hills; streams of water, lake. [9] Draw map of county
tº #
* -->
FOURTH GRADE—FOURTH YEAR. 33
* ;
on board, first in outline. Have pupils locate principal points of interest,
such as the towns, county seat, streams, hills, lakes, and ponds, etc. Then
study the map with pupils until they are able to locate these when ques-
tioned, and are able to sketch the map. This gives them a knowledge of
that portion of the country where they live, its surface, soil, etc.
Then draw out the following things about the township and county:
1. Trees, kind.
2. Soil,-clay, sand, loam, etc.
3. Grains,—wheat, oats, corn, etc.
4. Vegetables, potatoes, beets, etc.
5. Fruits, apples, pears, berries, etc.
6. Foods.
7. Plants and products for clothing.
8. Animals.
9. Birds.
10. Reptiles, fish, etc.
P H. Y S I O L O C. Y. A N D H Y C. E N E .
REMARKS.—Review rapidly the work of the second grade and more
carefully the work of the third.
The Work.-1. Give a general outline of the location and character
of the brain and nerves.
Give a general outline of digestion; show some of the changes that
take place in the food, and how the digested food enters the blood.
Explain the heart and give a general outline of the circulation,
Explain in a simple way the functions of the lungs and diaphragm.
In each of the above show the effect of alcohol, tobacco, and other
narcotics.
Teach in a limited way the eye and ear.
Use blackboard exercises all through the work.
D R A W I N C".
i
The cube in every possible position. Shade and shadow of same.
Drawing of boots, chairs, tables, etc., based on cube. Mechanical designs
of same.
Original designs based upon principles of curves given in third grade.
Designs by pupils to fill given space.
5
; , , )
Fifth Grade–Fifth Year.
Teact-books.--Fourth reader, language, elementary arithmetic, physiol-
ogy and hygiene, copy-book, geography, and spelling-book.
Apparatus.-Slate, pencil, sponge, pen, ink, and practice paper.
WHAT TO TEACH,
READING.—Fourth reader.
SPELLING.—Spelling-book for first time.
PENMANSHIP.-Copy-book.
LANGUAGE.--Text-book.
ARITHMETIC.—Second book to decimals.
GEOGRAPHY.—First text-book.
PHYSIOLOGY AND HYGIENE,--Text-book, “Suggestive Lessons.” -
R E A D N. C.
Up to this time the object has been to teach to read. The work of the
fifth grade should be more comprehensive. Besides continuing to teach to
read, the study should assume more of a literary character.
Our primary object is now to cultivate a taste for good literature. Authors
should be studied in a limited way. When, where, and how they lived.
Some of their most important works should be discussed, and read if possi-
ble. Study carefully all of the selections given in the reader. Here words
should be studied, as synonyms, derivatives, and primitives. The most
important historical allusions and rhetorical figures should be thoroughly
understood. 2”
Supplementary Reading.—A fourth reader from another series than
that used in school, should be used as supplementary reader. Require
pupils to commit short extracts to memory, and to give the º;
what they read both orally and in writing, as in the second reader. Pupils
should now have free access to the dictionary.
3
5
FIFTH GRADE—FIFTH YEAR. }
S P E L L || N. C.
The spelling-book should now be taken. Spelling mostly written. The
meaning of every word should be known. This should be tested by
requiring pupils to use the words in sentences after they have been fully
explained. The sentences should be both oral and written.
Be thorough in pronounciation, articulation, accent, and syllabication.
Teach to use the dictionary.
Continue spelling in all class exercises.
P E N M A N SH 1 P.
See third grade.
Be sure that the work is thoroughly done. Question carefully upon the
rules for making the letters, and require letter analysis.
LAN cu Ac E.
Continue written reproduction of reading lessons, short stories and
descriptions. Reproduction in writing of gems of prose and poetry com-
mitted to memory. Rewrite in pupil’s own language poetry found in read-
ing lessons. Letter writing and business forms. Exercises dictated by
teacher and written by pupils.
Continue drill in uses of period, comma, interrogation and exclamation
points, apostrophe, and quotation marks.
Give much drill on proper use of verbs in common use that are habitu-
ally misspoken and incorrectly used, such as lie, lay; set, sit; teach, learn;
did, done, etc. Require much sentence writing in connection with these.
Nouns.—Teach pupils to distinguish and point out nouns. Show
objects and have them named. Pupils write these names. Make lists of
nouns from things about the school, from reading and other lessons.
1. A person.
A NOUN MAY BE THE NAME OF ( 2. A place.
3. A thing.
| Proper.
Adjectives and Adverbs.-After the same manner teach adjectives
and adverbs.
A R § T H M ET I C .
Second Book.--Beginning with the second book cover thoroughly
everything to decimals. With books that give decimals before common
fractions, change the order and teach common fractions first. Draw on
different text-books for supplementary work. Be thorough in definitions,
rules, and analysis. Too many pupils “finish” arithmetic mechanically,
and have not learned to think or reason. Require reasons for solutions to
be stated understandingly.
Fall Term.--Fundamental operations, definitions, and rules. Factor-
ing, common divisor, greatest common divisor; multiples, common multi-
ple, least common multiple.
&
} Aº a j
36 STATE MANUAL AND COURSE OF STUDY.
Throughout fractions, as in many other subjects, cancellation is of great
importance and should be thoroughly mastered. The divisibility of num-
bers should receive careful attention. There is no test for 7 that is of any
practical consequence, but those for the other digits are simple and should
be thoroughly understood. *
Winter Term.—Fractions through reductions, addition, subtraction,
multiplication, and division.
Lead pupils to see that the value of a fraction varies with operations
performed upon numerator or denominator as does the quotient with like
operations upon dividend and divisor, *
During this term teach pupils to make out bills of various kinds, such as
bills of purchase, bills of sale, bills for work done, etc. Place on the black-
board forms like those given below. Have these copied until the pupils are
familiar with them. Then give examples that require these forms, and
have pupils arrange them in neat, accurate shape, carrying them out in
detail, regeipting, etc. These exercises may be made a part of the regular
language work during a part of this term.
|BILL FOR SERVICES.
LANSING, Dec. 21, 1893.
J. N. Wood,
To J. N. Weir. Dr.
Oct. 15 To 1 day's labor hauling stone --------------- @ $2.50
“ 2 days’ use of team and wagon ------------(3) 3.00
Oct. 20 To 3 days’ labor drawing lumber------------- @ 2.50
“ 3 days' use of team and wagon ------------ @ 3.00
Dec. 5 To 2 days’ labor cutting wood---------------- @ 1,50
“ 1 day's use of team drawing wood -------- @ 3.00
Received payment,
J. N. WEIR.
^.
FIFTH GRADE—FIFTH YEAR. 37
|BILL OF PURCHASE.
DETROIT, Feb. 3, 1894.
N. J. Squire.
Bought of Raynor, Smith & Co..
Retail Grocers.
5 lb coffee -------------------------------- @ 35c
& 10 lb sugar -------------------------------- G 76.
3 it) *… ---------------------------- -- (3) 50c.
5 Ib raisins ---------------------- --------- (3) 10c.
5 lb rice ---------------------------------- @ 8c.
3 Tb crackers ----------------------------- @ 8c.
2 gal. molasses---------------------------- @ 45c.
% Ib pepper------------------------------- @ 50c.
Received payment,
RAYNOR, SMITH & Co.
Spring Term.—During a part of this term use problems that give
practice in articles of commerce bought and sold by the hundred-weight,
by the thousand and the ton, such as beef, pork, lumber, shingles, hay, etc.
For the remaining part of the term, review fractions and apply them to
practical problems.
C E O C R A PHY.
Pupils are now ready for the first text-book. Definitions should now be
thoroughly taught, excepting definitions of mathematical terms, which
should be delayed for a time. A globe should be had, if possible. Even
a cheap one is better than none. With the globe in hand, give lessons,
endeavoring to impart to pupils correct ideas of the earth's surface, form,
| * -
38 STATE MANUAL AND COURSE OF STUDY.
|
etc. Supplement this with use of an outline map of the world. Aim in
these lessons only to give a clear outline image of the earth's surface, its
continents, oceans, zones, etc. Keep an outline map before the class while
giving these lessons. f
Map Drawing.—Pupils should draw the maps they study, not by rule
and measurements, but so as to give to them a mental picture of what is
learned and to impress it upon their minds. Each map is to be thor-
oughly mastered, studied, and talked about until the child can shut his
eyes and see it, and sketch it with crayon or pencil. First book half
completed. **
First Three Months.-First book to the map of North America.
Fourth Month.-Map of North America.
Fifth Month.-Map of the United States.
The Rest of Year.—The divisions of the United States, and review.
P H Y S I O L O C. Y. A N D H Y C. I. E. N. E .
In the fifth, sixth, seventh, and eighth grades text-books should be used;
a primary book with the fourth reader, and an elementary book with the
fifth reader. The physiology and hygiene should take the place of the
reading once each week during the last four years of the course. This
work should not be simply reading, but as thorough a study of the subject
as the scope of the text-book will allow.
|
D R A W H N C .
Elements of perspective.
Working drawings of simple objects.
Perspective applied to simple objects. .#
Shade and shadow of simple objects.
Sixth Grade–Sixth Year.
Teact-Books.-Fourth reader, language, arithmetic, physiology and
hygiene, copy-book, geography, and spelling-book.
Apparatus.
Slate, pencil, sponge, pen, ink, and practice paper.
WHAT TO TEACH.
BEADING-Fourth reader.
SPELLING.-Spelling-book.
PENMANSHIP.-Copy-book.
LANGUAGE.-With text-book, or orally with text-book as a guide.
t- ARITHMETIC, Second book, Decimals, measures of extension, weight,
capacity, etc., compound numbers, solid measure.
GEOGRAPHY.—Text-book. Review. British America, Mexico, Central
America, South America, Europe, Asia, Africa.
PHYSIOLOGY AND HYGIENE-Text-book, “Suggestive Lessons.”
Reading.—See fifth grade for methods.
Spelling.—See fifth grade.
Penmanship.–See fifth grade.
Copy and fill out business forms in connection with arithmetic.
L. A N C U A C E .
Continue the work of the previous grade. Have pupils describe orally
and in writing, journeys and pleasure excursions. Biographical sketches
of prominent men whose names are met with in reading or other lessons.
Geographical essays. Continued oral and written reproduction of reading
40 STATE MANUAL AND COURSE OF STUDY.
lessons. Continue to teach nouns, adjectives, adverbs. Also during this
year teach the pronoun and the verb, so that pupils are able to recognize
and point them out quickly and readily. ;
Subject and Predicate.—Teach the two essential parts of the sen-
tence, the subject and the predicate, so that pupils can point them out
readily,
Do hot yet make much use of formal definitions.
This work should be done thoroughly so that the pupils are prepared to
begin the study of technical grammar with the text-book at the beginning
of the ºpext year.
A R L T H M ET || C .
Fall, Ter???.
Decimal Fractions.—There is nothing difficult about decimal frac-
tions when the decimal point is once understood. All operations to be
here used, except the fixing of the decimal point, pupils understand, and are
able to use. The one great thing for the teacher is to make clear and fasten
in the pupils' minds the laws which fix the decimal point. They are easy
to learn and easy to understand. The text-book makes everything clear.
Let the teacher study how to teach it well, and all will be made plain to
pupils. In pointing off in multiplication and division, never allow a pupil
to guess at it. Constantly ask, “Why do you place the point there?”
“Would it not be right to place the point here?” Compel pupils to give
reasons (which is merely repeating the rules) until they cannot be deceived
and are proof against mistakes. Teach thoroughly how to reduce common
fractions to decimals, with the same care about pointing off. Also to
reduce decimals to common fractions. Apply decimal fractions to U. S.
money in accounts and bills.
