L B UC-NRLF 
 
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 FOR THE COMMON SCHOOLS 
 
 OF KANSAS 
 
 H07 
 
 CRANS: & COMPANY. TOPCKLA 
 
 1907 
 
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 ^*^ 
 
 # 
 
 .i' 
 
 LIBRARY 
 
 OF THE 
 
 University of California. 
 
 GIFT OF 
 
 .Sr^.^^.^>r'>r<-. ^ Q^....s.. 
 
 Class 
 
COURSE OF STUDY 
 
 FOR THE 
 
 COMMON SCHOOLS 
 
 m? 
 
 To the County Superintendent and other School 
 Officials : 
 
 Owing to ail oversight in compiling the Common 
 School Course, in the list of texts consulted in outlining 
 the Primary History Course for the 6th grade, "Gor- 
 dy's AmericariT^eadersand Heroes" was inadvertently 
 omitted. Superintendents are requested to bring this 
 to the attention of their teachers at once. 
 
 The Committee on Course of Study. 
 
 OF THE ^ 
 
 UNIVERSITY )i 
 
 OF 
 
 Ckane & Company, Publisheks 
 
 ToPEKA, Kansas 
 
 1907 
 

 '5 
 
 -L 
 
COURSE OF STUDY 
 
 FOR THE 
 
 COMMON SCHOOLS 
 
 OF 
 
 KANSAS. 
 
 1^^,^^ PRESCRIBED BY 
 
 "THE COMMITTEE ON COURSE OF STUDY. 
 
 OF THE ■* "~ 
 
 iJNIVERsiTY ) 
 
 Cjrane & Company, Publishers 
 
 ToPEKA, Kansas 
 
 1907 
 
/v>V<^ 
 
 Copyright 1907, 
 
 By Crane & Company, 
 
 Topeka, Kansas. 
 
COMMITTEE ON COURSE OF STUDY. 
 
 E. T. Fairchild, State Superintendent Public Instruction, 
 
 C. W. Good, County Superintendent, Hiawatha. 
 
 A. J. Stanley, County Superintendent, Lincoln. 
 
 Geo. T. Codding, County Superintendent, Westmoreland. 
 
 A, W. Hamilton, County Superintendent, Hutchinson. 
 
 Topeka, Kansas, August 12, 1907. 
 
 County Superintendents and other School Officials : This Course 
 of Study is authorized and approved by the State Board of 
 Education for use in the common schools of Kansas. 
 
 C. C. Starr, Secretary, E. T. Fairchild, Chairman. 
 
 (3) 
 
 163773 
 
CONTEI^TS. 
 
 First Grade Work begins on . . . . Page 13 
 
 Second Grade Work begins on ... '^ 22 
 
 Third Grade Work begins on . . . . "34: 
 
 Fourth Grade- Work begins on . . . ''45 
 
 Fifth Grade Work begins on . . . . " 57 
 
 Sixth Grade Work begins on . . . . ''65 
 
 Seventh Grade Work begins on . . . . " 70 
 
 Eighth Grade Work begins on ... "80 
 
 Ninth Grade Work begins on . . . . " 86 
 
PEEFACE. 
 
 In revising the Course of Study the committee saw no need 
 for radical departures. Aside from the inclusion of a course in 
 Elementary Agriculture, the purpose has been to so adjust the 
 departments as to make the work based upon the new texts as 
 easy, progressive and effectual as possible. 
 
 In the revision, the several aims of a course of study have been 
 kept steadily in view: 
 
 First — To furnish an outline of the various branches in ac- 
 cordance with established and approved methods. 
 
 Second — To advance the pupil through school life, giving 
 him credit for work done and thereby lessening the evil effects 
 of a too-frequent change of teachers. 
 
 Third — To unify the work by furnishing a basis for closer 
 and more effective supervision. 
 
 Fourth — To enable directors and parents to know better 
 what the schools are accomplishing for their children, and to 
 cooperater with the teachers in the work. 
 
 Great care has been taken not to encroach upon the individu- 
 ality of the teacher. In general, the Course states what matter 
 should be taught and the order of teaching successive subjects; 
 to the teacher is left the how to teach them. The chief require- 
 ment is, that what is done be w^ell done. 
 
 Investigation of school work with reference to the adjustment 
 and arrangement of its various parts, together with the best 
 
 (5) 
 
COMMON SCHOOL COURSE OF STUDY. 
 
 means and plans for doing it, will prove to be professional 
 work of the highest order. The teacher who knows most of 
 these matters and who most skillfully adapts them to her daily 
 work will prove to be the most successful teacher. Hence it 
 is suggested that the Course of Study be studied by the indi- 
 vidual teachers, and also in the institutes and teachers' meet- 
 ings during the year. 
 
 To be of real use, the teacher must make the Course her con- 
 stant companion. Read it through and fix the general outline 
 clearly in mind. Refer to it often. Remember, that the pupil 
 is not to be made to fit into the Course but the Course should 
 
 be used to measure the pupil. 
 
 COMMITTEE. • 
 ToPEKA, August 14, 1906. 
 
OF THE ^ 
 
 UNIVERSITY 
 
 •OF 
 
 GEJSTEEAL SUGGESTIOISrS. 
 
 Plan. — The work is outlined for nine grades and each grade 
 for seven months. The amount in each division is calculated 
 to be such that a class of average ability taught by a teacher 
 of average ability and under normal conditions will accomplish 
 a grade of work in seven months and the course in sixty-three 
 months. The work should, however, be well done, whether 
 at the end of a term the class may be found to have done more 
 than a grade work or less. 
 
 Classification. — Teachers should read the Course carefully. 
 In beginning a school it is best to take a few days to become 
 thoroughly acquainted with the abilities of the children. As 
 fast as a teacher can inform herself, she should place each pupil 
 in each study where he can do good work. Caution must be 
 had not to give a pupil work beyond his ability. Nothing is 
 so discouraging as attempting to do a thing he cannot do well. 
 It is pleasanter to promote than to demote. Pupils should be 
 classified into just as few classes as may be without doing in- 
 justice to individuals. 
 
 Classes should be designated by grades always; as, "Reading 
 6." Lettei*s of the alphabet should not be used to designate 
 classes, either in calling classes, on the program, or otherwise. 
 
 Whenever it is found a pupil should be transferred from 
 one class to another, the change should be made. Sonnet imes 
 
 (7) 
 
8 COMMON SCHOOL COURSE OF STU D Y. 
 
 a pupil may with profit do extra work in some study and ad- 
 vance to the class above. 
 
 Alternation. — The following .alternations occur: Reading 4 
 and Reading 5, both together taking the work of the ^Fourth 
 Grade in 1907-08, and Fourth and Fifth grades taking Fifth- 
 Grade work in 1908-09. Similarly, Reading 7 and Reading 8 
 alternate. Also, Classics 8 and Classics 9; Language 3 and 
 Language 4; Language 5 and Language 6; Geography and 
 Physiology 4 and Geography and Physiology 5; Geography 
 7 and Geography 8; History § and History 9; Spelling 5 and 
 Spelling 6; Spelling 7 and Spelling 8. 
 
 Examinations. — "What an eye-opener a searching written 
 examination would be in schools where teachers talk and ex- 
 plain much and pupils recite very little; where the instruction 
 is given largely in the form of running talks without a halt to 
 test results."— Dr. E. E. White. 
 
 '^Examinations in our schools cannot cease. They are a 
 component part of the school." — Aaron Gove. 
 
 Language has two forms — oral and written, and all will agree 
 that in both forms there should be training. In many rural 
 schools little written expression is called for (and little of that 
 is inspected), except where the county superintendent sends 
 out written reviews. It is suggested that written tests or re- 
 views be sent out monthly or bi-monthly. 
 
 Opening Exercises. — Fifteen minutes every morning should 
 be given to general exercises, including devotionals. General 
 exercises may be varied during the week as follows: Monday, 
 current events; Tuesday and Wednesday, oral lessons in agri- 
 culture (see outline, page 96); Thursday, music or drawing; 
 Friday, stories having an ethical value. 
 
GENERAL SUGGESTIONS. 9 
 
 Calisthenics. — Open windows and doors. Allow no lazy, 
 slovenly motions. Take one or two movements and drill until 
 all move in unison. Insist upon correct position; that all join 
 in the exercise, and that it be vigorous. The pupils will return 
 to their studies refreshed in body and mind and better prepared 
 to do good work. These are merely rest exercises, and should 
 not be continued longer than five minutes. 
 
 Music. — Teach vocal music, if you can, during your period 
 for general exercises. Give one lesson each week. Write the 
 scale on the board and drill on singing it. Use any device 
 for developing a tone and giving the timid confidence enough 
 to make an effort. Sing frequently. Many pupils are afraid 
 to sing in school, but they should be encouraged to make the 
 attempt. Singing exerts only the best of influence over a 
 school. Learn m^ny good rote songs. If possible, get song- 
 books for your school. ^ 
 
 Drawing. — Encourage your pupils to draw, however crude 
 the attempt at first. If the teacher has time and training to 
 include this as a part of the regular work, there is every reason 
 why she should do so. Drawing can be made a valuable aid in 
 teaching almost any subject: e. g., in geography, by drawing 
 maps ; in physiology, by drawing different parts of the body ; 
 in arithmetic, by drawing figures to illustrate the problem; in 
 reading, the imagination may be stimulated by drawings of the 
 places and things described in the selection. Drawing also fur- 
 nishes much pleasing and valuable material for busy-work for 
 the little ones. In fact, it is almost indispensable to success- 
 ful teaching in the lower grades. 
 
 Current Events. — The teaching of current events may be 
 
10 ' COMMON SCHOOL COURSE OF STUDY. 
 
 made an interesting and profitable feature of school work, by 
 taking the general-exercise period once a week for discussing 
 any proper item of news, local or general. Political news, 
 while it should be non-partisan, may be profitably discussed by 
 teacher and pupil. Much of current events may be taught in 
 connection with History, Civics, and Geography, leaving other 
 events for such time as may be had for a special period. 
 
 Let pupils take up such questions as may be suggested by the 
 topics discussed, and collect information for forming intelligent 
 judgments. 
 
 Pupils should be led to connect local and State affairs with 
 National and International. Teachers should not attempt to 
 analyze too nmch. To create an interest in school work as ap- 
 plied to life is the first and fundamental consideration. As all 
 material in school newspapers is selected from the school-room 
 standpoint, much of what is desired to be taught will be ab- 
 sorbed in home reading and be found '^in solution" at recita- 
 tion-time. 
 
 Encourage pupils to get information of parents on current 
 topics, and to consult others better informed than themselves. 
 
 Note. — Papers which the teacher will find valuable in teaching current 
 events: "The Little Chronicle/' published in Chicago; "The Pathfinder," 
 in Washington, D. C, and "The Week's Current," in Chicago, are weeklies 
 
 "Our Times," published in New York, "The World's Events," in Dans- 
 ville, New York, are monthlies. 
 
 Ethics. — Few teachers, at least few teachers of experience, 
 fail to recognize the responsibility of the place they occupy. In 
 a position where their word has the weight of authority to chil- 
 dren in their charge, spending a large part of their waking 
 hours in contact with and control of minds in the formative 
 state of development, the thoughtful teacher cannot fail to recog- 
 
GENERAL SUGGESTIONS. 11 
 
 nize that her influence is a very prominent factor in determining 
 the after character of those who as pupils were subject to her 
 instruction. 
 
 While example is and must be the principal source of helpful 
 influence, it is believed that precept, judiciously introduced for 
 brief periods, after confidence and sympathy have been estab- 
 lished between pupils and teacher, will be an aid. For this rea- 
 son, it is suggested that at morning exercises occasional brief 
 talks, not to exceed three minutes in length, on questions relat- 
 ing to Manners and Morals, should be made a part of the pro- 
 gram. 
 
SUGGESTIVE PEOGRAM. 
 
 General Exercises. 
 
 Reading 1. 
 Reading 2. 
 Reading 3. 
 Reading 4 and 5. 
 
 Arithmetic 1. 
 Arithmetic 2. 
 Arithmetic 3. 
 Arithmetic 4. 
 Arithmetic 5. 
 
 Reading 6 and 7. 
 
 U. S. History 8 and 9. 
 
 Classics 8 and 9. 
 
 Arithmetic 6. 
 Arithmetic 7. 
 Arithmetic 8. 
 Arithmetic 9. 
 
 Reading 1. 
 Reading 2. 
 Language 3. 
 (Physiology 4 and 5- 
 
 -first 3 months.) 
 
 (Geography 4 and 5 — last 4 months.) 
 Grammar 7. 
 Grammar 8. 
 Ph5''siology 9. 
 
 RECESS. 
 
 History 6. 
 Language .5 and 6. 
 History 7. 
 Geography 7 and 8. 
 
 Writing. 
 Reading 1. 
 Reading 2. 
 Reading 3. 
 Spelling 4. 
 
 Let the above program be for Monday. It will be observed 
 
 that Spelling 5, Spelling 6, Spelling 7, Spelling 8 and Civics 9 
 
 are omitted. Let us group them as follows into what may be 
 
 called the 
 
 ALTERNATING PART: 
 
 Spelling 5 and 6. 
 Spelling? " 8. 
 Civics 9. 
 On Tuesday let the alternating part be taken in the first 
 quarter of the day in place of Reading, History, and Classics. 
 On Wednesday in the second quarter of the day in place of 
 Arithmetic. On Thursday in the third quarter, and on Friday 
 in the fourth q^uarter of the day. 
 
 (12) 
 
COUESE OF STUDY. 
 
 FIRST GRADE. 
 
 Texts. — Primer, First Reader. 
 Reading. 
 
 The method of teachiDg reading for the first two grades is 
 known as the '^ Rational Method in Reading/' by E. G. Ward. 
 If a copy of the Manual for this method is not in the hands of 
 the teacher, it may be ordered of Silver, Burdett & Co., Chicago. 
 
 The first step toward success is for the teacher to make her- 
 self thoroughly familiar with the terms and explanations on 
 pages 1 to 8 of the Manual. Although the Ward method of 
 presentation is followed, the list of sight words is compiled 
 from the AVooster Primer. 
 
 The order in which phonograms are presented is also changed 
 to meet the needs of the text-books in use. 
 
 Arrange phonogram cards in the following order: 
 
 Set I. — f, 1, m, n, r, s, a, e, I, o, u, ing, ings, ight, ights, 
 e, €, h, b, tr, est, ess, e, a, d, t, s, ek, k. 
 
 Set 11.— p, y, er, ers, sh, w, o, tt, i, y, ip, ick, ch, pi, pr, 
 bl, br, ou, ow, v, g, th, a, gr, ed, cr. 
 
 Set III. — a, g, y, 6, o, g, eir, air, are, ear, dt), g, a, u, 
 u, ir, o, u, x, e, wh, q, qr, z, n, i, gh. 
 
 First Month. — Teach the following words as sight -words: 
 See, I, you, a boy, me, can, a bird, a nest, the, an egg. 
 
 (13) . 
 
14 COMMON SCHOOL COURSE OF STUDY. 
 
 Develop words by means of objects. As soon as the word is 
 clear in the mind of the child, })lace the words in script on the 
 board. The written word should bring up the idea in the 
 child's mind vividly and clearly. As soon as two or three words 
 are easily recognized, combine in as many different simple 
 sentences as possible. After three words have been taught, it 
 is well to write each word in large vertical script on a card 6 by 
 9 inches in size. If you can secure the use of a rubber-printing 
 outfit, print the word on the reverse side of tlu^ card. As soon 
 as a new word is taught, add the card to the initial stock, and 
 thus form yom* list of sight words for quick drill. 
 
 Teach the phonograms f, 1, a, and t. 
 
 Take up three lines of work each day: 
 
 1. Drill on sight words. 
 
 2. Drill on phonograms. 
 
 3. The ear-training. 
 
 For full explanation of these three lines of work, consult the 
 Manual, pages 4, 5, 6, 7. 
 
 Let your aim be, to have each pupil able to recognize every 
 word assigned, no matter where found. Too much sight drill 
 cannot be given. The separate words must be learned before 
 they can be recognized in combinations with other words. Sug- 
 gestion: Use the articles ''a" and 'Hhe" with each noun; as, 
 ^^adog,"'Hhedog." 
 
 Second Month. — Teach the following words as sight words : 
 run, do, drum, play, good, have, he, dog, box, flag. 
 
 Phonograms n, r, e, I. 
 
 Continue three lines of work daily : 
 
 1. Sight-reading. 
 
 2. Drill on phonograms. 
 
 3. Ear-training. 
 
FIRST GRADE. 15 
 
 Follow closely instructions given in Ward Manual, pages 
 5, 6, 7. The three lines of work are fully canvassed on these 
 pages. Read and re-read. 
 
 There are two phases of sight-reading: 
 
 1. Recognition of words only — the aim being to recognize 
 words without their relation to other words. 
 
 2. The combining of these known, words into simple sentences. 
 Present the new word before the word drill is given, then 
 
 add to list of known words. 
 
 Third Month. — ^Teach will, good, does, red, tell, they, are, 
 water, to, box, fruit, some, us. 
 Phonograms s, o, t, ing, ings. 
 Continue daily three lines of work: 
 
 1. Sight-reading. 
 
 2. Drill on phonograms. 
 
 3. Ear-training. 
 See Manual, pages 5, 6, 7. 
 
 In sight-reading, do not omit the daily drill on all the words 
 learned, in addition to using them in sentences. 
 
 A set of boxes (one for each child) containing all the words 
 taught will prove an aid for busy- work. Each new word as 
 presented should be written in large vertical script on card- 
 board, and added to those in box. 
 
 The words may be arranged on desk in the order in which 
 they are on the board or chart ; or the child may arrange on his 
 desk only the words he can name quickly ; or he may copy easy 
 sentences from board, and these may be used as reading or 
 writing lessons. 
 
 All words commonly used in beginning of sentences should be 
 written on one side of card, with capital letter. 
 
16 GOMMON SCHOOL COURSE OF STUDY. 
 
 Many other uses for these words will suggest themselves to 
 the teacher. 
 
 There should be at least three sets of words in each box, and 
 from four to six of the most common words, as : the, an, is, etc. 
 
 One of the first things a child wants to write is his own name. 
 
 A good plan is to give each child a card on which is written, in 
 large vertical script, his given name. This can be kept in the 
 tablet and is always ready for use. Size of tablet, 9 by 12 
 inches. 
 
 Fourth Month. — Begin Wooster Primer; go to page 46. 
 Teach the following words as sight words : and, little, eat, book, 
 come, here, is, not, old, tree, where, girl, go, with, green. 
 Phonograms: k, c, d, ight, ights. 
 
 At close of fourth month, this class should know the follow- 
 ing words : 
 
 he a dog 
 
 box and 
 
 fruit little 
 
 some eat 
 
 us a book 
 
 run come 
 
 do here 
 
 a drum is 
 
 play not 
 
 have the girl 
 
 where green 
 
 did 
 
 Be sure that these words are thoroughly learned before at- 
 tempting to do more. It is believed that as much has been 
 assigned as the average child can well learn, and as much as 
 
 see 
 
 will 
 
 you 
 I 
 
 good 
 does 
 
 a boy 
 me 
 
 red 
 tell 
 
 can 
 a bird 
 
 they 
 are 
 
 a nest 
 
 water 
 
 the 
 
 flag 
 
 an egg 
 old 
 
 to 
 a tree 
 
 go 
 
 with 
 
FIRST GRADE. ^ 17 
 
 the average teacher can do thoroughly. Continue the sight 
 drills both from the cards and from the list on the board. Suc- 
 cess with the Primer depends on the thoroughness of the pre- 
 paratory work. 
 
 Review the following phonograms: f, 1, m, n, r, s, a, e,-i; o, 
 t, ing, ings, k, -e, d, ight, ights. 
 
 [ Continue daily the three lines of work as given in previous 
 months : 
 
 Order of presenting a word : 
 
 1. By means of objects, teach the idea. 
 
 2. Secure the oral expression of the idea. 
 
 3. Make the crayon say it. 
 
 An essential element of good reading is the quick recognition 
 of words. This comes only through experience. Hence, good 
 reading depends upon the amount of reading matter, within 
 the child's vocabulary, that the teacher presents. 
 
