so 
 
 LIB R 
 
 UNIVERSITY OF CALIFORNIA. 
 
 GIFT OF 
 
PUBLIC SCHOOLS 
 
 OF 
 
 SAN FRANCISCO 
 
 Revised Course of Study 
 
 June, 1892 
 
 TJFIVERSIT7 
 
 SAN FRANCISCO PRINTING COMPANY 
 
 JAMES A. PARSER, Manager 
 
 411 Market Street 
 
 1892 
 
Revised Course of Study 
 
 FOR THE 
 
 PUBLIC SCHOOLS 
 
 June, 1892 
 
Board of Education 1892 
 
 School Directors 
 
 NlKIvt BKRS 
 
 F. A. HYDE K. E. AMES MAX BROOKS 
 
 J. H. CULVER S. E. BUTTON JOHN J. DUNN 
 
 DR. C. W. DECKER FRANK J. FRENCH 
 
 GEO. W. PENNINGTON 
 
 JOHN I. SABIN DANIEL SEWEU, 
 
 THOS. P. WOODWARD 
 
 Officers of the Board 
 
 PRESIDENT F. A. HYDE 
 
 SECRETARY GEORGE BEANSTON 
 
 SUPERINTENDENT - - JOHN SWETT 
 
OF 
 
 UFIVEHSIT7 
 
 COURSE OF STUDY 
 
 
 
 PRIMARY GRADES 
 
 
 TIME OF PUPILS IN THESE GRADES FROM 4 TO 5 YEARS 
 
 RECEIVINQ CLASS 
 
 GENERAL DIRECTIONS: 
 
 Children are admitted to the Receiving Class at 5 years of 
 age, at any time during the year. 
 
 If most. of the children in a receiving class are under 6 
 years of age, they will be required to take in arithmetic only 
 Step I, and the simple parts of the course in other things. 
 
 In classes where most of the pupils are from 6 to 7 years of 
 age, the entire course may be completed in one year or even 
 less. The work in these classes must be adapted to the evi- 
 dent capacities of pupils. 
 
 SEC. I. READING, WRITING, lyANGUAGE AND SPEI/UNG 
 
 Principles 
 
 I. In teaching reading, the order of development is : (1) 
 the idea, (2) the spoken word, (3) the printed word, (4) the 
 written word, (5) utterance. 
 
 II. Children should be trained to read in an easy, natural 
 tone of voice, very much as they talk, only a little more dis- 
 tinctly. 
 
RECEIVING CLASS 
 
 III. Beginners should be taught by a judicious combination 
 of the word method, letter or spelling method, and the phonic 
 method. 
 
 IV. When children begin to use a book, train them to 
 stand erect and hold the book in the left hand. 
 
 I. GENERAI, OUTLINES 
 
 Time, 1*2 hours a week 
 
 1. ORAL LESSONS : Purpose to accustom pupils to express 
 their thoughts in simple and 'correct forms of speech. Material 
 reading and observation lessons, pictures or whatever 
 the ingenuity of the teacher may suggest. 
 
 2. READING : (a) From the blackboard, short sentences, 
 expressing in the pupils' own words, thoughts suggested to 
 them through observation and conversation ; such sentences 
 being taken as will easily lead to a gradual recognition of 
 words. Later, the acquaintance with words must lead to the 
 analysis of the spoken word into its elementary sounds, and of 
 the corresponding written word into the letters, or combination 
 of letters, representing those sounds, (b) From a chart, (c) 
 From authorized first readers, and from the supplementary 
 books of corresponding grade, (d) A few pieces of suitable 
 poetry must be studied and learned for recitation. 
 
 3. Pupils must be so guided as gradually to gain the power 
 for themselves of making out the words of a sentence, and of 
 getting its thought. Distinct articulation, good tones, and 
 expression must be the aim from the beginning. After the 
 first four months, the early lessons in the first readers of the 
 circulating sets can be used with advantage. 
 
 4. WRITING, (a) Copying words and sentences from the 
 blackboard and from slips, (b) The forms and names of letters 
 learned, (c) Simple sentences written from dictation. 
 
RECEIVING CLASS 
 
 II. SPECIFIC DIRECTIONS 
 
 1. The teacher will study carefully the suggestions on the 
 first pages of the State First Reader. 
 
 2. Beginners must be taught from blackboards and charts. 
 
 3. Put words on the blackboard both in print and in script, 
 side by side. 
 
 4. Select from any good Primer or First Reader, 50 or more 
 easy words. 
 
 5. In beginning writing, let one-half the class practice on 
 the blackboards and the other half on slates. 
 
 6. After the first five months, let pupils occasionally take a 
 lesson with pens and paper. 
 
 7. In spelling, use both the oral and the written method. 
 
 8. Teach pupils to spell suitable words selected from their 
 reading lessons. They should not be required to spell from 
 memory all the words they find in their lessons, because their 
 ability to read and pronounce words runs far ahead of their 
 memory to spell them. 
 
 9. The words which children are most interested in spelling 
 are the names of common objects at home or at school ; the 
 names of things they eat or wear ; the names of boys and girls ; 
 of animals. For groups of words teachers are referred to the 
 first month's work in Swinton's Word Primer. 
 
 10. Do not be afraid of letting children spell easy words of 
 two syllables ; they are no harder than monosyllables. 
 
 11. In blackboard writing, see that your pupils form the 
 habit of holding a crayon properly. 
 
 12. Give an occasional drill-exercise in making large ovals 
 in order to secure freedom of arm movement. 
 
 13. Teach children to write both capital and small letters 
 from the beginning. 
 
 14. In slate-writing, use only long pencils, and train your 
 pupils to hold them as a pen is held. 
 
8 RECEIVING CLASS 
 
 15. Give an occasional drill-movement in making running 
 m's and ovals, in order to secure freedom of arm-movement 
 and an easy way of holding pencils or pens. 
 
 16. Use ruled spaces on blackboards and slates. 
 
 17. After the first few months let the children buy and use 
 a State First Reader, taking the first 20 or 30 lessons. Or 
 take from the library once a week a set of Supplementary 
 First Readers, and interest pupils in something new. 
 
 18. During the last month of the school year, ask your 
 pupils to take home their First Reader and read aloud a few 
 lessens to their fathers and mothers. 
 
 19. For suggestive methods in teaching reading, teachers 
 are referred to Partridge's " Quincy Methods." 
 
 I,ANGTJAGE 
 
 1. Lead children to talk by asking them to tell what they 
 know about common things, such as cats, dogs, dolls, goats ; 
 about things they eat or wear ; about what they saw in coming 
 to school. 
 
 2. Ask them to tell their name and age, using a sentence 
 thus : 
 
 (1). My name is -- 
 (2). I am years old. 
 (3). I live on - street. 
 
 3. Teach every child, as soon as possible, to write his own 
 name. 
 
 4. Ask children to tell the names of their cats, dogs, and 
 dolls, and let them write the names as soon as they learn to write. 
 
 5. Tell children some short, simple story, and ask them to 
 tell it. back to you. 
 
 6. A teacher who can tell a story well holds the key to the 
 hearts of children. 
 
 7. For further suggestions about conversation lessons, 
 teachers are referred to Calkin's Object Lessons, pages 39 to 
 47, and Partridge's " Quincy Methods." 
 
RECEIVING CLASS 
 
 SEC. II. NUMBER LESSONS 
 
 Principles 
 
 1. The first lessons in counting must be taken with 
 " counters," such as shells, sticks, buttons, etc., on the desks 
 of the pupils, or counting-tables. 
 
 2. The first comparisons of small numbers must be made 
 by means of objects handled by the children themselves. 
 
 3. Every lesson in numbers must also be a lesson in 
 language. The teacher must require the pupil to speak as 
 much as possible. 
 
 I. GENERAL OUTLINE 
 
 (2 hours a week) 
 
 DEVELOPING, NAMING AND WRITING NUMBERS TO TEN 
 
 (1.) Without figures. 
 (2.) With figures. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. During first five months take up numbers to five. 
 During second five months take up numbers to ten. 
 
 2. At the outset, let the children actually handle whatever 
 objects are used as " counters," and make the different com- 
 binations before they are asked to express them by figures. 
 
 3. Children must be trained to make correctly the figures 
 from 1 to 10 on blackboards and slates. See that they make 
 them in the right way from the beginning. 
 
 4. Pass around the class the following coins and train 
 pupils to observe them closely ; the five cent piece or nickel ; 
 the dime ; the quarter-dollar ; the half-dollar ; the dollar. 
 
 SEC. III. OBSERVATION LESSONS 
 
 On Plants, Animals and the Human Body. 
 
 1. Flower, leaf, stem, root, bud, fruit, seed. 
 
 2. Domestic and other common animals. 
 
io RECEIVING CLASS 
 
 3. In connection with these lessons, let pupils draw leaves, 
 roots, fruit, flowers, animals and other objects in outline. 
 
 4. The parts of the human body, and their uses and move- 
 ments. 
 
 5. The care of the body and of health. 
 
 NOTE. Teachers are referred to Partridge's " Quincy 
 Methods " as an invaluable aid in such exercises, and to Shel- 
 don's Elementary Instruction. 
 
 SEC. IV. TRAINING IN POLITENESS 
 
 1. The State School Law, Section 1667, reads as follows : 
 " Instruction must be given in all grades of schools and in all 
 classes, during the entire school course, in manners and morals, 
 and upon the nature of alcoholic drinks and narcotics, and 
 their effects upon the human system." 
 
 2. In the beginning of school-life, teachers must bear in 
 mind that the home surroundings of some children are such 
 that they have little or no training in good manners except at 
 school. Many children need to be taught the language of 
 courtesy and politeness. 
 
 3. It is a good plan for the teacher of even a receiving 
 class to have a set time of five or ten minutes, say once a week, 
 on Monday morning, for little motherly talks on good manners. 
 Teachers must bear in mind that their own manner is imitated 
 by pupils ; that they themselves must be careful of their own 
 personal habits ; of their tones of voice, and expression of 
 countenance. 
 
 4. Teachers should lead children to offer them any little 
 services and any such attention should be promptly acknowl- 
 edged. 
 
 5. The older children should be made to understand their 
 duty in aiding the younger ones. 
 
 6. Even the little children should be trained how to answer 
 the bell, say good-morning to visitors at school, and politely 
 
RECEIVING CLASS n 
 
 ask them to enter. Train children to this by allowing other 
 pupils to play the part of visitors. 
 
 7. Train children to use, in their intercourse with the 
 teacher and one another, the polite forms of good society. 
 
 8. For suggestions as to talks on politeness, teachers are 
 referred to a little book entitled " How to Teach Manners," by 
 Julia M. Dewey. Every teacher who once sees this book will 
 have it on her school desk. 
 
 SEC. V. PHYSICAL TRAINING 
 
 Twice a day 
 
 NOTE. Physical training, including free play under the 
 direction of the teacher, is a necessity in the Primary School. 
 The time set apart for physical training and recesses must be 
 so used as to meet the physical needs of the pupils. Conse- 
 quently, recesses shall be given for withdrawals from the room, 
 for the ventilation of class-rooms and for recreation. If for 
 any reason recesses are shortened and omitted, the time for 
 the same must be given to physical training. 
 
 1. Daily exercise in free-arm movements. 
 
 2. Kindergarten motion songs. 
 
 3. Exercises in rapid changes of position for training 
 pupils to habits of promptness, obedience and quietness. 
 
 4. Arm, leg, trunk, hand and feet exercises. 
 
 5. Keeping step in marching. 
 
 6. Very simple directions to children about cleanliness of 
 hands and face, and care of the hair and teeth. 
 
 SEC. VI. MORAI, TRAINING 
 
 Thirty Minutes a Week 
 
 1. Teachers are directed to give instruction for a few min- 
 utes in good manners and good morals at the opening of school 
 in the morning and at other favorable opportunities. In giving 
 this instruction, teachers should keep strictly within the bounds 
 
12 RECEIVING CLASS 
 
 of manners and morals, and thus avoid all occasions for treat- 
 ing of or alluding to sectarian subjects. 
 
 2. Teachers will seek to plant in the minds of their pupils 
 the principles of right living, especially of temperance ; and 
 thus, in spirit and in letter, to carry out the law that requires 
 teachers to explain to their pupils the effects of the use of 
 narcotics and alcoholic stimulants on body and mind. 
 
 3. For outlines of lessons teachers are referred to Sheldon's 
 Elementary Instruction. 
 
 SEC. VII. BOOKS FOR TEACHERS 
 
 Teachers of this grade are recommended to study the follow- 
 ing Manuals : 
 
 " Education by Doing." Anna Johnson. 
 
 " Securing and Retaining Attention." Hughes. 
 
 11 Chats with Young Teachers." Anna B. Badlam. 
 
 SEC. VIII. KINDERGARTEN WORK 
 
 Receiving Class First Quarter 
 
 1. Gift work. In colored worsted balls. 
 Purpose of exercises : 
 
 To stimulate observation. 
 
 To lead children to express clearly the impression 
 
 received through sight and touch. 
 To classify familiar things under certain essential 
 
 qualities, as form, color, etc. 
 Points to be brought out : 
 
 1. Form. Ball : (round in every way, round all over) see 
 Kindergarten Notes. Have children find and name things of 
 this form seen in the room. Have them recall objects of this 
 form found elsewhere. 
 
 2. Color. Red, yellow, blue, orange, green and purple, (see 
 Kindergarten Notes, color exercises.) Show by simple devices 
 
RECEIVING CLASS 13 
 
 the formation of orange, green and purple. Use gelatine films, 
 dyes, paints, etc., etc. Busy work. Assort colors ; use sticks 
 and tablets. Review. Test children in various ways to see if 
 they are perfectly familiar with color and color-names. Tell 
 story, " Color Fairies." Repeat or sing, " We the Primary 
 Colors Are." Show colors, if possible, with prism to recall 
 rainbow. Have an imaginary rainbow party, having children 
 name the flower or fruit they would contribute. Have all the 
 six colors represented. Name and indicate colors with strings 
 of wooden beads. 
 
 3. Motion, direction, position. 
 
 Action of ball shown roll, stand, bounce. Through the 
 movements of ball, free or suspended by string, arrive at the 
 terms : Side to side, right left, front back, up down, over 
 under, across, etc. Have children name things which move 
 in these directions e. g. window, curtain, elevator, etc., up 
 and down. Give various exercises to bring out these terms, 
 as children should have a clear understanding of them in 
 order to follow directions in later work. Have ball placed in 
 center of desk at right side, left, etc. (Distribute all the 
 balls ; those not having one, indicate with hand). Name and 
 indicate right side of body, right shoulder, etc., right side of 
 room, picture, blackboard, etc., then left side, etc. 
 
 Lead up to vertical and horizontal, using, at first, the terms 
 standing or upright ; lying down or level. 
 
 Name things in these positions. 
 
 4. Material. Worsted ; lead up to wool, from what 
 obtained, quality, etc. Repeat, " This is the Meadow." 
 
 NOTE. In all the exercises, be ready with timely sugges- 
 tions in order to keep the children's interest excited and 
 their curiosity aroused. Use stories as a means. Play " The 
 Thought" game, having the children name what you describe. 
 Excellent suggestions can be obtained from Partridge's 
 " Quincy Methods." Encourage children to look for things 
 which bear upon the subject under discussion, outside of 
 
14 RECEIVING CLASS 
 
 school hours, and repeat at next exercise. Give short exer- 
 cises, and often. When they cannot recall some point, or do 
 not seem to know what you have repeatedly hinted at, ask 
 them to inquire of some one at home. 
 
 5. Occupation work to supplement, and accompany work 
 with the gift. 
 
 Exact clean hands and neat work. 
 
 Receiving Class Second Quarter 
 i. SECOND GIFT-(See Kindergarten Notes) 
 
 1. Comparison of worsted ball and wooden sphere : 
 
 (a) Resemblances. 
 
 (6) Differences, found by pupils handling, grasping and 
 viewing objects. 
 
 2. Comparison of sphere and cube : 
 
 (a) Resemblances. 
 
 (6) Differences with regard to action and form. 
 
 3. Comparison of sphere, cube and cylinder, in regard to 
 action. Wooden heads used to distinguish the three forms. 
 Objects noted and recalled of like form. 
 
 4. Stress laid upon cube, its action and number of faces, 
 corners and edges. Let children make shape of face in air, on 
 blackboard or slate, and with sticks. 
 
 Stick work : 
 
 (a) Dictation with one long stick, vertical, horizontal 
 
 and slanting positions. Objects in like positions 
 noted and recalled. Attention called to place of 
 ends in each position. 
 
 (b) Two sticks (of two colors) placed in different posi- 
 
 tions with regard to each other touching, apart, 
 end to end, etc. 
 
 (c) Three sticks, combined positions. 
 
 (d) Four sticks, combined positions. 
 Refer to color in all exercises. 
 
RECEIVING CLASS 15 
 
 Busy work for any number of sticks : 
 
 Sticks (1 or 2) in. placed vertically in rows, apart, equal 
 spaces. 
 
 Sticks (1 or 2 in.) placed horizontally, in rows, apart, equal 
 spaces. 
 
 Sticks (2 in.) placed end to end, in rows, forming square 
 corners. 
 
 Sticks (4 in.) placed end to end, in rows, forming squares. 
 
 5. Free work allowed at end of exercises. 
 
 NOTE. For convenience in distributing and collecting, 
 sticks should be kept in small boxes, or else strapped with a 
 rubber band. 
 
 Receiving Class Third Quarter 
 II. OCCUPATION WORK 
 
 1. Cylinder, special study. 
 
 Comparison with sphere in regard to faces (round, curved.) 
 
 Comparison with cube in regard, first, to flat sides, square, 
 round, like circle. 
 
 Comparison with cube in regard, second, to edges : 
 (straight, curved). 
 
 Find and recall objects with curved sides ; with side like a 
 circle ; with square sides ; with straight edges ; curved edges. 
 Have various exercises to bring out clearly the distinguishing 
 characteristics of the three forms. 
 
 Form study, interspersed with appropriate stories and songs. 
 
 2. Ring and half rings. 
 
 Rings Relation of rings to sphere and cylinder noted. 
 
 Characteristics observed and noted. 
 
 Objects like ring named and recalled. 
 
 NOTE. Draw from the children the facts about the material 
 iron, and ^dd in simple words to their store of knowledge. 
 
 Half rings Two halves given in connection with whole 
 ring to bring out the name. 
 
1 6 RECEIVING CLASS 
 
 Comparison with sticks and characteristics observed and 
 noted. Objects like half ring named. 
 
 Position exercises Half ring placed in four positions. 
 Name for position developed in connection with whole ring, 
 as placed to look like upper part of ring, lower part of ring, 
 right side, left side. 
 
 (a) Place of ends noted in each position,^, e., up, down, etc. 
 
 (b) Compare with curving objects in like positions. 
 
 (c) Develop terms, curving, upward, downward, etc. 
 
 (d) Dictate positions two halves can assume to each other. 
 
 (e) Dictation of simple symmetrical figures. 
 (/) Simple forms of life outline. 
 
 , 3. Stick exercises continued : 
 
 (a) Dictation of symmetrical figures and forms of life. 
 
 (b) Busy work to bear upon work at hand. 
 
 Receiving Class Fourth Quarter 
 
 III. OCCUPATION 
 
 1. Gift Work. 
 
 (a) Work of the three quarters reviewed. 
 
 (b) Ring and stick work combined. 
 
FIRST GRADE PRIMARY 17 
 
 KIRST QRADB PRIMARY 
 
 Second. School Year 
 
 SEC I. READING, WRITING, LANGUAGE AND 
 
 Directions. 
 
 I. Train pupils to stand erect and hold the book in the 
 left hand. 
 
 II. Train them to read clearly and distinctly. 
 III. Train pupils to use their lips and open the mouth 
 when they read or speak. 
 
 I. GENERAL OUTLINES. 
 
 11 hours a Week. 
 
 1. ORAL AND WRITTEN EXERCISES : (a) The oral expres- 
 sion of the substance of passages read from the regular and 
 supplementary readers. (6) Short stories told or read to the 
 pupils, and reproduced by them orally, (c) Simple thoughts 
 suggested by pictures or by the observation lessons, to be 
 expressed in writing. 
 
 2. READING : (a) From the State First Reader, (b) From 
 the supplementary books furnished, (c) At sight, from the 
 circulating sets of first readers, (d) Maxims and appropriate 
 selections of poetry, to be learned and recited. 
 
1 8 FIRST GRADE PRIMARY 
 
 3. The object of reading getting the thought should be 
 kept constantly in view. Correct pronunciation, good tone, and 
 right expression are to be insisted upon. The " sounding" of 
 known words is generally a waste of time and effort. 
 Unknown words, when phonetic or nearly phonetic, should be 
 made out, by " sounding" them. Practice on the elementary 
 sounds and on consonant combinations helps to distinct articu- 
 lation and to pure tone. 
 
 4. WRITING : (a) Copying exercises from the blackboard 
 and from slips. (6) Writing selections from the reading book, 
 (c) Sentences, and names of individuals with their residences, 
 to be written from dictation. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State First Reader to lesson 60, three lessons a week. 
 Teachers are requested to read the Preface to the State First 
 Reader. 
 