Writing Decimals.--Too often this is a sort of “cut and try”
process. A pupil is told to write 25 millionths. He writes the 25 and
them proceeds to prefix ciphers till, after repeated trials and “numerations,”
the result is reached. Have none of this nonsense Let the names of the
first six decimal places be thoroughly mastered. We seldom have use for
a higher number than this. Pupils should be able to give instantly the
name of any place asked for, as 2d, 5th, 3d, etc. Conversely, the teacher
giving the name, the pupil should be able to give the number. Suppose,
then, the pupil is told to write 375 millionths. He knows instantly that
the right hand figure of this expression must be in the 6th place The
expression, 375, will fill three of these places, hence three ciphers will be
needed. All this is seen at a glance and the number is written, as it
should be, from left to right without hesitation. **
JWºte?" Te?????.
If the fall term has been long enough (not less than three months), to
finish decimals, the work for this term will consist in learning and apply-
ing the tables of measures of extension, capacity, weight, time, etc.
SIXTH GRADE—SIXTH YEAR, 41
Compound Numbers.-Exercises in reduction, addition, subtrac-
tion, multiplication, and division.
#
Measurements.-Give much drill upon problems that relate to meas-
urements of surface, such as plastering, carpeting, papering, land, etc.
Spring Term.
Solid Measure.—Board and timber measure, examples relating to
measurements of bins, timber, walls, cellars, wood piles, areas, and solids
of all kinds. Give a large number of practical examples that will make
pupils entirely familiar with these.
Review the work of the previous term to fix it well in mind.
c Eoc R A PHY.
During First Three Months.-Review the work for the first three
months of fifth grade.
Fourth Month.--British America, Mexico, and Central America.
Fifth Month.-South America.
Sixth Month.-Europe.
Seventh Month.-Asia.
Eighth Month.-Africa.
REMARKS.–Make but one class in geography for the fifth and sixth
grades. After the first three months' work, which is the same for each
year, it will make little difference whether the fifth grade pupils begin
with North America, or with British America, Mexico, and Central
America.
P H. Y S I O L O C. Y. A N D H Y C. I E N E .
See fifth grade.
D R A W H N C .
Practice in free hand circle and curve drawing.
Elements of perspective applied to drawing streets of houses, series of
rooms, etc. *
6
f
Seventh Grade–Seventh Year. ,
**-
Teact-books.-Fifth reader, language, advanced arithmetic, copy-book,
geography, history, civil government, spelling-book, physiology and
hygiene.
Apparatus.--Slate, pencil, sponge, pen, ink, and practice paper.
WHAT TO TEACH.
READING.—Fifth reader.
SPELLING.—Spelling-book. * S
PENMANSHIP.-Copy-book.
GRAMMAR.—Text-book. e
ARITHMETIC.—Percentage, commission, taxes, stock, simple interest,
true and bank discount, exchange, partial payments.
GEOGRAPHY.—Michigan, United States, South America, Europe, ,
PHYSIOLOGY AND HYGIENE.-Text-book.
U. S. HISTORY..—To Revolutionary Period,
R E A D N. C.
See fifth grade for methods.
Continue giving and writing an outline of the lesson, and the study of
words, historical illusions, and rhetorical figures.
All through the intermediate work require the committing to memory of
short selections to be recited before the class or school. *
Be sure that the reader gets a mental picture of what he reads.
S P E L L N. C. ~ *
§
See fifth grade.
P E N M A N S H | P. * Y
See third and fourth grades.
When pupils finish the seventh grade they should know well, the ele- f :
ºx
f
*
ar SEVENTH GRADE—SEVENTH YEAR. 43
ments and principles of penmanship, and be able to analyze all the letters
of the alphabet.
C. R A M M A. R.
Use text-book. Begin with the simplest kind of a simple sentence.
Teach carefully subject and predicate; then modifiers of subject, modifiers
of predicate. Proceed slowly, making each step very plain, requiring much
writing of sentences to illustrate and fix in mind every principle. Adopt
some simple, easy plan of diagram and use at once. After the simple
sentence is mastered, go on to the complex and compound. Avoid, during
the first year of this course, the tangling, perplexing, and obscure points
of technical grammar. Strive to give pupils a clear understanding of the
ordinary syntax of English grammar. If the text-book in use does not
begin with the sentence, but with definitions, omit what precedes the sen-
tence; begin with the sentence, delaying the parsing and the definitions
until pupils have acquired some knowledge of analysis.
A R T H M ET || C .
Fall Terºn.
Percentage.—Before beginning percentage give a few review lessons
in decimal fractions.
NOTE 1.-All operations in percentage are only applications of decimal
and common fractions to find—
1. A part of a number (to find percentage, having base and rate).
2. What part one number is of another (to find rate, having base and
percentage).
3. Of what number a given number is a given part (to find base, hav-
ing percentage and rate).
Table of Equivalents.-
10 % = .10 – = .1 = H'g 12; 9% = .125 = Tº =
20 % = .20 = 2 = |* = } #% ºf #1
25 % = .25 = Pºs = } 62; 9% = .625 = +% = 3
30 % = .30 = .3 = % 33% º = .33% = }
40 % = 40 - 4 = # = } &## = 06% =*, etc.
Solutions.—All solutions of problems should be based upon analyses
already made familiar to pupils in operations in common and decimal frac-
tions, and thorough explanations should be rigidly enforced. The ordinary
formulas should not be used until each principle has been made familiar
by analysis. The formula should never precede analysis.
When the formulas are used, let the relation of the various elements,
base, rate, etc., be thoroughly understood. There are five of these ele-
ments, any two of which being given the others may be determined. Only
five of these formulas are of any great practical consequence, viz.:
p p a, d tº
b = º **
1 — r
Let these be carefully memorized.
v \
i
44 STATE MANUAL AND COURSE OF STUDY.
Arrangement of Work. HAll work must be accurately and neatly
placed on board, slates, or paper, each necessary step being indicated.
}
g
Model.—A house costing $1,000 was sold for $1,250. What % was
gained?
$1,250 – $1,000 = $250, amount gained.
$250 + $1,000 = .25 = 25 %, rate per cent gained.
Study applications of principles of percentage to profit and loss, and
commission.
Here, as elsewhere, when the formulas are used, lead pupils to see to
which of the elements, base, rate, etc., each of the given terms corresponds.
They will then have a key to the entire matter.
Wºmºte?" Te?"???.
Commission, taxes, stocks, insurance, simple interest, notes, and bank
discount.
The subject of “true discount” is of no practical consequence, is
unknown to the business world, and might better be dropped from our
arithmetics. Interest and bank discount are of the highest use and should
receive careful attention. In computing interest, let some good method be
selected and thoroughly mastered. One method, used with facility, is
much better than two or three imperfectly understood.
Business Forms.-Make the writing of business forms a very prom-
inent part of this work. Bills of account, receipts, bank drafts, bank
checks, certificates of deposit, promissory notes, etc. Also teach, in this .
connection, the elementary principles of book-keeping. . .
Enlarge upon businees forms such as given in the fifth grade, Drill
pupils on different forms of notes, receipts, etc., always giving correct
forms to model after. The following will suggest what these should be:
NOTE.
$1,500 DETROIT, Jan, 25, 1890.
Ninety days after date I promise to pay to Alexander Meachener, or bearer,
fifteen hundred dollars, with interest at eight per cent, value received.
NATHAN HoRTON.
RECEIPT.
$25,00 - JACKSON, MICH, Jan. 20, 1890.
Received of James Herkiner twenty-five dollars on house rent for the month
of December, 1889.
CHARLES JoBNson.
BANK CHECK.
GRAND RAPIDs, MICH., Jan. 5, 1890. .
First National Bank.
Pay to Montgomery Andrews, or bearer, five hundred and 75-100 dollars.
$500,75 JAMES RICHARDson.
2.
§º
SEVENTH GRAT) E–SEVENTH YEAR, 45
**.
Spring Term.
Exchange, partial payments, and a review of previous term's work.
In partial payments, let problems be worked by the “United States”
rule. Do not confuse pupils with rules of various states. When they
move to Vermont or New Hampshire, they can soon learn the rules used
in those states.
C E O C R A P H Y.
Second Book.--During the the first month carefully review map of
Michigan, requiring each pupil in the class to draw an excellent map of
the same on strong paper not less than ten by twelve inches. Preserve the
best two maps for the school commissioner. Give the climate and com-
pare it with the climate in the same latitude on the eastern and western
coasts of the United States, and with the climate in Europe and Asia. Give
the number of square miles of territory and the population. For what Mich-
igan is noted. Give and locate its productions. Locate and explain its
prime meridian and base line, and explain how townships are numbered.
Give latitude and longitude of place where you live. Explain the land
survey; the division of townships into sections, giving the number of each
section; the division of sections into quarter sections, etc. Locate the rail-
road and business centers and tell what is manufactured at each point.
Trace some of the most important railroads. Give the number of counties
and name the southern four tiers. Locate and describe the great lakes
and the navigable rivers in and about Michigan. Give route for a ship-
load of corn from Chicago to Liverpool.
Second Month.-Education in Michigan.—Locate and describe the
educational institutions of this State. Who was the founder of its school
system?
History.--Our geographical knowledge would hardly be complete
without some knowledge of the history of Michigan. Assist the pupils in
acquiring some information from the primer histories. Give date of dis-
covery and settlement, of French period, of English period, of Michigan
as a Territory, of Michigan as a State. Tell something of Michigan in the
wars. Name some of Michigan's great men.
Goverment.—Devote the rest of the month to the study of the gov-
ernment of Michigan. The teacher's desk should be supplied with some
text-book on the subject, as the information found in the geography is
necessarily very brief. Study separately the executive, legislative, judicial
and educational departments. Describe the government of a county, of a
township, of a school district.
Third Month.-Map of North America and map of the United
States. Before taking up the map questions, carefully discuss the surface,
the relief systems, the river systems, the climate, people, animals and
vegetation.
Fourth Month.-Map of the United States continued. Give more
time for the study of the productions and commerce, both inter-state and
/
t
f
46 STATE MANUAL AND COURSE OF STUDY.
foreign, and for the location of principal railroads and manufacturing cities,
than for the study of regular map questions. Locate places that are of
historical interest, as well as capitals and the larger cities. Locate the
principal water-ways through, around, and out from the United States.
Each pupil should construct an excellent map. A wall map will help the
pupils to fix in mind, many of the map questions and answers. If you
have no map, the teacher and pupils can construct one on a large scale, on
strong paper, and place it on the wall before the class for pupils' use.
Fifth Month.-Map of the United States continued.
Sixth Month.-Map of South America, Mexico, and Central America.
Follow the same plan as for the study of North America and the United
States.
Seventh Month.-Map of Europe.
Eighth Month.-Map of Europe continued, general review, and
examination.
Discuss surface, soil, climate, and compare climate of north and south
Europe, people, productions, animals, plants. Compare area and popula-
tion. Trace its coast line and water-ways. Describe its goverments,
commerce; especially the government and commerce of Great Britain and
Ireland. Name some of the important rulers and powers. Locate some
of the places of historical interest when you take up the map questions.
The teacher will be aided by a book of travels in Europe, and some work
on the rulers of Europe.
H IS TO R Y .
United States History should not be pursued merely as a reading lesson,
but taught regularly and systematically, with the object in view of giving
pupils, before leaving school, a good, clear knowledge of the history of our
own country. The topic method should be largely used, and the most
important facts of history firmly fixed in mind by repeated reviews. To
make the subject interesting, much information not found in the text-books
should be brought into the class, not to be learned, but to impress upon
the memory what has been learned already. Pupils should never be allowed
to use the words of the book in reciting. They should be taught to study
a paragraph, or paragraphs, bearing upon a particular topic, so as to be
able to give the substance of what has been read, in their own words. So,
when a period or epoch has once been gone over in class, the pupil, by
means of a brief diagram or outline, should be able to give all points of
interest and importance, omitting what there is no profit in attempting to
remember. The frequent use of diagrams can be made of great benefit in
the work.
First Three months of the Winter Term. Periods of discoveries,
explorations and settlements, inter-colonial wars, and the War of the
Revolution.
* † ..f" ar *g. *
‘…. *. * - - 3° & “.
**. * .
*
i
* y ſº
* } § **
** ,” * *
sº
SEVENTH GRADE—SEVENTH YEAR. % 47
} Fourth A. Month. The Constitution of the United States and the
Constitution of Michigan carefully read and compared. ** ;
P H Y S I O L O C. Y. A N D H YC. I E N E .