 Insist upon the correct expression of every sentence. 
 
 Let us understand that 'phonic word-drill should be empha- 
 sized during the first grade ; during the second and third grades 
 the phonic drill should be emphasized. 
 
 First Readers should now be had and used in connection with 
 the Primer. Keep First Readers on teacher's desk, and during 
 part of each recitation or all of certain recitations use lessons 
 from it for sight-reading. Choose lessons having few new words. 
 If there be one or two new words, drill on them a moment be- 
 fore reading. The class should finish the Primer and the first 
 fifty pages of the First Reader in this grade. 
 
 Fifth Month. — Pages 46 to 60. 
 
 Keep up a continuous review during this and the following 
 months. Teach the phonograms as they occur in words in the 
 reading lessons. 
 
18 COMMON SCHOOL COURSE OF STUJ^Y. 
 
 Sixth Month. — Pages 60 to 79. 
 
 Seventh Month. — Pages 79 to 87, and review. 
 
 Schools having an eight-months term will take Classic No. 77, 
 
 ''Flower Friends," Part I, Educational Pub. Co., Topeka, 
 
 Kansas. 
 
 Language. 
 
 observations. . 
 
 In the hand of a teacher who is interested and thoughtful, 
 the language lesson may be one of the most fruitful activities 
 of the school-room. To such a teacher the pupil comes with a 
 given amount of ideas and possessing a certain degree of ability 
 to express these ideas freely and correctly in an oral way. She 
 takes him where he is, and gradually, year after year, enlarges 
 his scope of ideas and thoughts and trains him into more free- 
 dom and correctness of expression. The first year or two she 
 lets him express himself just a little in writing, gradually increas- 
 ing the amount of such until at the end of school life he leaves 
 her, if her ideal be reached, a thoughtful man, able to express 
 himself freely and correctly either l)y tongue or. pen. 
 
 Language training should not be confined to the language 
 class. Every school exercise should be a language lesson. 
 Memory-training is not all of education. In reading, in arith- 
 metic, in history, in every recitation, strive to awaken the 
 imagination. In every recitation stimulate to freedom and 
 correctness of expression. 
 
 Caution nmst be used that language lessons be not too formal. 
 The children should not become self-conscious. Put them at 
 ease. Secure vivacity. The recitations should be frequent, 
 short, and lively. 
 
 The use of correct forms is a habit, and habit comes of repe- 
 
FIRST GRADE. 19 
 
 tition. It is of little use to correct an error if it be not challenged 
 thereafter. The test of success in teaching a correct form is 
 the habit of the pupil to use it without conscious effort. 
 
 Suppose the pupil is taug^ht the use of the period: thence- 
 forward, this form must be emphasized. An omission must not 
 escape. He must correct every error. It is folly to load him 
 with other forms. When is the teaching process completed? 
 When the pupil without effort thinks to place the period properly, 
 when an omission attracts his attention. 
 
 ORDER OF DEVELOPMENT. 
 
 Re-telling- stories. 
 
 Copying sentences and paragraphs. 
 
 Writing from dictation. 
 
 Letter-writing. 
 
 Narration and description. 
 
 Caution : Assign no writing that you do not expect, yourself, 
 to carefully inspect. 
 
 All language work of the first four grades should be done in 
 connection with the other studies. 
 
 The language work of the fifth and sixth grades should be 
 correlated with and partly based upon the other studies. 
 
 The lessons herewith outlined for the first four grades may 
 be easily handled in schools having two or more teachers, but 
 for reasons obvious to one working in a one-teacher school 
 it is thought not best to require her to have separate language 
 lessons. It is suggested, however that she may make every 
 recitation a language lesson and may frequently give the greater 
 }jart or all of a reading or number lesson to language-training. 
 Where justified, one may give part or all of the work outlined 
 under language. It is suggested that in one-teacher schools 
 
20 COMMON SCHOOL COURSE OF STUDY. 
 
 when separate language periods are not had for the first four 
 grades the teacher will profit in making other lessons language 
 lessons if she will study the suggestions and model lessons. 
 
 For first grade see Course for^ second grade. First-grade 
 pupils should take the same topics as the second-grade class, 
 and where program is crowded, both classes may recite together, 
 the first-grade taking oral work only in connection with the 
 topics assigned. For seat occupations, busy- work adapted to 
 the topic under consideration should be used. 
 
 Arithmetic — First Grade. 
 
 Number work the first year should be very informal and 
 closely correlated with the lessons in reading and language. 
 The work as outlined is based on Van Amburgh's ^' First Days 
 in Number" for the first and second years. The ^'Introduc- 
 tory" chapter should be read carefully by each teacher. No 
 other operations should be taught than those given therein. 
 Text to be in the hands of the teacher only. 
 
 First Month. — Pages 9 to 22. 
 
 Count to 10. Teach numbers by objects only. Teach lo 
 write numbers to 5. Teach pupils to recognize groups of ob- 
 jects to 5. 
 
 Use many objects, and spend the month getting the idea of 
 number. Do not attempt to do much, if any, combination 
 work. Supplement the work given in the text whenever class 
 needs require. Teach the combinations for 2. 
 
 Second Month. — Pages 22 to 33. 
 
 Count to 30. Write numbers to 15. Teach the combina- 
 tions of 3 and 4. Drill thoroughly on all work attempted. Do 
 not try to do too much. 
 
FIRST GRADE. 21 
 
 Third Month. — Pages 33 to 40. 
 
 Count to 50. Write numbers to 20. Review combinations 
 of 2, 3, and 4, and teach the combinations of 5. Teach the 
 Roman notation to V. 
 
 Fourth Month. — Pages 40 to 52. 
 
 Count to 75. Write and read numbers to 25. Teach the 
 combinations of 6 and 7. Teach the Roman numerals VI and 
 VII. 
 
 Fifth Month. — Pages 52 to 62. 
 
 Count to 100. Write and read numbers to 50. Teach the 
 combinations of 8. Review the combinations of 6 and 7. Re- 
 view all the Roman numerals taught. 
 
 Sixth Month. — Pages 62 to 72. 
 
 Count by 2's to 10. Write and read numbers to 75. Teach 
 the combhiations of 9, and review 4, 6, and 8. Teach, the 
 Roman numerals VIII and IX. 
 
 Constantly review. Give varied animated drills. Have 
 class do much original work by bringing their own material to 
 illustrate the little problems they may make. 
 
 Seventh Month. — Pages 72 to 83. 
 
 Count by 2's to 20. W>ite and read numbers to 100. Teach 
 the combinations of 10. Teach Roman numeral X. Review 
 all the work of the 3^ear. Do much original work. Do much 
 review drilling, making the review drills largely oral. 
 
 Do not attempt to go beyond the assignment for this year. 
 As much work has been outlined as should be attempted by any 
 first-year class. 
 
 Schools having an eight-months term review carefully all 
 work gone over. 
 
22 COMMON SCHOOL COURSE OF STUDY. 
 
 Spelling — First Grade. 
 
 Spell words from reading lessons. For suggestions, see First- 
 Grade Reading. 
 
 Writing — First Grade. 
 
 Good plain writing is essential, and the subject should have 
 a place on every program. Writing is a habit, and good writing 
 is only attained by careful, intelligent practice, always with 
 certain standards of excellence. So insist upon all written 
 work being done in the same high order. 
 
 Teach writing with other work. Use pencil at least four 
 inches long, reasonably sharp and not too hard; No. 2, if not 
 too hard, is recommended. The writing of this grade should 
 be large, full and clear. Do not require too much, and watch 
 the development of forms. Begin movement drills on the oval 
 in the last half of the year. 
 
 SECOND GRADE. 
 
 Texts. — First Reader, Second Reader. 
 
 Reading. 
 
 Purpose. — (a) Sight vocabulary, (b) Expression. 
 
 In assigning the reading lesson, be definite; drill pupils on 
 new words, seeing to it that the pronunciation is correct. Show 
 them how to study the lesson. 
 
 First Month. — First Reader, pages 1 to 50. 
 
 During this month, review carefully all words taught last 
 year. Spend much time in reviewing the phonograms and lists 
 given for blend drill. Use your sight-cards for this review, 
 
SECOND GRADE. 23 
 
 aiming at quick recognition of all words. Use, also, chart of 
 sight-words which you made for last grade. Use the words in 
 simple sentences and stories from the blackboard. The lesson 
 may be concealed by a curtain until class-time. 
 
 The phonograms of Set I should be recognized at sight in 
 either script or print. The success of the second grade's work 
 depends largely on the facility in use of phonograms in blend 
 drill. Study carefully pages 8 and 9 in Ward Manual. Teach 
 the phonograms from Set II that occur in these lessons. Have 
 all words thoroughly mastered from blackboard before attempt- 
 ing to read a lesson. 
 
 Do not let any chikl try to read until he can give the whole 
 sentence. 
 
 As each new phonogram is taken up, use the blend drill 
 corresponding to it as found in Manual. 
 
 Study pages 12 and 13 in Manual for suggestions on this 
 stage of reading. 
 
 Keep list of all the words given in the lessons, and use for 
 daily review. 
 
 This class may also use the boxes prepared for first-grade 
 class as language work. Building sentences, then copying on 
 slates or paper, or copying from board. 
 
 Second Month. — Pages 50 to 77. 
 
 When a new phonic sound is presented, follow it with the 
 blend drill for that sound. In selecting words for a blend drill 
 on a new sound, be sure to eliminate all words containing phono- 
 grams that are not familiar to the child. Study carefully 
 pages 10 and 11 of the Manual. 
 
 Many teachers find it better to have the readers kept at the 
 teacher's desk, and only placed in the hands of the children 
 
24 COMMON SCHOOL COURSE OF STUDY. 
 
 during the recitation. This insures sight-reading and keeps 
 the material fresh for the lesson. 
 
 Give daily drills on Set I of phonograms. Teach the phono- 
 grams: p, w, y, er, ers. Set II. 
 
 Third Month.— Pages 77 to 102. 
 
 Fourth Month.— Pages 102 to 129. 
 
 Fifth Month. — Begin Second Reader. Pages 7 to 47. 
 
 Read the preface and note to teachers in the first part of the 
 text, and become familiar with the author's plan and purpose. 
 Drill on the pronunciation of words and spelling. Use the 
 written exercises. 
 
 In the recitation, let the pupils tell the story. See who can 
 tell it best. Let them commit the poems and recite before the 
 class. Do not neglect the phonic drills. 
 
 There are three objects in this drill: (a) to teach the marks ; 
 (6) to train the tongue; (c) to train the car. The training 
 of the tongue and the ear is usually slighted. 
 
 Sixth Month. — Pages 47 to 93. 
 
 Seventh Month. — Pages 93 to 145. 
 
 Schools having an eight-months 'term will take the following 
 Classic: ''Some Bird Friends," 5 cents per copy, Educational 
 Publishing Company, Topeka. No. 76. 
 
 Language — Second Grade. 
 
 The course for the second grade is based on Cooley Manual, 
 No. 1, and the Primary Plan Books. (A. Flanagan & Co.) 
 
 Facility of oral expression should be the aim. Pupils should 
 be furnished interesting knowledge to express, and taught to 
 express this knowledge with originality and freedom. From 
 the first, errors of speech should be corrected. 
 
SECOND GRADE. 25 
 
 Oral reproduction may consist of complete statements in an- 
 swer to questions asked, afterwards telling the story by connect- 
 ing the statements. Written reproduction comes only after oral 
 reproduction, for the child cannot be expected to write well any- 
 thing which he cannot first tell. 
 
 Under ^^ Language Proper'' the correct use of a number of 
 words is taught in connection with the regular work and not 
 as a separate, technical training. 
 
 Written w^ork may include copying of sentences and short 
 paragraphs that have first been developed orally by the teacher, 
 told by the pupil and copied on the board by the teacher to be 
 first read and then re-copied by the pupils. New words should 
 be learned before the lesson is written on the board by the 
 teacher. As second-grade pupils advance, the writing on the 
 board of oral reproductions given by pupils may be omitted 
 by the teacher and pupils asked to reproduce in writing what 
 they have given orally. The papers may then be corrected and 
 rewritten. It is a good plan to copy on the board an uncor- 
 rected paragraph and ask the pupils to suggest corrections. 
 
 The aim of the following outline is to teach, in addition to 
 correct written and spoken language, a love for nature, good 
 literature, and good pictures. 
 
 First Month. — Observation: Study of autumn flowers, mak- 
 ing a specialty of the nasturtium, sunflower, and sweet pea. 
 Bring plant, root, stem and flowers into the school-room for 
 study. 
 
 Tell about uses of root, stem, leaves, and flowers. Describe 
 each orally. Lead pupils to give statements, as: The stem is 
 long. The stem is round and green. The sunflower is yellow. 
 It is round. The seeds are brown and white. — Have second- 
 
26 COMMON SCHOOL COURSE OF STUDY. 
 
 grade pupils write the sentences they have given orally. Firet- 
 grade pupils could draw the sunflowers and leaves and color 
 with crayon ; also cut both from yellow and green pai)er. Sew- 
 ing cards may be pricked with the outlines of the flowers and 
 leaves. Study of color. 
 
 MODEL LESSON — THE SUNFLOWER. 
 
 First and Second Grades. 
 
 Bring the whole plant into the school-room. Talk about 
 the uses of each part, naming the parts where children are not 
 able to supply names. 
 
 Q. Where does the sunflower grow? 
 
 A. The sunflower grows by the roadside. 
 
 The teacher may write on board the answers that pupils give, 
 making necessary corrections. Second-grade pupils may then 
 read what the teacher has written. 
 
 Q. What holds the plant in the ground? 
 
 A. The roots hold the plant in the ground. 
 
 Q. What part gathers food and drink? 
 
 A. The roots gather food and drink. 
 
 Q. Where are the roots? 
 
 A. The roots are in the ground. 
 
 Q. What part of the plant holds up leaves and flowers? 
 
 A. The stem holds up the leaves and flowei-s. 
 
 Q. What color are the stem and leaves? 
 
 A. The stem and leaves are green. 
 
 Q. What color is the sunflower? What shape? 
 
 A. The sunflower is round and yellow. 
 
 Q. What color are the seeds? 
 
 A. The seeds are brown, 
 
SECOND GRADE. 27 
 
 The second-grade pupils, after reading the answers they have 
 given, may copy them from the board. 
 
 Firet-grade pupils draw sunflower, leaves, and seeds, sepa- 
 rately. Color with crayon. Cut a sunflower from paper. 
 
 The nasturtium and sweet pea may be studied by both grades 
 in a similar manner. 
 
 Picture Study: The Pet Bird— Von Bremen. (Perry, No. 
 792.) 
 
 Stories and Poems: Hiawatha's Childhood. Read this part 
 of the poem to the pupils, and by questions lead them to make 
 complete statements. 
 
 MODEL LESSON — HIAWATHA. 
 
 (First and Second Grade — First Month.) 
 Read the story of Hiawatha's childhood. Explain as the 
 poem is read: Big-Sea water (lake), cones, wigwam, fire, lin- 
 den, moss, rushes, reindeer, sinews, pnie tree, owlet, fireflies, 
 brakes, rainbow, flecks and shadows on the moon. Show pic- 
 tures to assist in exi)lanation of the foregoing. Meaning of 
 ^^stilled liis fretful wail," ^^ulled him into slumber," ^^Ewa- 
 yea," '' lapping of the water," ''flitting through the dusk of 
 evening," ''rippling," "angry," "fade and perish," "hooting," 
 "native." 
 
 After reading the poem to the chiklrcn, ask questions on the 
 poem similar to the following: Who was Hiawatha? Tell 
 something about his appearance. In what kind of cradle did he 
 swing? With what was it lined? Who rocked it? What do we 
 caU an Indian baby? W^hat do we call an Indian woman? 
 Who was Nokomis? What did she do for Hiawatha? What 
 stories dkl she tell him? What did he see as he lay in his 
 ci-adle? What did he call the firefly? Did Hiawatha eyer get 
 
28 COMMON SCHOOL COURSE OF STUDY. 
 
 frightened? Was he afraid of the dark? What did Nokomis 
 tell him to make him go to sleep? What sound (hd the owl 
 make? What did Nokomis think the rainbow was? In what 
 kind of a house did Hiawatha and Nokomis live? What grew 
 behind it? What color was the water before it? What kind 
 of trees grew near? What grew upon the fir trees? 
 
 Answers to the foregoing should be orally by both first- and 
 second-grade pupils, and sentences given written on the board 
 for second-grade pupils to read and copy, as follows : 
 
 Hiawatha was an Indian boy. His skin was red and his 
 hair black. He had a linden cradle. It was lined with moss. 
 His grandmother rocked it. She sings songs to him and tells 
 him stories. She tells him about the moon and stars. He saw 
 the fireflies. They were his candles. He heard the owls hoot, 
 and was afraid. Nokomis thought the rainbow was made of 
 flowers. Hiawatha and Nokomis lived in a wigwam. The 
 lake was before it. Cones grow on the trees. 
 
 Have pupils of the first grades draw, cut and paste the wig- 
 wam, canoe, cradle, trees, lake, rainbow, moon and stars, firefly, 
 owl, bear, bird. Paint with water-colors or colored pencils. 
 Pupils may be given sticks or seeds to lay the outlines of the 
 wigwam, cradle, pine trees, moon and stars. On sewing-cards 
 prick the outline of the bear, birds, wigwam, owl, rainbow, 
 cradle, canoe, moon and stars. Use different colors in sewing. 
 h Poems for study : Wynken, Blynken and Nod, The Rockaby 
 I.ady — Eugene Field. September, and Leaves at Play. Mem- 
 orize the first stanza of ''September." Read to pupils the story 
 of Clytie for oral reproduction. 
 
 Language: Correct use of has, have ; is, are ; each, all. 
 
 (See Model Lesson for study of ''September," third grade, 
 first month.) 
 
SECOND GRADE. ' 29 
 
 Second Month. — Observation: Study of autumn fruits— 
 appleS; grapes, peach, plum, pear. Form, color, size, surface, 
 pulp, skin, core or stone, seeds, or kernel. How prepared for 
 use. 
 
 Seeds: Collect different varieties; describe and tell whether 
 useful as food; means of transportation; how^ scattered ; how 
 protected. 
 
 Disappearance of insects. Migration of birds. Falling leaves. 
 Change in atmosphere and in length of days and nights. 
 
 licad pupils to give sentences which reproduce the talks on 
 nature work. 
 
 First-grade pupils should draw and color fruits and leaves 
 studied. Paper-cutting and card-sewing based on the October 
 nature work may also be done by first-grade pupils as busy- 
 work while second-grade pupils prepare written reproductions. 
 
 Picture Study: The Sower and the Seed. Millet. (Perry 
 Pictures, No. 310. ) 
 
 Poems and Stories: Memorize first verse of October — H. 
 H. Jackson. Study poem ; have pupils describe the scene they 
 think the poem pictures. Study and reproduce orally the 
 poems Apple-Seed John and The Tree. Read the story of The 
 Anxious Leaf, and The Sleeping Apple. Story of Columbus. 
 
 Language Proper: Correct use of is, was : there is, there are ; 
 eat, ate, eaten; a, an; in, into. 
 
 Third Month. — Observation: Nuts and squirrels; birds; 
 preparations for winter; animal and vegetable foods, with 
 special mention of corn, pumpkins, turnips, squashes, onions, 
 and potatoes. Describe each orally. First grade draw objects 
 studied. 
 
 Study of Nuts: Collect different kinds. Name each, and 
 
30 COMMON SCH OOL COURSE OF STUDY. 
 
 tell where it grows. Tell about covering of each — shape, size, 
 color, surface. Draw picture of each. Make a special study 
 of the hickory nut. 
 
 Squirrels: Color, covering: food, how obtained; feet, claws, 
 teeth ; kinds of squirrels, uses, winter home. Develop sentences 
 such as: The squirrel eats nuts. He lives in the woods. He 
 has strong teeth. Squirrels have fur coats. 
 
 Study of Birds: Talk about winter habits, nests, etc. First 
 grade draw picture of birds and birds' nests. 
 
 Picture Study: Piper and Nutcrackers — Landseer, No. 903. 
 
 Poems and Stories: Hiawatha's School. November — Gary. 
 Story of Pilgrims and Thanksgiving. Memorize ''The Moun- 
 tain and the Squirrel." 
 