 2. At least twice a week let the class take a set of Supple- 
 mentary Readers, or leaflets from the school library, and read 
 at signt supplementary selected lessons somewhat easier than 
 those in their regular reader. 
 
 3. Instead of endless reviews of old lessons, let your pupils 
 have new matter that will awaken interest and excite thought. 
 
 4. By suitable questions, lead pupils to think about the 
 meaning of what they read. 
 
 5. Give phonic concert drill on the words placed at the 
 head of each reading lesson for that purpose. Train pupils to 
 use their lips and tongue in articulation. 
 
 6. While one division of the class is reading, let the other 
 section copy the whole or a part of the lesson on slates or 
 paper. 
 
 7. Train pupils in spelling suitable words selected from 
 reading lessons, omitting unsuitable ones. Children ought 
 
FIRST GRADE PRIMARY 19 
 
 not to be required to memorize the spelling of all the words 
 they learn to pronounce. 
 
 8. Make out for your class short lists of names of common 
 things, and of words which children use in daily speech, put 
 them on the blackboard, and have them copied. For assistance 
 in this grouping of words, teachers are referred to Swinton's 
 Word Primer, first five months' work. 
 
 9. Combine oral spelling with written work on slate, paper 
 or blackboard. 
 
 10. An oral spelling match is a good thing to stir up a 
 class that has become weary of writing. 
 
 11. Take occasional exercises, both written and oral, in 
 spelling the names of things that are good to eat ; of articles 
 of home or school use ; of names of animals ; of household 
 words. 
 
 12. In writing, train children to sit correctly at the desk, 
 and to hold the pen easily and properly. 
 
 13. Teachers who desire to do so can use a copy-book in 
 this grade, but it is better to teach writing from the black- 
 board. 
 
 14. During the last two months of the year, ask your 
 pupils to carry home their First Reader and read a few lessons 
 aloud to their father and mother, to show them how well they 
 can read. 
 
 15. For further suggestions, teachers are referred to 
 Partridge's " Quincy Methods," and Sheldon's Elementary 
 Instruction. 
 
 SEC. II. LANGUAGE LESSONS 
 
 Principles 
 
 I. Speech is acquired mainly by imitation. 
 II. Imitation precedes originality. 
 
20 FIRST GRADE PRIMARY 
 
 III. Language precedes arithmetic. 
 
 IV. The purpose of language lessons is to add to the 
 child's stock of words, and to secure a correct use of those 
 words in speaking and writing. 
 
 SPECIFIC DIRECTIONS 
 
 1. Short talks with children for the purpose of developing 
 i expression are very effective, but such exercises depend for 
 
 success largely on the tact, skill and ingenuity of the teacher. 
 * 2. Tell children a short, simple story, and ask them to tell 
 
 it back to you. 
 
 3. You can do almost anything with children if you will 
 only tell them interesting stories. 
 
 4. Let one section of the class copy on slates or paper a 
 part of a reading lesson while the others are reading. This 
 is an exercise in punctuation, spelling, and the use of capital 
 letters. 
 
 5. Take occasional exercises in the oral spelling of such 
 words as eyes, nose, ears, mouth, lips, teeth, hair, head, etc. 
 Short written sentences using such words as : 
 
 1. "I have two eyes." 
 
 2. " My eyes are blue." 
 
 3. " I see with my eyes." 
 
 / 6. Conversations about the use of the five senses ; on 
 ^ \domestic animals ; on common objects. 
 
 7. Use of capital letters in writing the names of men and 
 women, boys and girls ; of names of cities, towns, states, and 
 the United States. 
 
 8. Let the class pick out the words in a reading lesson that 
 begin with a capital letter, omitting the words at the beginning 
 of a sentence. (Exercise on nouns.) 
 
 9. Let pupils select out of reading lessons the names of 
 objects. (Exercise on nouns.) 
 
FIRST GRADE PRIMARY 21 
 
 10. Use of capital letters in writing the names of days and 
 months. 
 
 11. Use of the period and question mark. Call attention 
 to their use in three or four reading lessons. 
 
 12. The word I always to be a capital. 
 
 13. Correct use in short sentences of is, are; was, were ; 
 see, saw ; has, have ; go, went ; do, did ; etc. 
 
 14. Teachers must give patient and persistent attention to 
 the correction of vulgarisms, provincialisms, and current 
 blunders in speech, without waiting for any grammatical 
 knowledge whatever. 
 
 15. Teachers will write a short story on the blackboard to 
 be copied by pupils. 
 
 16. Require pupils to make up a short composition on such 
 subjects as " My Doll," " My Dog," " My School," " My Vaca- 
 tion." etc. 
 
 17. SENTENCE MAKING : Make a sentence with each of 
 the following nouns by adding one word to tell what animals 
 do. 
 
 RULE. Begin every sentence with a capital, and end it with a 
 period. 
 
 Model Sentences. Bees buzz, dogs baric. 
 
 1. Bees 4. Dogs 7. Mice 
 
 2. Bears 5. Ducks 8. Parrots 
 
 3. Cats 6. Hens 9. Birds 
 
 For further examples the teacher is referred to " Methods of 
 
 Teaching," pp. 262 and 263. 
 
 18. COMPOSITION-WRITING : Let pupils write all they can 
 remember about any one of the following stories : Little Red 
 Riding Hood, Jack the Giant Killer, Cinderella. 
 
 19. Require every pupil to write his own name and address, 
 also the names of his brothers and sisters, of his father and 
 mother, of his teacher, of five of his classmates. 
 
 20. For other suggestive exercises the teacher is referred to 
 the following books : Hackett and Kennedy's " Common 
 
22 FIRST GRADE PRIMARY 
 
 School English," " Swinton's Word Primer," " Methods of 
 Teaching," pp. 258 to 265, " State Lessons in Language," first 
 ten lessons, Partridge's " Quincy Methods," and " Sheldon's 
 Elementary Instruction." 
 
 SEC. III. NUMBER LESSONS 
 
 General Principles 
 
 I. The two main things to be considered in these lessons 
 are : 1. Accuracy. 2. Clearness of conception. 
 
 II. New combinations must be illustrated at first by 
 objects. 
 
 III. For young children, arithmetic is not easy, but rightly 
 taught, it is interesting. 
 
 I. GENERAL OUTLINES 
 
 Time, J^Q minutes a day. 
 
 Step I. Numbers from i to 10, inclusive 
 
 1. Adding, subtracting, multiplying, and dividing with 
 objects (1), without figures and (2) with figures no multiplier 
 or divisor greater than ten required. 
 
 2. Coins. Pint, quart, gallon. Inch, foot, yard. 
 
 Step II. Numbers from i to 20, inclusive 
 
 1. Adding and subtracting, from 1 to 20, inclusive, with 
 figures. 
 
 2. Day, week ; month, year. Dozen. 
 
FIRST GRADE PRIMARY 23 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Exercises in adding, subtracting, multiplying and 
 dividing numbers by the Grube method. For illustrations of 
 methods see " Swell's Methods of Teaching." 
 
 2. Make sure that your pupils can count objects, not abstract 
 numbers, to 50. Use shells, buttons, sticks, grains of wheat 
 or barley, etc., kept in small boxes and actually handled by 
 pupils in counting on their desks. Show them how to keep 
 tally by marks on the blackboard, thus: PHJ , PHJ, PHJ , PRi = 20. 
 
 3. Teach the use of the signs -f , , X, -5-, = 
 
 4. Teach the reading and writing of numbers to 100. 
 
 5. Teach with small numbers the customary forms of 
 addition, subtraction, multiplication and division, such as are 
 used, in working with larger numbers. 
 
 6. Make a game of counting, by letting pupils stand in 
 line around the room and requiring those that miss their 
 count to take their seats. Exercises Count forward and 
 backward to 50; (1) by 2's ; (2) by 4's ; (3) by 5's ; (4) by 
 10's. Also by i's, as i, 1, 1|, 2, 2i, 3, etc. , 
 
 7. Teach pupils to write the fractions, | and i ; then, to 
 add them on slates or blackboards, thus : 
 
 (1) (2) (4) (5) 
 
 i i H t 
 
 i i H 
 
 + i H 
 
 i i H i 
 
 Of course, the teacher will illustrate such fractions by 
 cutting up apples, or by breaking up crayons, or sticks, or 
 pencils. Say nothing about numerator or denominator. An 
 example like the 4th or 5th will be worked by many children 
 if teachers only give them a chance to think it out before 
 telling them how to do it. 
 
24 FIRST GRADE PRIMARY 
 
 8. Pass around the class each of the following small coins : 
 The half-dime, or " nickel," the dime, the quarter-dollar, the 
 half-dollar, the dollar. Ask your pupils to examine them 
 very closely, and then question them. Make up easy ques- 
 tions in reckoning, such as : How many dimes are equal to 
 a half-dollar ? To a dollar ? How many quarter-dollars are 
 equal to a half-dollar ? To a dollar ? etc. 
 
 9. Teach pupils how to write dollars and cents, as $1.00, 
 $1.25, $1.50, etc. 
 
 10. Drill on multiplication table to 5's. 
 
 11. For further suggestions, teachers are referred to Part- 
 ridge's " Quincy Methods," "Methods of Teaching," and for a 
 practical hand-book of simple examples to Ginn's " Number 
 Lessons." Also, to " Baldwin's Industrial Arithmetic " and to 
 Duntoii's " Arithmetic in Primary Schools." 
 
 SEC. IV. OBSERVATION I,ESSONS 
 
 I. CONVERSATION WESSONS ON ANIMALS 
 
 1. Ask questions like the following : 
 (1.) What is the dog good for ? 
 (2.) What does the dog eat ? 
 (3.) What is the color of your dog ? 
 (4.) What does a dog know ? etc. 
 
 ANIMALS. Dog, cat, goat, horse, rabbit, donkey, cow, hog, 
 hen, pigeon, sparrow, frog, butterfly, house-fly. 
 
 NOTE. Teachers will draw upon the blackboard rough 
 outlines of these animals from Little's or Augsburg's 
 " Outlines," and require pupils to copy on slates or black- 
 boards. 
 
FIRST GRADE PRIMARY 25 
 
 II. ORAI, INSTRUCTION I,ESSONS 
 
 (1.) OBJECTS. Leather, wool, fur, cotton, wheat, bread, 
 butter, potato. Objects to be brought into the classroom. 
 
 (2.) FRUITS. Apple, peach, pear, apricot, grape, cherry 
 (in season). 
 
 (3.) PLANTS. Flower, leaf, stem, root, bud, fruit, seed. 
 
 Allow children to draw rough sketches on slates or practice 
 paper, of stem and leaves from actual objects on the desk, 
 followed by drawing some simple wild flower. 
 
 (4.) COLORS. Primary colors from charts. 
 
 (5.) DIRECTION. Right, left ; east, west, north, south. 
 
 (6.) QUALITIES OF OBJECTS. Soft, hard ; sweet, sour ; 
 bitter, salt ; tough, brittle ; rough, smooth, etc. 
 
 (7.) NATURAL PHENOMENA. Sky, clouds, rain ; sun, moon, 
 stars ; land, water, plants, seeds sown in schoolyard garden, 
 in window boxes or at home. 
 
 (8.) PLACE. Model of a " SCHOOL-ROOM LESSON." 
 
 1. What is the part of the room over your head called ? 
 
 2. What is the part of the room on which you stand 
 
 called ? 
 
 3. How many sides has this room ; how many ends ? 
 
 4. How many walls ? 
 
 5. Point out the right wall, the left, the front, the back. 
 
 6. How many windows are there ? 
 
 7. How many doors ? 
 
 8. How many desks on the floor ? 
 
 9. What hang on the walls ? 
 
 10. Point to where the sun rises ; sets. 
 
 11. Face, north ; south ; east ; west. 
 
 12. Point to where the sun is at noon. 
 
 NOTE. For further suggestions, teachers are referred to 
 Partridge's " Quincy Methods," Calkins' Object Lessons, or 
 Sheldon's Elementary Instruction. 
 
I 
 
 26 FIRST GRADE PRIMARY 
 
 DRAWING 
 
 1. No drawing book will be used. Teachers will allow pupils 
 to use practice paper, slates and blackboards. The work in 
 drawing in this grade is left largely to the skill, tact, ingenuity 
 and good sense of the teacher. 
 
 2. Bring into the class a collection of leaves, put a leaf on 
 each desk, and let each child try to draw it. 
 
 3. Make use of Little's Blackboard Outlines and Augsburg's 
 " Easy Things to Draw " selecting the simplest and most 
 attractive exercises. Teachers are recommended to make use 
 of the " Teachers' Assistant in the Use of the Prong Models/' 
 
 4. The order of a series of elementary drawing lessons is 
 about as follows : 
 
 (a) The representation of common objects bounded by 
 straight lines, such as a post > a stool, a bench, a box, a ladder, 
 a comb, a bed, a clothes-horse, a table. 
 
 (b) The duplication of straight lines as seen in various com- 
 mon objects, such as the preceding series. 
 
 (c) The representation of common objects in which curves 
 appear, such as a clock, an arched window, a kite, a jug, etc. 
 
 (d) The representation of symmetrically divided objects 
 needing measurement with the eye, such as a window showing 
 panes, a door showing panels, a Maltese cross, the front of a 
 house, etc. 
 
 (e) As soon as children have acquired some facility in 
 drawing from the flat they should draw from models. 
 
 (f ) The teacher should always show young pupils where to 
 begin in drawing an object, and should draw it herself a part 
 at a time, on the blackboard, taking care that they keep pace 
 with her. A complex-looking object frightens a child, but if 
 it be decomposed and presented a line at a time, he is encour- 
 
FIRST GRADE PRIMARY 27 
 
 aged to attack it. There is this further advantage in this 
 method : the children are kept well together and are prevented 
 from wasting their time in needless use of the India-rubber. 
 
 SEC. V. HEAI/TH, MORALS AND POLITENESS 
 
 " Section 1667. Instruction must be given in all grades 
 of schools and all classes during the entire school course, in 
 manners and morals, and upon the nature of alcoholic drinks 
 and narcotics and their effects upon the human system." 
 
 School Law of California. 
 
 11 Section 1702. It shall be the duty of all teachers to 
 endeavor to impress upon the minds of the pupils the prin- 
 ciples of morality, truth, justice and patriotism ; to teach them 
 to avoid idleness, profanity and falsehood ; and to instruct 
 them in the principles of a free government, and to train them 
 up to a true comprehension of the rights, duties and dignity 
 of American citizenship." 
 
 School Law of California. 
 
 I. PHYSICAL TRAINING 
 
 1. Calisthenic drill at least twice a day. 
 
 2. Kindergarten motion songs. 
 
 3. Breathing exercise once a day. 
 
 4. Cleanliness of face and hands. 
 
 5. Tidiness of dress. 
 
 6. Five rules of Health. 
 
28 FIRST GRADE PRIMARY 
 
 RTJI,ES TO BE 
 
 1. Go to bed early and sleep from nine to ten hours 
 
 every night. 
 
 2. Do not drink strong tea or strong coffee. 
 
 3. Brush your teeth every day. 
 
 4. Do not hold your book too near your eyes. 
 
 5. Keep your feet dry and warm. 
 
 NOTE. Teachers are requested to make use of " Health 
 Lessons/' by Jerome Walker. 
 
 II. TRAINING IN POLITENESS 
 
 NOTE. Teachers are requested to read the suggestions, made, 
 to teachers of Receiving Classes. 
 
 1. " Politeness is to do and say the kindest thing in the 
 kindest way." 
 
 2. Let children understand that, to be polite, is merely to 
 be thoughtful and unselfish. 
 
 3. Moral precepts are best enforced by familiar talks that 
 present the highest aim and encourage rather than forbid. 
 
 4. Always bear in mind that children of all ages remember 
 what they take part in, longer than what is told them ; and let 
 your energy be given to drawing rules of conduct from them, 
 rather than to the rehearsing of words of wisdom. 
 
 TOPICS FOR LESSONS 
 
 (1.) Kind treatment of schoolmates. 
 
 (2.) Care in not interrupting teachers. 
 
 (3.) The impoliteness of whispering in company or in 
 school. 
 
FIRST GRADE PRIMARY 29 
 
 (4.) Respectful treatment of visitors. 
 (5.) Respectful treatment of school officials. 
 (6.) Respectful treatment of janitors. 
 (7.) Manners at the table. 
 
 (8.) Politeness at home to father, mother, brothers and 
 sisters. 
 
 NOTE. " How to Teach Manners in the School-Room," by 
 Julia M. Dewey, is a little book that teachers ought to have 
 always at hand on their desks. 
 
 III. MORAI, TRAINING 
 
 Opening Exercise, 30 Minutes a Week. 
 
 
 I. Teachers are directed to give instruction for a few 
 minutes in good morals at the opening of school in the morn- 
 ing and at other favorable opportunities. In giving this 
 instruction, teachers should keep strictly within the bounds 
 of manners and morals, and thus avoid all occasions for 
 treating of or alluding to sectarian subjects. 
 
 II. Teachers will seek to plant in the minds and hearts of 
 their pupils the principles of right living, especially of 
 temperance ; and thus, in spirit and in letter, to carry out the 
 law that requires teachers to explain to their pupils the effects 
 of the use of narcotics and alcoholic stimulants on body and 
 mind. 
 
 SPECIFIC DIRECTIONS 
 
 1. Talk to children about their duties to their parents. 
 
 2. Talk to your pupils about kindness to animals, particu- 
 larly to dogs, cats and birds. 
 
30 FIRST GRADE PRIMARY 
 
 3. Teach boys not to fight, except in self-defense. 
 
 4. Teach pupils to tell the truth. 
 
 5. Train them not to be selfish. 
 
 6. Explain to boys the danger of smoking cigarettes. 
 
 7. Read or tell to pupils short anecdotes, or stories to 
 illustrate any good moral qualities. 
 
 SEC. VI. BOOKS FOR TEACHERS 
 
 Teachers in this grade are requested to read the following 
 manuals : 
 
 " Education by Doing." Anna Johnson. 
 
 " Securing and Retaining Attention." Hughes. 
 
 Dunton's " Arithmetic in Primary Schools." 
 
SECOND GRADE PRIMARY 31 
 
 SECOND QRADE PRIMARY 
 
 Third Schiool "Year 
 
 I. In this grade, children can begin to learn a variety of 
 things without being forced or crowded, if principals and 
 teachers take a common-sense view of the Course of Study 
 and keep within reasonable limits. 
 
 II. " Teachers shall assign no lessons whatever for home 
 study to pupils in the first, second and third grades." 
 
 Rules of the Board of Education. 
 
 SEC. I. READING, WRITING, I,ANGUAGE AND 
 
 Principles 
 
 I. " The intellectual training to be given in the elementary 
 schools must, of course, in the first place, consist in learning 
 to use the means of acquiring knowledge, or reading, writing 
 and arithmetic ; and it will be a great matter to teach reading 
 so completely that the act shall have become easy and 
 pleasant." Huxley-. 
 
 II. In this grade, children begin to think about the mean- 
 ing of what they read, and to read for information, or for the 
 pleasure of getting new ideas. 
 
 III. Stimulate their curiosity by encouraging children to 
 read story-books at home, just for the sake of the new stories. 
 
32 SECOND GRADE PRIMARY 
 
 I. GENERAI, OUTLINES 
 
 Time, 10 Hours a Week 
 
 1. ORAL AND WRITTEN EXERCISES : Purpose and material 
 as in the First Grade, (a) The substance of reading lessons 
 to be expressed orally, (b) Short stories read silently, and 
 then reproduced orally and in writing, (c) Stories written 
 from pictures, (d) Letter-writing begun. 
 
 2. READING. (a) From the State Reader, (b) From 
 the supplementary books furnished, (c) At sight, from the 
 circulating second readers, (d) Appropriate selections of 
 poetry are to be learned and recited. 
 
 3. There should be no merely mechanical reading. The 
 mind should take in the thought, and the reading should 
 express that thought. The silent reading of passages the 
 result to be tested by oral or written reproduction will be 
 found a valuable exercise. Concentrate the attention of the 
 whole class upon every exercise. The greater the interest, the 
 surer and the more abiding the result. The reading of poetry 
 should not be omitted because of the " sing-song." Train 
 your pupils to avoid " sing-song." 
 
 4. WRITING : (a) Copying from the blackboard and from 
 slips. (b) Writing selections from the reading book. 
 (c) Words, phrases, sentences and short letters and stories, 
 written from dictation. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State First Reader completed. Take two lessons a 
 week. Teachers will read the preface to the First Reader. 
 
 2. Take two exercises a week in reading, at sight, new 
 lessons from sets of supplementary readers in the school 
 library. 
 
SECOND GRADE PRIMARY 33 
 
 3. Occasionally, while one section is reading, let the other 
 division copy several paragraphs from the Reader as an 
 exercise in spelling, punctuation and capitals. 
 
 4. Let pupils memorize Lesson 83, and afterwards write it 
 out from memory, on* paper, as an exercise in capitals and 
 spelling. 
 
 5. In taking up the lessons in the State Reader, pursue the 
 following course : 
 
 (a.) Read the lessons to the class. 
 
 (6.) Explain any difficult words. 
 
 (c.) Then allow five minutes for pupils to study it silently. 
 
 (d.) Require pupils to read singly. 
 
 (e.) Close the book and ask questions. 
 
 (6.) Train pupils to read loud enough to be heard 
 distinctly by every member of the class or division. 
 