. See fifth grade.
D R AW N. C. .
From groups of objects containing as basis, cone, sphere, prism, etc.
Elements of shading of sphere. Shadow of same.
Eighth Grade-Eighth Year.
Teact-books.-Fifth reader, grammar, advanced arithmetic, copy-book,
geography, history, civil government, and spelling-book.
Apparatus.-Slate, pencil, sponge, pen, ink, and practice paper.
WHAT TO TEACH.
SPELLING.—Spelling-book.
PENMANSHIP.-Copy-book.
GRAMMAR.—Text-book completed.
ARITHMETIC.—Second book completed.
GEOGRAPHY.—Completed.
HISTORY-Completed.
PHYSIOLOGY AND HyGIENE.
CIVIL GOVERNMENT.
S P E L L | N. C. .
See fifth grade.
During the eighth year the spelling should be mostly written. Oral
spelling should be only for variety or change.
P E N M A N S H | P .
See previous grade.
C. R A M M A R .
Complete the higher text-book.
A R L T H M ET || C .
Fall Term.—Review percentage, including interest, profit and loss,
and discounts. Ratio and proportion.
f
#
EIGHTH GRADE—EIGHTH YEAR. 49
f
Winter Term.—Mensuration, measurements of plane surfaces,
squares, triangles, rectangles, etc. Practical problems to apply them. Cube
and square root, and their applications to solids. Also study thoroughly
the application of these as used by mechanics.
The subject of mensuration may be very much simplified. Too often
the rules are given without illustration, pupils attempting to remember
each independently and seeing no connection between the various figures.
As most of the pupils will never study geometry, the teacher should en-
deavor to so illustrate the matter that they may have as little as possible to
remember arbitrarily. Beginning with the rectangle, pupils will readily
see that its area is equal to the product of its length and breadth. Let
them see that the oblique-angled parallelogram with an equal base and
altitude is equivalent, hence its measure is the same. They will readily
see that the measure of the triangle is one-half that of the parallelogram,
and that the trapezoid may be divided into two triangles whose bases are
the parallel sides of the trapezoid and whose common altitude is that of
the same. You can readily show them the circle may be supposed to con-
sist of an indefinite number of triangles, and thus deduce the rule for its
measurement.
In like manner we may pass from the rectangular prism to the triangu-
lar, and from that to the general one. You can readily show that the tri-
angular prism may be divided into three equivalent pyramids, and from
this triangular pyramid we may pass to the general one and to the cone.
The sphere is seen to be composed of an indefinite number of pyramids
whose altitude is the radius of the sphere and the sum of whose bases
makes up its surface, etc., etc.
Spring Term.—Complete arithmetic finished and reviewed.
C E O C R A P H Y -
First Month.-Map of Asia and Australia. * º,
Second Month.-Maps of Oceanica and Africa.
Third Month.-Physical geography and review.
Much knowledge in physical geography is already acquired. Thoroughly
review and master the subject as outlined in the common school geography.
H IS TO R Y .
At the beginning of the winter term we should again take up United
States History at the constitutional period, and complete the study by the
end of the term. A greater interest will be given to the study if, at appointed
times, the class should take up special subjects, as follows:
By purchase.
ſº Accessions of Territory-- | By conquest.
7
\ .*
50 STATE MANUAL AND COURSE OF STUDY.
The Doctrine of States Rights.
When introduced.
Provisions in the Constitution.
Missouri Compromise.
Slaver, Fugitive Slave Law.
{} - - - - - - - - - - - - - - - - - | Kansas-Nebraska Bill.
Decision of Supreme Court.
Emancipation Proclamation.
Amendments to the Constitution.
| In colonial times.
- In revolutionary times.
| In constitutional period.
Names.
Treaties - - - - - - - - - - - - - - - - - When secured.
| Privileges or rights granted.
Internal revenue.
| Duties.
Protective tariff.
ſ Cotton gin.
| Steamboat.
Railroad.
Telegraph.
Sub-marine telegraph.
Telephone.
Electric light.
Electric motor.
Inventions - - - - - - - - - - - - - - \
Prominent Men - - - - - - - - - Of revolutionary times.
Of colonial times.
Of constitutional period,
REMARKS:-Combine seventh and eighth grade history classes.
C I V L. C. O V E R N M E N T .
Spring Term.—Thoroughly and systematically review all knowledge
of civil government already acquired, and complete the subject by the end
of the spring term. Study the government of the school district, town-
ship, county, State, and the United States, in their order; the legislative,
executive, and judicial departments of each; the term of office, qualifica-
tions, duties and salary of each officer.
&
A y #
EIGHTH GRADE—EIGHTH YEAR. 51
,” | Naturalization.
| Right of eminent domain.
carefully explain-------. ºf .m.
| Bill of attainder.
| Impeachment.
Annual school meeting.
Township election.
4. 3.
& eneral election.
Drill on dates of ---- --- Meeting of Board of Supervisors.
Meeting of State Legislature.
Meeting of Congress.
Electoral College.
&
Suggestive Oral Lessons in Physiology.
I.
T H E B R A N - (a)
Now, children, did you ever think what wonderful bodies you have, or
that your head is just like a little telegraph office? The brain is the tele-
graph instrument; and there are tiny nerves running all over your bodies,
connecting every part of it with the brain, just like telegraph wires run-
ning between different cities.
When you get a cinder in your eye and it hurts you, it is only one of
these little wires telegraphing a message to the brain, and then the brain
sends another message to your hand telling it to get the cinder out. Just
so if you are holding your hand too near the stove and it begins to smart;
it is only the little nerves of feeling telling the brain about it, so that the
brain can send a message along the nerves of motion and make you move
your hand away in time to prevent burning it. And so everything you
hear, or see, or feel, has to be telegraphed to the brain, or you wouldn't
know anything about it.
Now these little telegraph wires are made up of very delicate little
threads or fibers, and so are very easily injured; and if we would have
them keep healthy so as to work well, we must be very careful to keep our
bodies healthy by exercise, pure air, plenty of sleep, and especially good,
wholesome food. When we are sick, these little wires get out of repair,
and sometimes the doctor's medicine will not mend them.
Often we see a person who is blind or deaf just because the telegraph
lines that run to the eye or ear are out of repair and will not work.
Sometimes you see a drunken man staggering along in a line as crooked as
a rail fence or perhaps falling down; and then, children, it is because the
alcohol he drank has paralyzed the delicate nerves, and they cannot carry
messages to the brain correctly. He cannot see straight, he cannot put
his feet down where he should, he cannot keep his balance, all because he
has put something into his stomach that injures the little telegraph wires.
If he keeps on drinking, very likely the nerves will be so injured that they
cannot work at all and he will die. Brandy, gin, rum, whisky, wine, beer,
and even cider, contain alcohol and so are harmful.
Another poison which men and even boys often use, paralyzes the nerves
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 53
and hurts the brain just as much as strong drink, and some other
day I will tell you about it; but now I am going to put a few questions on
the board, and see how many of you can find answers for them by
tomorrow.
1. What part of the body is like a telegraph office?
. What are the little wires called?
Can you see them? Are they found in all parts of the body?
How do you know when they are at work?
Do they carry many messages to the brain? Tell about some of them?
. What happens if they get out of repair?
How are they kept in repair?
How does a drink of whiskey affect them?
. Why does the prick of a pin hurt us?
10. Can a man who is dead-drunk feel the prick of a pin?
i
9
SUGGESTIONS TO TEACHERS.—Read the questions aloud as you write
them, telling the pupils to think them over and asking all who can to copy
them. Next day have them read in concert; then, taking up each sepa-
rately, encourage even the youngest pupils to assist in answering, call out
as much original comment as possible, and review until the facts are
thoroughly impressed upon all, before taking another topic.
II.
T H E B R A N = (b)
What was it we were to talk about this time? Oh yes; the other poison
that hurts the brain as much as alcohol does; but I think you have already
thought what it is, for you have heard so much against the use of tobacco,
and you all know that it makes everybody deathly sick when they first
begin its use. And no wonder, for it contains a poison called nicotine
which is so deadly that a single drop put on a dog's tongue will cause
instant death. Don’t you think it queer that people will smoke or chew
such a poison, and is'nt it strange that boys seem to think they look more
manly when their teeth are all yellow with tobacco, or their noses made
into smoke-stacks?
Cigarettes are the vilest of all forms of tobacco, because they are made
of the odds and ends, and even of the stumps of half-smoked cigars, oft-
times picked out of the gutter. Besides, they are flavored with opium,
which is another deadly poison, and they not only stunt the growth of any
boy who is so foolish as to use them, but also paralyze the little telegraph
wires and so dull the brain, in time making him a stupid scholar. They
also injure his eyes, making them weak and inflamed. But one of the worst
effects of cigarette smoking is that they deaden his conscience the same
as his brain, so that a boy becomes unable to say “No” when he is tempted
i. i. wrong, and often becomes a very bad boy without being able to
elp it.
There is a dreadful disease called the “smoker's cancer,” which begins
with a small ulcer on the lip or tongue, caused by having the poison of the
tobacco so constantly touching it, and this grows to a cancer that eats its
way through the tissues of the mouth into the throat and lungs, causing a
º
54 STATE MANUAL AND COURSE OF STUDY.
f
painful death. The death of the great Gen. Grant was caused in this
way. \ f
So you see this smoking which is often looked at as only a bad habit, is
really a very dangerous practice; and you should not put a cigar into your
mouth any more than you would put your finger into the fire.
What is the poison in tobacco called?
How much of this poison instantly kills a dog?
How does tobacco always affect a person at first?
What is the vilest form of it?
Of what are cigarettes made?
How does tobacco affect a boy's body?
How does it affect a boy's brain?
. How does it affect a boy’s conscience?
What is the “smoker’s cancer?”
. What great man died from the effects of one?
:
l
i
III.
T H E M U S C L E S.
Well, little girls and boys, I am glad to see by your bright eyes that
your telegraph offices are all in good working order this morning, and I
am now going to tell you some more about those wonderful little nerves we
talked of. I want you to know how it is that they can make you snatch
your hand away from the hot stove, or put it to your eye to remove the
cinder.
Of course you know that our arms and legs, our fingers and toes, our
mouth, our eyes, our heart, all move by means of muscles. Raise your
hand to your shoulder, and you can both see and feel the action of the
muscle that lifts it. Move your fingers and you can see the play of the
cords that run from the muscles in your arm to your finger-ends. You
have about 500 of these muscles in your body, and they are long, short,
flat, round, and even fan-shaped; but all are made up of fine, dark-red,
thread-like fibers bound together like skeins of thread. With each little
strand one of the telegraph lines is connected, so that the brain in a sec-
ond can send a message to the whole muscle, telling just what motion you
want to make. Isn’t that wonderful?
These muscles are just like the nerves about being injured by ill health.
Don't you know how weak a person gets when he is sick? It is because
the little muscular threads are injured. Now you will understand why the
drunken man's hand trembles so, and why he falls down so easily; and
have you never noticed that a smoker's hand generally trembles when he
is lighting his pipe? If you want to have strong muscles and steady
nerves, don’t ever drink, or smoke, or chew; for the alcohol and tobacco
shrink up and harden the tender fibres so that they cannot work well.
There is another queer thing about these nerves and muscles; that is
the way they are fed, for you must know that with so much work to do
they would soon wear out if they were not constantly strengthened. It is
because your bones and muscles and nerves are in need of refreshment,
that you get so hungry. A great writer has said that “boys eat as if their
legs were hollow,” and it is no wonder when we come to think how many
f
}
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 55
motions all you boys make every day, and how busy you keep every nerve
and muscle in your lively bodies; but, boys, if you want to be first-class
hands at foot-ball, or base-ball, or any of the nice games that big boys
play, don't overload your stomachs, and don’t fail to eat good, nourishing
food at regular hours.
I must stop now and put some more questions on the board for you.
. What do we call that part of our bodies with which motions are
made.
Are there many of them?
. What shape are they?
. Of what use are they?
Can you see them move?
Can you see the nerves move?