 Language Proper: Abbreviations; names of the days of the 
 week ; correct use of teach, taught ; learn, learned ; child, chil- 
 dren; woman, women; make, made. 
 
 Fourth Month. — Observation: Lights of the world — sun, 
 moon, stars. Snow, ice, snowflakes. Evergreen and holly. 
 Rabbits, winter birds, sheep. 
 
 Picture Study: The Nativity— Hoffman. (Perry, No. 797.) 
 
 Poems and Stories: The Sun's Travel. The New Moon. 
 Twinkle, Twinkle, Little Star. Hang Up the Baby's Stock- 
 ing. 
 
 Language Topics: Abbreviations; names of holidays and 
 months ; exclamation-mark ; correct use of shine, shone ; give, 
 gave; hang, hung; freeze, froze; slide, slid. 
 
 Fifth Month. — Observation: The body. 
 Picture Study: Can't You Talk?— Holmes. (Perry Pic- 
 tures, No. 1063.) 
 
 Stories and Poems: Life in hot and cold countries as com- 
 
SECOND GRADE. 31 
 
 pared with our own. The Child's World, The Hayloft, and 
 The Land of Story Books — Stevenson. One, Two, Three — 
 H. C. Banner. The Lost Doll— Kingsley. 
 
 Language Proper: Correct use of see, saw; to, top; here, 
 there; do, does; words denoting relation. Use of capital for 
 names of Deity. 
 
 Sixth Month. — Observation: Forms of water — rain, vapor, 
 clouds, fog, mist, hail, snow, ice, sleet, steam. 
 
 Picture Study: Pictures of Washington and Lincoln and 
 their homes. 
 
 Poems and Stories: Stories and poems of; patriotism ; stories 
 relating to St. Valentine's Day. Four friends of the children — 
 Alice Cary, Phoebe Cary, Eugene Field, CeHa Thaxter. 
 
 Poem Study: Our Homestead — Phoebe Cary. 
 
 Language Proper: Correct use of write, wrote, written; fall, 
 falls, fell, fallen; rise, rises; rose, risen; I've, I have; I'm, 
 I am. 
 
 Seventh Month. — Observation: Awakening life. Study of 
 buds on trees and shrubs; plant window gardens, and write 
 sentences giving reports of growth of plants. Make drawings 
 of plants in various stages of growth. Keep bird calendar 
 showing date when each bird was first seen by pupil. Work of 
 the wind. Study of windmills. 
 
 Picture Study: Spring — Corot. (Perry, No. 484.) 
 
 Language Proper: Correct use of burst; sleep, slept; awake, 
 awoke; waken, wakened; swell, swelled; know, knew; this, 
 that; these, those. 
 
 Schools having an eight-months term should continue plant 
 observations. 
 
32 COMMON SCHOOL COURSE OF STUDY. 
 
 Arithmetic — Second Grade. 
 
 The number work for this year is based on Van Amburgh's 
 First Days in Numbei*. The book to be in the hands of the 
 teacher but not in the hands of the pupils. 
 
 Make many problems; be rapid and accurate. Require all 
 board and seat work to be done neatly. Language forms, both 
 oral and written, should be used to state the relations learned. 
 Much of the material in the text may be placed on the board and 
 copied for seat work. While this may assist the teacher 
 in solving the problem of ''busy- work," be careful that too 
 much wTitten work is not given, and do not allow the copy- 
 ing of work from the board to take the place of the recita- 
 tion. 
 
 First Month. — Review all of the first-grade work, and in 
 addition take pages 83 to 87 of the text, which is review also. 
 Teach Roman numerals to XV. 
 
 Second Month. — Pages 87 to 95. 
 
 Teach the combinations of 11, 12, and 13. Teach the Roman- 
 numerals to XX. Drill^ in writing and reading of numbers 
 to 200. 
 
 .Be thorough. Make most of the drill oral. Do not allow 
 written work to predominate. 
 
 Third Month. — Pages 95 to 105. 
 
 Teach the combinations of 14, 15, and 16. Teach the Roman 
 numerals to XXX. Teach the writing and reading of numbers 
 to 500. 
 
 Fourth Month. — Pages 105 to 115. 
 
 Teach the combinations of 17, 18, and 19. Teach the Roman 
 
SECOND GRADE. 33 
 
 numerals to XL. Teach the writing and reading of numbers 
 to 700. 
 
 Fifth Month. — Pages 115 to 123. 
 
 Teach the combinations of 20. Teach the Roman numerals 
 to L. Teach the writing and reading of numbers to 1000. Re- 
 view all the combinations taught this year. This review drill 
 may be largely abstract. 
 
 Sixth Month.— Pages 123 to 136. 
 
 Miscellaneous work. Be thorough. Supplement freely. 
 
 Seventh Month. — Pages 136 to 145. 
 Thoroughly review and complete the text. 
 Schools having an eight-months term, review from pages 95 
 to 123 ; give much supplementary work. 
 
 Spelling — Second Grade. 
 
 Spell w^ords from reading. 
 
 Writing — Second Grade. 
 
 Continue the work on accurate forms^ with more movement 
 drills. Pen and ink may be introduced the last of this year with 
 copy-book No. 1. 
 
 Use only good pens with medium point. Watch that pen is 
 placed on paper so that there is no scratching. Do not allow 
 penholder to be gripped too hard by fingers or too much pres- 
 sure put upon paper with pen. These points are to be watched 
 because of change from use of pencil to pen. 
 
34 COMMON SCHOOL .COURSE OF STUDY. 
 
 THIRD GRADE. 
 
 TEXTH.^-Second Reader, Third Reader, Copy Booh No. 1. 
 
 Reading. 
 
 Purpose. — 
 
 (a) To gather tliou(2;lit. 
 (h) Expression. 
 (c) Word study. 
 
 The work of the third grade differs from tliat of the first and 
 second. The child entered school able to think and express 
 thoughts in vocal symbols. 
 
 In the first two grades he is trained to get thought from the 
 printed symbols. Beginning with the third grade the teacher's 
 plan of work should enlarge his comprehension. In addition 
 to sight-knowing his own vocabulary, the child should study 
 many unfamiliar words, more complex forms of sentences, in- 
 verted forms, figures oj speech, and ipsthetic conceptions. Ask 
 many questions to test the undcM'standing. 
 
 Require pupils to give substance of the lesson in their own 
 language, sometimes orally, sometimes written. Once each 
 week let pupils write short stories upon familiar subjects; let 
 these be read before the class. 
 
 Have pupils commit poems and see who can recite them best 
 before tlie class. 
 
 Pupils in this grade* should be taught to use the dictionary 
 freely, so that they can find for themselves the pronunciation 
 of words, not the meaning. Teach pupils to derive the meaning 
 of a word from the way it is used in the sentence at hand. 
 
 First Month. — Second Reader, pages 93 to 135. 
 Second Month. — Pages 135 to 168. 
 
THIRD GRADE. 35 
 
 Third Month. — Third Reader, pages 11 to 59. 
 Fourth Month. — Pages 59 to 98. 
 Fifth Month. — Pages 98 to 144. 
 Sixth Month. — Pages 144 to 190. 
 Seventh Month. — Pages 190 to 232. 
 
 Language — Third Grade. 
 
 Alternate with Language of the Fourth Grade, teaching 
 fourth-grade work in 1907-08, and that of the Third Grade in 
 1908-09. 
 
 At least three-fourths of the language and composition work 
 in the third and fourth grades shoukl be oral. It is therefore 
 urged that oral descriptions and reproductions of stories, and 
 memorizing of good literature, be continued. 
 
 Blackboard work under the teacher's supervision is valuable 
 as a class exercise. The written work should be brief, and the 
 mistakes noted and corrected by pupils in class, under the 
 teacher's direction. Pupils should be encouraged to write short 
 letters and to make word-pictures of scenes or objects. Correct 
 indenting, capitalization and punctuation can only be secured 
 by constant watchfulness on the part of the teacher and pupil. 
 Frequent dictation exercises should be given for drill in the 
 mechanics of composition. 
 
 The work for this grade is based on the Cooley Manual, Book 
 2, and the Intermediate Plan Book (A. Flanagan & Co., Chi- 
 cago). The following books will be found helpful to teachers 
 in presenting the nature work and literature of the third and 
 fourth grades: Nature Study and Related Literature — Anna 
 E. McGovem, and The Third School Grade — Henrietta M. 
 Lilley. Both published by A. Flanagan & Co., Chicago. As 
 an aid in the treatment of reproduction stories and fables, 
 
36 COMMON SCHOOL COURSE OF STUDY. 
 
 DeGarmo's T^anguage Lessons is suggested. Published by the 
 American Book Co. Bartlett's First Steps in Enghsh, pub- 
 lished by Silver, Burdett & Co., will be found valuable in pre- 
 senting the work under ''Language Proper." 
 
 First Month. — Observation: Autumn flowers, with a special 
 study of the golden-rod, sunflower, and aster. Bring plants to 
 school-room and make a study of the root, stem, leaves, and 
 flowers; time of blooming; meaning of name; locality where 
 found; service rendered to the plant by the bees and butter- 
 flies ; service rendered to the bees and butterflies by the flowei^. 
 After completing the individual study,, compare the plants as 
 to the same points. 
 
 Picture Study: A Fascinating Tale — Ronner (Perry Pic- 
 tures, No. 1099.) 
 
 Poem Study: When the Woods Turn Brown — Lucy Lar- 
 com. September — Helen Hunt Jackson (from her ''Poems," 
 copyrighted by Little, Brown & Company, and reprinted here 
 by their permission). Model Lesson on study of poem, Sep- 
 tember. 
 
 1. 
 
 The golden-rod is yellow, 
 
 The corn is turning brown ; 
 The trees in apple orchards 
 
 With fruit are bending down. 
 
 (1) What season is it? Why? (2) What color would the 
 sky be? (3) Would there be clouds? If so, what color? 
 (4) What flower blooms? (5) What color is it? (6) What 
 do you suppose the farmer is doing? Why? (7) How do 
 the orchards look? (8) Are there many apples? Why? 
 (9) What color do you think the apples are? (10) What is 
 the color of the leaves and grass? (Lead pupils to see that the 
 leaves and grass have not yet put on their autumnal colors.) 
 
THIRD GRADE. . y 37 
 
 First and second grades memorize above stanza. 
 
 Second grade read and copy the following sentences which 
 have been developed from the questions and written on the 
 board : 
 
 It is September. The sky is blue and the clouds are white. 
 The golden-rod is in bloom. It is a yellow flower. The grass 
 and leaves are green. The men' will cut the corn. Apples are 
 ripe. Many red apples are on the trees. We will pick them. 
 
 First Month. — Memorize entire poem. See questions for 
 first and second grade on first stanza. 
 
 Are curling in the sun; 
 
 In dusty pods, the milkweed 
 
 Its hidden silk has spun. 
 
 '• Describe the gentian. Where does it grow? When does it 
 bloom? Describe a milkweed pod. Why are they called dusty? 
 What color are the seeds? How are they scattered? Find the 
 silky wings. Draw the picture of a milkweed pod. 
 
 3. 
 The sedges flaunt their harvest 
 
 In every meadow nook, 
 And asters by the brooksidc 
 
 Make asters in the brook. 
 
 What are sedges? (Plants growing in moist ground.) Mean- 
 ing of ^^flaunt''? What is their '^harvest"? What is a ^'mea- 
 dow nook"? Meaning pf lines three and four? 
 
 4. 
 From dewy lanes at morning 
 
 The grapes' sweet odors rise; 
 At noon, the roads all flutter 
 
 With yellow butterflies. 
 
38 COMMON SCHOOL COURSE OF STUDY. 
 
 Meaning of ''dewy lanes"? Do you suppose these were wild 
 or cultivated grapes? Why? Meaning of ''odors"? Mean- 
 ing of lines three and four? 
 
 5. 
 By all these lovely tokens 
 
 September days are here, 
 With summer's best of weather 
 And autumn's best of cheer. 
 
 Meaning of "tokens"? Name all the tokens of September. 
 8how that September has both summer and autumn. Meaning 
 of "cheer"? 
 
 Written Work. 
 
 Written Work. — Have pupils give sentences about the golden- 
 rod, corn, apple tree, milkweed, asters, grapes, butterflies. Copy 
 the sentences on the board in paragraphs (one short paragraph 
 on each topic). Have pupils read from the board and then copy 
 on paper, making drawings of the things they write about. Ex- 
 amples: Butterflies have yellow wings. The butterfly likes 
 flowers. It flies like a bird. 
 
 The golden-rod is a tall flower. It has a long stem. The 
 flowers are yellow. Each little flower looks like a star. The 
 stem is round and hard. 
 
 Grapes grow on vines. Grapes are round. Wild grapes 
 are purple when ripe. They grow in bunches. 
 
 Have pupils give oral description of the scene pictured in 
 the poem. Write the best one on the board, and caU it "A Sep- 
 tember Scene." 
 
 Language Prosper: Correct use of do, did, done; eat, ate, 
 eaten; swim, swam, swum; words of opposite meaning. 
 
 Dictate sentences, omitting the word in the above list that 
 pupils are to supply. Have pupils write sentences, using the 
 
THIRD GRADE. 39 
 
 words correctly; also write sentences on the board, leaving 
 blanks to fill. 
 
 Second Month. — Observation: Study of autumn flowers 
 continued, giving special attention to the milkweed and thistle. 
 Note the fact that the thistle is not a native plant, but was 
 introduced from Euroj)e; is of use only to birds; means farm- 
 ers take to kill it ; grows hi almost any khid of soil.. Draw the 
 leaf, flower and whole plant of the thistle. 
 
 Find reason for the name of the milkweed. What kind of 
 soil does it like? Call attention to the shape, number and 
 ari-angement of leaves on the stem. Lead pupils to compare 
 the milkweed and thistle. Home; characteristics; work of 
 root, stem, leaves, and flowers; structure; how seeds are pro- 
 tected; number of seeds; how scattered; uses. Draw plants. 
 Written work should consist of the reports of observations and 
 comparisons. 
 
 How seeds arc scattered — wind, water, and animals; man 
 scatters more seed than all other agencies combined, as he is 
 constantly buying and selhiig plants and seeds. Discover by 
 actual observation the various coverings of seeds — chaft', husk, 
 pod, shell, flesh, and rind. Find seeds that fly, as maple and 
 dock; seeds that sail, as thistle, milkweed, and dandelion; 
 ^eeds with hooks, as burdock and cockle-bur. 
 
 Birds: Show picture and read description of the following: 
 woodpecker, meadow lark, dove, and blue -jay. If no chart 
 showing the birds named is at hand, secure colored plates for 
 each. (Prang Publishing Co., Chicago.) 
 
 Picture Study: Feeding Her Birds— Millet. (Perry Pic- 
 tures, No. 521.) 
 
 Poems and Stories: Little Dandelion; Little Gustava; Seed- 
 
40 COMMON SCHOOL COURSE OF STUDY. 
 
 lings on the Wing; Coming and Going. Memorize the poem, 
 October — H. H. Jackson. Compare with the poem, Septem- 
 ber. 
 
 Language Proper: Choice of descriptive adjectives; correct 
 use of has been, have been; has had, have had. 
 
 Third Month. — Observation: Preparation for winter : Na- 
 ture's preparation — Leaves are dropped, buds are coated, 
 wood hardens, sap goes to roots. Insects' preparation — Spin 
 cocoons; bury themselves; store food underground. Animals' 
 preparation — Shed coats and get warmer coverings; store 
 away food for winter; sleep during the winter. Man's prep- 
 aration — Storing away of food, fuel, coal and wood; warmer 
 clothing. Bu'ds' preparation (migration) — Cause of migra- 
 tion, climate and food supply. Prepare to go in flocks, pairs, 
 and singly. Routes of migration — by sea, mountain, valley, 
 or river. Change in appearance. 
 
 Continue study of birds begun in second month. Make a 
 special study of the hen, pigeon, or turkey. 
 
 Beavers — Covering, characteristics, head, eyes, teeth, tail, 
 feet, home, dams, food, uses. 
 
 Covering of animals — Wool, fur, hair, scales, feathers, skin, 
 shell. 
 
 Picture Study: Pilgrims Going to Church — Boughton. (Perry, 
 No. 1339.) 
 
 Poems and Stories: November — Alice Cary. Stories and 
 poems relating to the first Thanksgiving. Coming and Go- 
 ing — Henry Ward Beecher. Read short selections from works 
 of Louisa M. Alcott, whose birthday occurs November 29, and 
 William Cullen Bryant, whose birthday occurs November 3. 
 
 Language Proper: Correct use of it, its ; fly, flew, flown ; go, 
 went, gone; come, came, come; sing, sang, sung. 
 
THIRD GRADE. 41 
 
 Fourth Month. — Observation: Lessons on tea, coffee, and 
 wool. Tea — Show pictures of the plant, samples of dried tea 
 leaves, and maps and pictures of countries where tea is grovm. 
 Describe the plant; how cultivated; preparation for market; 
 varieties; where gro^vn. Coffee — Material: pictures of the 
 tree, coffee berry and beans; ground and unground, roasted 
 and unroasted coffee. Describe the tree and berry; prepara- 
 tion for use; cultivation; where it grows; uses of coffee. 
 
 Study of cows and sheep. Cow — food and eating; structure 
 of feet and legs; horns; the cow's usefulness. The sheep, 
 leading to a study of wool. Materials : Pictures of sheep, wool 
 products, and sheep leather or chamois skin. Description of 
 the sheep — covering, color, characteristics, teeth, nose, horn, 
 limbs, toes, food, care, use. Wool — Materials: pieces of dif- 
 ferent kinds of woolen cloth. Process of cloth-making — Wash- 
 ing, shearing, sorting, combing; the factory; articles manufac- 
 tured. 
 
 Picture Study: Sistine Madonna — Raphael. (Perry Pic- 
 tures, No. 322.) 
 
 Poems and Stories: Christmas stories. The Boy and the 
 Sheep. The Blind Weaver. Little Brown Hands. 
 
 Language Proper: Choice of adjectives. Correct use of 
 give, gave; take, took, taken; weave, wove, woven; sheep, 
 sheep; cow, cows; ox, oxen; flock, herd; I have, he has; lam, 
 he is, we have; see, saw, seen ; two, to; our, hour; there, their. 
 
 Fifth Month. — Observation: Lights of the world — Sun, 
 moon, and stars. Stars or constellations most easily found — 
 Evening Star, Great Bear, or Dipper, North Star. Evergreens 
 — Shape, height, trunk, branches, buds, leaves — shape, thick- 
 ness, number; cones, bark, juice, wood.. Varieties; where 
 found. 
 
42 COMMON SCHOOL COURSE OF STU DY. 
 
 Animal life — Cat, bear, rabbit, seal, reindeer. The Bc^ar — 
 Material: Pictures of bears, and if possible, bearskin. Where 
 found; varieties; description; food; habits; use toman. 
 Seal — Materials: Pictures of seals and some article made of 
 seal. Where found; appearance; food; habits and use. Rab- 
 bits — Gather information from pupils as nmch as possible. 
 Call for descriptions without aid of pictures, and then compare 
 descriptions with the pictures. Discuss habits and character- 
 istics. The reindeer — Description, color, food, uses to men. 
 House-cat — Descriptions from actual observation. For treat- 
 ment of the subject, see Book I, Cooley Series. Winter Birds- 
 Snowbirds and sparrows. 
 
 Picture Study: Puss in Boots. (Perry Pictures, No. 2022.) 
 
 Poems and Stories: The Sun's Travels. The Shadows — R. 
 L. Stevenson. The New Moon— Mrs. Pollen. Kitten and 
 the Falling Leaves — Wordsworth. Fables and stories con- 
 nected with the topics, Lights of the World, and the Cat, Cooley 
 Book I, Stories of hunting and hunters. 
 
 Language Proper: Use of exclamation-mark. Correct use 
 of shine, shines, shone; mouse, mice; tooth, teeth; foot, feet; 
 toe, toes. 
 