 7. Train them to stand erect and hold the book in the left 
 hand. 
 
 8. Occasionally take a concert drill in breathing exercises, 
 and in giving the vowel sounds a, e, i, o, u, as long as they 
 can be continued in one breath. 
 
 9. Select for spelling suitable lists of words from reading 
 lessons, leaving out the unsuitable ones. 
 
 10. Make out lists of grouped words, such as names of 
 animals, things on the table, articles of food, names of com- 
 mon flowers, etc. 
 
 11. For additional groups of words for oral or written 
 spelling, teachers are referred to " Swinton's Word Primer," 
 first year's work. Once a week ask your pupils to take home 
 their First Reader and read aloud to their fathers and mothers. 
 

 34 SECOND GRADE PRIMARY 
 
 SEC. II. LANGUAGE LESSONS 
 
 General Principles. 
 
 I. Ideas before words. 
 II. Thought before expression. 
 III. Expression before scientific rules. 
 
 SPECIFIC DIRECTIONS 
 
 1. Once a week read or tell to the class the best short 
 story you can find or make up, and require pupils to reproduce 
 it in their own language. 
 
 2. Once in two weeks let pupils write a very short, simple 
 letter. At first, let pupils copy from a letter put on the black- 
 board. 
 
 3. Let pupils memorize a choice stanza of poetry and 
 then write it out from memory, as an exercise in capitals,, 
 spelling and punctuation. 
 
 4. Occasionally, let pupils copy a short paragraph from 
 the Reader with open book. Then let them exchange slates. 
 
 .or paper, and correct one another's work by comparing with 
 the book. 
 
 5. Occasionally, have pupils make up short compositions 
 from pictures. 
 
 6. Train each pupil to write: (1) His own name; (2) the 
 name of his father and mother; (3) the name of the place in 
 which he lives; (4) the name of his teacher; (5) the name of 
 his school; (6) the name of one of his schoolmates. (All. 
 examples of proper names.) 
 
SECOND GRADE PRIMARY 35 
 
 7. Occasionally, let the class select from a reading lesson 
 names of persons or places that begin with a capital letter. 
 (Proper nouns.) 
 
 8. The spelling and correct use of the name of days 
 and months, with their abbreviations. (Proper nouns.) 
 
 9. Exercises in writing short, simple sentences beginning 
 with a capital letter, and ending with a period. Teachers will 
 make use of the first 20 lessons of the " State Lessons in 
 Language." 
 
 10. Exercises in writing short questions. 
 
 11. Exercises in writing nouns that denote ownership. 
 (Apostrophe and s.) 
 
 12. Examples in sentences of the correct use of the pro- 
 nouns, he, she, and I. 
 
 13. Teach pupils how to use initial letters in writing names 
 of persons. 
 
 14. Exercises in selecting from a given reading lesson: 
 (1) The nouns; (2) The proper nouns; (3) The verbs; (4) The 
 articles. 
 
 15. Teachers are referred for additional exercises in 
 sentence-making to the first 50 lessons in the " State Lessons 
 in Language," Swinton's Language Primer, First Year's 
 Work, Hackett & Kennedy's Common School English 
 " Methods of Teaching," pp. 258 to 268, Partridge's "Quincy 
 Methods." 
 
 SEC. III. ARITHMETIC 
 
 Principles. 
 
 I. Every lesson in numbers should be also a lesson in 
 language. 
 
36. SECOND GRADE PRIMARY 
 
 II. In beginning a new form of operation, use only small 
 numbers. 
 
 III. Accurate results are vastly more important than 
 rapid work. 
 
 IV. Give slow pupils a chance by allowing plenty of time 
 for them to do their work. 
 
 I. GENERAI, OUTLINES 
 
 3 1-2 Hours a Week. 
 
 1. Adding, subtracting, multiplying, and dividing num- 
 bers from one to one hundred, inclusive no multiplier or 
 divisor greater than ten required. 
 
 2. Simple relations of numbers from one to one hundred, 
 inclusive. 
 
 3. Adding and subtracting numbers from 1 to 100, 
 
 inclusive. 
 
 \ 
 
 4. Second, minute ; minute, hour ; hour, day, week ; week, 
 year ; day, year. 
 
 5. The writing of a few business common fractions. 
 
 SPECIFIC DIRECTIONS 
 
 1. State Primary Number Lessons, in the hands of pupils. 
 Take to Lesson 69. 
 
 2. Reading and writing numbers to 1,000. 
 
 3. Many short examples in adding columns of units, the 
 
SECOND GRADE 'PRIMARY 37 
 
 sum not to exceed 50. The object should be to have every 
 pupil get the correct answer. 
 
 4. Short slate and blackboard exercises in addition, sub- 
 traction, multiplication and division, using only small numbers. 
 Large numbers only confuse and fatigue young children. 
 
 5. Easy examples in adding or subtracting decimal frac- 
 tions, limited to tenths and hundredths. Multiplying and 
 dividing easy decimals by divisors less tnan 5. 
 
 .2 
 
 .5 
 
 .15 
 
 $1.25 
 
 .2X4=.8 
 
 .3 
 
 .4 
 
 .20 
 
 2.75 
 
 .2X7=1.4 
 
 .4 
 
 .6 
 
 .12 
 
 4.50 
 
 .3X9=2.7 
 
 
 
 
 
 
 
 
 .2X5=1. 
 
 .9 1.5 .47 $8.50 
 
 For further examples teachers are referred to " Methods of 
 Teaching," pp. 211, 212, 213. 
 
 6. Pass around the class the following coins of the United 
 States : the nickel, or five-cent piece, the dime, quarter-dollar, 
 half-dollar, dollar, quarter-eagle, half-eagle, eagle. 
 
 7. Reading, writing and adding dollars and cents. Multi- 
 plying dollars and cents by unit figures. 
 
 For model exercises, teachers are referred to " Methods of 
 Teaching," p. 213. 
 
 8. Easy examples in adding and subtracting concrete num- 
 bers, such as pints, quarts, inches, feet, pounds, etc. 
 
 9. Multiplication Table to 10 times 5. 
 
 10. Find i, i, i, of numbers not to exceed a maximum of 
 50. 
 
38 SECOND GRADE PRIMARY 
 
 11. Easy examples in adding such fractions as -J- and i ; i 
 and ; also in adding columns of halves, thirds, fourths, fifths, 
 eighths and tenths. 
 
 12. Drill in counting to 100, and then backward from 100, 
 by 2's, 3's, 4's, 5's. Occasionally make a game of this by 
 requiring every pupil that makes a mistake to be seated. 
 
 13. Counting by i's to 20, and backward, counting by i's ; 
 counting by 1-5's ; by 1-10's. 
 
 14. Exercises : Inch, foot, yard ; pint,, quart, gallon ; day, 
 week, month ; dozen. 
 
 15. Easy examples in common/ and decimal fractions. 
 
 2=2.5 $H=1.25 
 
 3^=3.5 $H=1.50 
 
 4i=4.5 $2^=2.50 
 
 H=1.5 10i=10.5 
 
 For further examples for beginners see "Methods of Teach- 
 ing," pp. 209 to 213. 
 
 16. In all the operations in this grade teachers will exer- 
 cise their common-sense, and keep their work within reason- 
 able limits. They will allow their pupils to learn how to make 
 a beginning with small numbers and short examples. 
 
 17. Teachers are referred to Seymour Eaton's " Easy 
 Problems for Young Thinkers ; " to Dunton's Arithmetic in 
 Primary Schools. 
 
 SEC. IV. GEOGRAPHY 
 
 I. The best lesson that teachers can give to a class of 
 beginners in geography in this city is to take the children to 
 
SECOND GRADE PRIMARY 39 
 
 the top of the nearest hill and call their attention to whatever 
 natural features of land and water are within the field of view. 
 Then connect the knowledge acquired by actually seeing things 
 with a picture or map. 
 
 II. Any teachers who will give this best of all lessons to 
 their classes are given permission to take their classes out for 
 a half or a whole day, once a year, for an observation lesson. 
 
 SPECIFIC DIRECTIONS 
 
 1. Teachers will make use of the first sixteen pages of the 
 State Elementary Geography. 
 
 2. Give a few short lessons on the school globe to show the 
 shape of the earth, the grand divisions, and the Atlantic and 
 Pacific Oceans. 
 
 3. Exercises on a Map of the Bay Counties. 
 
 4. Easy lessons in local geography, asking questions like 
 the following : 
 
 (1). Have you ever seen a bay ? If so, what one ? 
 
 (2). Have you ever seen an island ? What is it called ? 
 
 (3). What mountain have you seen ? 
 
 (4.) Name all the hills you know of. 
 
 (5). Have you ever been to the top of Telegraph Hill ? 
 
 If so, what did you see from the summit ? 
 (6). For further suggestions teachers are referred to 
 
 Col. Parker's " How to Study Geography." 
 
40 SECOND GRADE PRIMARY 
 
 SEC. V. OBSERVATION LESSONS 
 
 I. "The first teaching a child wants is an object-lesson of 
 one sort or another; and as soon as it is fit for systematic 
 instruction it is fit for a modicum of science." Huxley. 
 
 i. GENERAL OUTLINES 
 
 3 Hours a Week 
 
 1. OBSERVATION LESSONS ON NATURE, ON PLANTS, ON ANI- 
 MALS, AND ON THE HUMAN BODY : (a) Air, wind ; rain, the 
 natural features of the vicinity ; sunrise and sunset ; the sea- 
 sons. (6) Trees, shrubs, vegetables, (c) Grass-eaters; flesh- 
 eaters ; animals with hoofs, claws, wings ; animals that live on 
 the land ; in the water ; fly through the air. (d) Lessons on 
 how we move, and w^hy we take exercise ; how and why we 
 eat ; what drinks we should avoid ; the use of the blood ; how 
 we breathe and why we need pure air ; why we should bathe ; 
 why we should keep regular hours and why we should have 
 plenty of sleep. 
 
 SPECIFIC DIRECTIONS 
 
 /. Conversation Lessons on Animals 
 
 ANIMALS: (1) Lion, tiger, camel, elephant. (2) Bees, butter- 
 flies, birds, ants. (3) Animals included in the First Grade 
 reviewed. 
 
 Use the charts if there are any in school. Let your pupils 
 make rough sketches of any animal they think they can draw. 
 
SECOND GRADE PRIMARY 
 
 Teachers will draw on the blackboard rough outlines of 
 animals from Little's or Augsburg's Outlines. 
 
 ii. ORAL INSTRUCTION LESSORS 
 
 (1.) PLANTS : Flower, leaf, stem, root, bud, blossom, fruit, 
 seed. Examined and talked about. Rough sketches of leaves, 
 stems, or flowers, on slate, blackboard, or practice paper. Let 
 pupils bring the leaves, plants or flowers into the schoolroom. 
 Teachers will put on the blackboard outlines from Little or 
 Augsburg and allow pupils to copy them on slates or black- 
 boards. 
 
 (2.) NATURAL PHENOMENA: Day and night; air, wind; 
 fog and dew. 
 
 (3.) COLOR : (1) Grouping flowers by colors, as scarlet, 
 crimson, pink. (2) Grouping by contrast, as red, white, blue. 
 
 (4.) PLACE AND DISTANCE : Pupils required actually to 
 measure in inches and feet the length of blackboards, desks, 
 tables, etc., in the schoolroom. Map of schoolroom to be 
 drawn. 
 
 NOTE. For further suggestions, teachers are referred to 
 Partridge's " Quincy Methods," Calkin's " Object Lessons," 
 Sheldon's Elementary Instruction. 
 
 SEC. VI. HEALTH, MORALS AND POLITENESS 
 
 " 1667. Instruction must be given in all grades of schools 
 and in all classes during the entire school course, in manners 
 and morals, and upon the nature of alcoholic drinks and nar- 
 cotics, and their effects upon the human system." 
 
 School Law of California. 
 
42 SECOND GRADE PRIMARY 
 
 " 1702. It shall be the duty of all teachers to endeavor to 
 impress upon the minds of the pupils the principles of moral- 
 ity, truth, justice and patriotism, to teach them to avoid idle- 
 ness, profanity, and falsehood, and to instruct them in the 
 principles of a free government, and to train them up to a 
 true comprehension of the rights, duties and dignity of Amer- 
 ican citizenship." School Law of California. 
 
 i. TRAILING I1V POUTEXESS 
 
 I. TOPICS FOR SHORT TALKS : Take at least one short talk 
 every week on Monday morning. 
 
 1. Manners at school. 
 
 2. Manners at home. 
 
 3. Manners on the street. 
 
 4. Manners at the table. 
 
 
 
 5. Manners toward the aged. 
 
 6. Manners in street-cars. 
 
 SPECIFIC DIRECTIONS 
 
 1. Train children to be polite to their teachers and school- 
 mates. 
 
 2. Talk to them about being particularly respectful and 
 polite at home to their fathers and mothers, brothers and 
 sisters. 
 
 3. Talk to them about kindness to animals, such as dogs, 
 cats, birds and horses. Teach them that kindness to animals 
 is only another form of politeness. Read to them extracts 
 
SECOND GRADE PRIMARY 43 
 
 from " Black Beauty." Impress on the mind of every boy 
 that his mother is, for him, the first lady in the land. 
 
 . For suggestive exercises, teachers are referred to 
 Dewey's " How to Teach Manners." 
 
 II. MORAL XRAIXIXG 
 
 Opening Exercise, Half Hour a Week. 
 
 , i 
 
 1 Teachers are directed to give instruction for a few min- 
 utes in good manners and good morals at the opening of school 
 in the morning and at other favorable opportunities. In giv- 
 ing this instruction, teachers should keep strictly within the 
 bounds of manners and morals, and thus avoid all occasions 
 for treating of or alluding to sectarian subjects. 
 
 2. Teachers will seek to plant in the minds and hearts of 
 their pupils the principles of right living, especially of tem- 
 perance ; and thus, in spirit and in letter, to carry out the law 
 that requires teachers to explain to their pupils the effects of 
 the use of narcotics and alcoholic stimulants on body and mind. 
 
 SPECIFIC DIRECTIONS 
 
 1. Show boys why it is wrong to play truant. 
 
 2. Why it is wrong for them to fight. 
 
 3. Show children why they ought to tell the truth. 
 
 4. Caution boys against smoking cigarettes. 
 
 5. Read to your class the story of " Patsy," by Kate Doug- 
 s Wiggin. 
 
 6. Lead children to avoid thoughtless cruelty to animals, 
 
44 SECOND GRADE PRIMARY 
 
 such as dogs, cats, and horses ; to insects and to birds. 
 
 7. Lead them to consider kind treatment of animals one 
 form of politeness. 
 
 8. Let every pupil commit to memory the following stanza : 
 
 " He prayeth best who loveth best 
 All things both great and small, 
 
 For the great God who loveth us, 
 
 He made and loveth all." Coleridge. 
 
 9. The formation of a " Band of Mercy " has proved in 
 many schools a most efficient means of moral training. The 
 following is the pledge used in one school, signed by over 1,000 
 names : 
 
 "We, the undersigned, do solemnly promise that we will 
 NOT FIGHT, and that we will do all in our power to prevent 
 others from fighting. 
 
 "We do solemnly promise not to STONE CHINAMEN, and to 
 try to prevent others from doing it. 
 
 "We do solemnly promise not to ABUSE ANIMALS, and to do- 
 all we can to protect them from the abuse of others." 
 
 III. PHYSICAL 
 
 1. Free gymnastic drill. 
 
 2. Kindergarten motion songs. 
 
 3. Breathing exercises and vocal drill. 
 
 4. Care of the hands, face, teeth and hair. 
 
 5. Tidiness of dress. 
 
 NOTE. Teachers are requested to make use of Dr. Walker's 
 "Health Lessons," a book full of excellent suggestions. 
 
SECOND GRADE PRIMARY 45 
 
 SEC. VII. BOOKS FOR. TEACHERS 
 
 Teachers are requested to read the following books : 
 " Chats with Young Teachers." Anna B. Badlam. 
 Allen's " Mind Studies for Young Teachers." 
 Gordy's Psychology. 
 
 SEC. VIII. ORAWUVG 
 
 I. Sketching and outlining objects, such as leaves, 
 flowers, and plants, in connection with observation lessons. 
 
 II. Copying outlines drawn upon the blackboard by 
 teachers, of animals, birds, insects, etc., from Augsburg's or 
 Little's Book of Outlines. 
 
 III. Rough drawings of domestic utensils and implements. 
 
 IV. The supplementary use of any drawing-book adopted 
 by the Board of Education. 
 
46 THIRD GRADE PRIMARY 
 
 THIRD GRADE PRIMARY 
 
 [Fourth School Year.] 
 
 No Home Lessons 
 
 " Teachers shall assign no lessons whatever for home study 
 to pupils in the first, second and third grades." 
 
 Rules of the Board of Education. 
 
 General Principles. 
 
 I. "The aim of all intellectual training for the mass of 
 the people should be to cultivate common sense." 
 
 John Stuart Mill. 
 
 II. "Worth belongs to any subject of study if it conveys 
 methods that are useful far beyond itself." 
 
 Sain. 
 
 SEC. I. RBADITVG, WRITI1VG, I.ANGUAGE, 
 AXD SPBULIKG. 
 
 I. The real secret of having children learn to read, is to 
 furnish them with an abundant supply of interesting matter 
 to read. 
 
 II. When a child begins to read books from a love of 
 them, he begins to educate himself. 
 
THIRD GRADE PRIMARY 47 
 
 i. GBXERAL OU1XI1VBS 
 
 9 Hours a Week. 
 
 Oral and written expression, including writing, 5 hours ; 
 reading, 4 hours. 
 
 1. Oral and written exercises in the use of language as an 
 expression of thought. Special attention to be given to correct 
 forms of speech. Material: (a) Elementary Science lessons. 
 
 (b) Supplementary reading, (c) Pictures. Work: (a) Oral 
 reproduction of the reading lessons, (b) Oral and written 
 reproduction of what has been read or told to the pupils, 
 or silently read by them, (c) Reproduction of lessons in 
 Elementary Science and Geography, (d) Studies of pictures; 
 stories told and written from them, (e) Conversations on 
 good manners and good morals. (/) Letter-writing, (g) The 
 correct pronunciation and use of words frequently mispro- 
 nounced and misused. (h) Vowels and consonants, (i) Uses 
 of the apostrophe, (j) Syllabication, (k) Common abbrevia- 
 tions. (I) Quotations, (m) Frequent dictation exercises for 
 spelling, punctuation, and forms used in letter-writing. 
 
 2. WRITING : (a) Practice in the various movements of 
 arm, hand, and fingers, with pen held correctly, (b) Copying 
 from the blackboard, (c) Writing selections and dictated 
 exercises in blank-books. 
 
 3. READING : (a) From the authorized text-book. (b) 
 From the permanent, or collateral supplementary books ; and 
 
 (c) from the circulating sets of supplementary books suitable 
 for this grade, (d) A few choice selections of appropriate 
 poetry are to be studied, committed to memory, and recited. 
 
 NOTE. Teachers should keep in mind the great object both 
 of oral and of silent reading : viz., to understand and acquire 
 
48 THIRD GRADE PRIMARY 
 
 the thoughts and sentiments expressed in script or print. It 
 is also the object of oral reading to express aloud or to com- 
 municate to others these thoughts and sentiments in the words 
 of the author. To do this with clearness and force demands 
 of the reader a complete mastery of the words, distinct articu- 
 lation, just emphasis, and right inflection. Frequent exercises 
 to secure these essentials of good oral reading are especially 
 desirable in the lower classes. 
 
 The supplementary reading, permanent and circulating, 
 may be made of great educational value. Rightly used, it 
 will inform the mind, awaken thought, and improve expres- 
 sion ; moreover, it will lead to the formation of good mental 
 habits and to greater facility in reading. Every exercise in 
 reading should be so conducted as to hold the close attention 
 of all engaged in it. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Second Reader to Lesson 31. Two lessons a 
 week. Teachers are instructed to carry out the suggestions 
 in the " Preface." In addition, the teachers will take two 
 exercises a week in sets of supplementary reading from the 
 library. 
 
 2. Teachers are instructed to take all written exercises 
 required at the end of the reading lesson. 
 
 3. Train pupils to think about the meaning of what they 
 I read. 
 
 ' 4. Occasionally, take short lessons of one or two minutes 
 in phonic drill to aid in securing distinct articulation. 
 
 5. Pay reasonable attention to diacritical marks, omitting 
 some of the most difficult. 
 
 6. Poetry to be memorized by the class during the year : 
 
THIRD GRADE PRIMARY 49 
 
 1. Always Speak the Truth, p. 13. 
 
 2. Suppose, p. 93. 
 
 3. The Bluebird's Song, p. 174. 
 
 7. State Speller, in the hands of pupils, to Lesson 48. 
 Spelling, partly oral and partly written. 
 
 8. Once in two weeks make up a spelling match by letting 
 pupils choose sides. Dictate review words both from reader 
 and speller. 
 
 9. Occasionally, take a "spelling game." For a variety 
 of such games, see "Methods of Teaching," pp. 134, 135, 136. 
 
 10. Occasionally, have a concert drill in pronouncing 
 columns of words from the speller to aid in securing distinct 
 articulation and correct pronunciation. 
 