Are the muscles strong?
How do they know when to move?
. How do alcohol and tobacco affect them?
In what respect are the nerves and muscles just alike.
t
1
IV.
T H E B L O O D .
I know you little ones are all glad it is time for the physiology lesson;
and I know, too, that you have been thinking a good deal about how the
nerve tissues are fed, for they are always so busy that it scarcely seems as
if they had any time for eating.
They do not eat solid food, but take in liquid food just as your sponge
soaks up water. But I must first explain about the bright red fluid that
flows through every part of your bodies. One-twelfth of your weight is
blood, and you know if you cut any part of your flesh, or even prick
it with a pin, that the little drops at once ooze out.
The blood is often called the “river of life,” and it goes round and
round in your bodies from the heart to the lungs and back again, then to
your hands and feet, thence once more to the heart in sort of a circle, and so
we speak of the circulation of the blood. When it goes out from the
heart, it flows through arteries; when it returns, it flows through veins.
You may think of the veins and arteries as two streams flowing in opposite
directions; and everywhere are tiny canals no bigger than a hair connect-
ing them, so that the blood can get from one stream to the other. Hold
up your hand in the sunlight and you will see how red it looks just because
of this net-work of tiny canals.
Now if you should put a drop of blood under a microscope, you would
see that the red color is caused by little, round, flat particles, so small that
three thousand of them side by side would measure only an inch. These
tiny bodies are called corpuscles. That is a long word, so I’ll put it on the
board where you can see it. A few of them are white, but it is the red
ones that act as food carriers, not only for the nerves, but also for all parts
of the body.
These little red corpuscles go floating along through the veins and arteries
just like little rubber boats, for they can stretch out long and thin when they
want to crowd through the narrow channels and locks. First they go
ſ
56 STATE MANUAL AND COURSE OF STUDY.
through the arteries to the lungs which you know are filled with air, and
each corpuscle takes from this air as big a load as it can carry of a certain
gas called oxygen. I will write this word under corpuscle. Oxygen is one
of the main things that strengthen the body, and so these little red boats
float down from the lungs through your limbs and up to your brain, filling
all these little hair-like canals, carrying the oxygen to the nerves and
... muscles and other tissues, and making them strong and healthy. Then the
blood flows through the veins back to the heart again, to start out on
another round of the body.
But oxygen is not the only thing the body needs. It must have sugar
and starch and lime and iron and various other things, and all these are
carried in the liquid part of the blood; but you cannot see them any more
than you can see a lump of sugar after it is dissolved in a tumbler of water.
So, children, you see that it is through the blood that all parts of the body
are kept in repair and, therefore, how necessary it is that it should be kept
pure. Nothing poisons the blood more quickly than the alcohol in liquor,
and the nicotine in tobacco. Don’t you know how inflamed a drinking
man's eyes look? It is because the nerves are paralyzed and the blood
vessels get too full and are injured; for this reason, too, the face becomes
covered with pimples and blotches.
There are other things that poison the blood, but I will speak of them
some other time. Next time I will tell you how this “river of life” is kept
so constantly flowing.
. What is the “river of life?”
How much of your weight is blood?
What is meant by the circulation of the blood?
. The blood flows out from the heart through what?
Back to the heart through what?
What are the little red disks that give color to the blood called?
What ; do they carry to the nerves and muscles, and where do they
get it?
Is there any food in the liquid part of the blood?
. Can you see this food in the blood? Why not?
How do alcohol and tobacco act on the blood?
:
1.
V.
T H E H E A R T -
Now, children, we will see how it is that the blood is always kept flowing
through your veins and arteries. You have often watched the great wheel
of the wind-mill and seen the pump sending forth its stream of water.
Well, your heart is just like a little pump, only it does not need any wind-
mill to keep it going.
This little pump is made of muscular tissue, and in form and color looks
something like a big strawberry about as large as your fist. It has four "
chambers in it with tiny doors between called valves. Two of these
chambers are like little ante-rooms for the larger rooms. One of the large
rooms is always full of venous blood, or that which flows through the veins;
the other is always full of arterial blood, or that which flows through the
arteries,
**
f
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 57
An all-wise Creator, our Heavenly Father, gave this little heart the
power to draw the muscular walls of these chambers inward so as to make
the blood gush out, just as the juice spurts from an orange when you press
its walls together. It is this constant contraction of the heart that causes
its beating, and when you run or exercise, it beats faster so that the blood
may flow faster and carry food to all those muscles you are using so
constantly.
Let us follow the course of the blood around through your bodies just
once. We will begin at the chamber full of arterial blood, or the right
side of the heart. The walls on that side contract and the little valve
opens, letting the blood flow to the ante-room on that side, from which it
passes into the arteries and goes to the lungs. After the little corpuscles
get their load of oxygen, the blood comes quickly back to the heart and
enters the left chamber so that it can be again pumped out, this time
into all parts of your body, carrying food to every portion. When
the blood goes out, it is bright red; but when it comes back through the
veins it is a dark color, because it is full of worn-out particles of tissue
that it has taken up in exchange for the food it carried; then it has to go
to the lungs to be made pure again.
Just think how the heart must have to work to pump the blood away
up to your head! Why, it is like making water run up hill; and this heart
that works so hard never rests or sleeps, but works night and day. Don’t
you think you would be very foolish to put anything into your stomach
that would weaken the walls of this little pump on which your very life
depends? Yet that is exactly what a person does when he drinks anything
containing alcohol, for it makes the walls of the heart soft; sometimes so
soft that you could push your finger into it as you would into a rotten
orange, and then death is the result.
Tobacco also hurts the heart, but in a different way. The nicotine
paralyzes the nerves so that the heart becomes unsteady and beats irregu-
larly. There is a heart disease known among doctors as the “tobacco
heart,” and it is almost as bad as the “smoker's cancer.”
Our next talk will be about the queer pair of bellows lying just above
your heart.
Why is the heart like a pump?
Of what is it made, and how does it look?
How many chambers in it?
What makes the blood flow out of the heart?
Why does it beat faster when you run?
Where does the heart first send the blood?
Why is it sent to the lungs?
Where does it next go?
How does alcohol affect the heart?
What is meant by a “tobacco heart?”
l
VI.
T H E L U N C S =
I wonder how many of you children have ever seen a pair of bellows!
The blacksmith uses them to blow his fire when he wishes to brighten it
8
b8 STATE MANUAL AND COURSE OF STUDY.
up quickly; and if you will watch him, you will see just how the air rushes
into your lungs, for that is the little pair of bellows I told you we would
talk about.
Perhaps you have all seen the bladder of some animal, and you boys
have delighted in blowing it up so as to make it look like a little balloon,
Well, your two lungs are covered with just such an elastic skin, and they
are full of little air-sacs like tiny bladders; when you take a long breath,
the air rushes into the lungs just as it does into the bellows, and you can
feel your chest expand as the little cells are filled. Then when you breathe
out your chest falls in again.
You remember that the oxygen of the air is one kind of food that the
little blood corpuscles carry all over the body, and so you know plenty of
air is just as necessary as the food you eat. There is such a thin skin
between the blood vessels and the air cells that the oxygen can pass right
through it, so you see, if you keep your lungs full of pure air, the
corpuscles can always get plenty of oxygen; but if you stay in a close, hot
room your head begins to ache and you feel sleepy, because the air is
impure and you do not get enough oxygen.
You should be especially careful to have plenty of fresh air in your
sleeping rooms, because you stay there so many hours; and you should
never sleep with your head under the bed-clothes, for when the air comes
out from the lungs, it contains a poisonous gas taken from the worn-out
tissues of the body, and so it is very unhealthy to breathe the same air a
second time.
You should fill your lungs with good, long breaths on your way to school,
only be sure to breathe through your nose with closed mouth, for breathing
through the mouth too much will cause throat trouble.
One thing girls should never do is to wear tight dresses, for then the
lungs have not room enough for the little air cells to be filled. You know
there is a dreadful disease called consumption, and it is caused simply by
the air cells becoming diseased. Sometimes this happens when you do
not dress warm enough, or sit in a draught, or carelessly run from a warm
room into the cold air without your wraps; sometimes intemperate persons
have what is called alcoholic consumption, because these air cells have been
injured by the alcohol that you know is so poisonous; and sometimes this
consumption is caused by the “smoker's sore throat,” for in the same way
that nicotine injures the lips or tongue and makes a cancer, so it irritates
the delicate lining of the throat and causes a dry, hacking cough that finally
affects the lungs. Cigarettes affect the throat more quickly than cigars.
What covers the lungs?
What do they contain?
Why is it unhealthy to sleep with the head under the bed-clothes?
Why do we need so much fresh air? &
Why does your head ache in a close room?
Why should one's dress never be tight?
What is consumption?
What kind of consumption do intemperate people have?
How does tobacco cause consumption?
10. Why should you not breathe through the mouth 2
SUGGESTION.—A fine illustration for this lesson can be made with the
lungs of a sheep. Wash in water and dry, then tie the trachea tightly
* ?
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 59
about a small tube. Put the mouth to the tube and force air through it,
when the lungs will slightly expand, collapsing as soon as the force is
removed.
\
VII.
O U R F O O D.
Did you ever wonder how it is that these bodies of ours do not seem to
wear out, though we are so constantly using them; and can you think of
any article of clothing that keeps fresh and new after you have worn it a
long time? Well, these bodies of yours are constantly wearing out, only
every little particle of worn-out matter is as constantly replaced by new
ones, so you do not realize it. Besides, in childhood enough extra matter
is furnished so that you can continually grow larger.
Isn’t it strange to think that the meat and potatoes and bread, in fact
everything you eat, is turned into bone and nerve and muscle? And yet,
if we can only get the food into the blood, each part of the body will pick
out of it exactly what it needs to make it strong, just as you would select
from a basket of fruit that which you like best.
In one of our talks we followed the blood in its circulation through the
body, and I told you that the liquid part of the blood contained various
kinds of food that were dissolved in it. Today we will follow this food in
its journey through the body.
First, it goes into your mouth where your sharp little teeth grind it up
fine, if you do not eat too fast; and you should always remember not to,
for the spittle of the mouth helps to prepare the food for the blood and
should be well mixed with it before the food is swallowed. From the
mouth the moistened food passes through a long tube into the stomach,
which is a little lower down than your heart. You all know where the pit
of your stomach lies, and that is its center.
The stomach is like a large bag with a muscular coating and has a queer
little valve at the bottom end which will not open until the food is digested
and ready to pass out; then it lets it flow through into the bowels. As
soon as the food gets into the stomach, this muscular coating begins to
contract, first lengthwise and then crosswise, and so keeps churning the
food to and fro and mixes it thoroughly with a juice that is more powerful
than the fluid in the mouth. The blood vessels of the stomach now begin
to dissolve some of the food and carry it away, but most of the pulpy mass
goes from the stomach to the intestines to be mixed with still another
juice. When it is thoroughly digested, the dissolved food will be carried
by the blood all over the body, and the little worn-out particles it replaces
will be taken up and carried off by the kidneys, lungs, and skin. You
wonder how the skin can do this, but I will explain some other time. The
poisonous gas that I told you was breathed out from your lungs, is from
these worn-out particles.
The stomach churns away from two to four hours after every meal, and
then it needs to rest awhile before the next. This is why girls and boys
should not eat much between meals. If you do, the stomach gets tired
and you do not feel hungry when meal time comes. Irregular habits and
eating too many sweetmeats make persons have dyspepsia, and they suffer
continually.
When you think how many different parts of your body have to be fed,
you will not wonder that we need three meals a day, nor that so many differ-
60 STATE MANUAL AND COURSE OF STUDY.
ent kinds of food are eaten. Some kinds make bone; others make muscle
by which the bones are moved; others make the nerves which carry the
messages to the brain so that your muscles move when you wish; and still
others make the flesh that cushions your bones and keeps you so plump
and pretty. Children should obey their parents as to what they eat, so
that they will get the right amount to make them strong and healthy. It
is not safe to eat too much of one thing simply because you like it.