 Sixth MoisiTH.—Ohservatioii: Condensation and evapora- 
 tion. Clouds. Perform simi)le (experiments to ilkistrate evap- 
 oration. Dogs — Materials for study: Pictures of dogs, and 
 actual observation. Description and comparison; food and 
 teeth; manner of drinking; covering; characteristics; expres- 
 sion of feeling; services they render us. Varieties — St. Ber- 
 nard, Newfoundland, Shepherd, Eskimo. 
 
 The horse — Description from actual observation; covering; 
 movements ; food ; characteristics ; uses to man ; kind of 
 horses. 
 
THIRD GRADI'. 43 
 
 Picture Study: Shoeing tlie Horse — Laiulseer. (Perry Pic- 
 tures, No. 908.) 
 
 Poems arid Stories: Story of Valentine's Day. Discuss Kan- 
 sas Day. Nahum Prince — Edward Everett Hale. The Vil- 
 lage Blacksmith. The Arab to His Favorite Steed. Ranger. 
 Memorize ''The Endless Story." Study ''Little White Lily" 
 and "Water- Bloom." Stories for reproduction — Rainbow 
 Queen, Iris and Buttercups from the Pot of Gold. 
 
 Language Proper: Capitals at the beginning of lines of poetry. 
 Correct use of fall, falls, fell, fallen; rise, rises; rose, risen; 
 I've, I have; I'm, I am; run, ran, run; lies, has lain: speak, 
 spoke; there, tlieii-; no, not, none; lie, lay; lies, lying. 
 
 Sevf.nth Month. — Observation: Awakening life. Plant win- 
 dow gardens. Make observations on the ])ean, pea, corn ; write 
 and draw, after examining seed in different stages of growth. 
 Study bulbs, roots and buds. Classify and make as large col- 
 lection as possible. 
 
 Picture Study: Anxiety — Olivie. (Perry Pictures, 1115.) 
 
 Poems and Stories: The Daffodil — AVords worth. The Popjoy 
 Seed. Memorize "Shower and Flower." Read for repro- 
 duction. All the Year Round Story. 
 
 Language Proper: Choice of descriptive ' adjectives. Ad- 
 jectives. Comparatives. Homonyms. Verb form. 
 
 Arithmetic — Third Grade. 
 
 The work for this year is based on the Woostcr Arithmetic, 
 Grade II. The book may be in the hands of the pupils, as the 
 judgment of teacher or superintendent may dictate. The work 
 for the year as outlined includes the mastery of addition and 
 subtraction and the multiplication tables up to and including 
 the 5's. See that the signs of multiplication and division are 
 
44 COMMON SCHOOL COURSE OF STUDY. 
 
 clearly understood. Be careful about all work in analysis. 
 Use correct statements. See that all written work is neatly and 
 properly done. 
 
 First Month. — Pages 5 to 40. 
 
 This is largely a review of the second-j^ear work. Be thorough. 
 
 Second Month. — Pages 40 to 57. 
 
 Write and read numbers to 5000. Teach the Roman Nota- 
 tion to LX. Give example problems in addition and subtrac- 
 tion. Teach pupils to count by 2's and 3's. Teach the 2's and 
 3's of the multiplication tables. 
 
 Suggestion: Never allow children to count on their fingers, 
 or by making marks or tapping. 
 
 Third Month. — Pages 57 to 75. 
 
 Continue drill in writing and reading of numbers; in addi- 
 tion and subtraction. Teach division by 2 and 3. Give simple 
 problems for analysis and require analysis to be given in full. 
 
 Fourth Month. — Pages 75 to 90. 
 
 Teach the 4's of the multiplication tables. Teach to count 
 by 4. Teach to multiply by 2; by 3. Continue drill in addi- 
 tion and subtraction. Give thorough drill in the use of all frac- 
 tions given in the text. 
 
 Fifth Month. — Pages 90 to 125. 
 
 Teach the table of 5's. Review all others taught. Continue 
 drill with fractions and in addition and subtraction. Teach the 
 Roman notation to C. Emphasize analysis, both oral and writ- 
 ten. 
 
 Sixth Month.— Pages 31, 39, 45, 49, 53, 57, 78, 81, and 89. 
 
 Teach tables of Time Measure; Dry Measure; Avoirdupois 
 
 Weight ; Liquid Measure ; Long Measure ; LTnited States Money. 
 
FOURTH GRADE. 45 
 
 Give simple problems in reduction. Pages of the text are given 
 where this work may be found. Much supplementary work 
 may be given. 
 
 Seventh Month.— Pages 117 to 129. " 
 
 Drill during the whole month for speed and accuracy in addi- 
 tion and subtraction. Thoroughly review the tables of the 2's, 
 3's, 4's, and 5's. 
 
 The work of the .year should be characterized for accuracy 
 and speed. 
 
 Schools having an eight-months term, review from page 57 
 to 125. Give much supplemental work. 
 
 Spelling — Third Grade. 
 Spell from Readers. 
 
 Writing— Third Grade. 
 
 Copy Book No. 1 and Outline Practice Book '^A." 
 Continue drill movement on oval forms. 
 
 FOURTH GRADE. 
 
 Texts. — Fourth Reader, Elementary Arithmetic, Primary Phys- 
 iology, Primary Geography, Copy Book No. 2. 
 Reading. 
 
 The work of this grade should be more comprehensive than 
 that of previous ones. The thought and sentence structure be- 
 come more complex. 
 
 The important phase of the first three grades as distinguished 
 from succeeding grades is, that the pupils have been acquiring 
 a printed vocabulary. Particular attention has been given to 
 
46 COMMON SCHOOL COURSE OF STUDY. 
 
 sigl it- words, phonics, and mechanical skill. In the fourth and 
 succeeding grades the literary element is given more prominence, 
 and emphasis should be given to the choice selections, — those of 
 literary power. These should be chosen for recitation purposes. 
 It is not necessary that all the selections of a reader be studied 
 and recited. 
 
 Other readers of the same grade, and other books together with 
 the minor selections of the adopted text, should constitute a 
 fund from which the teacher may choose material to enlarge the 
 range of the reading lesson in hand, to amplify and explain it. 
 Better results are obtained by giving several days, if necessary, 
 to a lesson than one recitation each, to several lessons. In the 
 outline certain selections are required for special study. The 
 teacher is free to choose such others as conditions justify. Ref- 
 erences are to pages on which the lessons begin. 
 
 The assignment of work should be definite, requiring certain 
 things to be accomplished : (a) words to be looked up as to pro- 
 nunciation and meaning; (b) allusions to be explained; (c) 
 facts to be verified, by observation, inquiry, reading or reasoning; 
 (d) questions to be thought of and answered, bearing on either 
 the meaning of more difficult passages or on the motives of char- 
 acters ; (e) maps, diagrams or drawings to be made or examined; 
 (/) outside readings needed to amplify or explain. 
 
 The recitation should test the pupil's preparation in all these 
 matters, and the oral reading should not proceed until such prep- 
 paration is satisfactory. 
 
 Alternate fourth- and fifth-grade work. All pupils reading in 
 fourth reader take fourth grade in 1907-08, and fifth grade in 
 1908-09. 
 
 FmsT Month.— Required, 11, 24, 33. Suggested, 45, 52, 39. 
 
FOURTH GRADE. 47 
 
 Second Month.— Required, 61 , 87, 90. Suggested, 75, 84, 89. 
 
 Third Month.— Required, 107, 119, 148. Suggested, 27, 
 100, 88. 
 
 Fourth Month.— Required, 56, 139, 160. Suggested, 152, 
 190, 264. 
 
 Fifth Month.— Required, 165; 183, 103. Suggested, 168, 
 272. 
 
 Sixth Month.— Required, 209, 228, 277. Suggested, 214, 211. 
 
 Seventh Month.— Required, 234, 253, 181. Suggested, 229, 
 
 241, 258. 
 
 Language — Fourth Grade. 
 
 Course is based on the Cooley Language Series, Manual 2, and 
 the Intermediate Plan Book (A. Flanagan & Co., Chicago). To 
 reduce the number of classes, alternation with Third Grade is 
 advised. Teach Third-Grade Language ni 1907-08 and Fourth- 
 Grade in 1908-09, and so continue to alternate. See suggestions 
 for Third Grade. 
 
 First Month. — Ohservation: Fruits; Peach, plum, tomato, 
 grape, apple. Peach and plum — Form, color, size, shape, pulp, 
 stone, kernel, covering, appearance of trees and blossoms, time 
 of ripening, how seeds are scattered. Compare the two fruits 
 as to likeness and difference in points mentioned above. The 
 grape— shape, skin, pulp, color when ripe, how arranged on 
 stems., number in bunch, appearance of vines, leaves, and blos- 
 soms. Compare tomato with other fruits studied. Appearance 
 of fruit— ^size, color of skin, pulp, seeds, how prepared for use, 
 when it ripens. The apple tree — size, covering, leaves, blos- 
 soms. Fruit — form, color, size, surface, skin, pulp, core, seeds. 
 States that produce apples abundantl}^ Write descriptions of 
 
48 COMMON S CHOOL COURSE OF STUDY. 
 
 each fruit. Draw whole fruit, crosswise and lengthwise sections. 
 Draw leaves. Tell how the different fruits are used and prepared 
 for use. 
 
 Insect Life: Bees, butterflies, caterpillars, houseflies. Place 
 questions or outline on the board, to guide observations. First 
 find out all pupils know about the different insects, and have 
 them tell orally but not write. The bee — parts of body, color, 
 markings; number of legs and wings; location of the sting; 
 enemies of the bee; its home; shape of the cells; use of wax 
 and honey; where bees get honey; how they carry it; what 
 flowers best liked; the bee family; why bees swarm; write 
 description of bees ; write answers to questions about their work 
 and their home; draw hives, cells, and the insect itself. The 
 butterfly — body, parts, covering, color, head, antennae, tube, 
 eyes, movements, tongue, wings. Food and habits. Use of 
 butterflies to flowers. Caterpillars — Collect in box of earth, 
 with sides and top of wire netting. Watch developments. 
 Have children keep record of change that takes place. 
 
 Picture Study: Pharaoh's Horses — Herring. (Perry Pictures, 
 No. 886.) 
 
 Poems and Stories: Cinderella, Apple-Seed John. Apple Blos- 
 som. Coloring of the Grapes. Memorize ''Apple Blossoms." 
 (Cooley, Book 1.) 
 
 Language Proper: Capitals in titles. Correct use of do, did, 
 done; fairy, fairies; mouse, mice; think, thought. Dictate 
 sentences about the fruits and insects, for drill in spelling, cap- 
 italization, and punctuation. Dictate sentences from the story 
 of Cinderella, for drill in quotations. 
 
 Second Month. — Observatio7i: The corn and - pumpkin. 
 Corn — Place outline on board to guide pupils in describing from 
 
FOURTH GRADE. 49 
 
 specimen brought into the school-room. 1. Fruit — ^Ear, shape, 
 covering, silk, use of husks and cobs; kernels — color. 
 
 MODEL LESSON. 
 
 What objects do you see in the picture? What time of year 
 is it? What time of day? What country? (France.) What 
 kind of grain is being gathered? (Wheat.) What is a gleaner? 
 What will these people do with the grain? What must be done 
 with it before it can be made into flour? What machines are 
 used? Where is it made into flour? How? Compare the 
 old-time way of making flour with the present way. 
 
 This harvest scene is taken from where? (France.) What 
 reason for this answer? (Peasant costumes.) Read or tell 
 pupils of manners, customs, etc., of France. Tell something 
 of their homes. Compare home life of France and America. 
 Would we be apt to see such a picture as this in a harvest-field 
 in America? Why not? Would you see the same kind of 
 hay-rack (frame) or wagon? Would one see gleaners here 
 after men have left the field? Why not? (Improved ma- 
 chinery.) Do you suppose these women were rich or poor? 
 Why? Do you think they are tired? What characteristic of 
 French peasants is here shown? (Frugality.) 
 
 Tell or read the Bible story of Ruth among the gleaners. 
 
 Tell the story of Millet's life. Show some of his other pic- 
 tures — ^Angelus, Feeding Her Birds, The Shepherdess. For 
 story of Millet's life, see Perry Magazines, Stories of Great 
 Artists (American Book Co.), Intermediate Plan Book (A. 
 Flanagan & Co.). 
 
 Poems and Stories: Song of the Sower — Bryant. Story of 
 Ceres. Farmer John — Trowbridge. The Huskers — Whittier. 
 Obed's Pumpkins. Dance of the Months. The Anxious Leaf. 
 How the Leaves Came Down. Memorize poem, The Seasons. 
 
50 COMMON SCHOOL COURSE OF STUDY, 
 
 Language Proper: Singular possessives. Correct use of a, 
 an;- this, that; those, these; those, them. Quotations. Cor- 
 rect use of leaf, leaves; sheaf, sheaves; knife, knives. 
 
 Third Month. — Observation: Special study of fruits. Make 
 collections, and group into fleshy and dry. Make a study of 
 nuts : Where found ; how secured ; appearance of trees ; change 
 of color in nuts; shapes; color, shell; husk; kernel. How 
 nuts are distributed — wind, water, sticking to animals. Vari- 
 eties, with special attention to walnut and hickory. 
 
 Squirrels: Description — Head, body, legs, toes, teeth, food, 
 home, habits, kinds and use. 
 
 Kinds of food: Animal and vegetable. Find as many of 
 each kind as possible. 
 
 Coal — Materials necessary for lessons: Different kinds of 
 coal and pictures of mines and miners. How coal is made ; where 
 found. Read article to pupils describing formation of coal. 
 How coal is secured. How mines are lighted. Uses of coal. 
 Principal coal regions. What was used before coal was dis- 
 covered? 
 
 Picture Study: Return of the Mayflower — Boughton. (Perry 
 Pictures, No. 1336.) 
 
 Poems and Stories: Landing of the Pilgrims — Hemans. The 
 Mountain and the Squirrel. The Thrifty Squirrel. 
 
 Language Proper: Use of comma. Words in series. Cor- 
 rect use of become, became, have become; grow, grew, have 
 grown; scatter, scattered, have scattered. 
 
 Fourth Month. — Observation: Cotton — Pictures of plants 
 or specimens and cotton cloth should be used. If possible, 
 some of the oil and seed should be secured. Read description of 
 manner of raising cotton from a geographical reader or other 
 source. Read story of Eli Whitney and the Cotton Gin from 
 the Primary History. Have pupils give oral and written repro- 
 ductions; also, dictate lessons. 
 
FOURTH GRADE. 51 
 
 Picture Study: Arrival of the Shepherds— Le Rolle. (Perry 
 Pictures, No. 620.) 
 
 Poems and Stories: Christmas in7other lands. Poems for 
 study — The Sparrows and Piccola, by Ceha Thaxter. Snow- 
 Bound (selections), In School- Days, and Barefoot Boy, by 
 Wliittier. Memorize ten lines from Snow-Bound . Describe 
 Whittier and his home. (Perry Pictures, Nos. 25, 27, 28.) 
 
 Language Proper: Letter-writing. Titles. Contractions. 
 Exclamations. Plural endings oes and os. Correct use of in, 
 into; on, upon; to, from; to, at. 
 
 Fifth Month. — Observation: Snow, ice, and frost, and their 
 uses and effects and cause. Minerals — Marble, limestone, salt, 
 etc. Marble — Show articles of marble, playing-marbles, etc. 
 Different colors of marble. How it is secured (read or tell of 
 the quarries). Where found. Limestone — a rough, coarse 
 rock used as building-stone, found in nearly all localities. 
 
 Picture Study: Sir Galahad — Watts. (Perry Pictures, No. 
 940.) 
 
 Poems and Stories: Story of Sir Galahad. Selections from 
 Idylls of the King. History of Robinson Crusoe. 
 
 Language Proper: Descriptive adjectives. Statements, ques- 
 tions, and exclamations. Correct use of may, can; might, 
 could; between, among; each other, one another. 
 
 Sixth Month. — Observation: The weather and temperature. 
 Ways of lighting and heating buildings. Distinguish between 
 natural and artificial light. Kinds of artificial light — gas, 
 electric, fire, candle, lamp. Heat — fireplaces, stoves, furnaces, 
 steam, hot water. 
 
 Picture Study: Pictures of Washington, Lincoln, and Long- 
 fellow, and their homes. 
 
52 COMMON SCHOOL COURSE OF STUDY. 
 
 Poems and Stories: Stories from the lives of Washington, 
 Lincohi, and Longfellow. Poem study — From My Arm-chair. 
 Memorize ''The Children's Horn*." 
 
 Language Proper: Quotations, possessives, and capitals. Ab- 
 breviations. Synonyms and homonyms. 
 
 Choice of words used to describe persons. Correct use of 
 learn, learned; teach, taught; few, many; little, much. 
 
 Seventh Month. — Observation: Window gardens. Growth 
 of the following seeds : Morning glory, pumpkin, acorn. Keep 
 bird and flower calendar. Study the winds. Keep weather 
 calendar. 
 
 Picture Study: Close of Day^ — Adan. (Perry Pictures, No. 
 586.) 
 
 Poems and Stories: How the Wind Blows; The Four Winds. 
 Points of Compass; Daybreak. Memorize, Wind a-Blowing 
 all Day Long. 
 
 Language Proper: Choice of adjectives; review. 
 Arithmetic — Fourth Grade. 
 
 Text. — Myers & Brooks Elementary. 
 
 First Month. — Pages 1 to 13. 
 
 This work has been done by pupils in former grades and should 
 be used as review. For additional work, have the pupil mem- 
 orize the forty-five combinations. Drill upon them until the 
 pupil recognizes them instantly. 
 
 •1 2 2,3 3,4 3,4,5 4,5,6 4,5,6,7 
 
 1,2; 1,3; 2,1,4; 2,1,5; 3,2,1,6; 3,2,1,7; 4,3,2,1,8; 
 5,6,7,8 5,6,7,8,9 6,7,8,9 6,7,8,9 
 
 4,3,2,1,9; 5,4,3,2,1,10; 5,4,3,2,11; 6,5,4,3,12; 
 7,8,9 7,8,9 8,9 8,9 9 9 
 
 6,5,4,13; 7,6,5,14; 7,6,15; 8,7,16; 8,17; 9,18. 
 
 For suggestions, see third grade, second month. 
 
FOURTH GRADE. 53 
 
 Second Month. — Pages 13 to 27. 
 
 Have pupils answer measuring problems; first by estimating 
 distance or quantities, then measure and compare measures with 
 estimates. 
 
 Third Month. — Pages 28 to 40. 
 
 Fourth Month. — Pages 41 to 56. 
 
 Pupils should make and solve many problems under each topic, 
 and they should be children's problems. 
 
 Fifth Month. — Pages 57 to 73. 
 
 Simple development of division, with use of terms. 
 
 Sixth Month. — Pages 74 to 88. 
 
 Have pupils answer problems in text-book, first by estimate, 
 then by measure. 
 
 Seventh Month. — Pages 89 to 108. 
 
 Drill during the year for accuracy and speed. Teach good 
 forms of analysis, both in oral and written solutions. Require 
 pupil to stand while giving oral solution. Do not be satisfied 
 with incomplete and poorly worded analysis. Let these solu- 
 tions, both oral and written, be language lessons. 
 
 Physiology — Fourth Grade. 
 
 Alternate with fifth grade. Give fourth -grade work in 
 1907-08 and fifth-grade in 1908-09. Geography last four 
 months. 
 
 Text. — First Book in Hygiene. 
 
 First Month. — Pages 9 to 32. 
 
 Why we eat. The teacher should have the class talk about 
 the wearing out of clothing, machinery, books, etc., in such a 
 manner that they become thoroughly alive to the effect of wear 
 
54 COMMON SCHOOL COURSE OF STUDY. 
 
 and waste, and then draw the lesson. ''Why we eat/' and the 
 effect of poor food. A picture lesson should be made the basis 
 of an excellent language lesson as well as a lesson in hygiene. 
 
 The memory lesson "Planted Himself to Grow" should be 
 committed and the points in the preceding chapter applied. 
 Could he grow? 
 
 Digestion: This is admirably presented. Have the class 
 read and discuss the steps in the change of food from its natural 
 state to animal or plant tissue. Have the class memorize the 
 review and the rules of the ''Good Health Club." (In a week or 
 two, ask for these rules, and when given, see how many observe 
 them. We must come to a realization of the fact that physi- 
 ology and hygiene are of practical, every-day use.) 
 