 11. Occasionally, give a drill in concert phonic spelling 
 from some lesson in the speller. 
 
 12. The following methods will be found useful, and will 
 enable teachers to vary the monotony of routine lessons : 
 
 (1.) Write the names of all the objects in the school 
 room. 
 
 (2.) Let each pupil in turn name and spell orally the 
 name of some article of food. 
 
 (3.) Write a list of articles sold in a grocery store ; a 
 list of the names of flowers, fishes, birds, 
 insects, trees, etc. 
 
 13. For books from which to select good lists of words for 
 additional lessons, teachers are referred to Swinton's Word 
 Primer. 
 
 14. Once a week ask your pupils to take home their Second 
 Readers and read aloud to their parents the best lesson of the 
 week, in order to show how well they can read. 
 
 15. In this grade teachers are expected to find out what 
 
5 o THIRD GRADE PRIMARY 
 
 kind of books their pupils are reading at home, and to recom- 
 mend suitable books for them to read. 
 
 Teachers will tell their pupils how to draw books from the 
 Free Library or the Mechanics' Institute Library or the Mer- 
 cantile Library, and will give a list of at least five suitable 
 books to be read. 
 
 16. The best way to teach children- to read, after they are 
 once started, is to get into their hands a good story book. 
 
 17. For further suggestions about .methods in reading, 
 teachers are referred to " Methods of Teaching," pp. 189 to 
 195; pp. 123 to 131. 
 
 SEC. II. LANGUAGE LESSONS 
 
 * 
 
 General Principles. 
 
 I. Ideas before words. 
 II. Thought before expression. 
 III. Practice before scientific rules. 
 
 I. GENERAL OUTLINES 
 
 1. " Lessons in Language," State Series in the hands of 
 pupils to Lesson 52. Teachers will carefully study the direc- 
 tions and suggestions in the preface of this book, and then 
 carry them into practice. 
 
 2. Learning to distinguish Declarative, Interrogative, and 
 Exclamatory sentences. Constructing sentences and distin- 
 guishing nouns, verbs, and adjectives, and selecting such 
 words from the reading lessons. Constructing sentences to 
 express present, past, and future time. Modifiers of verbs to 
 tell when, where, and how. Correcting common blunders and 
 
THIRD GRADE PRIMARY 51 
 
 errors in the use of was, were; did, done; saw, seen; go, went, 
 etc. Analysis of simple sentences extending to subject and 
 predicate. Once in two weeks, composition exercises consisting 
 of letter-writing, abstracts of easy reading lessons, transposing 
 easy poetry into prose, reports of oral lessons, and simple 
 descriptions of objects. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Develop the idea of a telling sentence. (Declarative.) 
 
 2. Lead pupils to arrive at an idea of an asking sentence 
 (interrogative), and to learn the rule for closing such a sen- 
 tence. 
 
 3. The same exercise with an exclamatory sentence. 
 
 4. Definition of a noun, and exercises in finding nouns in 
 a reading lesson ; making numerous lists of ten names of 
 common objects. 
 
 5. Nouns that begin with a capital letter. 
 
 6. The words / and should always be capitals hunt for 
 them in reading lessons. 
 
 7. Singular and plural forms of nouns. Lead pupils, by 
 example, to find out the rule for forming plurals. 
 
 8. The possessive forms of nouns in the singular number. 
 Hunt for examples in the reading lessons. 
 
 9. Use of quotation marks. Find illustrations in the 
 reading lessons. 
 
 10. Contracted words ; use of the apostrophe. 
 
 11. Use of the comma in a succession of particulars when 
 and is omitted. 
 
 12. Have pupils learn the use of a hyphen in a word 
 divided at the end of a line ; in compound words. 
 
52 THIRD GRADE PRIMARY 
 
 13. Let pupils find as many adjectives as they can in some 
 selected lesson. 
 
 14. Let pupils hunt for verbs in some selected lesson. 
 
 15. Let pupils write a list of all the verbs they can think of. 
 
 16. For additional exercises in language, teachers are 
 referred to " Swinton's Language Primer " and " Language 
 Lessons " and "Methods of Teaching," pp. 279 to 287. 
 
 17. Once in two weeks give an exercise in^ letter-writing. 
 
 18. Once in two weeks an exercise in composition-writing. 
 Teachers are referred for exercises to "Methods of Teaching," 
 pp. 258 to 267. 
 
 SEC. III. ARITHMETIC. 
 
 Principles 
 
 I. The teacher must keep clearly in mind the two leading 
 objects of the study of arithmetic ; (1) for practical business 
 in life ; (2) for mental discipline in habits of attention, and in 
 simple processes of reasoning. 
 
 II. More than any other elementary study, arithmetic 
 enables the teacher to estimate the exact amount of work 
 actually done by pupils. 
 
 III. Teachers must bear in mind that for many children 
 arithmetic is a difficult study, especially at an early age. It is 
 not wise to assume that pupils who are slow in learning arith- 
 metic are dull. 
 
 I. GENERAI, OUTLINES 
 
 4 1-2 Hours a Week 
 
 Oral exercises with simple numbers, and arithmetic at sight, 
 to precede, accompany and follow each subject in written 
 arithmetic. 
 
THIRD GRADE PRIMARY 53 
 
 1. (a) Combinations of hundreds, and of hundreds with 
 smaller numbers. (b) Writing and reading integers. 
 
 2. (a) Addition and subtraction in integers sums and 
 minuends not to exceed one thousand, (b) Multiplication 
 and division in integers products and dividends not to 
 exceed one thousand. 
 
 3. (a) Simple concrete illustrations of fractions, (b) 
 Writing and reading decimals to and including thousandths, 
 (c) The units of United States money, with their relation to 
 one another. 
 
 4. (a) Addition and subtraction of decimals to and 
 including thousandths ; and (b) of United States money. 
 
 5. (a) The units of long, of liquid and of dry measure, 
 with their relations, (b) Measuring distances and length, 
 width and height or depth. 
 
 II. GENERAI, PRINCIPLES 
 
 I. Train pupils to do their work slowly and accurately. 
 II. In this grade omit useless verbiage in explanations, 
 definitions and analysis ; keep down to business numbers. 
 
 III. Remember that a method or principle is most quickly 
 perceived in working with small numbers. 
 
 IV. Some of your pupils will not remain in school after 
 this year ; try to fit them for simple business calculations. 
 
 V. Omit complicated problems and avoid long operations 
 with large numbers. 
 
 III. SPECIFIC DIRECTIONS 
 
 1. State " Primary Number Lessons " to Lesson 69. Book 
 in the hands of pupils. Teachers will carefully study the 
 
54 THIRD GRADE PRIMARY 
 
 suggestions in the preface of the Text-book, and then carry 
 them into practice. 
 
 2. The reading and writing of numbers to one thousand. 
 
 3. Drill in addition and subtraction ; numbers used not 
 exceeding hundreds. Multiplication of numbers, the product 
 not to exceed 1,000. Division, using dividends not exceeding 
 1,000. Divisors not exceeding 10. Multiplication of small 
 numbers by two figures. 
 
 4. Drill on tables. 
 
 5. Multiplication table to 10 times 10. 
 
 6. Adding and subtracting decimals not exceeding hun- 
 dredths. Multiplying decimals and mixed numbers by Avhole 
 numbers, not exceeding 10. 
 
 7. Slate and blackboard drill in adding dollars and cents ; 
 amount not to exceed $100. Fractions of cents to be written 
 in business forms. 
 
 MODELS 
 
 
 $ 8.16| 
 
 $ 1.06* 
 
 5.33* 
 
 2.24f 
 
 8.24f 
 
 5.17* 
 
 4.25 
 
 2.87* 
 
 $13.66* $25.99| $11.36 
 
 8. Call the class in line around the room and let pupils 
 count by 2's, 3's, 4's and 5's to 100 ; then reverse the counting 
 from 100 to 0. Any pupil that makes a miscount must be 
 seated. 
 
 9. Same drill in counting by *, *, * and 1-5 
 
 10. Same drill in adding and subtracting by 5. 
 
 11. Teach first the form of long division, using small divi- 
 dends, the divisors less than 10. If pupils are capable of more 
 work let them use a divisor not exceeding 25. 
 
THIRD GRADE PRIMARY 55 
 
 12. Train pupils to make up questions in mental arithmetic 
 to be given to the class. 
 
 13. Short business examples such as might occur in buying 
 things at a grocery store. Simplest form of a bill. 
 
 14. Exercises in making change. 
 
 15. Combine mental and written arithmetic. Lead pupils 
 by easy questions from simple examples worked mentally to 
 longer ones worked on the slate. 
 
 16. Tables to be learned : 
 
 1. Inches, feet. 
 
 2. Avoirdupois Weight Ounces, pounds. 
 
 3. United States money. 
 
 4. Liquid Measure. Gills, pints, quarts, gallons. 
 
 17. For aid in mental arithmetic teachers are referred to 
 " Easy Problems for Young Thinkers," by Seymour Eaton ; 
 Duntoii's " Arithmetic in Primary School ; " and " Baldwin's 
 Industrial Arithmetic." 
 
 SEC. IV. GEOGRAPHY 
 General Princii 
 
 I. Lay some kind of a basis of conception by calling the 
 attention of pupils to whatever natural features of land and 
 water are within the limited field of their observation. 
 
 II. If possible take the whole class out to some hill-top 
 near your school, and show them how to observe everything 
 that can be seen. 
 
 III. The method of beginning with outlines and afterward 
 filling in with details must to a certain extent be carried along 
 with that of laying a foundation of correct notions based upon 
 a knowledge of local geography. 
 
56 THIRD GRADE PRIMARY 
 
 I. GENERAI, OUTLINES 
 
 2 hours a week 
 First Stage of the Study of Geography 
 
 1. The earth as a whole : Its shape, surface and general 
 conditions, as studied with a school globe. 
 
 2. (a) Study of natural features by observation of real 
 geographical forms : San Francisco and vicinity. (6) Drawing 
 a plan of the school-room, (c) Use of the compass ; direction, 
 distance, position, (d) Study of a map of San Francisco and 
 vicinity, (e) Observation lessons on a map of the State of 
 California, or of the bay counties. 
 
 3. General study from globe and maps : (a) The hemi- 
 spheres, continents, grand divisions, and oceans. One mountain 
 range in each grand division; two large cities; one large river; 
 two or three important counties. 
 
 4. For supplementary reading, use Baker's Geography for 
 Young Folks. 
 
 NOTE. The class are to read books treating of geographical 
 subjects, and are to make collections of specimens of the 
 materials and products mentioned in the reading and char- 
 acteristic of the countries and places studied. Oral repro- 
 duction of the lessons should follow. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Teachers will give the exercises included in the first 
 ten lessons of the State Elementary Geography. 
 
 2. Common-sense exercises in the local geography of San 
 Francisco and vicinity. Direction of Market Street, Mont- 
 gomery Street, California Street, and other parallel streets. 
 
THIRD GRADE PRIMARY 57 
 
 All the natural divisions of land and water that pupils can 
 see with their own eyes. 
 
 3. Common-sense lessons from Bancroft's Map of the Coast 
 Counties. 
 
 4. Use the school globe. Ask questions like the following, 
 sending each pupil in turn to the globe : 
 
 I. 
 
 I. Point out with your finger the parts that represent 
 land ; water. 
 
 2. Which is the larger, the land surface or the water 
 surface ? 
 
 3. Turn the globe round once: On what does it turn? 
 
 4. In what time does the real earth turn round or rotate 
 once? On what does it turn ? 
 
 5. Find the most northerly point of the globe. 
 
 6. Place your finger on the most southerly point. 
 
 7. Put your finger on the black line half-way between the 
 two poles and follow it around the globe ; what is it called ? 
 
 8. Find the Pacific ocean ; the Atlantic ocean. 
 
 9. Find the Indian ocean. 
 
 10. Point out North America; South America. 
 
 II. Find Europe, Asia, Africa. 
 
 12. Turn the Eastern Hemisphere toward the class ; the 
 Western. 
 
 13. Which is the larger ? 
 
 14. Find five islands and tell their names. 
 
58 THIRD GRADE PRIMARY 
 
 SEC. v. ELEMENTARY 
 
 1 1-2 hours a week 
 General Principles 
 
 I. The main purpose of elementary lessons in natural 
 science is, not to crowd the memory with facts and names, but 
 to train pupils to observe and to tell what they are able to find 
 out about things. 
 
 II. " Observation is the absolute basis of all knowledge. 
 The first object, then, in education, must be to lead a child to 
 observe with accuracy ; and second to express with correctness 
 the result of his observation." Pestalazzi. 
 
 III. Begin with things that most of your pupils know 
 something about, adhering strictly to the principles of exam- 
 ing real objects whenever possible, and when not, of using 
 pictures. 
 
 1. Lessons on the HUMAN BODY, with special reference to 
 HYGIENE. 
 
 (a) The head, trunk and extremities. (6) How to train 
 the body so as to make and keep it healthful, strong and grace- 
 ful. (c) Simple study of the special senses ; their use and 
 abuse. 
 
 NOTE 1. Each year of the Grammar-School course of study 
 teachers must give to their pupils instruction upon proper 
 food and clothing, suitable exercise and rest, pure air, sufficient 
 light, and temperance in eating and drinking. The attention 
 of teachers is especially called to the requirements of the fol- 
 lowing law of this State. Sec. 1665. " Instruction must be 
 given in the * * elements of physiology and hygiene with 
 special instruction as to the nature of alcoholic drinks and 
 narcotics, and their effects upon the human system." 
 
THIRD GRADE PRIMARY 59 
 
 2. Observation lessons, as far as the time assigned will 
 allow, on: 
 
 (a) PLANTS, September to January: Common seed-vessels 
 (lupine, berries); fruits (apple, grape); vegetables (squash, car- 
 rot); grains (wheat, corn). January to April: Common trees 
 (oak, willow, pine); shrubs (arbor vitse); woods (pine, oak, 
 redwood). April to June: Growth of seedlings (beans, peas, 
 morning-glory); buds, leaves, flowers, roots their shape, parts, 
 uses and relations to the life of the plant. Class collection of 
 grains, woods, pressed leaves and wild flowers. Specimens 
 mounted, labeled and arranged; woods cut in regular shapes, 
 with one polished surface. 
 
 In all observation lessons, make free use of exercises in 
 drawing on paper, slates and blackboards. 
 
 NOTE 2. Other familiar and available specimens may be 
 substituted for those mentioned in any department of Ele- 
 mentary Science. 
 
 NOTE 3. The study of plant life should be carried on in 
 connection with window-gardening or a school-garden. The 
 detailed study of plants may be outlined as follows, one topic 
 being placed before pupils at a time, as the observations are 
 made or the information is given: 
 
 1. The fundamental forms of organs stem, root, leaves 
 and hairs. 
 
 2. Functions of these organs. 
 
 3. Growth of stems, outer and inner. 
 
 4. Underground stems. 
 
 5. Above-ground stems. 
 
 6. Length of life of stem. 
 
 7. Buds growth, kinds, covering, position, unfolding, 
 development, service to the plant. 
 
 8. Growth of root. 
 
 9. Kinds of roots. 
 
6o THIRD GRADE PRIMARY 
 
 10. Duration of root. 
 
 11. Leaves, kinds, etc. 
 
 12. Development of leaves. 
 
 13. Forms of leaves. 
 
 14. Situation of leaves. 
 
 15. Blossoms. 
 
 16. Corolla. 
 
 17. Forms of blossoms. 
 
 18. Structure and use of blossoms. 
 
 19. Structure and use of petals. 
 
 20. Fertilization. 
 
 21. The Fruit. 
 
 22. Seed Structure and germination. 
 
 (b) MINERALS: Common rocks, such as granite, basalt, 
 sandstone, marble. 
 
 (c) PHENOMEMA OF NATURE: Air, wind, moisture, rain, 
 steam, frost, hail, ice. 
 
 OBSERVATION I/ESSONS 
 
 1. OBJECTS : Bread, butter, coffee, tea, etc. 
 
 2. FORM : Plain figures, lines and angles. Exercises in 
 measuring inch, foot, yard. 
 
 3. Review of primary and secondary colors. 
 
 4. ANIMALS : Some study of insects from specimens in 
 hands of pupils house-fly, butterfly, ant, shrimp, and crab. 
 Use small magnifying glasses if the children can get them. 
 Let pupils observe the development of a tadpole by putting 
 one into a glass jar in the school room. 
 
 Let pupils copy or draw the outlines on paper, slate or 
 blackboard. 
 
THIRD GRADE PRIMARY 61 
 
 PLANT% : Ask your pupils to plant at home in the garden or 
 in a box, a bean, a pea, a grain of corn, and a grain of wheat. 
 Tell them to watch the growth and write something about it. 
 The teacher also will plant a few beans or peas, and a few 
 grains of corn at school, and show the growth of the seed 
 before it comes up out of the earth. 
 
 Ask pupils to make rough sketches of the appearance of 
 plants at different stages of growth. 
 
 5. BOTANY : Teach the names of five California wild flow- 
 ers, and bring specimens into the hands of pupils. Also at 
 least five garden flowers. Kinds of trees that grow in San 
 Francisco and vicinity. Study of specimens of woods. 
 
 SYI,I,ABUS FOR GENERAI, I,ESSONS 
 
 1. Parts of a plant root, stems, leaves. 
 
 2. Use of each part. 
 
 3. Uses of Plants: (1) Food. (2) Medicine. (3) Cloth- 
 ing. (4) Shade. (5) Beauty. (6) Shelter. (7) Lumber. 
 
 4. Name plants, illustrating each use. 
 
 5. Name all the kinds of trees you can think of. 
 
 6. Indirect care of shade trees. (1) Do not cut or break. 
 (2) Do not hitch horses near. (3) Do not kill birds. Why? 
 
 7. Parts of a flower. Learned with the flower in hand. 
 
 NOTE. For suggestive exercises teachers are referred to 
 Partridge's "Quincy Methods." 
 
 SEC. VI. HEALTH, MORALS AND POLITENESS 
 
 " Section 1667. Instruction must be given in all grades of 
 schools and in all classes during the entire school course, in 
 
62 THIRD GRADE PRIMARY 
 
 manners and morals, and upon the nature of alcoholic drinks 
 and narcotics and their effects upon the human system." 
 
 School Laiv of California. 
 
 " Section 1702. It shall be the duty of all teachers to 
 endeavor to impress upon the minds of the pupils the 
 principles of morality, truth, justice and patriotism ; to teach 
 them to avoid idleness, profanity and falsehood ; and to 
 instruct them in the principles of a free government, and to 
 train them up to a true comprehension of the rights, duties, 
 and dignity of American citizenship." 
 
 School Law of California. 
 
 I. PHYSICAL TRAINING 
 
 Time, 1 1-2 hours a iveek. 
 
 NOTE. In giving the general lessons specified in the follow- 
 ing outlines, teachers are referred to the " Smith's Primer 
 of Physiology and Hygiene," and to Dr. Walker's " Health 
 Lessons." 
 
 1. Lessons on the HUMAN BODY, with special reference to 
 HYGIENE : 
 
 (a) The trunk, head and extremities, (b) How to train 
 the body so as to make and keep it healthful, strong, and 
 graceful, (c) Simple study of special senses ; their use and 
 abuse. 
 
 NOTE 1. Each year teachers must give to their pupils 
 instruction upon proper food and clothing, suitable exercise 
 and rest, pure air, sufficient light, and temperance in eating 
 and drinking. The attention of teachers is especially called 
 to the requirements of the following law of this State : 
 
 " Section 1665. Instruction must be given in the elements 
 of physiology and hygiene with special instruction as to the 
 
THIRD GRADE PRIMARY 63 
 
 nature of alcoholic drinks and narcotics, and their effects 
 upon the human system." 
 
 II. TRAINING IN POLITENESS 
 
 Children are supposed to learn manners at home and to 
 take them on unconsciously from intercourse with others. 
 So they do to a certain extent ; but it is exceedingly desirable 
 that, superadded to this unconscious influence, good manners 
 should be made the subject of definite instruction in each 
 grade of every school. 
 
 (a) TOPICS FOR SHORT TAI,KS 
 
 1. Manners at home. 
 
 2. Manners in school. 
 
 3. Manners in society. 
 
 4. Manners at places of amusement. 
 
 (b) TOPICS FOR SHORT TAI,KS 
 
 1. Always be polite to your parents. Why? 
 
 2. Always obey your parents cheerfully. Why ? 
 
 3. Do all your duties cheerfully. Why ? 
 
 4. An ungrateful child is always despised by everybody. 
 Why? 
 
 5. Duties at school. 
 
64 THIRD GRADE PRIMARY 
 
 (c) MINOR RTJI,:ES OF POLITENESS 
 
 NOTE. Teachers will read these rules to pupils, discuss 
 them in class, and then require them to be copied : 
 
 1. Do not fail to say "Good morning, Miss ," to your 
 
 teacher, and "Good evening, Miss ," when you leave her. 
 
 2. When you pass directly in front of your teacher, say, 
 " Excuse me." 
 
 3. Never fail to say "Thank you," (not* " Thanks,") for 
 the smallest favors. 
 
 4. When a schoolmate is reading, or is answering a ques- 
 tion, do not raise your hand to correct a mistake until after 
 he has finished. 
 