Children, when you stop to think what a wonderful body this is that
God has given to each of you, I hope you will realize how careful you need
to be that it is kept healthy and not injured by any bad habits; and of all
bad habits, improper eating is one of the most injurious.
Why should we eat slowly?
Why should our meals be regular?
Why do we eat so many kinds of food?
What is the stomach like?
Where is it situated?
How long does it churn the food?
How is the food carried through the body after it is digested?
What becomes of the worn-out particles?
. What causes dyspepsia?
. How many meals do we need a day?
1.
VIII.
O U R D R A N. K.
We have learned that the liquid part of the blood carries the food we eat
to all parts of the body, but we have not learned where the liquid itself
comes from. It comes from the water that we take into the stomach, and
water is found in almost every thing we eat as well as drink. You can see
the water in fruit, and even bread and meat and potatoes contain some
Water.
Three-fourths of all your body is made up of water; and it is said that,
if all the liquid could be dried out of it, the body would shrink up so as to
be no larger than a hen's egg. Perhaps this is somewhat exaggerated, but
at least it would be very small; so it is not strange that you get so thirsty,
and you could live much longer without eating than without drinking.
As the body constantly needs fresh particles of food to build it up, so
the blood is continually calling for fresh water to take the place of that
which is passing off from the body. You know when you run fast or play
hard, how the little drops of sweat pour out over the skin, and then how
thirsty you become; it is because the blood must have more water to take
the place of that which has oozed out through the skin. Water is also
sent out through the kidneys and lungs. That is why your breath looks
like steam on a cold morning.
You can readily see that it is just as necessary for health that our drink
should be pure as that our food should be wholesome, and people should
never drink water from a well which is near any slop-hole or filthy place.
Water that flows through lead pipes is apt to be unhealthy and should
always be let run awhile before drinking.
Pure water and milk are the best drinks, for tea and coffee affect the
nerves and often cause headache, especially with children. Ice-water also
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 61
is not very good for the stomach and should never be drank when you are
very warm.
I need not tell you that alcoholic drinks are always injurious, and the
reason the drunken man's throat is so parched is because the body is call-
ing for pure, fresh water in place of the poisonous liquor. Besides, when
the alcohol gets into the stomach, it acts upon the juice that I told you
helped to digest the food, so that it cannot dissolve it, and the stomach
becomes very inflamed. That is why such men are almost always sick at
*the stomach the next morning after they have been drunk.
There was once a man named Alexis St. Martin, who was taken to a
hospital with such a large wound in his side that the physicians could look
in and see his stomach, and so they gave him a drink of alcohol and watched
to see the effect. Very soon the delicate lining of his stomach grew red
and inflamed, just as your eye might do if pepper were thrown into it.
, Why do we get thirsty?
How much of your body is water?
Is there any water in your food?
. What are the best drinks?
. What about ice-water?
How does alcohol affect the lining of the stomach?
How does it affect the juices of the stomach?
Which could we do without longer, water or food?
What is sweat?
. Why does your breath look like steam on a cold morning?
I
IX.
T H E T E E T H .
The other day I told you that you should chew your food well before
swallowing, and now let us think a little about these sharp little grinders
that lie so snugly in their red cushion, like pearls in a crimson casket.
The teeth are most wonderful little bodies, and their hard, shining sur-
face is to protect them, as well as to keep them sharp and able to grind
your food fine; for, though they are so hard on the outside, on the inside
they are pulpy and even have little blood vessels and nerves running
tºsh the center so that they can be kept alive like the rest of the
body.
When the bright enamel that covers them gets injured, the air and the
fluids of the mouth creep into the crack and make the tooth decay; and
when the air strikes the little nerve in the center, you suffer from tooth-
ache. You should never crack nuts with your teeth, nor bite very hard
things, for fear of injuring this enamel, Eating too much candy is apt to
make them decay, and also if you do not brush them every day, for then
the acid in your food collects upon them. Then, too, dirty looking teeth
are almost as bad as dirty faces, and you would not think of never washing
your face.
When you were babies you did not have teeth, because you had no solid
food to chew; but before you were a year old, the tiny white teeth began
to peep through the red gums, and by the time you were two years old, you
had ten bran-new teeth on each jaw; but these were only baby-teeth and
not large enough when you became big girls and boys, so they are now
62 STATE MANUAL AND COURSE OF STUDY.
gradually giving place to a new set, and by the time you are twelve or
thirteen you will have at least twenty-eight new teeth. These are the
teeth you must be so careful of, for you can never have another set unless
they are false ones, and no teeth are ever so comfortable as our natural
ones, besides they do not look nearly so well. -*
Your front teeth are sharp and thin so as to bite off your food, and there
is no excuse for you to cram your mouth full of large chunks; your back
teeth are broad and rough on top so as to grind your food into little bits,
and there is no excuse for you to swallow your food whole; and if any one
does this because he wants to eat fast, he deserves no pity if he should have
dyspepsia.
If a small cavity comes in your tooth, you should have the dentist fill it
before it gets too large; and if any tooth is too badly decayed to be filled,
it should be taken out, for decayed teeth are very unhealthy besides giving
a disagreeable smell to the breath.
Now, children, if there is one among you who has not been in the habit
of brushing his teeth every day, I hope you'll go straight home, ask for a
tooth brush, and see how shining clean you can keep your teeth hereafter.
It is a good plan to brush them a little after each meal.
Why does a baby have no teeth?
. Why are teeth covered with a hard enamel?
Why is it wrong to crack nuts with the teeth?
. What causes tooth-ache?
. Why do we have a second set of teeth?
. What becomes of the first set?
. What shape are the front teeth? Why?
, What shape are the back teeth? Why?
. How often should we brush the teeth?
. What if a small cavity comes in your tooth'?
}
X.
T H E ski N.
I promised to tell you how it is that the skin helps to carry off the used
up particles of tissue; so today we will talk about this soft, Satiny covering
that fits our bodies like a smooth glove and yet it is so elastic that it is
never too tight or too small.
Probably you do not know that you really have two skins, but there is
an outer one called the scarf skin and beneath it the true skin. You can
run a pin through the scarf skin, because it has no nerves, and it is this
skin that puffs up when you have a blister. The true skin is full of nerves
and blood vessels; if you press the pin into this, it instantly hurts and a
little drop of blood flows out. The outer skin protects this tender inner
skin, and yet it is so thin that the nerves can feel through it when
you touch anything and so carry the message directly to the brain.
This outer, or scarf skin also serves another very important purpose.
Everywhere in it there are little holes or pores that are the ends of tiny
tubes running down into the skin, and through these pores much poisonous
matter flows out from the body. About a pint of perspiration passes off
each day, though generally it dries as fast as it comes to the surface and
you do not notice it; but in very warm weather, or when you are heated
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 63
by exercise, you can see this perspiration on the skin. You should never
throw off your coat and sit down to cool off after playing hard, for then
the little pores close up so suddenly that the waste matter cannot flow out
and you have what you call a cold. It is only the poison that stays in the
blood instead of passing off through the pores.
If your body should be covered over with a paste so that all the little pores
were closed, you would die. Once upon a time a little boy was gilded all
over so as to look like a gilt cherub in a play; very soon he felt sick, and
in spite of all they could do, died before morning. Now this sweat that
carries so much matter out of the system, forms sort of a coating as it
dries on your bodies, and that is why you should bathe once or twice each
week; and you should rub the skin briskly after each bath so as to get up
a healthy glow. I suppose you all want to grow beautiful, and no one can
be that without a healthy skin.
Another thing besides bathing that makes a healthy skin, is plenty of
exercise. Don't you know how rosy your cheeks are and how bright you
look when you come trooping in from the play-ground? The blood circu-
lates more rapidly, so carries more oxygen and other food to the nerves and
muscles, and you feel strong and well. So exercise is not only good for
the skin, but for every part of the body; and if you do not play too long
and do not cool off too suddenly, you will be much healthier for plenty of
out-door exercise. Morning is the best time for play, when the air is fresh
and your bodies well rested by a good night's sleep. And that reminds
me of the old saying, “Early to bed and early to rise, makes a man healthy
and wealthy and wise.”
Swimming is a healthy exercise, if you do not stay in too long; but,
boys, remember that it is dangerous to go in when too tired or too warm
or directly after a meal. Many people are drowned every year by forget-
ting this and being taken with cramps while in the water.
ne more thing you should remember regarding the skin. That is what
I told you about alcohol making a drunkard's face so red and blotchy.
Tobacco causes people to grow sallow, over-eating affects the skin by
causing roughness and pimples, and everything that injures the stomach,
hurts the skin and keeps it from doing its work well.
How many skins have you?
. What are their names?
Which one has nerves and blood vessels?
What are the pores of the skin good for?
Why do we need to bathe often? *
Why is it dangerous to cool off suddenly 2
Tell about the little boy in the play?
What time of day is best for exercise? Why?
When is it dangerous to go in swimming?
What does alcohol do to the skin?
XI.
1
T H E E YE .
By this time, children, you must begin to understand what is meant by
the saying that we are “fearfully and wonderfully made.” But the most
wonderful and delicate organ of the body we have not yet talked about,
and that is the eye. &
A y º
64 STATE MANUAL AND COURSE OF STUDY.
If you notice you will see what great care has been taken to protect the
eye. It sets well back in a strong, bony socket; the eye-brows overhang it
so as to keep the perspiration of the forehead from flowing into it; the
nose helps to ward off blows in front; and the lids with their fringe of
lashes are like thick curtains that close over the eye the instant anything
tries to get into it.
You are too young to understand how the eye is made; but you can see
the little round window through which the light enters, and you know it is
called the pupil of the eye. Now the light passes through this window
into a small, round, dark chamber whose walls are covered with tiny nerves;
and in some way which no one exactly understands, these nerves carry to
the brain a picture of the many things going on all about us, and we
say we see them.
One of the many wonderful things about the eye is the blue or gray or
black ring that gives it color; for this ring has the power to draw closer
together when we go into a strong light, making the pupil Smaller and thus
preventing too much light from entering the eye. If you go into a dark
room, it draws back to let in more light, and this is why the pupil of your
eye looks larger at night.
As you grow older and come to understand all about the different mem-
branes and fluids of the eye, and what a delicate organ it is, you will
wonder there are not more blind people. Only think what a dreadful
thing it would be always to live in the dark and never to see the blue sky or
bright flowers or the faces of our friends! and yet many people bring this
terrible fate upon themselves by being careless about their eyes when they
are young. Let me tell you of some of the things you must never do if
you want good eye-sight.
Do not cry when you can help it.
. Do not look steadily at the sun or a bright light.
Do not squint.
Do not rub your eyes.
. Do not hold your book or slate too close.
Do not read lying down.
Do not read at twilight or by a poor light.
. Do not use tobacco in any form, especially cigarettes.
Do not drink any alcoholic liquor.
This is quite a long list of things to remember, but I will write them on
the board and we will read them over together until you can tell them
every one, and then I hope the eyes of my girls and boys will always keep
bright and strong.
XII.
T H E E A R .
This morning we will talk about the ear, a part of the body scarcely less
curious than the eye.
The outer ear is simply a funnel to catch the sounds and carry them to
the inner ear. You often see a deaf man curve his hand about his ear so
as to make this funnel larger, in order to catch more of the sound.
The little opening in the ear is supplied with a bitter wax which keeps
SUGGESTIVE ORAL LESSONS IN PHYSIOLOGY. 65
any insect from falling very far into it. When too much of this wax
gathers, it comes out in little lumps; but you should never take any sharp
instrument to remove it, for you might injure the delicate lining of the ear
and cause inflammation. You know how badly your ear sometimes aches
when it is inflamed by cold.
Sound is really made by little waves or vibrations of the air; and when
a sound enters the ear, it strikes against a thin skin or membrane that is
stretched across the opening just like the covering on a drum head, and so
it is called the drum of the ear. If you beat on a drum, it gives out a loud
sound, and so this little ear-drum carries the sound along to the inner ear.
Like the eye, the inner ear is made up of a number of curious parts which
you cannot yet understand; but it has some more of these same timy nerves
to carry the messages to the brain whenever any sound wave strikes them.