 "Always Dinner Time" : Have class commit this little poem 
 and draw some good lessons from it. 
 
 Kinds of foods : Different foods required in different climates. 
 Why? In different occupations. Why? 
 
 Bodily heat: Illustration of the effect of changing the tem- 
 perature of the body. Effect of food on the bodily heat. Min- 
 eral foods : . Salt, lime, soda, potash, iron, etc. Animal foods : 
 Milk, butter, cheese, eggs, flesh. A good correlation can here be 
 made with the outline in Agriculture on the care of milk. Di- 
 gestibility and nourishment in meats. 
 
 Second Month. — Pages 32 to 52. 
 
 Vegetable foods: Bread from whole wheat, corn bread, gra- 
 ham. Blending of starches and fats. Potatoes, beans, and other 
 vegetables. Food value of each. Fruit: Digestibility, food 
 elements. Differences in ripe and green fruit. Reason for green 
 fruit's causing sickness. Nuts, food value. Spices: Effect on 
 the lining of the digestive tract; food value. Candy and pre- 
 serves : Food value. (Review rule 2, page 19.) Commit mem- 
 ory^lesson. Have class write story of an apple tree and its fruit. 
 
FOURTH GRADE. 55 
 
 Questions for study (two days can be very profitably spent on 
 the chapter) : 
 
 The Food Grains: Story of wheat; things necessary to its 
 growth and caVe ; how prepared for food ; different kinds of flour ; 
 food value of each kind. Corn: Have class discuss this thor- 
 oughly. Correlate with Agriculture, outline, section 2. 
 
 Picture Lesson: In the story of this picture have the class 
 suppose the kind of grain, of flour, its preparation, the kinds best 
 for one engaged in muscular exercise, etc. The Fast of Hia- 
 watha should be used as a language lesson, both oral and written. 
 Use picture, page 46, as suggested by .the text. 
 
 Sunshine: Impress upon the class the great need of sunshine. 
 Read and discuss this lesson in class, and call to mind many in- 
 stances of the benefit of sunlight. Sunshine and plant life. 
 Plant life and mankind. The Sun a Prisoner — A Legend. After 
 reading, have the class reproduce in story form. Commit "If 
 I were a Sunbeam." 
 
 Third Month.— Pages 53 to 82. 
 
 Need of wholesome food. Adulterated foods : Sugar, syrup, 
 candy made from glucose obtained from corn. Candy coloring. 
 Milk adulteration. Imitation butter. Has Kansas a pure-food 
 law? (Ask your grocer.) Adulteration of coffee, chocolate, and 
 flour. Ammonia in bread and alum in baking powder are both 
 harmful. Diseased milk, meat, and vegetables. Necessity of 
 using care with canned meats. Rules of good-health club. 
 
 Teeth: Why do teeth differ in shape? Have all animals the 
 same shaped teeth? Why? Are teeth repaired as other parts 
 of the body? Do teeth have anything to do with digestion? 
 Care of teeth. Is it harmful to neglect the care of the teeth? 
 Treat the poem '^ After the Rain" and the picture "Content- 
 ment," as suggested. 
 
56 COMMON SCHOOL COURSE OF STUDY. 
 
 Water : Use of water. Danger and disease in impure water. 
 Is the school well properly cleansed? Is all clear water pure? 
 Should one drink iced drinks? Why? Tea? Coffee? Why? 
 Are these foods? Drinks? Do they give strength? Other 
 harmful beverages. Have class write story of the 'Taptain's 
 Well." 
 
 Man compared with lower animals in his appetites. False 
 appetites. Intemperance in eating and drinking. Alcohol as a 
 poison ; as a hindrance to physical development ; as a disease- 
 producer, etc. The alcohol habit. Alcohol and the mind. A 
 waste to make it. Causes unnatural thirst. Any person who is 
 a constant '^ drinker" is a good temperance lecture. Use pic- 
 ture, page 76. 
 
 Reasons men give for drinking strong drink. For using to- 
 bacco. Are they good reasons? Cost of tobacco. Its effect on 
 the body. What effect has it on young people? Bring clearly 
 before the pupils the absolute uselessness of using tobacco and 
 strong drinks of all kinds, as well as the great harm they are to 
 the mind and body. Why do railroad and other business men 
 refuse to employ young men who have the cigarette habit? The 
 Chicago Record on cigarette-smoking. Does Kansas forbid the 
 sale of cigarettes and cigarette paper to minors? Why? Use 
 writing lesson, page 82, 
 
 Geography — Fourth Grade. 
 
 Primary Physiology should be given the first three months, 
 and be followed by Geography for the last four months. Teach- 
 ers should not fail to read the Preface and the Suggestions to 
 Teachers. 
 
 Alternate with Fifth Grade. 
 
 Fourth Month. — Paws 1 to 24. 
 
FIFTH GRADE. 57 
 
 Fifth Month. — Pages 24 to 41. 
 Sixth Month. — Pages 41 to 62. 
 Seventh Month. — Pages 62 to 78. 
 
 Spelling — Fourth Grade. 
 
 Spell words from reader. 
 
 Writing— Fourth Grade. 
 
 Copy Book No. 2. 
 
 Outline Practice Book "A." 
 
 Use some simple movement drills. 
 
 FIFTH GRADE. 
 
 Texts. — Fourth Reader, Speller, Language Book, Elementary 
 Arithmetic, Primary Physiology, Primary Geogra- 
 phy, Copy Booh No. 3. 
 Reading. 
 See suggestions for fourth grade. 
 First Month.— Required, 19, 42, 25. Suggested, 13, 28, 58. 
 
 Second Month.— Required, 69, 37, 116. Suggested, 76, 79, 
 93. 
 
 Third Month.— Required, 113, 127, 118. Suggested, 104, 
 120, 128. 
 
 Fourth Month.— Required, 129, 149, 274. Suggested, 129, 
 149, 158, 161. 
 
 Fifth Month.— Required, 188, 197, 116. Suggested, 173, 
 176, 180, 267. 
 
58 COMMO N SCHOOL COURSE OF STUDY. 
 
 Sixth Month.— Required, 216, 222, 226, 251. Suggested, 
 206, 112. 
 
 Seventh Month.— Required, 246, 249, 280. Suggested, 237, 
 240. 
 
 Language — Fifth Grade. 
 
 Text. — Lessons in English. 
 
 Teach Fifth-Grade Language in 1907-08 and Sixth-Grade in 
 1908-09. 
 
 First Month. — Pages 1 to 21. 
 
 Sentences, paragraphs, stanzas, names, titles, abbreviations, 
 1,0. 
 
 Composition: Picture study — Morning Call; Pet's Trip; 
 Stories and Poems — Puss and the Ravens; Wishing (Reader, 
 p. 24.) 
 
 Information lesson: Write a description of one wild flower 
 found near the school-house. 
 
 Second Month. — Pages 21 to 44. 
 
 Teach contractions, plurals, possessives, dates, names of days 
 and months. 
 
 Composition: Picture study — Can't You Talk? A Village 
 Blacksmith. Stories and Poems — Seasons in'Sweden (see Read- 
 er, p. 90) ; Daffodils (Reader, p. 87). 
 
 Information lesson : Write a description of an autumn fruit. 
 
 Third Month. — Pages 44 to 64. 
 
 Letter-writing, contractions, comma, composition. Picture 
 study: School examination. Stories and Poems: Somebody's 
 Mother; The Kitten and the Falling Leaves (Reader). Infor- 
 mation lesson :1 Lesson 57. 
 
 Fourth Month. — Pages 64 to 94. 
 Plurals, letter- writing, titles, possessives. 
 
FIFTH GRADE. 59 
 
 Composition: Picture Study — Child at Pump. Stories and 
 Poems— Idle Dennis; The Mountain and the Squirrel. 
 
 Information lesson : Cotton. If possible, secure specimens of the 
 plant, seed, oil, cloth. Use pictures. Read description of man- 
 ner of raising. See the Primary History for Whitney and the 
 Cotton Gin. Have pupils give an oral reproduction; a written 
 reproduction. 
 
 Fifth Month. — Pages 94 to 120. 
 
 Comma, possessives, quotation, letter-writing. 
 
 Composition: Picture Study — Feeding Her Birds. Stories 
 and Poems — ^The Brook, Tennyson ; The Brook, Bryant (Read- 
 er). Information lesson: Lincoln — Boyhood, youth, manhood, 
 profession, presidency, death. Encourage pupils to secure in- 
 formation from all sources. After one period has been talked of 
 in class, and an outline put on the board, have pupils write a 
 chapter of the biography. 
 
 Sixth Month. — Pages 120 to 146. 
 
 Pronouns, contractions, verbs. 
 
 Composition: Picture Study — Secret. Poem — In School- 
 Days. Information Lesson — Independence Day. Study by 
 following outline: Date and meaning. The event, its cause 
 and result. How you imagine they celebrated at first. How 
 we celebrate now. What you think of the present way of cele- 
 brating. 
 
 Seventh Month. — Pages 146 to 169. 
 Business forms, verbs, definitions. 
 
 Composition : Picture Study — Friends or Foes. Stories and 
 Poems — Elizabeth Zane. Old Ironsides. 
 Information lesson: Observe the birds of your locality this 
 
60 COMMON SCHOOL COURSE OF STUDY. 
 
 month. Kinds. Their habits. Their uses. What ones stay 
 all winter. At end of the month, tell it. Write it. 
 
 Arithmetic — Fifth Grade. 
 
 Text. — Myers & Brooks. 
 
 First Month.— Pages 108 to 121. 
 
 Measure a flower garden. See suggestions in second month, 
 fourth grade. Purchases and wages. Be careful that problems 
 are understood. 
 
 Second Month. — Pages 122 to 134. 
 
 Pupils think through the problems with teacher, then solve. 
 
 Third Month.— Pages 135 to 146. 
 
 Fundamental operations. Proceed slowly and carefully until 
 pupils thoroughly understand process. Exercise in addition 
 and subtraction. Give drill and plenty of it as soon as "process 
 is understood. 
 
 Fourth Month. — Pages 146 to 156. 
 
 Teach multiplication carefully before drilling upon it. 
 
 Fifth Month. — Pages 157 to 172. 
 
 Teach division process carefully before drilling, then drill 
 thoroughly. 
 
 Area of Triangle : Teach diagrams on page 168 carefully, and 
 from them solve problems on page 169. 
 
 Fractions : Much depends upon the child's carefully thinking 
 out the measuring functions of a fraction. Do not try to teach 
 too much at first. Follow text closely for this work. 
 
 Sixth Month. — Pages 173 to 184. 
 
 Continue fractions as in fifth month to page 176. 
 
 Problems in time. Make problems. 
 
 Buying groceries. Make problems. 
 
FIFTH GRADE. 61 
 
 Seventh Month. — Pages 184 to 196. 
 
 Have pupils think problems through and give approximate 
 answers ; then solve them. 
 
 Physiology— Fifth Grade. 
 (Alternate with Fourth-Grade work.) 
 Text. — First Book in Hygiene. ' 
 
 First Month. — Pages 83 to 100. 
 
 Organs that throw out waste matter from the body : The skin ; 
 compare with the bark of the tree. (Use twig to illustrate.) 
 Pigment. Structure of inner skin. The sweat glands. The 
 work of these sweat glands should be thoroughly explained. It 
 is in a proper understanding of these and of perspiration that one 
 of the most important rules of health may be taught. 
 
 Hair and nails are like the skin. Kidneys: Location, struc- 
 ture, work. Effect of overwork. Effect of alcohol in producing 
 waste matter. 
 
 Bathing: Necessity; time to bathe; ways to bathe. 
 
 Clothing : Should be neither too heavy nor too light. Rea- 
 sons for this. Effect of tight clothing. Flat-heeled shoes should 
 be worn. Why? Woolen clothing. What reasons can you 
 give for keeping one's clothing clean? 
 
 Memory lesson, pages 98-9, is given in the sixth month. 
 
 Second Month.— Pages 100 to 122. 
 
 Blood: Appearance, composition, circulation, arteries, veins, 
 capillaries. Heart: Location, form, work. Effect of alcoholic 
 beverages on heart action. Effect of exercise on the heart. 
 Need of having a strong, healthy heart. Effect of tobacco on 
 heart action. What is the pulse? "Locate it. Test it. Give 
 carefully wTitten review of the blood, its use and circulation. 
 
 Breathing: Why do we breathe? Effect of pure air? Im- 
 
62 COMMON SCHOOL COURSE OF STUDY. 
 
 pure air? Foul air^? Is the air of this school-room pure now? 
 Is the ventilation perfect? When is ventilation perfect? Are 
 each of you sitting in proper position to breathe properly? Are 
 there dust particles floating in the air in this room now? May 
 this be prevented? How? Are our living-rooms at home prop- 
 erly ventilated? How are they arranged for ventilation? Can 
 you grow strong and healthy without plenty of fresh air? Should 
 we raise the school-room windows at recess and get out and play? 
 Why? Let us take a breathing exercise. (Give the class a good 
 breathing drill.) Can persons who use alcoholic drinks breathe 
 properly? Why? Use picture, page 119. 
 
 Skeleton: Compare with the framework of a house. Num- 
 ber of bones, strength. Joints: Kinds, dislocation, sprains, 
 broken bones. May the shape of bones be affected by the posi- 
 tion we take while sitting or standing? Effect of ill-fitting desks. 
 Is the desk of each pupil in this school of proper size? Muscles : 
 What are muscles for? Did you ever see a muscle? Where? 
 Examine your arm. Watch the muscles as you bend and ex- 
 tend your arm. Effect of tobacco and alcoholic beverages on 
 muscle action. Do you think the use of these any help to one? 
 Any hindrance? Why? 
 
 Write a story of healthful exercise, using picture on page 113. 
 
 Exercise: What makes muscles strong? Which has a better 
 chance for health and strength — a rich or a poor man's child? 
 Why should we take exercise? When? What kind of exercise 
 is best for this class? This school? Do we take enough and 
 the proper kinds of exercise? Name several useful games. Is 
 football a good game for this school? 
 
 Third Month. — Pages 122 to 144. 
 
 Need of rest after exercise. Should we rush in after a hard 
 
FIFTH GRADE, 63 
 
 play, raise a window, and sit in a draught? Why? Can a child 
 do good school work and be out late of nights? Why? What 
 amount of sleep should a child have? Should one go to sleep 
 hungry? Why? What change takes place in the body while 
 we sleep? 
 
 Study memory lesson as suggested in text. 
 
 The Nervous System : Its work. Compare the nervous sys- 
 tem to a telegraph or telephone system. What part has the 
 brain in this system? Messages: Sensory, motory. Sym- 
 pathy of the brain with other parts of the body that are disor- 
 dered. 
 
 Effect of impure blood on the brain and nerves. Effect of 
 tobacco. Effect of alcoholic beverages. Effect of cigarettes. 
 
 Insanity. 
 
 Senses : Seeing, hearing, feeling, tasting and smelling. Teach 
 the use and care of these very carefully. Bring this instruction 
 down to practical every-day application, as it is of prime impor- 
 tance. 
 
 Hunger and thirst are two good friends. Why? 
 
 First aid to injured. Do not leave this chapter, as is so often 
 done with like chapters. It is of great importance to one in 
 emergency cases. Illustrate these in each case to the class. 
 Review the work of the former months, and see that good rules 
 of health are thoroughly understood. 
 
 Geography — Fifth Grade. 
 
 It may be well to spend the first few days in work of first few 
 pages of the text. For further suggestions, see Fourth-Grade 
 Geography. 
 
 Fourth Month. — Pages 78 to 95. 
 
64 COMMON SCHOOL COURSE OF STUDY. 
 
 Fifth Month. — Pages 95 to 111. 
 Sixth Month. — Pages 111 to 120. 
 Seventh Month. — Pages 120 to 140. 
 
 Spelling— Fifth Grade. 
 
 Text.— Rathbun's Graded Speller, Part II. 
 
 Take Fifth-Grade Spelling in 1907-08 and Sixth in 1908-09. 
 
 First Month. — ^Pages 21 to 25. 
 
 The dictation exercises should not be neglected. The teacher 
 should look over each moiith's work before the work of the month 
 is begun. For instance, one will teach this month's work much 
 better if she knows from the beginning that lessons 4 to 8 in- 
 clusive are designed to teach rules governing the addition of 
 suffixes, and that lessons 10 to 17 inclusive have to do with 
 homophones. 
 
 Second Month. — Pages 25 to 29. 
 
 Third Month.— Pages 29 to 33. 
 
 Drill pupils in pronouncing the a's and the the s's in lessons 
 39 and 40 correctly and without hesitation. 
 
 Fourth Month. — Pages 33 to 37. 
 Fifth Month. — Pages 37 to 41. 
 Sixth Month. — Pages 41 to 45. 
 Seventh Month. — Pages 45 to 49. 
 
 Writing— Fifth Grade. 
 Copy book No. 3. 
 [ Outline Practice Book ''B.'' 
 Use some simple movement drills. 
 
SIXTH GRADE. 65 
 
 SIXTH GRADE. 
 
 Texts. — Fijth Reader, Speller Language Book, Elementary 
 
 Ariihmetic, Primary History, Copy Book No. 4- 
 
 Reading. 
 
 The mechanics of reading should by this time be fully mas- 
 tered. In this and succeeding grades give attention to punc- 
 tuation, figures of prosody, and literary style. Develop clear 
 ideas as to the modes and form of expression, and of such literary 
 products as oratory, narration, description, dialogue, prose and 
 poetry. See suggestions for fourth grade. 
 
 Alternate sixth and seventh grades. The sixth-grade work 
 in term beginning in 1907; seventh grade beginning in 1908. 
 
 First Month — Required, 13, 55, 33. 
 Secona Month.— Required, 38, 112, 119. 
 Third Month.— Required, 134, 131, 143. 
 Fourth Month.— Required, 89, 178, 218. 
 Fifth Month.— Required, 100, 272, 94. 
 Sixth Month.— Required, 255, 266, 268. 
 Seventh Month. — Required, 61, 340, 264. 
 
 Primary History— Sixth Grade. 
 This outline will not interfere with the use of any primary 
 text which the county superintendent may select. The fol- 
 lowing texts were consulted in its preparation: Montgomery's 
 '^Beginner's American History"; Mowry's ''First Steps in 
 History"; Barnes's "Primary History," and McMaster's 
 "Primary History." 
 
 First Month. — Early explorations, settlements, claims of 
 territory and on what they were based. 
 The Indians: Their character, manners, and customs. 
 
66 C OMMON SCHOOL COURSE OF STUDY. 
 
 Biographical sketches of Cohimbus, De Soto, Champlain, 
 Cabots, Raleigh, Hudson. 
 
 Second Month. — Period of settlement and development. 
 The English in Virginia, New England, Middle, and Southern 
 Colonies; the Dutch in New York; the Swedes in Delaware. 
 
 Causes leading to the settlement of the different colonies : de- 
 sire for wealth, desire for religious freedom. 
 
 Prominent characters: John Smith, Governor Winthrop, 
 Roger AYilliams, Lord Baltimore, William Penn, James Ogle- 
 thorpe, King Philip. 
 
 Third Month. — The struggle for supremacy between Eng- 
 land and France: King William's War, Queen Anne's War, 
 King George's War, French and Indian War. 
 
 Estrangement of the colonies from the mother country. 
 
 Noted men: Montcalm, Wolfe, Patrick lienry, James Otis, 
 Samuel Adams, John Hancock. 
 
 Fourth Month. — ^The Struggle for Independence. Trace 
 the principal campaigns; the French Alliance; the Articles of 
 Confederation. 
 
 Formation of the Federal Government — the Constitution. 
 
 Biographies of Washington, Greene, LaFayette, Franklin, 
 Robert Morris, Cornwallis. 
 
 Fifth Month. — National growth; establishment of the 
 Government; territorial expansion; slavery; mechanical in- 
 ventions. 
 
 Study the lives of Hamilton, Jefferson, Jackson, Clay, Cal- 
 houn, Webster, Garrison, Harriet Beecher Stowe, Horace Mann. 
 
 Sixth Month. — The War for the Union; principle involved; 
 trace the most important military movements. 
 Biography: Lincoln, Seward, Grant, Lee, Davis. 
 