 5. When you pass directly in front of a schoolmate, say 
 " Excuse me." 
 
 6. Do not stare at visitors who enter the school-room. 
 
 7. When you stand to recite, stand erect, like a little well- 
 bred gentleman or lady. 
 
 8. In handing a pointer, pen, or pencil, hand the blunt 
 end towards the person to whom you wish to pass it. 
 
 9. It is impolite to chew gum in school. 
 
 10. It is not good manners to eat candy in school. 
 
 NOTE. The preceding rules are adapted from Miss Dewey's 
 " How to teach Manners," a book that should find a place on 
 every teacher's desk. 
 
THIRD GRADE PRIMARY 65 
 
 III. MORAI, TRAINING 
 
 Opening Exercise, 1-2 hour a week 
 
 1. Teachers are directed to give instruction for a few 
 minutes in good morals at the opening of school in the morn- 
 ing and at other favorable opportunities. In giving this 
 instruction, teachers should keep strictly within the bounds 
 of manners and morals, and thus avoid all occasion for treat- 
 ing of or alluding to sectarian subjects. 
 
 I. OUTLINES OP I,ESSONS 
 
 1. KINDNESS TO OTHERS. (a) to parents ; (b) to the aged 
 and infirm ; ( c ) to the unfortunate and erring ; ( d ) to 
 enemies ; the Golden Rule. 
 
 2. KINDNESS TO ANIMALS. (a) to those that serve us; 
 
 (b) to those that do not harm us the killing of birds; 
 
 (c) the killing of those that do us harm ; (d) cruelty to any 
 animal wrong. 
 
 3. LOVE. (a) for parents and friends; (b) for one's 
 neighbor ; (c) for enemies. 
 
 4. RESPECT AND REVERENCE. (a) for parents; (b) for the 
 aged ; (c) for those in authority. 
 
 5. OBEDIENCE (a) to parents ; (b) to teachers ; (c) to 
 those in authority ; (d) to conscience. 
 
 6. PUNCTUALITY. (Blackboard Lesson). (a) it saves 
 trouble ; (b) it saves time ; (c) it prevents duties from being 
 forgotten ; (d) it forms a good habit. 
 
 NOTE. Teachers are requested to use as an aid in these les- 
 sons, Dewey's " Ethics, or Stories of Home and School." 
 
66 THIRD GRADE PRIMARY 
 
 SEC. VII. HISTORY AND PATRIOTISM 
 
 1. Reading short sketches of the lives of persons famous 
 in American history, such as Washington, Franklin, Jefferson, 
 Lincoln, Grant, Webster, etc. 
 
 2. The reading of stories from American history. 
 
 3. Visits to historic places and/monuments in and about 
 San Francisco. / 
 
 4. The books used for reading may be permanent or circu- 
 lating supplementary books or leaflets, and the time spent in 
 reading should be a part of that given to supplementary 
 reading. 
 
 5. For a hand-book from which good short extracts may be 
 read to the class, teachers are referred to Swinton's " Primary 
 History of the United States." 
 
 viii. BOOKS ON TEACHING 
 
 Teachers are requested to read Gordy's Psychology and 
 Swett's " Methods of Teaching." 
 
 SEC. IX. DRAWING 
 
 I. Outlines and sketches in connection with all kinds of 
 observation lessons in elementary science. 
 
 II. Copying outlines put upon the blackboards by teachers. 
 
 III. Allowing pupils that show marked talent for drawing 
 to take advanced or special work. 
 
 IV. Supplementary use of the text-book in drawing adopted 
 bv the Board of Education. 
 
FOURTH GRADE PRIMARY 67 
 
 KOIJRTH QRADB PRIMARY 
 
 General Principles 
 
 I. Bear in mind that many boys and girls in your class 
 will not attend school after this year. Take the essentials of 
 the grade work, hut find time to teach them the main things 
 they ought to know, in the grade or out of it. Every intelli- 
 gent teacher is allowed some scope for the exercise of common 
 sense. 
 
 II. The essential things that pupils ought to be trained to 
 do well are : (1) To read, write and spell their mother- tongue 
 correctly as far as they use it in everyday life. (2) To work 
 accurately short examples in the " four rules ;" to work short 
 business examples in common and decimal fractions ; to reckon 
 simple interest on small sums of money ; to make out bills, to 
 write out a receipt, and to write a letter. (3) To know some- 
 thing of geography. (4) To know something of the rules of 
 polite behavior, and of the precepts of morality. 
 
 DIRECTIONS 
 
 1. "The lessons assigned for home study to pupils in the 
 fourth and fifth grades shall be such as to require not more 
 than one hour's study, and in these grades no lessons whatever 
 in arithmetic shall be assigned for home work." Rule of the 
 Board of Education. 
 
 2. Read carefully the Course of Study for the Third Grade 
 
68 FOURTH GRADE PRIMARY 
 
 in order to understand how the directions are connected with 
 those of your own grade. 
 
 3. Study attentively the course for the Fifth Grade to know 
 how your own work ought to connect with that. 
 
 SEC. I. READING, WRITING, LANGUAGE 
 
 AND SPELLING 
 I. GENERAL OUTLINES 
 
 10 hours a Week 
 
 Oral and Written Expression, including Writing, 5 hours. 
 Reading, 4 hours. 
 
 1. Oral and Written Exercises in the use of language as an 
 expression of thought. Special attention to be given to cor- 
 rect forms of speech. Material: (a) Elementary Science 
 lessons. (b) Supplementary reading, (c) Pictures. WORK : 
 (a) Oral reproduction of the reading lessons, (b) Oral and 
 written reproduction of what has been read or told to the 
 pupils, or silently read by them, (c) Reproductions of lessons 
 in Elementary Science and Geography, (d) Studies of pictures; 
 stories told and written from them, (e) Conversations on good 
 manners and good morals. (/) Letter-writing, (g) The cor- 
 rect pronunciation and use of words frequently mispronounced 
 and misused, (h) Uses of the apostrophe, (i) Syllabication. 
 (j) Abbreviations, (k) Quotations. (I) Frequent dictation 
 exercises for spelling, punctuation, and forms used in letter- 
 writing, (m) Spelling the plural of nouns. 
 
 2. WRITING : (a) Practice in free movements. (b) One 
 writing-book completed each year, or its equivalent, (c) 
 Copying from the blackboard, (d) Writing in blank-books, 
 selections and original and dictated exercises. 
 
FOURTH GRADE PRIMARY 69 
 
 3. READING: (a) From the authorized text-book ; (b) from 
 the permanent, or collateral, supplementary books ; and (c) 
 from the circulating sets of supplementary books suitable for 
 this grade, (d) A few choice poems or selections from longer 
 poems are to be studied, committed to memory, and recited. 
 
 4. Although the great aim of reading should be the com- 
 prehension and acquisition of the author's thoughts and senti- 
 ments, yet the mechanical part of oral reading should not be 
 neglected. Judicious exercise of the organs of speech for 
 two or three minutes each day, in order to give them more 
 flexibility and greater precision in their action, will avail 
 much. 
 
 In selecting poetry to be committed to memory, it should 
 be kept in mind that the object of the exercise is not merely 
 to cultivate the verbal memory important as that is but 
 also to lead to the appreciation of the beauty of thought and 
 expression, and to leave in the mind and heart sentiments 
 that will enrich the life. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Second Reader to Lesson 71. Two lessons a week. 
 Teachers will read the preface and carry into effect the direc- 
 tions there given. 
 
 2. Reading at sight, two lessons a week, from sets of 
 Supplementary Readers ; from " Black Beauty," and from 
 other selected matter. 
 
 3. Teachers are instructed to find out what kind of books 
 their pupils are reading at home, and to suggest suitable books 
 to be read. They will tell them how to choose books from the 
 Free Library, and other libraries, and will give their pupils a 
 list of half a dozen books to be read. The best way to culti- 
 
70 FOURTH GRADE PRIMARY 
 
 vate a taste for reading is to get a good book into the hands 
 of the child. 
 
 4. Take the State Speller to Lesson 51. Book in the hands 
 of pupils. Combine written with oral spelling. 
 
 5. Supplement the work in the State Speller by selected 
 groups of words in common use, often misspelled ; by words 
 from reading lessons ; by " spelling games," and any other 
 variations to relieve the monotony of work on the State 
 Speller. 
 
 6. For a variety of word exercises, teachers are referred 
 to "Swinton's Word Book ; " " Methods of Teaching," pp. 132 
 to 136 ; " Quincy Methods." 
 
 7. Special Suggestion. If you wish to have your pupils 
 make rapid progress in reading, ask them, once a week, to 
 read aloud to their parents or their older brothers or sisters. 
 
 SEC. II. LANGUAGE LESSONS 
 
 I. GENERAL SUGGESTIONS 
 
 I. One of the best ways in which children acquire a 
 knowledge of language is by reading interesting books. 
 
 II. In this grade teachers should begin to find out what 
 kind of books their pupils are reading at home, and advise 
 them what to read by giving them a short list of the very 
 best instructive story books. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State " Lessons in Language" in the hands of pupils. 
 
FOURTH GRADE PRIMARY 71 
 
 2. Carefully observe the directions and suggestions given 
 in the " preface" of the text-book. 
 
 3. Once in two weeks take an exercise in letter-writing. 
 
 4. Language. Naming parts of speech from reading 
 lessons. 
 
 Analysis of simple sentences : subject ; predicate ; modifiers 
 of subject ; modifiers of predicate. 
 
 5. For additional exercises, teachers are referred to Swin- 
 ton's "Language Primer" and "Language Lessons," Joseph- 
 ine Simpson's "Composition Subjects," and Giflfin's "Sugges- 
 tive Dictative Exercises in Language." 
 
 6. For exercises in composition-writing, teachers are 
 referred to " Methods of Teaching," pp. 248 to 278. 
 
 SEC. III. ARITHMETIC 
 
 General Principles 
 
 I. In teaching arithmetic in this grade teachers must use 
 simple, sensible and thorough methods. 
 
 II. The main things upon which the attention of pupils 
 must be concentrated are : (1) Readiness and accuracy in the 
 " four rules/' limited to short computations with small num- 
 bers ; (2) business examples involving common and decimal 
 fractions ; (3) the common business tables of weights and 
 measures ; the ability to reckon simple interest on small sums 
 of money for one year at six per cent, and for 30, 60 or 90 
 days; (4) to write a promissory note, a receipt, and a bill. 
 
 III. In parts of this w r ork teachers must be content with a 
 beginning, without attempting to exhaust the subject by long- 
 logical demonstrations or complete forms of aiiatysis. Your 
 
72 FOURTH GRADE PRIMARY 
 
 pupils in this grade have no time to spend fooling over com- 
 plicated arithmetical puzzles. 
 
 I. GENERAI, OUTLINES 
 
 4 1-% hours a week 
 
 Oral exercises with simple numbers, and arithmetic at sight, 
 to precede, accompany and follow each subject in written 
 arithmetic. 
 
 1. Addition and subtraction of integers, of decimals, and 
 of United States money, continued. 
 
 2. (a) Multiplication and division of integers, continued. 
 (b) Multiplication and division of decimals to and including 
 thousandths, and of United States money, continued. 
 
 3. (a) The tables of Long Measure ; Square Measure ; of 
 Avoirdupois Weight, and of Time. (b) Measuring the 
 dimensions and finding the areas of squares and other 
 rectangles. 
 
 4. Operations in common fractions generally limited to 
 small fractions, such as halves, thirds, fourths, fifths, sixths, 
 eighths and twelfths. Long and complicated questions must 
 neither be taken from the text-book nor given by teachers. 
 
 5. Mental Arithmetic in connection with written, the same 
 topic in both kinds being taught at the same time. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State "Lessons in Numbers," in the hands of pupils, 
 completed. 
 
FOURTH GRADE PRIMARY 73 
 
 2. Give your pupils business examples which will give 
 elementary ideas of trade and household economy. 
 
 3. Train pupils to make up questions in mental arithmetic 
 to be given to one another. 
 
 4. Call pupils in line around the room and conduct drill 
 lessons in adding and subtracting by 2's, 3's, 4's, 5's, etc. ; by 
 i> i, il by the decimals, .2, .4, .5, etc.; by 1-J-, 2|, etc. Pupils 
 that fail to be seated. 
 
 5. Train pupils to habits of thought, reason, and judgment 
 in solving problems, and in giving short, exact, common-sense 
 explanations. 
 
 6. Improbable examples, such as never occur in business, 
 and fractional expressions of large and unusual terms which 
 require much time and wear of brain to handle, are not 
 profitable work for children. In ordinary business, nearly all 
 the fractions, except decimals, used in business, are halves, 
 quarters, eighths, thirds, sixths, and twelfths. Business opera- 
 tions, except in interest, rarely require decimals exceeding 
 hundredths. 
 
 7. Instead of teaching the tables by merely requiring 
 pupils to memorize and recite them, put the real measures of 
 every kind before them, until hand and eye are familiar with 
 their use. Train your pupils in actual measurements in long, 
 square, and cubic measure ; borrow from some grocery store 
 the ounce, half-ounce, and pound weights, the pint and quart 
 measures, and experiment with them until your pupils know 
 the reality as well as the words and numbers. 
 
 Tables to be taught: (1) Long Measure; (2) Avoirdupois 
 Weight; (3) Time; (4) Cubic inch and cubic foot. 
 
 For methods of handling tables, teachers are referred to 
 "Methods of Teaching," pp. 227 to 230. 
 
 8. For suitable questions in mental arithmetic, teachers 
 
74 FOURTH GRADE PRIMARY 
 
 are referred to "Easy Lessons for Young Beginners," by 
 Seymour Eaton, and to "Colburn's Mental Arithmetic." 
 
 9. Require each pupil in turn to make up and give to the 
 class some short question in mental arithmetic. 
 
 10. Occasionally, match one class or one division with 
 another, by submitting five short business questions to be 
 worked in a given time on slates. 
 
 11. Drill- work on fractions limited mainly to such fractions 
 as are used in business, namely, halves, quarters, eighths, 
 thirds, sixths, twelfths. Turn to the detailed directions in the 
 Third Grade Course, and continue work in the same line. 
 
 12. Drill on decimals, addition, subtraction, multiplication 
 and division, limited to small numbers. For illustration of 
 method, teachers are referred to " Methods of Teaching," pp. 
 209 to 227. 
 
 13. Review drill on the multiplication table to 12 times 12. 
 
 SEC. IV. GEOGRAPHY 
 
 I. Teachers will require only essentials to be memorized 
 for recitation. The greater part of the text-book must be read 
 aloud in class, and talked about. 
 
 I. GENERAI, OUTLINES 
 
 2 Hours a Week 
 
 FIRST STAGE OF THE STUDY OF GEOGRAPHY, 
 CONTINUED AND COMPLETED 
 
 1. (a) Study of our own country from the map. (b) Gen- 
 
FOURTH GRADE PRIMARY 75 
 
 eral study of its different sections from maps of sections. 
 (c) Imaginary travels in it ; oral or written descriptions of 
 these, (d) Class collection and mounting of specimens of the 
 industries of our country. 
 
 2. Simple study of two or three of the most important 
 countries in each grand division. 
 
 3. Call attention to two or three great ocean commercial 
 routes. 
 
 NOTE. The class are to read books treating of geographical 
 subjects, and are to make collections of specimens of the 
 products mentioned in the reading and characteristic of the 
 countries and places studied. Oral reproduction of the lessons 
 should follow. 
 
 . II. SPECIFIC DIRECTIONS 
 
 1. State Elementary Geography in the hands of pupils. 
 Take the first 27 pages and the following pages, 62, 63, 64, 65, 
 69, 70, 71, 76; 77, 80, 81, 84, to be read and recited with open 
 book. 
 
 Only the leading statements are to be memorized, as pages 
 62 to 66 ; pages 76, 77, 78. 
 
 Teachers will carefully read the preface to this text-book, 
 headed, " Methods of Awakening Interest," and then carry out 
 suggestions. 
 
 The method of beginning with outlines and afterwards filling 
 in with details must, to a certain extent, be carried on 
 pari passu with that of laying a foundation of correct notions 
 based upon a knowledge of local geography. The extent of 
 local lessons, however, is limited ; and beyond the limit of 
 personal observation by pupils, it seems to be the better plan 
 to begin with the grand outlines. 
 
76 FOURTH GRADE PRIMARY 
 
 Unless children have traveled a great deal, they can no more 
 form any correct idea of the size of California than they can of 
 the United States, or Africa, or Asia. A great deal of elementary 
 work necessarily consists in getting familiar with maps arid 
 names. It must, moreover, be borne in mind, that generaliza- 
 tions, in order to be of any value, must be based on a knowledge 
 of particulars. 
 
 2. Take three or four review exercises on Bancroft's Map 
 of the Bay Counties. 
 
 3. Pupils to draw on blackboards and slates a rough outline 
 map: (1.) Of the Bay Counties from Bancroft's Map; (2.) Of 
 California from the open book. 
 
 4. Short lessons on the school globe. For suggestive ques- 
 tions and exercises see " Methods of Teaching," pp. 235 to 239. 
 
 5. Exercises in pointing out continents, oceans and grand 
 divisions on outline maps. 
 
 6. In using the book, let the advance lesson be read aloud 
 in the class. Direct pupils to mark with a pencil a few things 
 to be memorized. 
 
 7. Let map questions be read aloud in class and answered 
 with open map in the hands of pupils ; then mark a few lead- 
 ing questions and require the class to recite them from mem- 
 ory at the next lesson. 
 
 8. Do not expect your pupils to know more of a lesson 
 than the teacher can remember without looking at a text-book. 
 
 9. Having determined the chief things to be learned, fix 
 them in the memory by repeated review questions. 
 
 10. Use the outline maps. 
 
 11. Blackboard drawing in the rough is better than labored 
 drawings with pen or pencil. 
 
 12. Relieve the monotony of daily lessons by exercises 
 
FOURTH GRADE PRIMARY 77 
 
 intended to stimulate curiosity. Show to pupils pictures from 
 illustrated magazines or papers of cities, of beautiful scenery, or 
 of great natural curiosity. 
 
 Take an occasional lesson on the school globe. For sugges- 
 tive questions see "Methods of Teaching," pp. 233 to 239. 
 
 13. Geography-games or matches: 
 
 Directions. Every pupil that fails to give a name, or that 
 repeats a name given before, must be seated. 
 
 1. Name a city in California. 
 
 2. Name a city anywhere on the globe and tell in 
 
 what country it is. 
 
 3. Name any State in the United States. 
 
 4. Name some useful vegetable production, and tell 
 
 in what part of the world it grows. 
 
 5. Name some cabinet curiosity and tell where it- 
 
 came from. 
 
 6. For further exercises teachers are referred to 
 
 " Methods of Teaching," pp. 161, 162, 163. 
 
 14. For further suggestions teachers are referred to Col. 
 Parker's " How to Teach Geography," pp. 143 to 148. 
 
 15. For supplementary reading, King's Picturesque Geo- 
 graphical Reader, First Book. 
 
 16. Observation Lessons in Geography: 
 
 1. Name the months in which it rains in this city and 
 State. 
 
 2. Name the months in which it seldom rains. 
 
 3. In what season do we have the longest days? In what 
 month? When the shortest days? 
 
 4. When is the weather hottest? Coldest? 
 
78 FOURTH GRADE PRIMARY 
 
 5. During the short days in summer where does the sun 
 rise ? Point towards the place. 
 
 6. In the longest days in summer where does the sun set ? 
 Point. 
 
 7. About what time does the sun rise and set in the longest 
 days ? The shortest ? 
 
 8. How many hours does the sun shine during the longest 
 days ? The shortest ? 
 
 9. At noon, where do you see the sun in the long days of 
 summer ? In the short days in winter ? 
 
 10. When does the sun shine the hottest, at morning, noon 
 or evening? Why? 
 
 11. For additional questions in this direction, teachers who 
 have a copy of "Methods of Teaching" are referred to pages 
 244 to 246. 
 
 12. For further suggestions teachers are referred to Col. 
 Parker's "How to Study Geography," pp. 141, 142. 
 
 SEC. v. ELEMENTARY SCIENCE 
 
 1. General Statements 
 
 1. The purpose and method of the grammar grade work in 
 elementary science is largely coincident with the purpose and 
 method of the observation lessons in the primary grades. The 
 purpose is to train the senses and the intellectual faculties in 
 their natural order of development ; to form scientific habits of 
 study, and to acquire such knowledge as will incite to further 
 and more systematic study of the natural sciences ; to build up 
 the moral nature ; and to lay the foundation of a well-rounded 
 
FOURTH GRADE PRIMARY 79 
 
 and practical education. The method from first to last is 
 observation, experiment and induction, with some form of 
 expression oral, graphic or constructive which shall com- 
 plete and communicate the results of the work. 
 
 2. The right study of elementary science, at every stage of 
 its process, trains the mind by exercising the faculties of analy- 
 sis, comparison, judgment and taste, as well as the other mental 
 activities. This study should nourish the moral nature by 
 creating a habit of sympathy and communion with nature ; by 
 arousing a love for beauty and symmetry of form, and by 
 revealing the design and adaption of structure in plant and 
 animal life ; by instilling a tenderness for lower forms and 
 reverence for higher forms of being ; by leading to a recogni- 
 tion of responsibility to law as manifested i n natural phenomena, 
 and of the power of habit as displayed in the structural growth 
 of plant and animal life ; by applying the laws of physical 
 growth to mental and moral growth ; by fostering an appreci- 
 ation of the mutual helpfulness of all departments of nature 
 and an apprehension of the providence and fatherhood of the 
 Creator as shown in the life of nature. 
 