These nerves are really the most important part of the ear, for if all the
other parts were healthy and the little telegraph wires were injured, you
could not hear. You know I told you deafness was often caused by
injury to the nerves; but people are also frequently made deaf by the
thickening of the membrane which lines the ear. There is a little tube
leading from the middle ear to the throat; and so throat diseases often
cause deafness, for the inflammation can easily extend through this tube to
the ear. Alcoholic liquors dull the hearing in this very way, because they
inflame the throat. Alcohol also hurts the nerves of hearing.
Blows on the ear, or loud shouting close to it, are apt to cause
inflammation and so are dangerous.
1. Of what use is the outer ear?
2. Why does a deaf man put his hand to his ear?
3. Of what use is the ear wax?
4. Why is it dangerous to pick it out with a sharp instrument?
5. What is the drum of the ear?
6. How does sound reach the brain?
7. What connects the ear and throat?
8. How does throat disease cause deafness?
9. Why are blows on the ear dangerous?
0
10. How does alcohol injure the hearing?
XIII.
T H E B O N E S.
Now that we have found how many wonderful organs the body contains,
we must not forget to notice the bony frame-work in which they are so
carefully packed together. This frame or skeleton is more remarkable
than anything ever built by the hand of man.
There are 208 bones in it of all sizes and shapes. Only think how many
And then these bones are held in place by elastic bands or tendons; are
furnished with muscles to move them, and are fitted together at the joints
So nicely that they can move in various directions. Some of the joints, as
your elbow and knee, swing back and forth like the hinges of a door; in
others, one bone has a round end fitting into a little socket in a second
bone, so the joint can move in any direction. The hip is a perfect ball and
socket joint. In every joint a little fluid is poured out to keep it well oiled
9
}
\
66 STATE MANUAL AND COURSE OF STUDY.
so that it will not become stiff, and there are also little cushions of carti-
lage tucked in between the joints to make them springy. Your back-bone
or spine instead of being made in one piece, has 24 rings of bone with lit-
tle cartilage cushions between, so that when you jump it does not jar your
brain at all.
The bones are made of two kinds of material; partly of lime to make
them hard and firm, and partly of a jelly-like substance to make them tough
and elastic. Children's bones contain more of this soft matter than those of
older people, and do not break so easily. Children's bones are like green
twigs, bending very easily; and if you wish to grow up straight and tall,
you must remember to sit up straight both in school and at home, lest your
body become crooked while you are growing. Have you not seen trees
that leaned away over to one side just because the wind kept them bent
over that way when they were small?
Some of the long bones are hollow and filled with marrow so that they
shall not be too heavy; and if you pick up the bone of a dead animal, you
will find it full of tiny holes. These are where the little blood vessels run
through; for the bones, like the muscles, must be constantly fed, and when
you are growing, they need a great deal of nourishment.
Then, too, this bony frame is so wisely arranged. At top there is a skull,
made like a strong box to hold the soft brain. This rests on the slender
neck in such a way that you can turn it up, down, or around at will. Next
comes the barrel shaped body that has two large chambers in it: the upper
one holding the heart and lungs; the lower containing the stomach, liver,
and bowels. The spine forms the back of these chambers, and the curved
ribs are the sides, while at the upper and lower corners the arms and legs
are skilfully joined on, the arms to wait upon us, and the legs to carry us
about wherever we wish to go.
Truly, this is a wonderful, wonderful body which has been intrusted to
your care; and the older you grow, the more you will learn of its curious
structure. I hope you will appreciate its value and take good care of it.
(SUGGESTION.—Teachers can easily prepare their own questions for
this lesson.)
º
ºr w w r-
} *
TABULAR VIEW OF THE COURSE OF STUDY.
| THE GRADES OF THE COURSE. *
TEXT-BOOKS, First. Second, Third. Fourth Fifth. Sixth. Seventh. Eighth,
#|= |3|E|= |}| 3 || 3 || 5 || 3 || = | # || 3 || = | # || 3 || 3 || 3 || 3 || = | # || 3 || = | #
First Beader------------ ____ 55 90 | 120 ||144 - - - - * * - - - - * * * : - - - - - sº “ - - - - - I am as as sº - - * * *-* - I - - - - - - - - - - * : * * - - - - - - tº º ºx ºn * !----- * - - * I sº * * * I ºn as ºr m = n - wº, sº * * * * * * * * * *
Second Reader---------- ----|--- -- I -- I -- 45 93 º 190 --- l-----|------|-----------|-----|----- * * - - - - - - * - - - - - - - - - - - - - - * - - - - - - * * - |--|--|------
Third Reader------------ - - - - - - - - - - - - - - - - - - - - - - - * - - - - as ºs º- 80 | 161 225 286 -- - - - - - - - - - - - - - - * * * *- : * * * * *m - - - * * * : * - - - * - - - * * * * * i----- * - - kº sº.
Fourth Reader---------- • sm amº - - - - - - - - - - - - - - - - - - - - - - - -s ss - - - - - - - - - - - - sm s - - - - - - - - - - - - - - - - - - - - 64 | 127 | 193 252 | 815 º - - - - - - - - - - - - - - |-* * * - - - - - -
Spelling-book ----N----- * - - - - - - - - - - - - - - - - - - - - - * - - - - - - * * - - - - - - - - - - * m ºn - - - 15 80 35 | 45 55 || 65|| 75 90 | 115 rev. rev. ------
Numbers (oral)---------- * - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - * * * *- : - - - - - - - - - - r * * * * : - - * * * * * - - - - - - - - - - - - - - - - - - sº as * - I - - - - as s : - - - - - - - - - - - - - * * * * - * * * * * * * - - was ºs m.
Arithmetic (1st book) --|-- - ---|--|--|--|--| -- ---| -----|------ 29 60 90 | 120 | 150 | -- - - - - - - - - -----|--|--|--|------ - - - * ºn - - - - * v- - - - * * * * * f * * * * * : * * * * * =
& $ (2d book) ---! ---|--|--|--. -- || ---|--|--|------ * - - - - - * * * * - - - - - - - - - - - as - - - - - - - * * *- - - 35 | 05 || 8 || 111 | 111 | 158 189 222 252 269 rev,
Geography (1st book)---| -- || ---|--|--|-- - ---|-- |-----. * - - - - - * * * * : - - - - - sº - - - - - - - - - - - 38 67 9| | .150 || -- - - - * * * * : * * * * * * : * * * * * : * * * * * : * * * * * * * * * * * * : * - - - - -
{ % (2d book)----|-- - ||-- * * * i - - - - - - - - - - * i - - - - - - - - - - - - - - - - - - - - - - - - - = i <= - - - - - - - - - - - * * * * * * : * * * * * i - - - - * * : * * * - - - 22 44 64 85 | 122 | finish ------|-- - - -
Language (oral) -------- * * * * - - - * * * * * * * - - - * * * * - - - - * * * * * - - - - - sº * *- - - - * * * * * - - = m, sº - - - * * * * - - - - - - -, * * - - - * * * * - - - - - - - - - - - - ) was ºm a - - - - - * * * * * * - - - -s ºse º 'º - - - - - - * * * * * * * * * * * * * * * * * * * * * s
Grammar---------------|----|----|---|----|----|----|------|------|------|-----|-----|-----|------|-----|-----|------|------|------ 25 60 | 100 | 130 175 |finish
U. S. History------------ * * * * | * * * * * * * * * | * * * * * * * * - I - * * * | - - - - - - - - - - - - I - - - - - - I - - - - - - - - - - - - - ) - - - - - - I - - - - - - - - - - - - * * * : * * * * * : * * * * * I • * * * * : * ~ * - we a we wº. - - a 1 s = * * * * 50 | 100 150
Civil Government------- * = ** - - - * * * * * * - - - * * * * * * - " -- * * * * * - - - - - - - - - - - - - -- "----------. * * * - - - - * * * † - - - * * * - ~! * * * * * * : * * * * * - - - * * * : * * * * * r * * * * * * | * * * * * * * * * * * * *
Physiology.… * * * | * * * * * * * * * | * * * * * * * | * * | * * * * * | * * * * * - | * * * * * | * - - - - - || - - - - - - - - - - - - - } = - - - - || - - - - - - I - - - - - 1 - - - - ... i - - - - - H - - - - - - - - - - - - - - - * - - - - * * * * - F - - - sº se - - - - - - -
The numbers in the columns indicate the pages of the book to which classes go each term. The pages, as here represented, oannot be used, because—to avoid
advertising any particular publishing house—no special books are mentioned. Each commissioner should name, under the heading “Text-Books,” the books in
When a page has been arranged and printed, it may be pasted over this.
use in his county, and the figures in the columns should correspond to them.
S;
DAILY E2F,OG-F, AM.
•w FORENOON. AFTERNOON.
Time. Time.
Begin. Length. Begin. Length.
9:00 - ----------| 5--------- Opening--------------------------------------------- 1:00 ------------- 10--------- First Reader----------------------------------------
9:05 ------------ 10--------- First Reader--------------- ------------------------- 1:10------------- 20-- ------| Physiology (Text-book)----------------------------
9:15 ----------- 15.--------- Second Reader-------------------------------------- 1:80------------- 10--------- Second Reader--------------------------------------
9:30 ------------ 15--------- Arithmetic.----------------------------------------- 1:40------------- 20--...-----| Grammar or Language--------------------- -- * * * * = •
9:45 ------------' 25--------- Arithmetic-----------------------------------------. 2:00 ------------- 16--------- Geography------------------------------------------
10:10 ------------| 20---- - Arithmetic---------------------------------------- 2:15 ------------. 15.--------- Writing --------------------------------------------r
10:30 ------------ 15.--------- Recess ---------------------------------------------- 2:30 ------------- 15.--------- Recess ----------------------------------------------
10:45 ------------ 10--------- Numbers—Primary-------------------------- ----- 2:45 ------------- 15.--------- Fourth Reader--------------------------------------
10:55 -----------. 15--------- Third Reader----------------------------------- ----|| 3:00 ------------- 10--------- Spelling--------------------------------------------
11:10------------ 20--------- Geography---------------------------------------- 3:10 ------------- 18--------- Spelling---------------------------------------------
º U. S. History or Geography.
11:30 ------------ 20--------- } Civil Government.---------- } - - - - - - - - - - - - - - - - - - - 3:26 ------------- 10--------- Language (oral)------------------------------------
11:50------------ 10--------- Oral Physiology and Hygiene---------------------- 8:40------------- 20--------- Miscellaneous--------------------------------------
grades are full.
...”
depending on advancement of pupils, etc.
NGATES.–1. This ºam is intended to be, and must necessarily be, more or less flexible. It should be a guide, in general, as to the number of classes and time given
O €800.
2. The amount of time given to classes should vary according to the importance of a study, and the number of pupils in the class.
.3. The program may vary a little each term, -
4. Classes should be so arranged that the same pupils will not have two consecutive recitations.
- 5. Commissioners will find it impossible to have a full set of classes for each separate grade. Indeed, it will seldom, if ever, happen that all the eight
§
-
Helps for Teaching the Various Branches.
Below is given a partial list of books that will be found suggestive and
helpful to teachers. In order to keep pupils interested and busy, the
teacher must know how to present subjects and have some source from
which to draw material and inspiration. A few well chosen books, that
cost but a trifle, will save any teacher hours of worry and trouble over
restlessness and poor government, caused by mere idleness.
º
> * F O R N U M B E R S A N D A R H T H M ET || C .
First Steps in Number.—Wentworth & Reed. Ginn & Co.
Natural Method of Teaching Number. Triplet, 30c. A. Flanagan.
Arithmetical Problems. –Wentworth, 30c. American Book Co.
Complete Arithmetic —Howard. Potter, Ainsworth & Co.
The last two furnish problems, a choice variety, for supplementary work.
FO R L A N C U A C E -
Metcalf's Language Lessons.
Language Below the High School (Second, Third, Fourth School Year, separate; 12c
each.)—DeGarmo. Pub. School Pub.Co., Chicago.
How to, Speak and Write Correctly (Teacher's Edition). Knox-Heath.
Bright's Graded Lessons in English.
Swinton's Language Lessons. American Book Co.