SIXTH GRADE. 67 
 
 Seventh Month. — Recent history; reconstruction; com- 
 mercial expansion; railroads; telegraph and telephone; im- 
 proved machinery; Spanish- American War — cause, results, 
 territorial expansion; education — the old and the new. 
 
 Lives of Edison, Clara Barton, Frances Willard, Blaine, 
 Cleveland, McKinley, Roosevelt. 
 
 Schools that continue another month should make a general 
 review and develop supplementary topics provided by the 
 teacher. 
 
 Language — Sixth Grade. 
 
 Text. — Lessons in English. 
 
 Teach fifth-grade Language in 1907-08, and sixth grade in 
 1908-09. 
 
 First Month. — Pages 1 to 30. . 
 
 Sentence, paragraph, stanza, names, titles, plurals, possessives. 
 
 Composition: Picture Study: Pet's Trip; The End of Day. 
 (See Reader, p. 117.) Stories and Poems : Puss and the Ravens; 
 The Robin's Advice. 
 
 Information lessons: Wheat and the manufactured product. 
 
 Second Month. — Pages 30 to 56. 
 
 Names of days of weeks and months, abbreviations, dates, 
 exclamation-points, quotations, contractions. 
 
 Composition: Picture Study: Little Brother; Return of the 
 Fisherman. (Reader, p. 54.) Stories and poems: October. 
 (Reader, p. 30.) 
 
 Information lessons: Planting, cultivation and harvesting 
 of corn. 
 
 Third Month.— Pages 56 to 82. 
 Comma and period. 
 
68 COMMON SCHOOL COURSE OF STUDY. 
 
 Composition : Picture Study : The Lark and the Grasshopper; 
 The Pony. Stories and Poems: The Fairy; The Arrow and 
 the Song. Information lessons: Study the hfe of Columbus. 
 Tell the story. Write it. 
 
 Fourth Month. — Pages 82 to 109. 
 
 Plurals; possessives, comma, letter-writing. 
 
 Composition: Picture Study: Heavy Load. Stories and 
 Poems: Uncle Joe's Story; The Cloud. Information lessons: 
 The Five Senses. (Text, p. 99.) Our Flag. (Page 87, exer- 
 cise 2.) 
 
 Fifth Month.— Pages 109 to 130. 
 
 Possessives, pronouns, proverbs, contractions. 
 
 Composition: Picture Study — The End of Day. (See Read- 
 er.) Poems: Evening. Information lessons : Imagine you are 
 visiting on the California coast, and write a letter to your parents 
 telling of your experiences. Study your geography and other 
 sources of information. 
 
 Sixth Month. — Pages 130 to 148. 
 
 Verbs, letter forms. 
 
 Composition : Picture Study — The Wounded Hound. Stories 
 and Poems : The Man without a Country ; The Use of Flowers ; 
 To a AVater-fowl; Return of the Birds. Information lessons: 
 A Week's Weather Record; Why W^e Celebrate Washington's 
 Birthday. 
 
 Seventh Month. — Pages 170 to 186. 
 
 Verbs, the fable, advertisements. 
 
 Composition: Picture Study — Bubble Blower. Stories and 
 Poems: Larks; America. Information lessons: How to care 
 for and feed a horse. Flow to make a window-garden. 
 
SIXTH GRADE. 69 
 
 Arithmetic — Sixth Grade. 
 
 Text. — Myers & Brooks. 
 
 First Month. — Pages 197 to 209. 
 
 Have pupils make measurements. Applications of square 
 measures. 
 
 Second Month.— Pages 210 to 224. 
 
 Triangles and solids. Have pupils draw and measure dia- 
 gram on page 212 before solving problems. 
 
 Develop the diagram on page 218, showing that solids have 
 length, breadth and thickness, while surfaces have only length 
 and breadth. 
 
 Third Month.— Pages 225 to 240. 
 Fourth Month. — Pages 241 to 252. 
 Fifth Month.— Pages 252 to 262. 
 
 Denominate numbers. Use measures, drills, and accounts. 
 Have pupils make bills and draw up accounts. 
 
 Sixth Month.— Pages 263 to 272. 
 
 Fractions. — Much depends upon this month's work. Be 
 sure that the child thinks and then knows that thirds and 
 fourths must be changed to twelfths, and that he must then use 
 the numerator, or numbers of twelfths, in adding and sub- 
 tracting, and that twelve merely tells the size of the parts. 
 
 Seventh Month. — Complete text and review. 
 
 Spelling — Sixth Grade. 
 
 Text.— Rathbun's Graded Speller, Part 11. 
 Alternate with Fifth Grade. 
 
 First Month.— Pages 49 to 51. 
 Second Month. — Pages 51 to 54. 
 
70 COMMON SCHOOL COURSE OF STUDY. 
 
 Third Month. — Pages 54 to 58. 
 Fourth Month. — Pages 58 to 62. 
 Fifth Month. — Pages 62 to 65. 
 Sixth Month. — Pages 65 to 68. 
 Seventh Month. — Pages 68 to 71. 
 
 Writing — Sixth Grade. 
 Copy book No. 4. 
 Outline Practice Book "B.'' 
 Continue to use movement drills. 
 
 SEVENTH GRADE. 
 
 Texts. — Fifth Reader, Speller, Grammar, Complete Arithmetic, 
 Complete Geography, Kansas History, Copy Book No. 5. 
 
 Reading. 
 See suggestions for sixth grade. Also fourth grade. 
 
 First Month. — Required, 58, 48, 42. 
 Second Month.— Required, 120, 126, 345. 
 Third Month.— Required, 46, 146, 153. 
 Fourth Month.— Required, 192, 79, 307. 
 Fifth Month.— Required, 207, 221, 348. 
 Sixth Month.— Required, 115, 64, 257. 
 Seventh Month. — Required, 84, 174, 323. 
 
 Grammar — Seventh Grade. 
 
 Text. — Hoenshel's, Part II. 
 
 The teacher should read the Preface, Suggestions to Teachers, 
 and Hints on Teaching. 
 
 Emphasize the fact that the classification of words into parts 
 
SEVENTH GRADE. 71 
 
 of speech depends upon their use in the sentence. This must 
 be kept constantly in mind. 
 
 Construction of words should be studied in connection with 
 the work in reading and composition. 
 
 Continue previous instructions in composition work, giving 
 special attention to paragraphing, margin, spelling, capitaliza- 
 tion, and neatness. Accept no poorly prepared papers. You 
 encourage carelessness when you accept anything short of the 
 pupil's best effort. 
 
 First Month. — Pages 68 to 79. 
 
 Second Month. — Pages 79 to 87. 
 
 The rules for capitalization and punctuation should be memo- 
 rized. They are arbitrary, and the only way to master them 
 is to memorize them. They should be ''at the pencil's point" 
 when needed, the same as the multiplication table. The tend- 
 ency has been to slight memoriter work on account of the 
 reaction from the inordinate stress laid upon it in former times. 
 
 Give emphasis to the lessons on Case, and see that the sub- 
 ject is clearly presented. Give supplementary work, if neces- 
 sary, until you are sure they understand as much of the subject 
 as is presented in Lessons VIII and IX. 
 
 Paragraph 3, Page 81, means all singular nouns; those end- 
 ing in s as well as others. The tendency among the best writers 
 is to use 's in forming the possessive of singular nouns ending 
 with s; as, Charles's. 
 
 The most important part of the month's work is, perhaps, 
 the proper presentation of the subject of Parsing. Parsing is 
 such a ''bugbear" to children, usually, because they have not 
 properly learned the order for parsing. Their trouble is not 
 so much that they cannot tell the person, number, or other 
 
72 
 
 COMMON SCHOOL COURSE OF STUDY. 
 
 modification, as that they get mixed up in the order of parsing, 
 and are uncertain as to what should be given next. Hence, in 
 learning to parse any part of speech, the first step is to learn a 
 definite order for parsing, and it should be perfectly memorized 
 and always followed. 
 
 The form for written parsing given below is a time-saver for 
 pupil and teacher : 
 
 Columbus 
 
 
 was 
 
 a 
 
 
 sailor 
 
 n., . 
 
 
 v., 
 
 adj., 
 
 
 n.. 
 
 com., 
 
 
 irreg.. 
 
 defin 
 
 •> 
 
 com., 
 
 neut., 
 
 
 intrah., 
 
 not comp., 
 
 mas., 
 
 3d., 
 
 
 act., 
 
 mod. 
 
 sailor. 
 
 3d, 
 
 sing., 
 
 
 indie. 
 
 
 
 sing., 
 
 nom.. 
 
 
 past. 
 
 
 
 nom.. 
 
 sub. of was. 
 
 3d, 
 
 
 
 in pred. 
 
 
 
 sing.. 
 
 
 
 with was. 
 
 ' 
 
 
 to agree, 
 with sub. 
 Columbus. 
 
 
 
 
 Composition work 
 
 as suggested 
 
 in first month. 
 
 Third Month.— Pages 87 to 96. 
 
 Do not make the mistake of passing too rapidly over Declen- 
 sion. Thoroughly memorize. For oral work use the old- 
 fashioned way, as follows: First person, singular, nominative I, 
 possessive my, objective me; plural, nominative we, etc. 
 
 In parsing, observe directions given last month. In oral 
 parsing of the Pronoun — gender, person, number to agree with 
 antecedent. Verb — person and number to agree with subject. 
 Insist that these be given, and see that they are understood. 
 
SEVENTH GRADE. 73 
 
 Do not neglect the written work called for in the text. Em- 
 phasize accuracy and neatness. 
 Composition work continued as before. 
 
 Fourth Month. — Pages 96 to 105. 
 
 Fifth Month. — Pages 105 to 119. 
 
 Sixth Month.— Pages 119 to 127. 
 
 The author's remarks on Analysis (page 126) are pertinent. 
 The model given calls for the essentials in analysis, and nothing 
 more should be required. Too many schools waste valuable 
 time in repeating over and over classifications of elements, etc., 
 that have little, if any, bearing on the proper analysis of the 
 sentence. 
 
 Put much time on rapid oral analysis and parsing. This 
 can be done to good advantage in connection with blackboard 
 work. It is not enough that the sentence be diagrammed. The 
 important thing is, that the pupil be able to analyze the sentence 
 and give the constructions. This is the teacher's opportunity 
 to train the pupils to think rapidly and to express their thoughts 
 with clearness, accuracy, and fluency. 
 
 Continue composition as before. 
 
 Seventh Month. — Pages 127 to 130. Review. 
 
 Arithmetic — Seventh Grade. 
 Text. — Myers-Brooks, Grammar School. 
 
 First Month. — Pages 1 to 22. 
 
 Wentworth's Mental Arithmetic, pages 1 to 10. 
 
 The average pupil will be able to complete Myers-Brooks 
 Grammar School text in three years, and at the saipie time^ at 
 the beginning of each recitation, spend a few minutes on mental 
 
74 COMMON SCHOOL COURSE OF STUDY. 
 
 arithmetic. The course is arranged to complete Wentworth's 
 Mental Arithmetic. Special attention should be given to simple 
 concise forms of analysis. Avoid those involving a frequent 
 use of '4f," ^' since," ''hence/' and ''therefore." 
 
 Example : If one barrel of flour cost $2.00, what is the cost 
 of three barrels? 
 
 Solution : Cost of one barrel of flour is $2.00. 
 
 Cost of three barrels of flour is 3 X $2.00 -$6.00. 
 
 Few suggestions will be made on Myers-Brooks Grammar 
 School text, as the progressive teacher must acquaint herself 
 with both this and elementary texts before she can enter into 
 the spirit of the work. These texts differ from those formerly 
 used, as they deal with practical subjects in a practical manner. 
 The teacher that makes a success of her work in Arithmetic, 
 especially the first year she uses the new text, must study every 
 lesson, and plan her work for the next day's lesson, having in 
 mind some definite results to be obtained. Random teaching 
 gets poor results. She must have some knowledge of Algebra. 
 Have pupils solve all algebraic problems in seventh and eighth 
 grades, that they may be prepared for ninth-grade work. 
 
 Second Month. — Pages 23 to 41. 
 Wentworth's Mental.— Pages 11 to 21. 
 
 Third Month. — Pages 42 to 60. 
 
 Give special attention to checking for accuracy of multipli- 
 cation. 
 Mental Arithmetic— Pages 22 to 32. 
 
 Fourth Month. — Pages 61 to 75. 
 Mental Arithmetic. — Pages 33 to 43. 
 
SEVENTH GRADE. 75 
 
 Fifth Month. — Pages 76 to 94. 
 
 Do not allow pupils to do incorrect work in making out ac- 
 counts. Work for neatness and accuracy. 
 Mental Arithmetic. — Pages 44 to 54. 
 
 Sixth Month.— Pages 94 to 108. 
 . Mental Arithmetic. — Pages 55 to 65. 
 
 Seventh Month. — Pages 109 to 118. 
 Mental Arithmetic. — Pages 65 to 70. 
 
 Complete work and review. The review should be left to the 
 teacher rather than be outlined in the course. 
 
 Geography — Seventh Grade. 
 
 Text. — King's Grammar School Geography. 
 
 As advised in the outline of work for the Primary Geography, 
 the teacher should read the preface and instructions to the 
 teacher, and should read the text that she may become familiar 
 with the ideas and methods of the author before starting a 
 class into the work. 
 
 A library of travels and stories of the various countries of 
 the world should be in every school. The small amount of $8 
 or $10 will purchase such a library as is needed. Few suggestions 
 are needed, as the text will teach itself if the teacher will catch 
 the spirit of the author and follow his lead. 
 
 First Month. — ^To page 25. 
 Second Month. — Pages 25 to 48. 
 Third Month.— Pages 48 to 69. 
 Fourth Month. — Pages 69 to 87. 
 Fifth Month. — Pages 87 to 113. 
 Sixth Month.— Pages 113 to 134. 
 Seventh Month. — Pages 134 to 156. 
 
76 COMMON SCHOOL COURSE OF STUDY. 
 
 History of Kansas— Seventh Grade. 
 
 Only the topics specifically named need to be carefully studied. 
 Others should be read. 
 First Month. — Pages 9 to 93. 
 
 EARLY HISTORY. 
 
 Early Explorers — Spanish: De Vaca, Coronado; French: 
 Marquette, La Salle ; (the French claims based on explorations 
 of Marquette and La Salle in the Mississippi Valley) ; Dutisnc ; 
 (the English claims were based on the grants made to the Lon- 
 don and Plymouth Companies.) 
 
 Cessions: Kansas was included in the cessions of 1763, 1800, 
 and in the Louisiana purchase. (That part south of the Ar- 
 kansas river and west of the 100th meridian was a part of the 
 Mexican cession.) 
 
 Native Indian tribes. 
 
 Later Explorers : Lewis and Clark, Long, Pike. 
 
 'ft'ails : Santa Fe, Oregon. Draw map of these trails. 
 
 Kansas a part of the Indian Territory, organized in 1830; 
 transplanted Indian tribes; missionaries to the Indians 
 
 TERRITORIAL HISTORY. 
 
 Free-State, Pro-Slavery settlements. 
 
 Reeder's administration: Election for Territorial Delegate; 
 census taken; election for Territorial Legislature; fraudulent 
 voting, new election; first Territorial Legislature: place of 
 meeting, adjournment, trouble with the Governor; Governor 
 Reeder removed. 
 
 Acting-Governor Woodson: Bogus Legislature; Territorial 
 officers; Territorial capital; Free-State agitation. 
 
 Governor Shannon : Pro-Slavery election for Territorial Dele- 
 gate; Free-State election for Territorial Delegate; Free-State 
 
SEVENTH GRADE. 77 
 
 election for constitutional convention; constitutional conven- 
 tion — met at Topeka; the Topeka Constitution; Topeka Con- 
 stitution submitted to the people; election of State officers 
 under the Topeka Constitution; meeting of the Free-State 
 Legislature; Guerrilla warfare; Free-State Legislature reas- 
 sembled at Topeka; Governor Shannon removed. 
 
 Acting-Governor Woodson ; Mihtia called out to repel'' Lane's 
 invasion " ; reign of terror. 
 
 Governor Geary; Hickory Point fight; disbanding of all 
 armed forces; second Territorial Legislature; resignation of 
 Governor Geary. 
 
 Governor Walker: Constitutional convention; Free-State 
 Legislature; second submission of the Topeka Constitution; 
 Lecompton Constitutional Convention; the Lecompton Consti- 
 tution, provisions for submission; election for Territorial Leg- 
 islature and Delegate ; fraudulent voting ; Free-State majority ; 
 Governor Walker leaves the Territory. 
 
 Acting-Governor Stanton: Extra session of the Legislature 
 provided for a submission of the Lecompton Constitution to be 
 approved or rejected by the people ; the Constitution submitted 
 to the people under its own provisions; Stanton removed for 
 calling extra session. 
 
 Acting-Governor Denver; Election upon the Lecompton 
 Constitution; election under the provisions of the Lecompton 
 Constitution, for members of Congress, Legislature, State officers 
 — both sides participated; the Free-State candidates elected; 
 refused to serve under the Lecompton Constitution ; petitioned 
 Congress not to admit the State under the Lecompton Constitu- 
 tion; third Territorial Legislature — provided for another con- 
 stitutional convention; removed the capital to Minneola ; meet- 
 ing of the Free-State (Topeka) Legislature; Leavenworth Con- 
 
 OF THE ^ 
 
78 COMMON SCHOOL COURSE OF STUDY. 
 
 stitutional Convention; doubts as to its legality; Governor 
 Walker's resignation accepted. 
 
 Governor Denver: Leavenworth Constitution submitted; 
 trouble in southeastern Kansas; third submission of the Le- 
 compton Constitution — under English Bill: Governor Denver 
 resigned. 
 
 Governor Medary: Election on the proposition for a new 
 Constitution; Wyandotte Constitutional Convention; election 
 on the Constitution; Governor Medary resigned. 
 
 Acting-Governor Beebe: Last Territorial Legislature; Kan- 
 sas admitted as a State. 
 
 Second Month.— Pages 93 to 188. 
 
 STATE HISTORY. 
 
 Governor Robinson: Legislature met at Topeka, March 26, 
 1861; Lane and Pomeroy elected Senators; adoption of the 
 great seal — motto by Ingalls; organization of the militia; To- 
 peka chosen as capital by popular vote; penitentiary located 
 at Lansing, 1861; Kansas troops; Kansas generals; the war 
 in Kansas. 
 
 Governor Carney: Quantrell raid; Baxter Springs massa- 
 cre; Price's raid; State institutions — educational: Univer- 
 sity, Agricultural College, Normal School ; charitable : Insane 
 Asylum at Osawatomie, Asylum for Deaf and Dumb, Asylum 
 for the Blind. 
 
 Governor Crawford: Capitol building commenced in 1866; 
 homestead law; land grants to railroads in Kansas; the pio- 
 neers; Senator James H. Lane; Indian raids (from 1864 to 
 1878) ; Governor Crawford resigned, to take command of regi- 
 ment to repel Indian invasion. 
 
SEVENTH GRADE. 79 
 
 Governor Harvey: Permanent prosperity; immigration of 
 colonies from Europe. 
 
 Ingalls elected Senator ; Kansas at the Centennial Exposition ; 
 Insane Asylum at Topeka; State Historical Society; negro 
 exodus. 
 
 Governor Anthony: Biennial sessions of the Legislature; 
 Plumb elected Senator; cattle trade; prohibitory amendment; 
 continued prosperity, resulting in phenomenal growth. 
 
 Governor St. John: Indian-land troubles; Reform School 
 located at Topeka; Kansas entitled to seven Representatives. 
 
 Governor Glick: The first and only Democratic Governor; 
 Haskell Institute at Lawrence ; Soldiers' Home at Leavenworth. 
 
 Governor Martin: Soldiers' Orphans' Home at Atchison; 
 Asylum for Idiotic and Imbecile at Winfield ; Industrial School 
 for Girls at Beloit ; Reformatory at Plutchinson ; State Soldiers' 
 Home at Dodge City; financial speculation; booming of Okla- 
 homa; municipal suffrage for women; development of natural 
 resources. 
 
 Third Month.— Pages 188 to 300. 
 
 Governor Humphrey: Opening of Oklahoma; Farmers' Al- 
 liance — political importance; original-package case and Wilson 
 3ill ; death of Senator Plumb. 
 