 II. GENERAI, DIRECTIONS 
 
 I. Begin with things that most of your pupils already 
 know something about ; adhering strictly to the principle of 
 examining real objects when they are procurable ; and, when 
 not, of using pictures. Agassiz, having been asked to give 
 some instruction on insects at a teacher's institute, says : " I 
 thought the best way to proceed would be to place the objects 
 in the hands of the teachers, for I knew that mere verbal 
 instruction would not be transformed into actual knowledge. 
 I therefore went out and collected several hundred grasshoppers, 
 
8o FOURTH GRADE PRIMARY 
 
 brought them in, and gave one into the hands of every one 
 present. It created universal laughter ; yet the examination of 
 these objects had not been carried on long before every one was 
 interested, and, instead of looking at me, looked at the thing. 
 And they began to examine, and to appreciate what it was to 
 see, and see carefully. At first I pointed out the things which 
 no one could see. 'We can't see them,' they sai$. 'But look 
 again,' said I, ' for I can see things ten times smaller than these;' 
 and they finally discerned them." 
 
 II. What is seen is easily remembered, but what is only 
 told goes in at one ear and out at the other. 
 
 III. Do not be over-scientific. Avoid technical terms 
 when common names will serve your purpose. What we 
 want here is simple truth ; not pretentious science buried 
 under classical nomenclature. 
 
 III. 
 
 1 1-2 hours a week 
 
 1. Lessons on the HUMAN BODY, with special reference to 
 HYGIENE : (a) The bones as a framework and protection. 
 (6) Their composition and structure. (c) Joints, ligaments 
 and cartilages, (d) The growth and health of bones ; injury 
 to and repair of bones, joints and ligaments, (e) How exer- 
 cise, rest, posture, clothing, food, alcoholic and other stimu- 
 lants affect directly or indirectly the bones. 
 
 2. Observation lessons as far as the time assigned will 
 allow, on : 
 
 (a) ANIMALS : Structure and habits of familiar insects and 
 vertebrates (crab, spider, fly, butterfly, grasshopper, frog, fish, 
 hen, cat, dog, pig, rabbit, horse, cow) ; with special reference 
 
FOURTH GRADE PRIMARY 81 
 
 to the relation of structure to conditions and modes of life. 
 Kindness to animals : anecdotes and stories read and told. 
 Class collection of insects and of animal products (wood, silk, 
 fur, feathers, hide, bone, horn, ivory, nests, eggs, marine or 
 land shells, sponge, coral). Written reproduction of lessons 
 on specimens. 
 
 (b) Lessons on plants continued from work in the Third 
 Grade. Drawing exercises in connection with these lessons. 
 For details, teachers are referred to the Third Grade Course. 
 Rough outlines of insects and animals to be shown on paper, 
 slates and blackboards. 
 
 (c) PHENOMENA OF NATURE : Hills, valleys, rivers, lakes, 
 seas. 
 
 IV. SPECIFIC DIRECTIONS 
 
 1. Make use of "Smith's Primer of Physiology" and Dr. 
 Walker's " Health Lessons." 
 
 2. For suggestive methods of conducting exercises teachers 
 are referred to " Quincy's Methods." 
 
 3. In lessons on animals teachers will find Coltoii's " Prac- 
 tical Zoology " an invaluable assistant. 
 
 SEC. VI. HEAI/TM, MORALS AND POLITENESS 
 
 "Section 1667. Instruction must be given in all grades of 
 schools and in all classes during the entire school course, in 
 manners and morals, and upon the nature of alcoholic drinks 
 and narcotics and their effects upon the human system." 
 
 School Law of California. 
 
82 FOURTH GRADE PRIMARY 
 
 " Section 1702. It shall be the duty of all teachers to en- 
 deavor to impress upon the minds of the pupils the principles 
 of morality, truth, justice and patriotism ; to teach them to 
 avoid idleness, profanity, and falsehood ; and to instruct them 
 in the principles of a free government, and to train them up 
 to a true comprehension of the rights, duties and dignity of 
 American citizenship." 
 
 School Law of California. 
 
 I. TRAINING IN POLITENESS 
 
 "A beautiful behavior is the finest of tine arts." 
 
 Ralph Waldo Emerson. 
 
 TOPICS FOR SHORT TALKS 
 
 Teachers must prepare themselves to give special instruc- 
 tions at stated times to their pupils on the following topics : 
 
 (A) MANNERS 
 
 1. Manners in society. 
 
 2. Manners at home. 
 
 3. Manners at the table. 
 
 4. Respect to the aged. 
 
 5. The general rules of politeness. 
 
 6. For additional topics refer to those in the third grade, and 
 
 take them up more fully than they could be treated in that 
 grade. 
 
FOURTH GRADE PRIMARY 83 
 
 (B) COURTESY 
 
 Short talks in the class about the following precepts : 
 
 1. When you do a favor do it cheerfully. Why? 
 
 2. It is not discourteous to refuse to do wrong. Why? 
 
 3. A cheerful countenance is always welcome. 
 
 4. In conversation avoid blunt contradictions. 
 
 5. When you have slighted or wronged any one do not be 
 afraid to apologize. 
 
 NOTE. Teachers are referred to Gow's " Primer of Polite- 
 ness." 
 
 (C) FIVE HUUES TO BE 
 
 1. Be as polite to your mother as you would to a queen. 
 
 2. True politeness consists in a kind regard for the feelings 
 and rights of others. 
 
 3. Look persons in the eye when they speak to you, or 
 when you address them. 
 
 4. Be as polite to your brothers, sisters and schoolmates as 
 you are to strangers. 
 
 5. Whispering or laughing at lectures or places of amuse- 
 ment is both rude and vulgar. 
 
 6. Every boy should bear in mind that, for him his mother 
 is the highest lady in the land. 
 
84 FOURTH GRADE PRIMARY 
 
 II. MORAL 
 
 1 . " The vital part of human culture is not that which makes 
 man what he is intellectually, but that which makes him what 
 he is in heart, life and character." 
 
 William RusselL 
 
 2. Teachers are directed to give instruction in morals and 
 good manners at the opening of school on Monday morning of 
 each week, taking from 15 to 30 minutes for such lessons. In 
 giving such instruction, teachers should keep strictly within 
 the bounds of manners and morals, and thus avoid all occasion 
 for treating of or alluding to sectarian subjects. 
 
 SHORT TALKS OX MAXIMS 
 
 (A) INDUSTRY 
 
 1. A young man idle is an old man needy. 
 
 2. Idleness is the mother of vice. 
 
 (B) ECONOMY 
 
 1. Spend less than you earn. 
 
 2. Do not spend your money in buying useless'things. 
 
 3. Be saving but not stingy. 
 
 (C) ORDER 
 
 1. Put everything in its right place. 
 
 2. Keep appointments punctually. 
 
 3. Have a regular time for home study. 
 
 4. Try not to be tardy. 
 
FOURTH GRADE PRIMARY 85 
 
 (O) TOPICS 
 
 I. TRUTHFULNESS. (a) in thought, word and act; (6) 
 deceit and falsehood ; (c) keeping one's word. 
 
 II. COURAGE. (a) true and false ; (b) dare to do right ; 
 (c) courage in duty. 
 
 III. HONESTY. (a) in word and deed ; (b) in little things; 
 (c) dishonesty. 
 
 IV. HONOR. (a) one's parents ; (b) one's self ; (c) home 
 and country. 
 
 V. GOOD NAME. (a) when young ; (b) keeping it ; (c) 
 reputation and character ; (d) keeping good company. 
 
 VI. SELF-CONTROL. (a) control of temper ; (6) anger, 
 when right ; (c) wrong desires. 
 
 VII. CONFESSION OF WRONG. (a) when manly and noble; 
 (b) denial of faults. 
 
 5. SCHOOL DUTIES OF PUPILS 
 
 I. Duties towards teachers. Question your pupils to find 
 out what their ideas of school duties are. At the close of your 
 conversation sum up your statements into directions somewhat 
 like the following, and have pupils copy them into their 
 blankbooks : 
 
 1. Be orderly and quiet. 
 
 2. Be punctual and diligent. 
 
 3. Try to form good habits. 
 
 4. Be respectful and polite to your teacher. 
 
FOURTH GRADE PRIMARY 
 
 5. Learn your lessons as well as you can. 
 
 6. You must study your lessons for your own good; not 
 because your teacher tells you to study them. 
 
 7. You cheat yourself, not your teacher, when you are idle 
 and neglect your lessons. 
 
 6. TAI.KS OX HOME DUTIES OF 
 
 Stories. Have short extracts read from " Little Lord 
 Fauntleroy," and other suitable books. Use for Supplementary 
 reading a set of " Gow's Primer of Politeness" from the school 
 library ; and Dewey's " Ethics, or Stories of Home and School." 
 
 SEC. VII. HISTORY AND PATRIOTISM! 
 
 Time 1 1-2 hours a week 
 
 1. The reading of short sketches of the lives of persons 
 famous in American history, such as Washington, Franklin, 
 John Adams, Jefferson, Lincoln, Grant, Webster, Sherman, etc. 
 The sketches should include striking anecdotes and prominent 
 events, not dry outlines of dates. 
 
 2. The reading of stories from American history. 
 
 3. The reading of short sketches of American inventors, 
 such as Fulton, Whitney, Howe, Morse, Ericson and Edison. 
 
 4. Visits to historic places and monuments in and about 
 San Francisco. 
 
 5. Teachers will read to their classes the following patri- 
 otic poems : 
 
FOURTH GRADE PRIMARY 87 
 
 (a) Paul Revere's Ride. 
 
 (6) Sheridan's Ride. 
 
 (c) Grandmother's Story of the Battle of Bunker Hill. 
 
 6. The books used for reading may be permanent or circu- 
 lating supplementary books, or leaflets, and the time spent in 
 reading should be a part of that given to supplementary read- 
 ing. 
 
 7. For a handbook from which good, short extracts may be 
 made, teachers are referred to " Swintoii's Primary History," 
 and " Eggleston's History of the United States." 
 
 The sets of Swintoii's or Eggleston's Primary Histories in 
 the School Library should be used for Supplementary Reading. 
 
 8. For suggestive exercises, teachers are referred to 
 Partridge's " Quincy Methods." 
 
 SEC. VIII. DRAWING 
 
 I. Free hand outlines and sketches of objects. 
 II. Copying outlines and sketches drawn on the black- 
 boards by teachers. 
 
 III. Drawing as applied to Elementary Science Lessons. 
 
 IV. Supplementary use of the Drawing Book adopted by the 
 Board of Education. 
 
88 FIFTH GRADE GRAMMAR 
 
 RIKTH QRADE 
 
 Home Study 
 
 1. " The lessons assigned for home study to pupils in the 
 fourth and fifth grades shall be such as to require not more 
 than one hour's study ; and, in these grades, no lessons what- 
 ever for home study shall be assigned in arithmetic." 
 
 Rules of the Board of Education. 
 
 SEC. I. READING, WRITING AND LANGUAGE 
 
 9 hours a Week. 
 I. GENERAL OUTLINES 
 
 Oral and Writing Expression, 
 including Writing, 5 hours. 
 
 Reading, 4 hours 
 
 1. ORAL AND WRITTEN EXERCISES in the use of language as 
 an expression of thought. Special attention to be given to 
 correct forms of speech. Material : (a) Elementary Science 
 lesson. (6) Supplementary reading, (c) Pictures. WORK: (a) 
 Oral reproductions of the reading lessons, (b) Oral and written 
 reproduction of what has been read or told to the pupils, or 
 silently read by them, (c) Reproduction of lessons in Elemen- 
 tary Science and Geography, (d) Studies of pictures ; stories 
 told and written from them, (e) Conversations on good man- 
 ners and good morals. (/) Letter-writing, (g) The correct 
 
FIFTH GRADE GRAMMAR 89 
 
 pronunciation and use of words frequently mispronounced 
 and misused, (h) Use of the dictionary for definitions and 
 pronunciation. (?') Dictation exercises, (j) Some of the 
 changes in the forms of nouns (inflection), and the purpose 
 of such change (e. g., tooth, teeth, lady, lady's, ladies, ladies'). 
 (k) A few prefixes and suffixes. 
 
 2. WRITING : (a) Practice in free movements, (b) One 
 writing book completed each half-year, or its equivalent, (c) 
 Copying from the blackboard. ^ (d) Writing, in blank books, 
 original and dictated exercises, poetry from memory and 
 choice extracts. 
 
 3. HEADING: (a) From the authorized text-book, (b) From 
 the permanent, or collateral, supplementary book, (c) From the 
 circulating sets of supplementary books suitable for the grade. 
 (d) Choice poems or selections from longer poems are to be 
 studied, committed to memory, and recited. 
 
 NOTE. Read the notes under Third and Fourth Grades. 
 Work in the directions there indicated. The pupils are now 
 able to understand and apply the essential principles of 
 emphasis and inflection. Silent reading for the purpose of 
 testing and increasing the ability to gather thoughts from the 
 printed page will be found a valuable exercise. It will reveal 
 the workings of the pupils' minds, and will prepare the way 
 for a more useful study of text-books. The reading may some- 
 times be from a single book passed from pupil to pupil, all but 
 the reader being listeners. Good listening helps to good read- 
 ing, and emphasizes its importance. 
 
 Writing from memoiy poems that have been carefully 
 studied, will give the mind a firmer hold on them, and will 
 prove in other ways a useful exercise. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Second Reader completed. Supplementary reading from 
 the school library. 
 
90 FIFTH GRADE GRAMMAR' 
 
 2. Let the class memorize the following selections of poetry : 
 
 1. Lament of Mother Robin. Lesson 74. 
 
 2. The Fairy Artist. 87. 
 
 3. Beautiful Things. 98. 
 
 4. Buttercups and Daisies. " 102. 
 
 3. Give your pupils short lists of books suitable for them 
 to draw from the Free Library or. other libraries. 
 
 4. State Speller. Lessons 50 to 101. 
 
 5. Supplement the work in the Speller by suitable words 
 selected from the Reader ; by groups of words often misspelled 
 arid by any other devices to awaken interest, such as spelling- 
 matches, spelling-games, etc. For suggestive supplementary 
 work, teachers are referred to" Methods of Teaching," pp. 132 
 to 136, and Swinton's Word-Book. 
 
 6. Take a few easy elementary exercises in English prefixes 
 and suffixes ; take 14 prefixes found on page 171 of the State 
 Speller, English suffixes, page 175, of the State Speller, take 
 10 of the most important. For examples of methods see 
 Swinton's Word Primer and Word-Book ; " Methods of Teach- 
 ing," p. 138 ; " Word-Matches." 
 
 SEC. II. LANGUAGE AND GRAMMAR 
 I. GENERAL SUGGESTIONS 
 
 I. Teachers must give patient and persistent attention to 
 the correction of vulgarisms, provincialisms, and current errors 
 in speech. 
 
 II. The necessity of a progressive and graduated course of 
 training in the mother-tongue, extending over some years, and 
 beginning in practice and ending in theory, is now generally 
 recognized and acted upon. 
 
 William Swinton. 
 
FIFTH GRADE GRAMMAR 91 
 
 ii. SPECIFIC DIRECTIONS 
 
 1. State Lessons in Language completed. For supplemen- 
 tary exercises, teachers are referred to Swinton's Language 
 Lessons ; Reed and Kellogg's Language Lessons. 
 
 2. For suggestions in sentence-making and composition 
 work, teachers are referred to " Methods of Teaching," pp. 258 
 to 275. 
 
 3. Pupils should be able to define the parts of speech and 
 select them from reading lessons. 
 
 4. A letter must be written once in four weeks. 
 
 5. The naming of parts of speech from reading lessons. 
 Declension of personal pronouns ; number and case of nouns; 
 comparison of adjectives ; composition once in two weeks ; 
 letters, abstracts of reading lessons, transposition, descriptions 
 of excursions, visits, travels, or vacations, etc. 
 
 6. For suggestive exercises in language, teachers are 
 referred to Powell's " How to Write." 
 
 SEC. III. ARITHMETIC 
 
 I. GENERAL OUTUCVES 
 
 i 
 
 4 hours a week 
 
 Oral exercise with simple numbers, and arithmetic at sight,, 
 to precede, accompany, and follow each subject in written 
 arithmetic. 
 
 1. Drill in accurate addition. 
 
 2. Common fractions as applied in business. 
 
92 FIFTH GRADE GRAMMAR 
 
 3. (a) The units of Solid Measure, with their relations. (6) 
 Measuring the dimensions, and finding the volumes of cubes 
 and other rectangular solids. 
 
 4. Decimal fractions, to and including millioiiths ; dollars 
 and cents. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Advanced Arithmetic in the hands of pupils to 
 page 122. 
 
 2. In taking up the text-book treatment in fractions, it will 
 be desirable to simplify the work somewhat. The greater part 
 of the text-book examples involve uncommonly cumbersome 
 operations, which consume time and result in nothing useful. 
 Substitute questions that involve some principles, but have 
 business fractions such as halves, quarters, eights, twelfths, 
 thirds, sixths and tenths. The same statement holds true with 
 regard to the treatment of decimals. 
 
 Omit the text-book work on factoring, Least Common Mul- 
 tiple, Greatest Common Divisor, etc. 
 
 Omit from the text-book, pages 63 to 71 inclusive, and sub- 
 stitute a few simple exercises on the topics mentioned. 
 
 Also omit from the textbook the following in full : Complex 
 Fractions, p. 91 : Oral Review in Fraction-Exercises, 141, pp. 
 94, 95, 96. Written Review in Fraction-Exercises, 142, pp. 97, 
 98, 99, 100, 101. Contracted Division of Decimals, pp. 112, 
 113 ; Practical Work in Decimals, Exercise 168, pp. 113, 114, 
 115. Short Methods in Multiplication, pp. 115, 116, 117, 118. 
 
 3. Take the following tables and give short, simple drill 
 exercises of vour own under each : 
 
FIFTH GRADE GRAMMAR 93 
 
 1. Avoirdupois Weight. 
 
 2. Liquid Measure. 
 
 3. Long Measure. 
 
 4. Cubic Measure. 
 
 4. United States money. Text-book Lessons on pp. 168,. 
 169, 170. 
 
 5. Train pupils to write a promissory note and to make out 
 a bill and a receipt. 
 
 6. Teach pupils the simplest elements of percentage, and 
 the reckoning of simple interest on small sums of money for 
 one year and fractions of a year. 
 
 7. Take Ward's Business Forms> No. 1. 
 
 III. GENERAI, DRIIvI, EXERCISES 
 
 8. Take once or twice a week, short, sharp class drills in 
 adding short columns of units, the amount not to exceed 50. 
 Accuracy, not rapidity, is the main thing. The aim is to have 
 every member of the class get the exact answer. 
 
 9. Similar drill in adding dollars and cents, the amount 
 not to exceed $50. Give ample time ; but expect every pupil to 
 
 have the exact answer. 
 
 
 10. Drill in counting with the class standing in line, by 2's, 
 
 4's, 5's ; by i, i ; by H, 2i, etc. 
 
 11. Train pupils to make up short business questions in 
 mental arithmetic ; particularly such examples as might occur 
 in buying articles at a grocery store. 
 
 12. For aid in mental arithmetic teachers are referred to 
 
94 FIFTH GRADE GRAMMAR 
 
 " Easy Problems for Beginners," by Seymour Eaton, and War- 
 ren Colburn's " Mental Arithmetic." 
 
 SEC. IV. GEOGRAPHY 
 
 GENERAI, SUGGESTIONS 
 
 1. Only essentials are to be memorized. 
 
 2. In general, omit statistics, latitude and longitude of 
 cities, areas, and heights of mountains. 
 
 3. Having settled on a few main things worth remember- 
 ing, fix them in the memory of your pupils by review upon 
 review. 
 
 4. Do not require your pupils to waste their time in draw- 
 ing elaborate maps. 
 
 I. GENERAI, OUTLINES 
 
 2 1-% Hours a Week 
 Second Stage of the Study of Geography 
 
 1. Study of the earth as a globe : Simple illustrations and 
 statements with reference to form, size, meridians and parallels, 
 with their use ; motions and their effects ; zones and their 
 characteristics. 
 
 2. Physical features of North America and South America. 
 
 3. Observation lessons to accompany the study of geography: 
 (a) Apparent movements of the sun, moon and stars, and 
 varying times of their rising and setting. (6) Difference in 
 
FIFTH GRADE GRAMMAR 95 
 
 heat of the sun's rays at different hours of the day. (c) Change 
 in direction of the sun's rays coming through a school-room 
 window at the same hour during the year, (d) Varying length 
 of the noonday shadows, (e) Changes of seasons. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Elementary Geography, pp. 30 to 88. 
 