S C I E N C E .
assº
For material for this work the following are excellent:
Primer of Scientific Knowledge.—Paul Bert. Lippincott & Co.
First Steps in Scientific Knowledge.—Paul Bert. Lippincott & Co.
Botany for Schools, $1.00.--Abbie Hall. Sherwood & Co., Chicago.
Fairy Land of Flowers. $1,00.—Pratt. Educational Pub. Co., Boston.
From Leaf to Seed, 50c.—Newell. Ginn & Co., Chicago.
Nature Reader No. 3, 45c. D. C. Heath & Co., Chicago.
The Great World's Farm, $150. McMillan & Co., New York.
A Reader in Botany, 60c.—Newell. Gunn & Co., Chicago.
Little Flower People, 40c.—Hale. Ginn & Co., Chicago.
70 STATE MANUAL AND COURSE OF STUDY.
The following will be found exceedingly valuable for miscellaneons
exercises.
F O R C E O C R A P H Y -
The Child of Nature.—A. E. Frye. Bay State Pub. Co.
Methods and Aids in Geography.—C. F. King. Lee & Shepard.
Our World, No. 1.-Mary L. Hall. Ginn & Co.
Geography for Young Folks, 30c. Rowe Pub. Co.
How to Study Geography.—Parker. Appleton & Co.
F O R H IS TO R Y -
American History Stories, 36c. Rowe Pub. Co.
Young Folks’ Heroes of History,60c. Lee & Shepard. w
First Book in American History, 60c. American Book Co.
(See list of books on pages 73–76.)
M U S I C . .
Riverside Song Book.--Lawrence. Houghton, Mifflin & Co., Chicago.
School Knapsack, 10c.—“Pattengill.” Robert Smith, box 456, Lansing, Mich.
School Room Echoes.—Cogswell. John Church & Co., Cincinnati. “
Juvenile Class & Concert. John Church & Co., Cincinnati.
Graded Singer.—Whittemore. John Church & Co., Cincinnati.
International Day School Singer. John Church & Co., Cincinnati.
Palmer's Theory of Music.—Palmer. John Church & Co., Cincinnati.
Children’s School Songs. Oliver Ditson & Co., Boston.
Common School Choir.—Tilden. Oliver Ditson & Co., Boston.
Song Budget.—Bardeen. C. W. Bardeen, Syracuse, N. Y.
F O R D R AW 1 N. C.
Elementary Drawing Simplified.—Augsberg. Educational Pub.Co., Boston.
JDrawing Simplified.—Augsberg. Educational Pub. Co., Boston.
Augsberg's Drawing Cards. Augsberg. Educational Pub. Co., Boston.
Prang's Primary Course in Art Education. Prang Educational Co., Chicago.
Prang's Shorter Course. Prang Educational Co., Chicago.
Prang's Complete Course. Prang Educational Co., Chicago.
Suggestions for Instructions in Color. Prang Educational Co., Chicago.
FOR MORNINC AND FRIDAY AFTERNOON, EXERCISES.
Easy Memory Gems. Educational Pub.Co., N. Y.
Northend's Memory Selection. Educational Pub. Co., N. Y.
Gurney’s Morning Exercises. C. H. Gurney, Hillsdale, Mich. *
Thompson's Morning Exercises. E. C. Thompson, Saginaw, E. S.
Ferguson’s Morning Exercises, 25c. E. E. Ferguson, Sand Beach, Mich,
National System of Elocution and Oratory.—Hyde. Fowler & Wells, N. Y.
Common School of Elocution and Oratory.—Brown. Fowler & Wells, N. Y.
One Hundred Choice Selections, 32 numbers. P. Garrett & Co., Chicago.
Patriotic Reader.—Carrington. J. B. Lippincott Co., Philadelphia...: ,
Columbian Selections.—Carrington. J. B. Lippincott Co., Philadelphia.
Tip-Top Pieces for Little Folks. Robert Smith, Lansing, Mich.
Memory Gems. Robert Smith, Lansing, Mich.
Special Day Exercises.—132 pages, 25c. Complete School Exercises to aid in cele-
brating the following days: Washington's Birthday, Thanksgiving, Decoration Day.
|
HELPS FOR TEACHING THE WARIOUS BRANCHES. 71
Franklin, Penmanship Day, Flag Day (with music and complete flag drill), Arbor Day,
Whittier, Mother's Day (with music), State Day, Lincoln, Christmas. Robert Smith,
box 456, Lansing, Mich.
FOR KINDERCARTEN AND PRIMARY PUPI LS,
Miº Games, and Rhymes, $1.25.-Hailmann. Milton Bradley & Co.. Springfield.
888. *
Songs for Little Children, 90c.—Smith. Milton Bradley & Co., Springfield, Mass.
Paradise of Childhood, $2.00.-Wiebe. Milton Bradley & Co., Springfield, Mass.
In the Child's World.—Poulsson. Milton Bradley & Co., Springfield, Mass.
M.” and Scissors in the School Room.—Weaver. Milton Bradley & Co., Springfield,
àSS.
Miº Modeling in the School Room.—Hildreth. Milton Bradley & Co., Springfield,
8,8S.
Color in the School Room.—Bradley. Milton Bradley & Co., Springfield, Mass.
Knife Work in the School Room.—Kilbon. Milton Bradley & Co., Springfield, Mass.
Miº Kindergarten and the School, 50c.—Bradley. Milton Bradley & Co., Springfield.
8,88.
Helps for Ungraded Schools.-Bradley. Milton Bradley & Co., Springfield, Mass.
Story Cards for Primary Classes.—Armitage. Educational Pub.Co., Boston.
Lessons in Right Doing, two vol.--Ballou. G. P. Putnam's Sons, N. Y.
Primary Speaker. Robert Smith, Lansing.
Primary Methods, 75c.—W. N. Hailman. Milton Bradley Co.
Merry Songs and Games, $2.00.-Clara Beeson Hubbard. Milton Bradley Co.
Kindergarten Chimes, $1.00 or $1.50.—Kate Douglas Wiggin. Milton Bradley Co.
cNational Kindergarten Songs and Plays, 50c.—Mrs. Louise Pollock. Milton Bradley
Hailman's Kindergarten Culture, 75c. Teachers' Pub. Co., 6 Clinton Place, N. Y.
Froebel's Education of Man, $1.50. Teachers' Pub. Co.
Peabody’s Guide to Kindergarten, $1.20. Teachers' Pub. Co.
Kraus Boeite's Kindergarten Guide, $2.00. Teachers' Pub. Co.
Froebel's Mother Plays, $2.00. Teachers' Pub. Co.
Hoffman's Kindergarten Gifts, 50c. E. L. Kellogg & Co.
Directions for teaching primary reading will be found in White's Ele-
ments of Pedagogy, given in the following list. The following is also
recommended:
Primary Reading: How to Teach it, 15c. Published by the Rowe Pub. Co., Ira, Ohio;
BOOKS ON THE THEORY AND ART OF TEACHINC.
Elements of Pedagogy.—White. American Book Co.
Methods of Teaching.—Swett. American Book Co.
Theory and Practice of Teaching.—Page. American Book Co.
Lectures on Pedagogy.—Compayrë. Ginn & Co.
Education.—Spencer. Appleton & Co.
Putnam's Primer of Pedagogy, 25c. Robert Smith, Lansing.
History and Science of Education.—Sharp. American Book Co., Chicago.
Mistakes in Teaching.—Hughes. C. W. Bardeen, Syracuse, N. Y.
First Steps in Teaching.—Buckham. C. W. Bardeen, Syracuse, N. Y.
Science of Mind Applied to Teaching.—Hoffman. Fowler & Wells, N. Y.
School Economy.—Wickersham. J. B. Lippincott, Philadelphia.
Methods of Instruction.—Wickersham. J. B. Lippincott, Philadelphia.
Modern Methods, or the Art of Teaching.—Educational Pub. Co., Boston.
Working Teachers' Library. Five standard, reliable, and comparatively inexpensive
volumes: Vol. I, Theory and Practice of Teaching; Vol. II, The Teacher in Literature;
Vol. III, Practical Lessons in Science; Vol. IV, Practical Lessons in Psychology; Vol.
V, Manual of Useful Information. These five books, handsomely printed on heavy
} f
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72 - STATE MANUAL AND COURSE OF STUDY. |
paper and elegantly bound in uniform style, in twilled silk cloth, with gilt back and
side stamps, will be delivered in a neat case, all charges paid, for $6.50. Address The
Werner Co., 160-174 Adams St., Chicago, Ill.
S C H O O L J O U R N A L S -
American School Commissioner. Monthly, $1.25. Saginaw, E. S.
Michigan $ghool Moderator. Semi-monthly, $1.50. Lansing.
Journal of Education. Weekly, $2.50. Boston.
Popular Educator. Monthly, $1.00. Boston.
Teachers’ World. Monthly, $1.00. New York.
American Teacher. Monthly, $1.00. Boston. *
Teachers’ Institute. Monthly, $1.25. New York.
School Journal, Weekly, $2.00. New York.
\
List of Books.
SUITABLE FOR SCHOOL LIBRARIES AND SUPPLEMENTARY READING,
For PUPILS BELow THE FIFTH GRADE.
Title. Author.
Water Babies, Kingsley.
Book of Fables, Scudder.
Sharp Eyes, . John Burrows.
Birds and Bees, º Mary E. Burt.
Little Daffydowndilly, Hawthorne.
Familiar Friends, - Olive Patch.
Field Friends and Forest Foes, . Browne.
Paws and Claws.
True Stories of
Animals, o ©
Cassell.
Title. Author.
Tales Out of School, t . Stockton.
Little Folks in Feathers and Furs, Miller.
For SIXTH AND SEVENTH GRADEs.
Footprints of Travel, Ballou.
Boy Travelers in Japan, Knox.
Boy Travelers in Ceylon, Knox.
Boy Travelers in India, Rnox
Boy Travelers In Egypt and the Holy
Land, ſe - e e º
Our Young Folks Abroad,
Ralph's Year in Russia,
Zig-Zag Journeys in Classic Lands,
[Butterworth.
Child's History of England, Dickens.
Twice Told Tales, ë Hawthorne.
10
Knox.
McCabe.
|Richardson.
Boys of other Countries, Taylor.
Stories in American History. . Dodge.
The Rollo Books, Abbott.
Tanglewood Tales, . Hawthorne.
The World by the Fireside, Kirby.
Madam How and Lady Why, Kingsley.
Silver Wings and Golden Scales, Cassell.
Little Women, e - º Alcott.
Swiss Family Robinson, . &
Young Folks’ History of United
States, t & º Higginson.
Pilgrim’s Progress, . - . Bunyan.
True Stories from History and
Biography, . Hawthorne.
Boys of '76, . - Coffin.
Young Folks' Book of America, Higginson.
Children of Westminster Abbey, Kingsley.
Great Cities of the Ancient World,
[Shepard.
74
STATE MANUAL AND COURSE OF STUDY,
f
For HIGHER GRADEs.
Title, Author,
Old Time Colonies, . * § Coffin.
The Drum Beat of the Nation, . Coffin.
Marching to Victory, . Coffin.
One Hundred Famous Americans,
[Routledge.
Building the Nation,
. Coffin.
Into Unknown Seas, Kerr.
Stränge Stories of History, . Eggleston.
Cruise of the Canoe Club, . W. L. Alden,
Tales from Shakspeare. . Lamb,
Life of Longfellow, Hendricks.
Life of Lincoln, g e e Leland.
Stories of the Old Dominion, Cooke.
Story of Nations--Greece, Rome, Normans,
Germany, Ancient Egypt, Carthage,
Ireland. •
Stories of Chinese Gordon, Hake.
Light of Two Centuries, A. S. Barnes & Co.
Columbus, . * {} g º Alden,
Washington, . & * . Habberton.
Plutarch for Boys and Girls, White.
Title. Author.
About Old Story Tellers, Mitchell,
A Book of Worthies e . Yonge.
Joyous, Pleasant, and Refreshung
History of the Perfect Knight
Bayard, g g * . Kindersley.
Brave Lives and Noble . Mateaux.