 Governor Lewelling: Political revolution; legislative war; 
 Martin elected Senator ; Kansas at the Chicago World's Fair. 
 
 Governor Morrill: Suffrage amendment defeated; Coxey's 
 
 army ; discovery of oil and gas ; apple orchards. 
 
 Governor Leedy : Omaha Exposition ; Kansas in the Spanish 
 War. 
 
 Governor Stanley : Hospital for the insane at Parsons ; pe- 
 riod of prosperity; text-book commission; penitentiary twine 
 plant. 
 
80 COMMON SCHOOL COURSE OF STUDY. 
 
 Governor Bailey : Floods of 1903 and 1904 ; development of 
 the oil industry. 
 
 Spelling — Seventh Grade. 
 
 Text. — Rathbun's Graded Speller. Part III. 
 
 Seventh and eighth grades alternate, both taking seventh in 
 1907-08 and eighth in 1908-09. The additional three, four or 
 five lessons here given for each month should be given each year. 
 It will be a good review. 
 
 First Month.— Lessons 77 to 86, also 19, 20, 21, 22, 23, 24. 
 
 Second Month.— Lessons 86 to 96. Also 29, 30, 31, 33. 
 
 Third Month.— Lessons 96 to 106. Also 34, 35, 36, 37. 
 
 Fourth Month. — Lessons 106 to 115. Also 43, 44, 45, 46. 
 
 Fifth Month. — Lessons 115 to 124. Also 43, 44, 45, 46. 
 
 Sixth Month. — Lessons 124 to 134. Also 47, 48, 49. 
 
 Seventh Month. — Lessons 134 to 143. Also Lessons 1 to 
 19, part of which need only be read over by the class. 
 
 Writing — Seventh Grade. 
 Copy Book No. 5. 
 Outline Practice Book "C' 
 Use movement drills for speedy writing. 
 
 EIGHTH GRADE. 
 
 Texts. — Classics, Grammar, Arithmetic, Geography, History, 
 
 Speller, Copy Book No. 6. 
 
 Classics. 
 
 Alternate with ninth grade, taking eighth grade in 1907-08 and 
 ninth grade in 1908-09. 
 
EIGHTH GRADE. 81 
 
 The following plan of study is suggested : 
 
 1. Read the production for the story; its time, geography, 
 etc. Take only time enough to get the story. 
 
 2. Study plot. 
 
 3. Study all the persons in the production — their characters, 
 their likes and dislikes, their beliefs, ambitions, hopes, etc. 
 
 4. Find people like these in the world to-day. 
 
 5. Study beautiful passages during all the work; commit and 
 learn to quote on appropriate occasions. 
 
 First and Second Months. — Great Stone Face. 
 Third and Fourth Months. — ^The Snow-Image. 
 Fifth and Sixth Months. — Tales of a Wayside Inn. 
 Seventh Mohth. — Review. 
 
 Grammar — Eighth Grade. 
 
 Text. — Hoenshel, Part 3. 
 First Month. — Pages 130 to 143. 
 
 During this month study also lessons 1, 2 and 3, Part Four. 
 Use these lessons or parts of them at appropriate times. 
 
 Second Month. — Pages 143 to 161. 
 
 Study also lessons 4 to 12, Part Four, at appropriate times. 
 
 Third Month.— Pages 161 to 175. 
 Study also lessons 15 and 16, Part Four. 
 
 Fourth Month. — Pages 175 to 200. 
 
 Lessons 17 to 21, inclusive, Part Four, should be noticed at 
 appropriate times. 
 
 Fifth Month. — Pages 200 to 211. 
 Notice lessons 22, 23 and 24, Part Four. 
 
82 COMMON SCHOOL COURSE OF STUDY. 
 
 Sixth Month.— Pages 211 to 224. 
 
 Notice also lessons 15, 16, 25 and 26, Part Four. 
 
 Seventh Month. — Pages 224 to 232. 
 
 Arithmetic — Eighth Grade. 
 
 Texts. — Myers-Brooks Grammar School, Wentworth's Men- 
 tal Arithmetic. 
 
 First Month. — Pages 116 to 136. 
 
 Insist on pupils being able to find G. C. D. and L. C. M. by 
 factoring. 
 
 Mental Arithmetic. First month, pages 70 to 80. 
 
 Second Month. — Pages 137 to 157. 
 
 Have pupils develop rules for addition, subtraction, multipli- 
 cation and division of fractions ; then apply rules to problems. 
 
 Mental Arithmetic, pages 81 to 91. 
 
 Example: If building | of a wall costs $15.00, what is the 
 cost of building J of it? 
 
 Solution : Cost of | of a wall is $15.00. Cost of J of a wall is 
 $15.00 ^5 = $3.00. 
 
 Third Month.— Pages 158 to 178. 
 Mental Arithmetic, pages 91 to 102. 
 
 Fourth Month.— Pages 179 to 207. 
 Mental Arithmetic, pages 103 to 113. 
 
 Fifth Month.— Pages 208 to 223. 
 Mental Arithmetic, pages 114 to 134. 
 
 Sixth Month.— Pages 224 to 235. 
 Mental Arithmetic, pages 135 to 144. 
 
 Seventh Month. — Review year's work. 
 
EIGHTH GRADE. 83 
 
 Geography — Eighth Grade. 
 
 First Month. — Pages 156 to 186. 
 
 Second Month. — Pages 186 to 219. 
 
 Third Month.— Pages 219 to 245. 
 
 Fourth Month. — Geography of Kansas, pages 1 to 9. 
 
 This should take up the county; raih'oads; principal cities; 
 
 rivers ; manufacturing plants ; natural resources ; maps showing 
 
 surface; maps colored to show mineral deposits; maps colored 
 
 showing the wheat and corn counties. 
 
 Review. 
 
 History — Eighth Grade. 
 
 Texts. — Davidson's History of the United States, Foster's 
 Historical Outline Maps on United States History (Topeka, 
 Kansas) . 
 
 First Month. — Pages 13 to 63. 
 
 The Awakening in Europe — ^Effects of the Reformation, 
 politically and socially; spirit of the governments; the asser- 
 tion of the people; the printing of books — other inventions; 
 effects of the discovery of America ; legends of other discoveries ; 
 the peoples of our country — how they were conquered; their 
 civilization, religion, manners, and customs. The early ex- 
 plorers — what they did ; what it was worth to their respective 
 sovereigns. Give special attention to those explorers whose 
 exploration resulted in claims of territory by the various Euro- 
 pean nations. 
 
 Second Month. — Pages 63 to 104. 
 
 The development of the American in the various settlements ; 
 causes of the settlements — religious ideas, disputes, and per- 
 secutions; religious intolerance; charter government to con- 
 
84 COMMON SCHOOL COURSE OF STUDY. 
 
 stitutional government ; the various ideas (religious, social, and 
 political) that prevailed in the several colonies; the growth 
 of the colonies as influenced by these factors. 
 
 Third Month.— Pages 104 to 157. 
 
 The struggle of England and France for the world mastery; 
 what the colonies were teaching Europe; what each successive 
 war was teaching the colonies; the great value of the French 
 and Indian War; developed military leaders, governmental 
 leaders, crystallized the '^ Americans" — freed them from a 
 foreign enemy; growth of commerce, education, colleges, print- 
 ing, means of communication, wealth, etc. 
 
 Fourth Month. — Pages 157 to 191. 
 
 The English view of the colonies; English arbitrariness, 
 American stubbornness; English oppression, American resist- 
 ance; the men these controversies developed; advance in the 
 ideas of government; the principles contended for by both 
 sides; why Massachusetts and Virginia were in the lead in all 
 agitation ; the men they produced ; the first Continental Con- 
 gress; the exchange of ideas; war — summary of the causes; 
 the struggle to 1777; the Declaration of Independence (study 
 it carefully). 
 
 Fifth Month.— Pages 191 to 221. 
 
 Foreign assistance; treason, plots and schemes; the dark 
 days of the struggle ; the surrender at Yorktown ; the armies 
 England had lost; the peace parties in England; the treaty of 
 peace ; the American commissioners ; the effect of the Ameri- 
 can War on European politics; stipulations of the treaty of 
 peace; why Canada failed to join the colonies; the cost of the 
 war; the men it bankrupted; the financial system, etc. 
 
EIGHTH GRADE. 85 
 
 Sixth Month. — Pages 221 to 245. 
 
 A review of the struggle for independence ; how the colonies 
 were governed during the war ; the need for a new government ; 
 the discussion; the growth of the constitutional idea; the Con- 
 stitutional Convention; the adoption of the Constitution; the 
 men who composed the convention; the compromises; other 
 conventions. Study the Constitution. 
 
 Seventh Month. — Review the year's work. Use Foster's 
 Historical Outline Maps: trace discoveries, explorations, set- 
 tlements, campaigns, and important military movements. 
 
 Spelling— Eighth Grade. 
 
 Text.— Rathbun's Graded Speller, Part III. 
 See notes for Seventh Grade. 
 First Month. — Lessons 150 to 158. 
 Second Month. — Lessons 158 to 168. 
 Third Month. — Lessons 168 to 177. 
 Fourth Month. — Lessons 177 to 186. 
 Fifth Month. — Lessons 186 to 195. 
 Sixth Month. — Lessons 195 to 204. 
 Seventh Month. — Lesson 204 to the end. 
 
 Writing— Eighth Grade. 
 Copy book No. 6. 
 Outline Practice Book ''QJ' 
 Movements same as 7 th year. 
 
86 COMMON SCHOOL COURSE OF STUDY. 
 
 NINTH GRADE. 
 
 Texts. — Classics, Arithmetic, History, Civics, Physiology, Copy 
 
 Book No. 7. 
 Classics. 
 See suggestions for Eighth Grade. 
 First and Second Months. — Legends of Sleepy Hollow. 
 Third and Fourth Months. — Dickens's Christmas Carol. 
 Fifth and Sixth Months. — Snow-Bound. 
 
 Arithmetic — Ninth Grade. 
 
 Text. — Myers-Brooks Grammar School. 
 
 First Month. — Pages 236 to 251. 
 
 Wentworth's Mental Arithmetic, pages 145 to 155. 
 
 This year's work will not be found difficult if the teacher fol- 
 lows the suggestions for seventh grade. First Month, insist 
 upon all diagrams being constructed giving special attention 
 to accuracy and neatness of work. 
 
 Second Month. — Pages 251 to 2G7. 
 Mental Arithmetic, pages 156 to 166. 
 
 Third Month.— Pages 267 to 287. 
 
 Have pupils draw diagram of all problems solved, following 
 instructions for first month. 
 Mental Arithmetic, pages 167 to 173. 
 
 Fourth Month.— Pages 288 to 307. 
 
 Special attention should be given to developing powers and 
 roots of numbers. Use such material as may be at hand. 
 
 Diagrams should be drawn by pupils before problems are 
 solved. 
 
 Mental Arithmetic, pages 174 to 190. 
 
NINTH GRADE. 87 
 
 Fifth Month.— Pages 307 to 322. 
 
 Read suggestions, Seventh Grade, first month. 
 
 Sixth Month.— Pages 322 to 336. 
 Seventh Month. — Review. 
 
 History — Ninth Grade. 
 
 Text. — Davidson's History of the United States. 
 
 First Month.— Pages 245 to 299. 
 
 The development of political parties; how the Constitution 
 was construed ; the leaders of each party ; problems of finance 
 and internal improvement ; troubles with foreign countries ; the 
 admission of new States; inventions; newspapers; the pur- 
 chase of Louisiana; obnoxious legislation; political campaigns 
 as educational factors; events that led to the War of 1812; the 
 war; the results; the questions of States' rights and slavery; 
 growth of manufacturing and commerce; newspapers; educa- 
 tion and inventions; biographical sketches of the great men of 
 the period, etc. 
 
 Second Month.— Pages 299 to 347. 
 
 The growth of the Republic; the determination, energy, and 
 character of Jackson; the '^ Kitchen Cabinet"; '' Rotation in 
 Office"; United States Bank; private banks; speculations; 
 financial panics ; the Subtreasury ; Indian difficulties ; politics ; 
 the admission of new States ; slavery and slavery compromises ; 
 the men who led in the debates ; the Mexican War ; cause, inci- 
 dents, and results; statecraft; foreign relations and treaties; 
 the tariff; ''gag rule" in the House; abolition; anti-slavery 
 leaders ; inventions and discoveries ; growth of the country in 
 wealth and population. 
 
88 COMMON SCHOOL COURSE OF STUDY. 
 
 Third Month.— Pages 347 to 395. 
 
 Extension of territory; the Compromise of 1850; Fugitive 
 Slave Law; Kansas-Nebraska Bill; border warfare; Dred 
 Scott Decision ; the debates of Lincoln and Douglas ; the Clay- 
 ton-Bulwer treaty; Perry and Japan; the '^Ostend Mani- 
 festo" and Cuba; John Brown; Mrs. Stowe; leaders ^nd 
 literature of the period ; election of Lincoln ; secession ; war. 
 
 Fourth Month. — Pages 395 to 437. 
 
 Abraham Lincoln and his policy ; events of the war to 1864 ; 
 use Foster's Historical outline maps, tracing the movements of 
 the armies through the important campaigns; revolution in 
 naval warfare; improvement in war equipment. 
 
 Fifth Month. — Pages 437 to 461. 
 
 Complete the study of the Civil War; principal military 
 leaders; cost of the war; charities and other institutions of 
 mercy; assassination of Lincoln; disbanding the army; out- 
 line review of the war. 
 
 Sixth Month. — Pages 461 to 507. 
 
 Reconstruction; views of Congress, views of the President; 
 amendments to the Constitution; military rule in the South; 
 impeachment of the President; secret politick organizations; 
 treaties with foreign countries; the part acted by them during 
 the war; trouble in Cuba; building of railroads; the home- 
 stead law; coinage; civil service; governmental scandals; the 
 electoral commission ; resumption of specie payments ; political 
 parties — the Democrats in the ascendency; tariff legislation; 
 destruction of the Maine; the war with Spain: causes, inci- 
 dents, and results ; assassination of McKinley. 
 
 Seventh Month. — Pages 507 to 524, and review. 
 
 Schools having an eight-months term, review the entire text. 
 
NINTH GRADE. 89 
 
 Physiology — Ninth Grade. 
 
 Text. — Graded Lessons in Physiology and Hygiene. 
 
 First Month. — Pages 9 to 46. 
 
 Food : Why we eat. What to eat. Digestion : In mouth, 
 stomach, intestines. 
 
 Digestive Organs: Location, structure, work. Digestive 
 juices : Saliva, gastric, pancreatic, bile, and intestinal. Work 
 of each of these juices. Amounts required each day. 
 
 Absorption. Review questions. Foods: Kinds required. 
 Different kinds required in different climates. Why? Bodily 
 heat. Amount of food varies. Healthful food needed. Min- 
 eral foods : Salt, lime, potash, etc. Animal foods : Milk, cheese, 
 butter, eggs, meats. Comparison of animal and vegetable foods. 
 Fruit and candy. Digestibility of different foods. 
 
 Adulteration of various food-stuffs. Diseased foods. What 
 is meant by partial starvation? Four groups of food. Review 
 questions. 
 
 Sev!;ond Month. — Pages 46 to 79. 
 
 Our Drink : Uses of water. Pure and impure water. Dis- 
 ease in water. Lead- and rinc-poisoning in water. How to 
 purify water. Mineral water. Tea and coffee. Are not foods. 
 Adulterations. Tobacco : Evil effects of its use. Cigarettes and 
 their evil effects. Does the use of tobacco in any form produce 
 any good results? 
 
 The Skin: Dermis, epidermis, pigment, sweat glands, per- 
 spiration ; necessity of keeping sweat glands open. Oil glands. 
 Colds : nature, cause and cure. Four uses of the skin. Bath- 
 ing : Time and how to bathe ; effect on the skin. 
 
 Clothing: Proper kinds. Harm in wearing tight clothing. 
 
90 COMMON SCHOOL COURSE OF STUDY. 
 
 Kidneys: Location, structure, work, and hcalthfulness. 
 Effect of cold on the kidneys. 
 
 Third Month.— Pages 79 to 107. 
 
 Bones : Use, composition, covering, structure, shape, strength. 
 Skull, trunk, limbs. Comparison of the upper and lower ex- 
 tremities. Joints : Kinds. Cartilage : Compare bones of youth 
 with those of old age. Effect of standing or sitting in improper 
 positions. Effect of ill-fitting desks. Broken bones; sprains. 
 
 Muscles: Structure, shape, and use. Number and kinds, 
 properties, action, fastenings. May muscles be made strong? 
 How? Exercise: Time to take exercise; kinds; effect of ex- 
 ercise. Review work of former months. 
 
 Fourth Month. — Pages 107 to 145. 
 
 Blood: Composition, use, corpuscles, red, white; work of each 
 kind. Circulation: Arteries, capillaries, veins. Pure and im- 
 pure blood compared. Heart: Location, size, structure, and 
 work. Effect of overwork. Fainting. 
 
 Lymphatic System : Office ; general plan ; lymph ; of what 
 composed ; work. Spleen. Massage : Purpose. Effects of al- 
 coholic drinks on circulation. 
 
 Breathing: Purpose; how performed — inspiration, expira- 
 tion ; air passages ; disease of air passages ; pleurisy. Effect of 
 fresh air on mental faculties. Larynx and the vocal chords. 
 How bodily heat is maintained. Air before and after it is used 
 in the lungs. Is air wholesome for breathing more than once? 
 Nose- and mouth-breathing. Teach effect of mouth-breathing. 
 Adenoid growths. Foul air, full of danger and disease. Im- 
 portance of keeping a cellar clean and well aired. Malaria. 
 Dust in the school-room. May the dust be prevented in the 
 school-room? How? 
 
NINTH GRADE. 91 
 
 Ventilation : Importance ; when to ventilate ; how to venti- 
 late. When is a ventilation system perfect? Is this school- 
 room arranged so as to be properly ventilated? Do people in 
 their homes pay enough attention to ventilation? School-room 
 cleanliness. Have the class give this careful discussion. 
 
 Fifth Month. — Pages 145 to 192. 
 
 Nervous System: What is meant by the nervous system? 
 Parts of the system : Brain, size, divisions. Work of the cere- 
 brum : Receives sensory and sends out motory messages. De- 
 velopment of the various nerve centers. Work of the cerebel- 
 lum. Work of spinal bulb or medulla. Why is the brain called 
 a center? The spinal cord. Nerve fibers. Speed of a nerve 
 message. Headaches: Kinds, causes, treatment. AVhat is 
 rest? Discuss its usefulness. Sleep: Length of time required 
 by persons of different ages and different occupations for sleep. 
 Habits and their effects. Habits and character. A healthy 
 mind requires a healthy body. 
 
 Eye: Structure. How we see. Movement. Unequal power 
 of the muscles of the eye. Tear glands. Near- and far-sight- 
 edness. Spectacles. Care of the eyes. Poor print and the 
 eyes. Testing the eyes. 
 
 Ear: Divisions; structure of each. Ear-wax. Care of the ear. 
 Deafness : Causes, results. 
 
 Sixth Month.— Pages 192 to 228. 
 
 Teeth: Structure, kinds, and care. Importance of having 
 good sound teeth. 
 
 Disease Germs : Cause of disease. Prevention. How germs 
 are transmitted. Germs in water. Work of plasma and white 
 corpuscles on germs. How germs act on themselves. Antitoxin. 
 
92 COMMON SCHOOL COURSE OF STUDY. 
 
 Vaccination. Disinfectants. Occupation diseases. Give care- 
 ful attention to cause and prevention of disease. 
 
 Disease caused by alcoholic beverages. This chapter is ably 
 presented; and every teacher should place this before the class 
 so as to show that the use of alcoholic drinks will weaken the 
 body, cause disease, conquer the will, impair the digestive or- 
 gans, weaken the heart, enlarge the blood vessels, disease the 
 kidneys, hinder the lungs in their work, destroy the nerves, blunt 
 the sense organs, and utterly unfit anyone who indulges in its 
 use for business, home, life, friends, and for any of the profes- 
 sions. 
 