 2. Special Geography of California, pp. 62 to 88. 
 
 3. General lessons on British America, Mexico and Central 
 America. 
 
 4. Call the attention of your class to the situation of the 
 following cities, and explain our commercial relations with 
 them : 
 
 London Chicago Hong Kong 
 
 Liverpool Paris Melbourne 
 
 New. York Havre Honolulu 
 
 Boston Hamburg Rio Janeiro 
 
 5. For Supplementary Heading use " King's Picturesque 
 Geographical Readers, Second Book, This Continent of Ours." 
 
 III. OBSERVATION WESSONS IN GEOGRAPHY 
 
 1. Difference in the heat of the sun's rays at morning, 
 mid-day and evening. 
 
 2. Change in the direction of the sun's rays coming through 
 a school-room window at the same hour during the year. 
 
 3. Varying length of noonday shadows in winter and in 
 summer. 
 
96 FIFTH GRADE GRAMMAR 
 
 4. Change of weather, wind and seasons. 
 
 5. Difference in points of the horizon at which the sun 
 rises and sets in summer and winter. 
 
 6. For suggestive questions teachers are referred to 
 " Methods of Teaching/ 7 pp. 243, 244. Also to Col. Parker's 
 "How to Teach Geography." 
 
 SEC. V. EI/EMENTS OF NATURAL 
 
 General Directions 
 
 1. Do not be over-scientific. Avoid technical terms when 
 common names will serve your purpose. " It is not science 
 that we want here," says Superintendent Eliot ; " much less is 
 it the lion's skin sometimes wrapped around the pretense of 
 science, but the simple truth." 
 
 2. Endeavor to train your scholars to observe accurately, to 
 be sure of facts, to think for themselves, to reason correctly, 
 and not to make up their minds until they have reflected care- 
 fully upon all the facts. 
 
 3. Train your pupils to write out on slates or paper what 
 they can remember about their oral lessons. Writing leads to 
 habits of attention, serves to fix ideas in the memory, and leads 
 to a ready and correct use of language. 
 
 4. The uses of the object lesson may be summed up as 
 follows : 
 
 (1.) They constitute the first efforts in gaining an 
 empirical knowledge of things. 
 
 (2.) They train the mind to habits of connected: 
 thought. 
 
FIFTH GRADE GRAMMAR 97 
 
 (3.) They stimulate curiosity, the motive power of the 
 youthful mind. 
 
 r>. " The teacher," says Bain, " can make anything he 
 pleases out of the object lesson ; it may aid the conceiving 
 faculty or it may not. The first good effect of it is to waken 
 up observation to things within the pupil's ken ; by asking 
 such questions as will send them back to re-examine what they 
 have been in the habit of slurring over, or by questioning 
 them on objects actually present." 
 
 6. " The predominant aspect of the object lesson/' says 
 Currie, " is the mental exercises it gives ; it is meant to awaken 
 the intelligence, and to cultivate the different phases of obser- 
 vation, conception, and taste, without which little satisfactory 
 progress can be made in education. It is a disciplining, not a 
 utilitarian process ; the information it gives is a means, not an 
 end. 
 
 " The range of this department of instruction is exceedingly 
 comprehensive. It draws its materials from all the branches 
 of knowledge, dealing with things which can interest the child 
 or exercise his mind. Thus, it is natural history for children ; 
 for it directs their attention to animals of all classes, domestic 
 and others, their qualities, habits, and uses ; to trees and plants 
 and flowers ; to the metals, and other minerals which, from 
 their properties, are in constant use. It is physical science for 
 children ; for it leads them to observe the phenomena of the 
 heavens sun, moon, and stars; the seasons, with the light and 
 heat which make the changes of the weather ; and the proper- 
 ties of the bodies which form the mass of matter around us. 
 It is domestic economy for children ; for it exhibits to them the 
 things and processes daily used in their homes, and the ways to 
 use them rightly. It is industrial and social economy for chil- 
 dren ; for it describes the various trades, processes in different 
 walks of art, and the arrangements as to the division of labor 
 which society has sanctioned for carrying these on in harmony 
 
98 FIFTH GRADE GRAMMAR 
 
 and mutual dependence. It is physiology for children ; for it 
 tells them of their own bodies, and the uses of the various 
 members for physical and mental ends, with the way to use 
 them best and to avoid their abuse. It is the science of com- 
 mon things for children ; for it disregards nothing which can 
 come under their notice in their intercourse with their fellows 
 or their superiors. And, finally, it is geography for children ; 
 since it has favorite subjects of illustration in mountain and 
 river, forest, plain, and desert, the different climates of the 
 earth, with their productions and the habits of their people, the 
 populous city, and the scattered wigwams of the savage." 
 
 I. GENERAI, OUTLINES 
 
 1 1-2 Hours a Week 
 
 1. Lessons on the HUMAN BODY, with special reference to 
 HYGIENE : (a) The muscles as a motor apparatus. (6) The 
 structure, kinds, action, and uses of the muscles, (c) How 
 muscles are developed, (d) The effects of exercise and rest, 
 and of the use of narcotics and alcoholic stimulants upon the 
 muscles. 
 
 2. Lessons on the HUMAN BODY continued : (a) The skin as 
 a covering, (b) Its layers and structure ; the hair and nails. 
 (c) The perspiratory and sebaceous glands, (d) The functions 
 of the skin and their relation to the health of the body ; the 
 effects of bathing, and of proper clothing. Teachers will use 
 Smith's " Physiology Primer." 
 
 3. Observation lessons, as far as the time assigned will 
 allow, on : 
 
 (a) ANIMALS : Typical and familiar specimens of radiates 
 and mollusks (sponge, coral, star-fish, oyster, snail, jelly-fish.) 
 
FIFTH GRADE GRAMMAR 99 
 
 Animals as related to arts, industries, trade and commerce 
 (elephant, whale, seal, cochineal, ostrich.) 
 
 (6) PLANTS used for food, clothing, shelter, fuel and medicine 
 (grains, vegetables, fruits ; cotton, flax ; pine, oak) Plants as 
 related to manufactures, trade and commerce (maiiila, caout- 
 .chouc ; cotton, coffee, tea.) Class collection of typical speci- 
 mens. Drawing in connection, with all observation lessons 
 on plants and animals. 
 
 IvESSONS ON PLANTS 
 
 1. Fruits, seeds, roots and useful woods observed and com- 
 pared ; objects being placed on the desks of pupils. 
 
 2. Growth from buds, branches, bulbs and slips. 
 
 3. Simple study in season of a few fruit-tree blossoms, such 
 as apple, pear, peach and plum. 
 
 4. Simply study of a few common flowers, such as violet, 
 lilac, buttercup, poppy and eschscholtzia. 
 
 5. Pupils should be encouraged to illustrate their observa- 
 tion by drawing on slates, blackboard and paper. 
 
 SCIENCE 
 
 (a) MINERALS : Systematic observations of common rocks 
 and minerals; such as granite, quartz, feldspar, mica, horn- 
 blende, syenite, marble. Collection and labeling of specimens. 
 
 (b) PHENOMENA OF NATURE : The sun, moon and stars; 
 their rising and setting ; sun's mark at noon, altitude of the 
 sun, length of days; phases of the moon; planets visible; polar 
 and circumpolar stars. 
 
ioo FIFTH GRADE GRAMMAR 
 
 SEC. VI. HEALTH, MORALS, POLITENESS, PATRIOTISM. 
 
 " 1667. Instruction must be given in all grades of schools 
 and in all classes during the entire school course, in manners 
 and morals, and upon the nature of alcoholic drinks and nar- 
 cotics and their effects upon the human system." 
 
 School Law of California. 
 
 *' 1702. It shall be the duty of all teachers to endeavor to 
 impress upon the minds of the pupils the principles of morality, 
 truth, justice and patriotism ; to teach them to avoid idleness, 
 profanity and falsehood ; and to instruct them in the principles 
 of a free government, and to train them up to a true compre- 
 hension of the rights, duties and dignity of American citizen- 
 ship." School Law of California. 
 
 I. TRAINING IN 
 
 I. " Give a boy address and accomplishments, and you give 
 him the mastery of palaces and fortunes where he goes." 
 
 Ralph Waldo Emerson. 
 
 II. "I wish good behavior might enter into the curriculum 
 of every school in our country. Under this head should be 
 taught such things as how to gracefully enter a room, meet 
 with the person upon whom the pupil is supposed to be call- 
 ing, pass the compliments of the day, and politely leave the 
 room." J. H. French. 
 
 SHORT TALKS ON TOPICS 
 
 1. Common rules of politeness. 
 
FIFTH GRADE GRAMMAR 101 
 
 2. Regard for the feelings of others. 
 
 3. The habit of whining, complaining and fault-finding. 
 
 4. Cheerfulness. 
 
 5. Anger. 
 
 6. Backbiting and tattling. 
 
 Teachers are referred to "Gow's Primer of Politeness," and 
 Dewey's "How to Teach Manners." 
 
 II. MORAI, TRAINING 
 
 General Principles 
 
 I. "If moral training consisted merely in telling children 
 what is right and what is wrong, and in dealing out ethical 
 maxims and proverbs ; if it were enough merely to tell children 
 it is wicked to lie, steal or swear; if it would make boys 
 truthful and honest merely to learn commandments by rote 
 then the teacher's task would be an easy one." 
 
 Herbert Spencer. 
 
 II. " Do not attempt to force children into precocious 
 moral goodness. Be content with moderate measures and 
 moderate results." Herbert Spencer. 
 
 III. "Do not regret the exhibition of considerable self-will 
 on the part of children. The independent boy is the father 
 of the independent man." Herbert Spencer. 
 
 IV. Teachers are directed to give instructions in good man- 
 ners and morals, at the opening of school on Monday morning 
 of each week, taking from 15 to 30 minutes for each lesson. 
 In giving such instructions teachers must keep strictly within 
 the bounds of manners and morals, and thus avoid all occasion 
 for treating of or alluding to sectarian subjects. 
 
102 FIFTH GRADE GRAMMAR 
 
 SHORT CLASS TALK ON TOPICS 
 
 1. Fighting and quarreling. 
 
 2. Calling nicknames. 
 
 3. Truthfulness. 
 
 4. Honesty. 
 
 5. Cheating. 
 
 6. Slang, vulgarity arid profanity. 
 
 7. Cruelty to animals. 
 
 8. Honor. 
 
 9. Regard for public property, such as school buildings, 
 parks, monuments, etc. 
 
 ADDITIONAL TOPICS 
 
 I. FORGIVENESS (a) of those who have injured us ; (b) of 
 enemies. 
 
 II. GOOD MANNERS (a) at home ; (b) in school ; (c) in 
 company ; (d) in public places. 
 
 III. INDUSTRY (a) labor, a duty and privilege ; (b) right 
 use of time ; (c) self-reliance. 
 
 IV. EVIL SPEAKING (a) slander ; (b) tale-bearing ; (c) faults 
 of others charity ; (d) kind words, 
 
 V. BAD LANGUAGE (a) profanity, foolish and wicked ; 
 (b) slang, vulgar and impolite ; (c) obscene language. 
 
 VI. BAD HABITS (a) that destroy health ; (b) that destroy 
 reputation ; (c) that waste money ; (d) that dishonor one's self 
 
FIFTH GRADE GRAMMAR 103 
 
 and family ; (e) that take away self-control ; (/) that are 
 offensive. 
 
 NOTE Teachers are referred to Dewey's Ethics, or Stories 
 of Home and School, and Everett's Ethics for Young People. 
 
 SEC. VII. HISTORY AND PATRIOTISM 
 
 1. The reading of short sketches of the lives of persons 
 famous in American history, such as Washington, Franklin, 
 John Adams, Jefferson, Jackson, Lincoln, Grant, Garfield, 
 Jackson, Farragut, etc. 
 
 2. An account of the battle of Bunker Hill, and the Declar- 
 ation of Independence. Teachers will read to their classes 
 the poem by Oliver Wendel Holmes, entitled : " Grandmother's 
 Story of the Battle of Bunker Hill." 
 
 3. The reading of stories from American history. 
 
 4. The reading of short sketches of American inventors, 
 such as Fulton, Whitney, Howe, Morse, Edison. 
 
 5. The discovery of gold in California, and a few other 
 landmarks in the history of our State. 
 
 6. Call attention to a few American authors, such as Long- 
 fellow, Whittier, Holmes and Miss Alcott. 
 
 7. Teachers will require the boys of their class to memorize 
 two paragraphs of Daniel Webster's speech " Liberty and 
 Union." 
 
 8. For Supplementary Reading, a class set of " Egglestones' 
 First Lessons in History" from the library. 
 
104 FIFTH GRADE GRAMMAR 
 
 SEC. VIII. DRAWING 
 
 I. Drawing in connection with all lessons in Elementary 
 Science. 
 
 II. Drawing from outlines and sketches put upon the black- 
 board by teachers. 
 
 III. Free-hand Sketches. 
 
 IV. Supplementary use of the text-book adopted by the 
 Board of Education. 
 
 V. Time for drawing, 1 to 2 hours a week. 
 
SIXTH GRADE GRAMMAR 105 
 
 SIXTH QRADE QRAMJVfAR 
 
 HOME I,ESSONS 
 
 " The lessons assigned for home study to pupils in the sixth 
 and seventh grades shall be such as to require not more than 
 one hour and a half." 
 
 Rules of the Board of Education. 
 
 I/ANGUAGE AND GRAMMAR 
 
 8 hours a week 
 I. 
 
 Oral and Written Expressions, includ- I Reading, 4 hours. 
 ing Writing, 4 hours. 
 
 1. ORAL AND WRITTEN EXERCISES: (a) Oral reproduction 
 of the reading lessons, (b) Oral and written reproduction of 
 supplementary reading matter, (c) Descriptions of scenes, real 
 and imaginary, (d) The thoughts and sentiments, in some sim- 
 ple poems expressed, or the story of them told, in the pupils' 
 own words., (e) Conversations and written exercises on good 
 manners and good morals. (/) Conversations on geographical 
 and historical subjects, in preparation for letters and other 
 forms of composition, (g) Composition-writing, including the 
 may be written; paragraphing, (h) The correct pronunciation 
 and use of words frequently mispronounced and misused, (i) 
 Use of the dictionary. 
 
 2. Grammar. THE STUDY OF EASY SENTENCES, (a) The 
 subject and the predicate, (b) Declarative, Interrogative, 
 
io6 SIXTH GRADE GRAMMAR 
 
 imperative, and exclamatory sentences, (c) The uses of words 
 in forming sentences preparatory to classifying words as parts 
 of speech, (d) Nouns, pronouns, verbs, adjectives, adverbs, 
 conjunctions and interjections, (e) Adjective and adverbial 
 phrases and clauses. (/) Prepositions. 
 
 3. WMTING : (a) Practice in free movements. (6) One 
 writing-book completed each year or its equivalent, (c) Copy- 
 ing short letters or notes, written in correct form, (d) Writing, 
 in blankbooks, original and dictated exercises, poetry from 
 memory, and choice extracts. 
 
 4. READING: (a) From the authorized text-book ; (b) from 
 the permanent, or collateral supplementary books ; and (c) 
 from the circulating sets of supplementary books suitable for this 
 grade, (d) Choice poems and selections from prose are to be 
 studied, committed to memory, and recited. 
 
 NOTE. Read the notes under the Third and Fourth Grades. 
 The text-book in reading becomes of less importance as pupils 
 reach the higher classes. Sections from it for class use should 
 be worth studying, should create an interest in the works from 
 which they are taken, or should give good practice in different 
 styles of oral reading. The great object of reading can now 
 be accomplished by means of supplementary books. The right 
 use of these in- the class-room will lead pupils to read books 
 elsewhere to the best advantage. Excite such an interest as 
 will cause pupils to read with minds alert, and to seize upon 
 the author's thoughts and sentiments with a grasp that holds. 
 Suggest to your pupils interesting books that may be taken 
 from the Public Library or its branches ; and find out the 
 results of the reading. 
 
 . II. SPECIFIC DIRECTIONS 
 
 1. State Third Reader to Lesson 60, two lessons a week. 
 Supplementary reading, two lessons a week. 
 
SIXTH GRADE GRAMMAR 107 
 
 2. In marking words in the reading lessons to be studied 
 for spelling, omit words not clearly within the range of the 
 pupil's knowledge. Require no sentence-making with words 
 selected from reading lessons. 
 
 3. In using the spelling-book, take an occasional exercise in 
 sentence-writing. 
 
 4. Require the class to memorize the following selections. 
 
 1. America. 
 
 2. The Village Blacksmith. 
 
 3. The Old Oaken Bucket. 
 
 4. One short poem from Bryant and one from Whit- 
 
 tier. 
 
 5. Question your pupils about what books they read at 
 home, and give them short lists of library-books suitable for 
 them to read. 
 
 6. State Speller, Lesson 101 to 201. 
 
 7. Supplementary exercises, both oral and written, in spel- 
 ling lists of common words often misspelled ; spelling-matches 
 and spelling-games. Teachers are referred to Swiii ton's Word 
 Book, and to " Methods of Teaching, pp." 132 to 140. 
 
 SHORT EXERCISES IN WORD ANALYSIS 
 
 I. English Prefixes and Suffixes from the State Speller. 
 
 II. Exercises on the following Latin Prefixes: Ante, 
 circum, con, extra, post, pre, semi, sub, vice. 
 
 III. Exercises on the following Latin Suffixes: or, ist, able, 
 ible, ble, fy, ate. 
 
io8 SIXTH GRADE GRDMMAR 
 
 IV. Exercises on the following Latin roots: facer e,plicare 
 mittere, tendere. 
 
 V. For methods and suggestions in word-exercises on the 
 above, teachers are referred to "Swinton's Word Analysis," 
 and to " Methods of Teaching.'' 
 
 - I^ANGTJAGE AND GRAMMAR 
 
 1. State Grammar in the hands of pupils, for the purpose 
 of taking up a few selected sections : 
 
 (1) Formation of plurals. Lessons 57, 58, 60 and 61. 
 
 (2) Possessive Forms. Lessons 74 to 76. 
 
 (3) Pronouns. Lesson 77. 
 
 2. Easy parsing, using the simplest abbreviated forms to 
 show the relation of the word parsed to other words in the 
 sentence. 
 
 3. Verbs. Lesson 168. Require pupils to learn the prin- 
 cipal parts of the following verbs: Be, begin, bite, blow, bring, 
 buy, do, draw, drink, drive, eat, fly, freeze, go, grow, know, 
 lay, lie, ride, ring, rise, say, see, sing, sit, speak, stay, stuck, 
 swim, take, teach, throw, wake, wear, work, write. 
 
 4. Conjugation of the verb to be in the Indicative Mood. 
 
 5. Uses of participles and infinitives ; the Parts of Speech 
 with the analysis of sentences and parsing ; Conjugation of 
 Verbs in the Indicative Mood. Parsing from the Reader. 
 Special Study of "The Old Oaken Bucket" for parsing and 
 meaning. Composition, once in two weeks ; letter-writing ; 
 reports of oral lessons ; transposition ; abstracts of lessons in 
 reading and geography. 
 
 6. Once a month require every pupil to write a letter. 
 For forms see State Grammar, pp. 275 to 278. 
 
SIXTH GRADE GRAMMAR 109 
 
 SEC. II. ARITHMETIC 
 
 General Principles 
 
 There are two main things to be kept in view in teaching 
 arithmetic. (1) Business Methods for practical use. (2) Men- 
 tal training in habits of thought. 
 
 I. GENERAI, OUTLINES 
 
 3 1-2 hours a week 
 
 Oral exercises with simple numbers, and arithmetic at sight, 
 to precede, accompany, and follow each subject in written 
 arithmetic. 
 
 1. Decimal and common fractions continued, and used in 
 solving problems that involve the units of money, measures, 
 weight and time previously studied ; in measuring distances 
 and dimensions ; and in finding the areas of rectangles and 
 
 the volumes of rectangular solids. 
 
 
 
 2. Percentage ; and its applications to 
 
 (a) Commission and other simple subjects. 
 (6) Simple interest. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Arithmetic, pp. 126 to 171; also Percentage, pp. 181 
 to 185. 
 
 2. Omit the following: Pages 124, 125, 126 ; all of Metric 
 
no SIXTH GRADE GRAMMAR 
 
 System except the meter ; Surveyors' Surface Measure ; Plas- 
 tering ; all of Cubic Measure except the first ten examples ; 
 Stone and Brick Work ; Lumber Measure, take only the first 
 ten examples ; Liquid Measure, take only the first ten 
 examples ; omit all of Troy Weight except the table ; omit 
 Weight, Metric System ; Circular Measure, take only the first 
 seven examples ; Time, take only the first ten examples : 
 omit Longitude and Time ; omit all examples from p. 158 to 
 167, inclusive, and substitute a few short, simple, practical 
 questions upon the tables. It exists only in a few antiquated 
 arithmetics. 
 
 3. Take one lesson a week for drill in accuracy in addition 
 of small numbers ; and of dollars, cents and fractional cents. 
 
 4. Exercises in mental arithmetic, including a review of 
 tables of long measure, pounds, ounces and centals, etc. 
 
 5. Use Ward's Letter-Writing Business Forms, No. 2. 
 
 6. For supplemental examples, teachers are referred to the 
 " New Arithmetic," by 300 authors, edited by Seymour Eaton. 
 
 SEC. III. GEOGRAPHY 
 
 NOTE. " As travel broadens ideas, so will the study of 
 geography, if rightly pursued ; and pupils may increase the 
 value of their lessons by reading books of travel and stories 
 of great explorers. The teacher can afford to deal sparingly 
 in statistics, latitudes, longitudes, areas and heights, and to 
 avoid dry definitions and detailed map questions that lead 
 only to a recital of names of places destitute of associations. 
 