Hereward (Time of William the
Conqueror), & g tº Kingsley.
Westward Ho (Elizabethan Age), {
Kingsley.
Harold (Wm. the Conq.) . Bulwer.
Last of the Barons. (Wars of the
Roses), ſº * g e Bulwer.
A Great Treason (American Rev.),
Hoppus.
Joan the Maid, etc., Charles.
Draytons & Davenants, Charles.
Grandmother's Stories and other *
Poems, g t Holmes.
Evangeline, Longfellow.
Snow-Bound, Whittier.
ADDITIONAL LIST OF Books SELECTED FROM Books IN TEACHERs’ LIBRARY IN THE
MICHIGAN STATE LIBRARY.-For PUPILS IN FIRST SIx GRADEs,
Grandfathers' Stories.—Johonnot.
American Book Co., Chicago.
Stories of Herioc Deeds.-Johonnot. American Book Co., Chicago.
Stories of the Olden Times.—Johonnot. American Book Co., Chicago.
Stories of Our Country.-Johonnot. American Book Co., Chicago.
Stories of Other Lands.--Johonnot. American Book Co., Chicago.
Familiar Animals and their Wild Kindred.—Montieth. American Book Co., Chicago.
Living Creatures of Water, Land, and Air.—Montieth.
American Book Co., Chicago.
Ten Selections from Irving’s Sketch Book. American Book Co., Chicago.
Some Curious Creepers, Flyers, and Swimmers.-Johonnot. American Book Co.,
Chicago.
Neighbors with Wings and Furs, Johonnot. American Book Co., Chicago.
Young Folks' Library of American Literature.—Pratt. Educational Pub.Co., Chicago.
People and Places, Here and There.—Pratt. Educational Pub. Co., Chicago.
A CHOICE SCHOOL LIBRARY. —30 Wor,UMEs For $10.
1. AEsop's Fables. (Illus, bds. 95 pp.)--------------------------------------- $ 30
2. Grimm's Tales. (Illus, bds. 144 pp.) ------------------------------------- 40
3. American History Stories. Vol. I. (Illus, bds. 198 pp.)---------------- - - - -36
4, American History Stories. Vol. II. (Illus, bds. 158 pp.)---------------- - - .36
5. American History Stories. Vol. III. (Illus, bds. 158 pp.). ---------------- .36
6. American History Stories. Vol. IV. (Illus, bds. 174 pp.) ----------------- .36
7. Story of Columbus. (Illus. bas. 180 pp.) --------. ------------------------ 40
8. Stories of Industry, Vol. I. (Illus. bās, 172 pp.) ------------------------- 40
9. Stories of Industry. Vol. II. (Ills. bās. 176 pp.) ------------------------- 40
10. Ethics: Stories for Home and School. (Bds. 197 pp.) -------------------. . .40
11. Little Flower Folks. Vol. I. (Illus. bās. 138 pp.)------------------------- .30
12. Little Flower Folks. Vol. II. (Illus. bols. 130 pp.) ----------------------- .30
13. The Great West. (Illus, bds, 176 pp.) --------------------------------4--- .30
14. Cortes and Montezuma. (Illus, bds. 100 pp.) ------------------------- .30
15. Pizarro: or the Conquest of Peru. (Illus, bds. 128 pp.)-------------------- .30
16. Stories of Massachusetts. (Illus, bds. 358 pp.)---ll--- . . . . ---------------- 60
17. Geography for Young Folks. (Illus. bās. 136 pp.) ------------------------ .30
*
LIST OF BOOKS. ' 75
%
18. Storyland of Stars. (Ills, bds. 165 pp.) ----------------------------------- $ 40
19. Stories from Animal Land. (Ill. qto bds. 179 pp.)------------------------ ſº
20. Our Fatherland. (Illus, cloth 160 pp.) -----------------------------------
21. Stories of Australasia. (Illus, bds, 220 pp.)---------------------------- - -
22, Stories of India. (Illus, bds. 220 pp.) ------------------------------------
23. Stories of China. (Illus, bds.) -------------------------------------------
24. Stories of Northern Europe. (Illus. bās. 190 pp.) ---------------
25. Leaves from Nature's Story-Book. Vol. I. (Illus, bds. 216 pp.) ----------
26. Leaves from Nature's Story-Book. Vol. II. (Illus, bds. 240 pp.)----------
27. Patriotism in Prose and Verse. (Bds. 264 pp.)----------------------------
28. Choice Selections. Northend. (Bds, 144 pp.)-----------------------------
29. Stories from Shakespeare. Vol. I. (Illus. cloth, 166 pp.)------------------
30. Stories from Shakespeare. Vol. II. (Illus. cloth, 156 pp.) ----------------
Price to libraries and schools, prepaid -------------------------------------- $10.00
º Educational Publishing Co., 262 Wabash Ave., Chicago.
For PUPILS IN SEVENTH AND EIGHTH GRADEs.
Ten Great Events in History.—Johonnot. American Book Co., Chicago.
The Lady of the Lake.—Scott. American Book Co., Chicago.
Marmion.—Scott, American Book Co., Chicago.
Glimpses of the Animal World.— Johonnot. American Book Co., Chicago.
Home Studies in Nature.—Treat. American Book Co., Chicago.
Neighbors with Claws and Hoofs.--Johonnot. American Book Co., Chicago.
The Man Wonderful in the House Beautiful.—Allen. Fowler & Wells, New York.
Masterpieces of American Literature. Houghton, Mifflin & Co., Chicago.
Lay of the Last Minstrel. – Scott. Houghton, Mifflin & Co., Chicago.
Enoch Arden.—Tennyson. Houghton, Mifflin & Co., Chicago.
Riverside Literature Series, single number, 15c; double number, 30c: double number
board cover, 40c. Houghton, Mifflin & Co., Chicago.
Abraham Lincoln.—Brooks. G. P. Putnam's Sons, N. Y.
Julius Caesar.—Fowler. G. P. Putnam's Sons, N. Y.
Life and Voyages of Ghristopher Columbus—Irving. G. P. Putnam's Sons, N. Y.
Life of Washington, $2.00.-Irving. G. P. Putnam’s Sons, N. Y.
The Story of Nations, $1.50; 34 Wol $51,00.—Ragozin. G. P. Putnam’s Sons, N. Y.
For TEACHERS AND DISTRICT LIBRARIEs.
Animal Memoirs. -Lockwood American Book Co., Chicago.
Verbal Pitfalls.-Bardeen. C. W. Bardeen, Syracuse, N. Y.
Cyclopedia of Education.—Fletcher. C. W. Bardeen, Syracuse, N. Y.
Reference Manual of Statute Law.—Knott. C. W. Bardeen, Syracuse, N. Y. zº
School Law.—Bardeen. C. W. Bardeen, Syracuse, N. Y.
American Poems.-Arranged by Scudder. Houghton, Mifflin & Co., Chicago.
American Prose.---Arranged by Scudder. Houghton, Mifflin & Co., Chicago.
Select Poems of Tennyson.--Rolfe. Houghton, Mifflin & Co., Chicago.
The Young People's Tennyson.—Rolfe. Houghton, Mifflin & Co., Chicago.
Modern Classics, 34 numbers. Houghton, Miffin & Co., Chicago.
Manual of Elementary logic -Atwater. J. B. Lippincott Co., Philadelphia.
Constitutional History of the United States. G. P. Putnam’s Sons, New York.
Representative Essays.--G, P. Putnam’s Sons, N. Y.
American Literature, $6.00,—Richardson. G. P. Putnam's Sons, N. Y.
American Orations, 3 Vols.--Johnston. G. P. Putnam’s Sons, N. Y.
Current Literature.--Perkins. G. P. Putnam's Sons, N. Y.
Moths and Butterflies, $1.50.—Ballard. G. P. Putnam’s Sons, N. Y.
Poetry for the Home and School, $1.25. Brackett. G. P. Putnam’s Sons, N. Y.
76 STATE MANUAL AND COURSE OF STUDY. !
iſ
Historic Boys, $2.00.-Brooks. G. P. Putnam's Sons, N. Y. *-
The Alhambra, $6.00.-Irving. G. P. Putnam's Sons, N. Y.
Outlines of Roman History, $1.25. Pelham. G. P. Putnam's Sons, N. Y.
Herodotus for Boys and Girls.-White. G. P. Putnam's Sons, N. Y.
S. Plutarch for Boys and Girls.-White. G. P. Putnam's Sons, N. Y.
Michigan School Law. A compilation of the school laws of Michigan as amended to
date, August, 1893, with the decisions of the Supreme Court and the opinions of the
Superintendent of Public Instruction, with questions. By mall, 64 cts. , Address,
Peninsular Pub.Co., Saginaw, E. S., Mich.
NOTE.--In selecting this “additional list” I have chosen from a collection of books sent to the State
Librarian from various publishers of school and library books. These books are in the State Library in
care of the Librarian and any teacher who visits the capitol should not fail to look them, over. The book
firms above mentioned are all reliable business firms and any communications sent to them will receive
prompt attention. I regret that I cannot give price on more of the books, but teachers may receive
descriptive catalogues and price lists free on application. Teachers will be delayed only a few days by
writing for price lists and will be better satisfied to examine catalogues for themselves. H. R. P.
<
Flag Days.
[So many of our schools have secured flags for the school-house that it
was, thought advisable to present the following list of dates from which
schools may select days upon which the flag should be raised and a brief
explanation of the importance of the day given.]
Sept. 17, 1787,
14, 1807,
14, 1847,
10, 1813,
17, 1862,
19, 1881,
Oct. 12, 1492,
13, 1814,
17, 1777,
16, 1758,
19, 1781,
Nov. 11, 1811,
23, 1863,
6, 1860,
15, 1777,
30, 1794,
Dec. 17, 1807,
21, 1621,
14, 1799,
29, 1809,
Jan. 1, 1863,
11, 1825,
26, 1837,
11, 1757,
17, 1706,
6, 1811,
Adoption of the U. S. Constitution.
Fulton’s Steamboat, first trip.
Mexico Surrendered.
Perry's Victory on Lake Erie.
Battle of Antietam.
Death of Garfield (half mast).
Discovery of America.
Battle of Fort McHenry, (“Star Spangled Banner.”)
Burgoyne's Surrender.
Noah Webster born.
Surrender of Cornwallis.
Battle of Tippecanoe.
Victory at Chattanooga.
Election of Abraham Lincoln.
Thanksgiving Day.
Articles of Confederation signed by Congress.
Wm. Cullen Bryant born.
J. G. Whittier born.
Landing of Pilgrims.
Christmas.
Death of Washington (half mast). .
W. E. Gladstone born.
Emancipation Proclamation.
Bayard Taylor born.
Michigan admitted into the Union.
Alexander Hamilton born.
Benjamin Franklin born.
Charles Sumner born.
78
Feb.
Mar.
June
STATE MANUAL AND COURSE of STUDY. . .
1732,
1778,
1807,
1819,
1865,
1809,
1847,
1862,
1766,
1870,
1867,
1847,
1743,
1865,
1865,
1822,
1775,
1789,
1564,
1865,
1861,
1803,
1844,
1869,
1777,
1776,
1775,
1863,
1775,
Washington's Birthday. * ,
American Independence recognized by France.
Longfellow born.
Lowell's Birthday.
Slavery abolished.
Abraham Lincoln born.
Thomas A. Edison born. S
Battle Merrimac and Monitor.
Andrew Jackson born.
Fifteenth Amendment adopted.
Alaska purchased.
Wera Cruz surrendered to General Scott.
Thomas Jefferson born.
Surrender of General Lee.
Union Flag replaced at Fort Sumter.
U. S. Grant born.
Battle of Lexington.
Washington inaugurated.
Shakespeare born.
Death of Lincoln (half mast).
Lincoln calls for Volunteers.
R. W. Emerson born.
First Telegraph Message.
Decoration Day.
Pacific Railroad completed.
National Flag adopted.
Jefferson, Adams, Franklin, and Livingston drafted
Declaration of Independence.
Battle & Bunker Hill.
Fugitive Slave Law repealed. *~.
Washington elected Commander-in-Chief.
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