 Narcotics : Definition, kinds. Tobacco : This topic should be 
 presented in a thorough manner. Tobacco is not a food ;' it in- 
 flames the air passages, shatters the nerves, diseases the throat 
 and weakens the morals of every one who is a constant user of 
 it. Cigarettes: The use of these is alarming. To anyone who 
 will persist in their use will come the loss of mental power and 
 the power to resist the temptation to do wrong. Teachers have 
 a wonderful work to do in thus teaching the great harm in their 
 use. 
 
 Seventh Month. — Pages 228 to 264. 
 
 Physical exercises. Periods of development. Need of thor- 
 oughly developing the body as well as the mind. First aid to 
 injured. The points in this chapter should be well explained 
 and illustrated. If the emergency arises where this knowledge 
 is of use, it will be necessary to act at once, and the teacher should 
 present these points clearly for this reason. 
 
 Public Sanitation : Boards of health. Their work. Food in- 
 spection. Water and air contamination. (See picture, page 
 48.) Special methods of preventing disease. Consumption: 
 
NINTH GRADE. 93 
 
 Means to prevent its spread. Curable. Treatment. Insects 
 and malaria. The fly and the fever. Yellow fever. Review 
 the practical points of the whole text, and leave the class firmly 
 in possession of good, concise rules of health, and the knowledge 
 of the importance of following them. 
 
 Civics — Ninth Grade. 
 
 Books. — ''Our Government,'' by James and Sanford, in the, 
 hands of the pupils, and a copy of ''Government in State and 
 Nation," by the same authors, in the school library for refer- 
 ence. 
 
 Plan. — Make civics as concrete as possible, giving it a real, 
 practical meaning. Make it a study, not a reading lesson. A 
 well-kept note-book will be helpful. Follow the author's plan 
 in giving the questions at the close of each chapter as careful 
 study as the reference-books at hand will admit. 
 
 First Month. — Part I, pages 1 to 32. 
 
 Develop- the notion of political government, beginning with 
 the school district. Draw map of district on blackboard and 
 have pupils copy in their note-books. District ofhcers — how, 
 when and by whom elected? Duties. Purpose of the school. 
 How supported? What property taxed, and why? 
 
 The County: Plat the floors of the court-house in your 
 county, locating offices. Name the officers and give principal 
 duties of each. Use proper official titles. 
 
 City or township government : Officers — election and duties. 
 
 Second Month. — Pages 32 to 50. 
 
 Events leading to the formation of the Union. The Constitu- 
 tional Convention. Study carefully these topics in the history 
 texts, also. Read the Articles of Confederation, and compare 
 with the Constitution, noting resemblances and differences. 
 
94 COMMON SCHOOL COURSE OF STUDY. 
 
 Third Month. — Pages 50 to 83. 
 
 Memorize most important clauses of the Constitution as they 
 are studied. Follow the order of the text. 
 
 Legislative Department. — Organization. Powers and duties 
 of the separate houses. How laws are made. Locate Con- 
 gressional districts of Kansas, naming the Representative from 
 each. Present U. S. Senators from Kansas. Former Senators 
 of distinction. 
 
 Fourth Month. — Pages 83 to 114. 
 
 Powers of Congress. Commerce ; Interstate Commerce Com- 
 mission. Trusts, money, naturalization. Postal system, army 
 and navy. Expressed and implied powers. 
 
 Powers denied the United States and the several States. 
 
 Review the legislative department. 
 
 Fifth Month. — Pages 115 to 156. 
 
 The Executive Department. — ^The President and Vice-Presi- 
 dent — election, qualification, term, salary, oath, powers, duties, 
 vacancies. The cabinet. Give the members of the present 
 cabinet, and principal duties of each. 
 
 Sixth Month. — Pages 157 to 185. 
 
 The Judicial Department. — U. S. courts, and jurisdiction of 
 each. Territories and public lands. Amendments to the Con- 
 stitution. 
 
 Seventh Month. — Kansas. 
 
 Preamble, bill of rights. Executive officers. Legislative 
 department. Judicial. Elections. Education. Locate all 
 State institutions — educational, charitable, and penal. Amend- 
 ments. Counties, townships, cities. Compare with general dis- 
 cussion in part I. 
 
NINTH GRADE. 95 
 
 Eighth Month. — Schools having eight months make a com- 
 
 plete review. 
 
 Writing — Ninth Grade. 
 
 Copy book, No. 7. 
 
 Outline Practice Book '^D.'' 
 
 Movements same as 7th and 8th. 
 
 AGRICULTURE. 
 
 Introduction. — Education is and should be a preparation 
 for a higher and broader and more effective life. All acquired 
 knowledge which gives to boys and girls higher ideals and 
 broader minds is useful ; and every particle of knowledge which 
 will enable them to become independent, integral, progressive 
 factors in the community in which they live is indeed very use- 
 ful. Any educational movement which leaves out the in- 
 spirational or the practical is only partial. This course in 
 Agriculture is designed to reach the inspirational as well as the 
 practical natures of the country boys and girls of Kansas. There 
 is no better way to learn to do than by doing. The course 
 is divided into seven steps or parts. At the introduction of 
 each step the texts are given and the page or chapter cited from 
 which the teacher may get the information for the class, that the 
 idea may be properly developed. It is urged upon the teacher 
 that this be not considered a difficult thing to teach. The sub- 
 ject unfolds itself in such an easy, inspiring way as to be the 
 means of great enjoyment. It will be a great and lasting pleas- 
 ure to the teacher and to the school. It is suggested that each 
 district purchase these texts (altogether costing less than three 
 dollars), and with these in the hands of the teacher general 
 lessons may be given to the entire school, not less infrequent 
 
96 COMMON SCHOOL COURSE OF STUDY. 
 
 than twice each week. The attention of each teacher is cafled 
 to a model recitation in the 1907 Normal Institute Course as an 
 excellent plan for conducting the recitations in this branch. 
 
 1. Soils. 
 
 Numbers 1, 2, 3, etc., in paienthesis refer to texts cited in 
 each step. 
 Texts. — 1. Agriculture for eginners, Ginn & Co., Chicago. 
 
 2. First Principles of Agriculture, American Book Co., Chicago. 
 
 3. Practical Agriculture, D. Appleton & Co., New York. 6. 
 Bulletin No. 186, U. S. Department of Agriculture, Washing- 
 ton, D. C. 
 
 Soil: Origin, tillage (1*. chap. 1). Matter: dead, living (2. 
 chap. 1). How plants feed (2. sees. 8 and 9; 2. chap. 4 and 
 5). Plant food in soil and air. Nitrogen, potash, phosphoric 
 acid, other elements. Humus (sec. 12; 2. chap. 7 and 8). 
 Plant foods prepared slowly (2. chap. 10). 
 
 Exhausted soils renewed in three ways: 1st, Rotation of 
 crops (1. sees. 7, 10, and 11; 2. chap. 9 and 10; 3. chap. 19); 
 leguminous plants (3. chap. 13); how legumes are helpful to 
 the soil. Teach name and nature of common legumes. 
 
 2d. Natural fertilizers; care and use of farmyard manures 
 (2. pages 39, 43, and 50; 1. pages 22, 24, 28; 3. chap. 10), 
 farmyard manures should be kept under shed until used. Why? 
 
 3d. Commercial fertilizers: Sale regulated by law (chap. 
 213, Session Laws 1903); expense; economy in mixed farming 
 and producing fertilizer on the farm. 
 
 ♦The figures here (as, "1. chap. 1") refer to numbers in the list of texts; as, "1. Agri- 
 culture for Beginners; 2. First Principles of Agriculture"; etc., etc. 
 
NINTH GRADE. 97 
 
 II. Seed Selection. 
 
 Texts. — No. 1, Agriculture for Beginners, Ginn & Co., Chi- 
 cago. No. 2, First Principles of Agriculture, American Book 
 Co., Chicago. No. 3, Bulletin No. 77, Iowa Experiment Sta- 
 tion, Ames, Iowa. No. 4, Bulletin No. 139, Kansas Experi- 
 ment Station, Manhattan, Kansas. No. 5, Fifteenth. Biennial 
 Report, State Board of Agriculture, Topeka, Kansas. No. 6, 
 Bulletin No. 186, U. S. Department of Agriculture, Washington, 
 D. C. 
 
 Nothing is so important as the selection of good, strong, 
 healthy seed. A farmer w^ho farms a two-thirds stand of corn 
 loses 33J per cent, of his time. The usual average is not to ex- 
 ceed a 70-per-cent. stand of corn throughout the State. This is 
 because of the poor selection of seed. Selection of seed corn (1. 
 section 19; 2. chap. 16; all of 3 and 4). The first part of 
 No. 5, known as the ''Corn Book." How to make a seed tester 
 (3. page 176; 4. page 249; 5. page 52). When to select 
 seed; how to care for it (five pages, 166 to 175). Study of 
 individual stalk, ear, grain. Stalk as to strength, number of 
 ears, height from ground, uniformity of maturity (3. page 183). 
 Shape and content of individual kernel, feeding value (3. page 
 196), (five pages, 20 to 23). Pollination of corn important 
 (1. page 47; 2. page 102). 
 
 A similar outline may be used for wheat, rye, oats, barley, 
 sugar-beets, alfalfa, etc. Corn is here given because it is the 
 most extensively grown and most valuable crop raised in the 
 State. 
 
98 COMMON SCHOOL COURSE OF STUDY. 
 
 III. Practical Application. 
 
 Text No. 1, 0. J. Kern's Among Country Schools, Ginn & 
 Co., Chicago. 
 
 Influence of environment; beautifying school-grounds and 
 home yards (1. chap. 3). School gardens (1. chap. 4). Farmer 
 Boys' Experiment Clubs (chap. 7). Teachers and pupils alike 
 will find an invaluable friend in Supt. J. H. Miller, Superin- 
 tendent of the Farmers' Institute Department, Manhattan, 
 Kansas. He will be ever ready with practical suggestions and 
 wholesome advice. The country schools and the local farmers' 
 institutes should be veiy closely allied (1. chap. 9). Tree 
 Planting and Tree Culture. Study of varieties adapted to your 
 locality. State Forestry stations: At Ogallah; at Dodge City. 
 Forestry Commissioner gives information about tree culture, on 
 request. Trees furnished free at the stations to all who will 
 plant and cultivate them. Two million trees are sent out 
 annually. At the request of twenty-five residents of any county, 
 the Forestry Commissioner must hold one or more public meet- 
 ings for the discussion of tree culture. (Session Laws of 1907, 
 chap. 405.) 
 
 IV. Types and Breeds of Farm Animals and Dairying — Stock Feeding. 
 
 Texts. — 1. Agriculture for Beginners, Ginn & Co., Chicago. 
 
 2. First Principles of Agriculture, American Book Co., Chicago. 
 
 3. Fifteenth Biennial Report, Kansas State Board of Agri- 
 culture, Topeka, Kansas. 6. Bulletin No. 186, U. S. Depart- 
 ment of Agriculture, Washington, D. C. 
 
 Animal Husbandry: Domestic animals; Importance (1. 
 chap. 8; 2. chap. 29). Dairy cow; different breeds; points 
 
NINTH GRADE. 99 
 
 in selection; care; feeding (1. chap. 9; 2. chap. 30; 3. pages 
 674 to 764). Care of milk; dairy; barn; milking utensils; 
 Pasteurization (1. sections 48 and 49; 2, chap. 32; three pages, 
 683 to 700). Balanced rations for dairy cows (1. sec. 50; 
 2. chap. 33). Line sharply drawn on good and bad dairy 
 cows (3. pages 677 to 680). Beef types (2. chap. 31). For 
 other information on this line, address Secretary State Board 
 of Agriculture, Topeka, Kansas. 
 
 V. Bird and Insect Life. 
 
 Texts. — 1. Agriculture for Beginners, Ginn & Co., Chicago. 
 
 2. First Principles of Agriculture, American Book Co., Chicago. 
 
 3. Practical Agriculture, D. Appleton & Co., New York. 
 Animals that destroy insects (2. chap. 28). Birds — many 
 
 our best friends (1. sec. 52; 3. chap. 37). 
 
 This outline may be much extended by the use of bulletins 
 from the Department of Agriculture, Washington, D. C. 
 
 VI. Care of Orchard — Grafting, Budding, Pruning. 
 
 Texts. — 1. Agriculture for Beginners, Ginn & Co., Chicago. 
 
 2. First Principles of Agriculture, American Book Co., Chicago. 
 
 3. Practical Agriculture, D. Appleton & Co., New York. 6. 
 Bulletin No. 186, U. S. Department of Agriculture, Washing- 
 ton, D. C. 
 
 Varieties adapted to your locality. Proper care of the orchard. 
 Propagation by budding (sec. 17). The Orchard — grafting and 
 budding (3. chap. 21 and 22). Insects of the orchard (3. chap. 
 23). Spraying: Time for, effect of, mixture for spraying (3. 
 Appendix; 1. page 109). The orchard (2. chap. 27). 
 
100 C OMMON SCHOOL COURSE OF STUDY. 
 
 VII. General. 
 
 The spirit and inspiration in intelligent farm life. The bless- 
 ing of owning a home and living in a rural community. Great 
 harm in the general drift to cities and villages. Danger in the 
 individual ownership of large tracts of land ; the farming lands 
 should be in the hands of owners of small tracts instead of 
 tenants. Nation of home-owners a stable one. Life of State 
 and Nation rests with the tiller of the soil. 
 
 ,,, OF THE ^ .. 
 
ADDITIONAL USEFUL BOOKS. 101 
 
 ADDITIONAL USEFUL BOOKS. 
 
 GEOGRAPHY. 
 
 Great American Industries. Fl?.nagan, Chicago. 
 Aunt Martha's Corner Cupboard. Flanagan, Chicago. 
 Talks About Common Things. Flanagan, Chicago. 
 
 The World and Its People (Primary), Vols. 1 to 4. Silver, Burdett 
 & Co., Chicago. 
 
 NATURE. 
 
 Stories Mother Nature told Her Children. Ginn & Co., Chicago. 
 Leaves from Nature's Story Book, Vol. II. Ed. Pub. Co., Topeka. 
 Dana's Plants and Their Children. American Book Co., Chicago. 
 Gray's How Plants Behave. American Book Co., Chicago. 
 Nelson's Second Science Reader. Ed. Pub. Co., Topeka. 
 Stories of My Four Friends. Ginn & Co., Chicago. 
 Around the Year — Autumn, Spring, Winter, 3 Vols. Ed. Pub. Co., 
 Topeka. 
 
 HISTORY. 
 
 Colonial Children. 
 
 Pratt's History Stories, Vols. 1 to 4. Ed. Pub. Co., Topeka. 
 Hero Stories from American History. Ginn & Co., Chicago. 
 Stories of Great Americans for Little Americans. American Book Co., 
 Chicago. 
 
 KANSAS HISTORY. 
 
 Territorial Governors, and other Crane Classics. Crane & Co., Topeka. 
 Hazelrigg's History. Crane & Co., Topeka. 
 Kansas in Literature, Part I. Crane & Co., Topeka. 
 Kansas in Literature, Part II. Crane & Co., Topeka. 
 Supplemental Readings. Crane & Co., Topeka. 
 
HIGH SCHOOL COURSE OF STUDY. 
 
 ( Suggestive.) 
 
 First Semester. 
 Required: 
 
 English. 
 
 Algebra. 
 Electives: {choose two.) 
 
 Latin. 
 
 Physiography. 
 
 Greek and Roman History. 
 
 Manual Training. 
 
 First Semester. 
 Required: 
 
 English. 
 
 Algebra. 
 Electives: {choose two.) 
 
 Latin. 
 
 German. 
 
 Botany. 
 
 M. and M. History. 
 
 Physiology. 
 
 Manual Training. . 
 
 First Semester. 
 Required: 
 
 English. 
 
 Geometry. 
 Electives: {choose two.) 
 
 Latin. 
 
 German 
 
 Chemistry. 
 
 Zoology. 
 
 English History. 
 
 French. 
 
 Agriculture. 
 
 First Semester: 
 Electives: {choose four.) 
 English. 
 Physics. 
 Latin. 
 German. 
 
 American History. 
 Trigonometry. 
 Bookkeeping. 
 Economics. 
 French . 
 Review common branches. 
 
 First Year. 
 
 Second Semester. 
 Required: 
 
 English. 
 
 Algebra. 
 Electives: {choose two.) 
 
 Latin. 
 
 Physiography. 
 
 Greek and Roman History, 
 
 Manual Training. 
 
 Second Year. 
 
 Second Semester. 
 Required: 
 
 English. 
 
 Geometry. 
 Electives: {choose two.) 
 
 Latin. 
 
 German. 
 
 Botany. 
 
 M. and M. History. 
 
 Physiology. 
 
 Manual Training. 
 
 Third Year. 
 
 Second Semester. 
 Required: 
 
 English. 
 
 Geometry. 
 Electives: {choose two.) 
 
 Latin. 
 
 German. 
 
 Chemistry. 
 
 Zoology. 
 
 English History. 
 
 French. 
 
 Agriculture. 
 
 Fourth Year. 
 
 Second Semester. 
 Electives: {choose four.) 
 English. 
 Physics. 
 Latin. 
 German. 
 
 American History. 
 Advanced Algebra. 
 Bookkeeping. 
 Economics. 
 French. 
 Review common branches. 
 
THE CRANE CLASSICS 
 
 Each number contains from 96 to 154 pages of original matter. Single numbers: 
 Pamphlet, 13 cents each; Cloth, 25 cents. 
 
 In orders of one dollar's worth or over, paper, 10 cents; cloth, 20 cents. Double 
 numbers, double price. Silas Marner, Hiawatha and Ivanhoe are double numbers. 
 
 The Crane Classics were planned to furnish reading matter of a high order for 
 Teachers, Reading Circles, advanced class work, and for select general reading. 
 
 1. Selections from Ironquill, W. M. Davidson. 
 
 2. James Henry Lane William Elsey Connelley. 
 
 3. Wyandot Folk-Lore, ........ William Elsey Connelley. 
 
 4. Birds of Kansas, Benjamin F. Eyer. 
 
 5. Kansas in Literature, Part I William H. Carruth. 
 
 6. Kansas in Literature, Part II, William H. Carruth. 
 
 7. The Gkological Story of Kansas L. C. Wooster. 
 
 8. Kansas Territorial Governors, . . . William Elsey Connelley. 
 
 9. Plants and Flowers of Kans.^s, Bernard B. Smyth. 
 
 10. John Brown, Part I, • • • WiUiam Elsey Connelley. 
 
 11. John Brown, Part II William Elsey Connelley. 
 
 12. Richard Realf's Free-State Poems, Richard J. Hinton. 
 
 13. Julius Cesar, Introduction by Margaret HiU McCarter. 
 
 14. Macbeth Introduction by Margaret Hill McCarter. 
 
 15. Charles Robinson, F. W. Blackmar. 
 
 16. Babby Redstart, and Other Bird Stories, . . Leander S. Keyser. 
 
 17. Study of History, Sociology, and Economics, . F. W. Blackmar. 
 
 18. Silas Marner, (double number,'! Intro, by Margaret Hill McCarter. 
 
 19. Merchant of Venice, . . Introduction by Margaret Hill McCarter. 
 
 20. Evangeline, Edited by P. H. Pearson. 
 
 21. Macaulay's Essay on Milton Edited by P. H. Pearson. 
 
 22. Lowell's Vision of Sir Launfal, Edited by Margaret Hill McCarter. 
 
 23. Whittier's Snow-Bound, . . . Edited by Margaret Hill McCarter. 
 
 24. Ivanhoe, (double number,) . . . Edited by Margaret Hill McCarter. 
 
 25. Hiawatha, (double number,) . . Edited by Margaret Hill McCarter. 
 
 26. The Miraculous Pitcher, . . Edited by Margaret Hill McCarter. 
 
 27. The Courtship of Miles Standish, . . Edited by P. H. Pearson. 
 
 28. Kino Lear, Edited by Margaret Hill McCarter, 
 
 29. The Great Stone Face, . . . Edited by Margaret Hill McCarter, 
 
 We enjoy sending Catalogs to all applicants. 
 
 Crane & Company, Publishers, 
 
 Topeka, Kansas, 
 
ESSENTIALS OF OB.THOGRAPHY AND ORTHOEPY. 
 
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