SIXTH GRADE GRAMMAR 1 1 1 
 
 Such knowledge is not worth the time it takes to acquire it, 
 thougli it may secure rapid and accurate recitations.". 
 
 SPECIFIC DIRECTIONS 
 
 1. State Elementary Geography completed and reviewed. 
 
 2. Special study of Europe, particularly of Great Britain, 
 France and Germany. Our commercial relations with those 
 countries. Important cities to be taken in detail : London, 
 Liverpool, Sheffield, Birmingham, Paris, Havre, Bordeaux, 
 Berlin, Hamburg, Bremen, Rome. 
 
 3. Special Geography of California. 
 
 4. South America. Striking features of Physical Geog- 
 raphy. Important countries : Brazil, Chili. Our commer- 
 cial relations with those countries. 
 
 5. For detailed suggestions, teachers are referred to 
 " Methods of Teaching," pp. 156 to 163, and pp. 244 to 248; 
 to Col. Parker's " How to Study Geography," and to Frye's 
 " Geography Teaching." 
 
 6. For supplementary reading, use King's " This Conti- 
 nent of Ours." 
 
 SEC. IV. HISTORY AND PATRIOTISM 
 
 2 hours a iveek 
 
 1. Story of the settlement of Massachusetts, Virginia, 
 Pennsylvania and New York. 
 
 2. A few leading events in the history of California. 
 
 3. Heading from Swinton's Primary History of the United 
 States, or Eggleston's First Lessons in History. 
 
ii2 SIXTH GRADE GRAMMAR 
 
 4. Require pupils to learn by heart one patriotic poem. 
 
 SEC. V. ELEMENTS OF NATURAL SCIENCE 
 
 1 1-2 Hours a Week 
 
 1. ANATOMY, PHYSIOLOGY AND HYGIENE OF THE HUMAN 
 BODY : 
 
 (a) The bones, muscles and skin. 
 
 (6) The growth, waste and renewal of the body ; the 
 kinds and need of food and drink. The organs 
 and processes of digestion. The relation of 
 food, drink and digestion to health. 
 
 (c) The composition and uses of the blood. The 
 organs of the circulation of the blood and their 
 functions. The relation of the blood and its 
 circulation to health. 
 
 (d) The effects of the use of narcotics and of alcoholic and 
 other stimulants upon the organs and processes of digestion 
 and circulation. Smith's Physiology Primer for use by 
 teachers. 
 
 2. Observation lessons, as far as the time assigned will 
 allow, on : 
 
 (a) MINERALS : Metals, iron, lead, tin ; gold, silver, 
 copper. Glass collection and labeling of minerals. Abstracts 
 of observation lessons. 
 
 (b) On plants and flowers, supplementary to the work in 
 previous grade. An important part of these lessons will con- 
 sist of the free use of drawing paper and pencil. Teachers 
 will refer to the instructions in the work for the Fourth and 
 Fifth Grades. 
 
SIXTH GRADE GRAMMAR 113 
 
 SEC. VI. HEALTH, MORALS AND POLITENESS 
 
 " 1667. Instruction must be given in all grades of schools 
 and in all classes during the entire school course, in manners 
 and morals, and upon the nature of alcoholic drinks and nar- 
 cotics and their effects upon the human system." 
 
 School Law of California. 
 
 11 1702. It shall be the duty of all teachers to endeavor to 
 impress upon the minds of the pupils the principles of morality, 
 truth, justice and patriotism ; to teach them to avoid idleness, 
 profanity and falsehood ; and to instruct them in the principles 
 of a free government, and to train them up to a true compre- 
 hension of the rights, duties and dignity of American citizen- 
 ship." 
 
 School Law of California. 
 
 I. TRAINING IN POI/ITENESS 
 
 1. True politeness consists in having and showing due 
 regard for the feelings, comfort and convenience of others. 
 
 2. Take up topics mentioned in the two preceding grades. 
 
 3. Read to your pupils the rules and customs of good 
 society, from the best book on the subject that you can find. 
 
 II. MORAI, TRAINING 
 
 1. " There are in all children tendencies to good feelings and 
 actions, and also tendencies and impulses to wrong-doing. 
 
u 4 SIXTH GRADE GRAMMAR 
 
 These tendencies, whether good or bad, are the result of heredi- 
 tary transmissions and surrounding circumstances. " 
 
 Herbert Spencer. 
 
 2. " The aim of your discipline should be to produce a self- 
 governing being, not to produce a being to be governed by 
 others. 
 
 Herbert Spencer. 
 
 3. " Whatever moral benefit can be effected by education 
 must be effected by an education that is emotional rather than 
 perceptive. If, in place of making a child understand that 
 this thing is right and the other wrong, you make him feel that 
 they are ; if you make virtue loved and vice loathed you may 
 do some good." 
 
 Herbert Spencer. 
 
 4. Teachers are directed to give instruction in good 
 morals and good manners at the opening of school on Monday 
 morning of each week, taking from 15 to 30 minutes for each 
 lesson. In giving such instruction, teachers must keep strictly 
 within the bounds of morale and manners, and thus avoid all 
 occasion for treating of or alluding to sectarian subjects. 
 
 TOPICS FOR SHORT TALKS 
 
 1. Promises, 
 
 2. Betting. 
 
 3. Stealing. 
 
 4. Profanity. 
 
 5. Courage and cowardice. 
 
 6. Word of Honor. 
 
 7. Kindness to animals. 
 
SIXTH GRADE GRAMMAR 115 
 
 NOTE. Teachers are referred to "The Virtues and Their 
 Reasons," by Bierblower, and " Ethics for Young People by 
 Everett." 
 
 SEC. VII. DRAWING 
 
 I. Drawing in connection with Elementary Science Les- 
 sons. 
 
 II. Conventional designs of flowers. 
 
 III. Freehand artistic sketches selected by teachers. Objects, 
 in groups. 
 
 IV. Supplementary use of the text-book in drawing, adopted 
 by the Board of Education. 
 
 V. Time for drawing 1 to 2 hours a week. 
 
n6 SEVENTH GRADE GRAMMAR 
 
 SEVENTH QRADE 
 
 HOME STUDIES 
 
 u The lessons assigned for home study to pupils in the Sixth 
 and Seventh Grades shall be such as to require not more than 
 one hour and a half. Rules of the Board. 
 
 SEC. I. READING, LANGUAGE AND GRAMMAR 
 I. GENERAL OUTLINES 
 
 8 hours a week 
 
 Oral and Written Expression, includ- I Reading, 3)^ hours, 
 ing Writing, 4% hours. 
 
 1. ORAL AND WRITTEN EXERCISES : (a) Reproduction of 
 such supplementary reading matter as may be used, (b) 
 Abstracts and summaries of lessons, of stories, and of other 
 kinds of composition, (c) Conversations and written exercises 
 on good manners and good morals, (d) Outlines prepared for 
 original compositions, (e) Narratives ; description of real or 
 imaginary objects, scenes and experiences. (/) Letter-writing 
 upon geographical, historical and other subjects ; also, business 
 letters, notes of invitation, of recommendation, etc. (g) Oral 
 and written exercises on poems carefully studied ; and also on 
 beautiful pictures, statuary, etc., studied where opportunity 
 offers, (h) Dictation exercises, (i) A few roots, prefixes and 
 suffixes. 
 
SEVENTH GRADE GRAMMAR 117 
 
 2. GRAMMAR. THPJ STUDY OF SIMPLE, COMPOUND AND 
 COMPLEX SENTENCES : (a) Analysis. (6) All the parts of speech 
 including their properties special attention to be given to such 
 changes of form as indicate properties, and also the uses of 
 auxiliaries, (c) Principles of syntax illustrated by familiar 
 examples, (d) Punctuation, (e) Special study of selected 
 pieces of Prose and Poetry. 
 
 NOTE 1 . The scope of the work in Grammar for Grade VII 
 is the same as for Grade VIII ; but easier sentences should be 
 selected for Grade VII, and only the most common uses should 
 be studied. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Third Reader, Lesson 60 to 128, two lessons a 
 week. 
 
 Supplementary reading, two lessons a week. 
 
 2. For class concert reading. Lessons 65, 77, 99. 
 
 3. To be memorized for concert recitation. 
 
 (1.) Our Country, p. 195. 
 (2.) What I Live For, p. 211. 
 
 (3.) Patrick Henry's Address (for Boys), paragraphs 
 7, 8 and 9, p. 242. 
 
 4. Independence (for Boys), p. 278. 
 
 5. State Speller, Lesson 201 to 301. Use the speller in a 
 common-sense way, taking only an occasional exercise in sen- 
 tence-making or defining. 
 
 6. Exercises in word analysis : 
 
 I. Latin Roots: dicere, ducere, mittere, plicare, 
 scribere vestere, videre. 
 
 II. Latin Prefixes: ad, dis, ob, pro, re. 
 
n8 SEVENTH GRADE GRAMMAR 
 
 III. Latin Suffixes. Noun. ate, ite, ary, ence, cle, 
 ess. Adjective. cms, ent. Verb. fy,ise,ize. 
 
 For suggestions as to methods, teachers are referred to 
 Swinton's Word- Analysis, " Methods of Teaching," pp. 137 to 
 140. 
 
 7. Question your pupils about the books they read at home, 
 and suggest suitable books for them to draw from the Free 
 Library. 
 
 8i Once a month require every pupil to write a letter. 
 
 GRAMMAR 
 
 1. State English Grammar. 
 
 2. Take the simpler parts of sentence work in Part I. 
 The use of diagrams optional with teachers. 
 
 3. In Part II, take to Lesson 125. 
 
 4. Conjugation of Verbs in the Indicative Mood. 
 
 5. Principal parts of the first 100 irregular verbs from the 
 list in the State Grammar. 
 
 6. For study and parsing, take the following selections from 
 the Third Reader. 
 
 (1.) Thanatopsis. 
 
 (2.) Battle of Waterloo. 
 
 (3.) What I Live For. 
 
 (4.) Brutus's Address. 
 
SEVENTH GRADE GRAMMAR _ 119 
 
 SEC. II. ARITHMETIC 
 I. 
 
 3 1-2 hours* a week. 
 
 Oral exercises with simple numbers, and arithmetic at sight, 
 to precede, accompany, and follow each subject in written 
 arithmetic. 
 
 1. Percentage, continued ; its applications to: 
 
 (a) Profit and loss. 
 (6) Simple interest. 
 
 2. Review of compound numbers with simple practical 
 problems. Mensuration of straight lines, of rectangles and 
 rectangular solids. Review of common and decimal fractions 
 limited strictly to simple business forms and examples, 
 omitting all schoolmasterisms. 
 
 3. Mental arithmetic, carried along in connection with 
 written, the same topics in both kinds being taught at the 
 same time. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Use Ward's Letter- Writing and Business Forms, No. 3. 
 
 2. State Arithmetic. 
 
 3. Business drill on common and decimal fractions. 
 
 4. For supplementary examples, teachers are referred to 
 the " New Arithmetic," by Seymour Eaton. 
 
120 SEVENTH GRADE GRAMMAR 
 
 SBC. III. GEOGRAPHY 
 
 NOTE 1. As the new State Geography will soon be 
 published, pupils will make use of the State Primary 
 Geography until the Advanced State Geography is supplied. 
 
 NOTE 2. To vary the monotony of text-book lessons, 
 occasionally take a geography-match or game. For sugges- 
 tions, see " Methods of Teaching," pp. 161, 162, and pp. 243 
 to 257. Col. Parker's " How to Study Geography " will prove 
 a useful aid, and Frye's " Geography Teaching" will be very 
 suggestive of good methods. 
 
 TOPICAL OUTLINES 
 
 1. Main points in the Geography of the United States. 
 
 2. General outlines of the Physical Geography of the 
 United States. 
 
 3. Simple lessons on winds, ocean currents and change of 
 season. 
 
 4. Short lessons on the great mountain chains of the 
 globe, great plains and plateaus. 
 
 5. Point out five great commercial routes. 
 
 6. Special study of the map of the British Isles ; the 
 cities of London, Liverpool, Manchester, Glasgow, Birming- 
 ham and Sheffield. 
 
 7. (a) Review of Mathematical Geography. 
 
 (6) Motions of the earth, causes of the change of 
 seasons, etc. 
 
 8. A good hand-book for the teacher's use will be found 
 in " Monteith's New Physical Geography." 
 
 9. Time given to Geography 3 lessons a week. 
 
SEVENTH GRADE GRAMMAR 121 
 
 SBC. IV. HISTORY OF THE UNITED STATES 
 
 I. Whoever undertakes to instruct youth in history must 
 regard equally the memory, the understanding and the 
 feelings. Niemeyer. 
 
 II. There is no one " patent method " for teaching history. 
 Teachers, by skill, tact and stories of information, must clothe 
 the skeleton of facts with the flesh of imagination and vitalize 
 the whole with the breath of life. 
 
 SPECIFIC DIRECTIONS 
 
 Time, 3 hours a week 
 
 1. State History of the United States, in the hands of 
 pupils. 
 
 2. The study of United States History, through the Ameri- 
 can Revolution. 
 
 3. The study of English and other European History, so 
 far as it is connected with American History. 
 
 4. Let the advance lesson be read aloud in the class. Call 
 attention to the very few important facts to be memorized for 
 recitation, and let pupils mark them with a pencil. The 
 greater part of the book is intended not to be learned by 
 heart, but only to be attentively read. 
 
 5. Of the early discoveries, single out three or four to be 
 stamped on the memory, and let the others severely alone 
 after reading about them once. 
 
 6. In the period of settlement, select the four great centers : 
 
122 SEVENTH GRADE GRAMMAR 
 
 Virginia, Massachusetts, New York and Pennsylvania. The 
 remainder belong to local State History. 
 
 7. Out of the numerous details of Colonial and Indian 
 Wars, select the three or four main facts of the French and 
 Indian Wars, and have them well understood. 
 
 8. Of the Revolutionary War, single out the causes that 
 led to it, and not more than half a dozen of the battles. 
 Impress on your pupils the character and services of Wash- 
 ington. 
 
 9. Chronological tables of dates are valuable only for 
 references. Fix in the minds of your pupils, by frequent 
 reviews, the dates of a very few, not exceeding a dozen, great 
 events. 
 
 10. If the school library contains a set of Egglestoii's 
 " First Lessons," make use of for supplementary reading. 
 
 SEC. V. ELEMENTS OF NATURAL SCIENCE 
 
 1 1-2 hours a iveek 
 
 1. ANATOMY, PHYSIOLOGY AND HYGIENP: OF THE HUMAN 
 BODY, continued. Text-book, State Physiology, to the 
 Nervous System. 
 
 (a) The composition and purity of the air. The organs 
 of respiration and their functions. The structure of the 
 lungs. The effect of respiration upon the air and blood in 
 the lungs, and upon the air in the room. The relation of 
 respiration to health, with special reference to ventilation, 
 disinfectants, exercise and clothing. 
 
 (b) The vocal organs and their functions. 
 
 (c) The nervous system as a directive power. Its organs 
 and their functions. The relation of the nervous system to 
 
SEVENTH GRADE GRAMMAR 123 
 
 health, with special reference to exercise, work and study, 
 rest and sleep, food and drink. 
 
 (d) The special senses ; the organs and their functions 
 How to keep the organs of sense in health, and how to train 
 them. 
 
 (e) The effects of the use of narcotics and stimulants upon 
 respiration and the nervous system, and upon mental activity. 
 
 (/) Reviews. 
 
 Continue the course on plants and plant forms, mainly as 
 an exercise in practical and artistic drawing. 
 COMMON METALS, MINERALS AND ROCKS : 
 
 (a) Simple mineral substances characters of : (1) 
 
 Metals that are native minerals (gold, silver, 
 copper). (2) Metals from ores .(lead, tin, 
 iron). (3) Non-metals (sulphur, carbon). 
 
 (b) Compounds : Quartz, salt, limestone, gypsum, 
 
 feldspar, mica, hornblende, granite, marble, 
 slate and other common rocks. 
 
 AIVD FLOWERS 
 
 (a) Lessons continued from the work in the Fourth and 
 Fifth and Sixth Grades. 
 
 (b) Drawing in connection with these lessons. 
 
 SPECIAL NOTE. Teachers are requested to read the direc- 
 tions and suggestions under the head of Elementary Science 
 in the Eighth Grade course. 
 
 SEC. VI. HEALTH, MORALS, POLITENESS AND 
 PATRIOTISM 
 
 " 1667. Instruction must be given in all grades of schools, 
 
124 SEVENTH GRADE GRAMMAR 
 
 and in all classes during the entire school course, in manners 
 and morals, and upon the nature of alcoholic drinks and nar- 
 cotics and their effects upon the human system." 
 
 School Law of California. 
 
 " 1702. It shall be the duty of all teachers to endeavor to 
 impress upon the minds of the pupils the principles of 
 morality, truth, justice and patriotism ; to teach them to avoid 
 idleness, profanity and falsehood ; and to instruct them in 
 the principles of a free government, and to train them up to 
 a true comprehension of the rights, duties and dignity of 
 American citizenship." 
 
 School Law of California. 
 
 I. TRAIIVIXG 
 
 1. " A noble and attractive every-day bearing comes of 
 goodness, of sincerity, of refinement, and these are bred in 
 years, not moments." 
 
 Huntington. 
 
 2. "If one is centrally true, kind, honorable, delicate and 
 considerate, he will almost, without fail, have manners that 
 will take him into any circle where culture and taste prevail 
 over folly." 
 
 Hunger. 
 
 3. " True politeness consists in having and showing due 
 regard for the feelings, comfort and convenience of others." 
 
 TOPICS FOR 
 
 1. The usages of good society. 
 
 2. Politeness on the street. 
 
SEVENTH GRADE GRAMMAR 125 
 
 3. Politeness in traveling. 
 
 4. Politeness at home. 
 
 t 
 
 5. Politeness to servants and employes. 
 
 II. MORAI, TRAINING 
 
 General Principles 
 
 1. Children must not only be taught what is right, but they 
 must also do what is right. It is possible for teachers to breathe 
 into a school a spirit of honor, usefulness, and honesty that 
 shall control every new pupil that enters the school. This 
 spirit will put down vulgarity, slang, profanity, impurity, 
 slander, tattling, lying and meanness. 
 
 2. Character is formed by training rather than by teaching. 
 Teachers cannot lecture pupils into good manners, nor change 
 bad habits by long speeches. Bad habits can be changed only 
 by a repetition of doings, and it is in these doings that training 
 consists. 
 
 TOPICS FOR SHORT TAI,KS 
 
 1. Care of health a duty. 
 
 2. Earning a living. 
 
 3. Perseverance. 
 
 4. Temperance. 
 
 5. Gluttony. 
 
 6. Reading good books. 
 
 7. Civil Duties (a) love of country ; (b) respect for 
 
126 SEVENTH GRADE GRAMMAR 
 
 rulers ; (c) obedience to law ; (d) fidelity in office bribery ; 
 (e) oaths perjury ; (/) the ballot buying or selling votes ; 
 (g) dignity and honor of citizenship. 
 
 NOTE. Teachers are referred to Comegy's " Primer of 
 Ethics," and " The Virtues and their Reasons," by Bierblower. 
 Everett's " Ethics for Young People," should be used for 
 supplementary reading. 
 
 SEC. VII. DRAWING 
 
 I. Drawing to illustrate lessons in Elementary Science. 
 
 II. Artistic sketches selected by teachers. 
 
 III. Designs selected by teachers, from any text-book. 
 
 IV. First lessons in Perspective. 
 V. The Adopted Drawing Book. 
 
 VI. Time, two lessons a week. 
 
EIGHTH GRADE GRAMMAR 127 
 
 EIGHTH GRADE GRAMMAR 
 
 General Principles 
 
 I. " The lessons assigned for home study to pupils in the 
 Eighth Grade shall be such as to require not more than two 
 hours." 
 
 Rules of the Board of Education. 
 
 II. "The aim of all intellectual training for the mass of 
 the people should be to cultivate common-sense." 
 
 -John Stuart Mill. 
 
 III. As at least one-half of the pupils in this grade will close 
 their school life when they graduate, it is the duty of both 
 principals, teachers, superintendent and school officials to secure 
 for them that kind of training and instruction which will give 
 them the best possible school outfit for the duties of life. 
 
 SPECIAL NOTE FOR PRINCIPALS 
 
 1. In schools having two Eighth Grade classes, Principals 
 are authorized to arrange an exchange of work so that one 
 teacher may teach arithmetic in both classes and the other 
 teacher take charge of Grammar. Or, if a satisfactory arrange- 
 ment can be made with teachers, the teacher of the Eighth 
 Grade may exchange work in Arithmetic or Grammar with 
 the teacher of a Seventh Grade. 
 
 2. If any teacher excels in giving lessons in Elementary 
 Science or Drawing, Principals are authorized to order some 
 exchange of work with other teachers. 
 
128 EIGHTH GRADE GRAMMAR 
 
 SEC. I. LANGUAGE AND GRAMMAR 
 I. GENERAI, OUTLINES 
 
 8 hours a week 
 
 Oral and Written Expression, includ- I Heading 
 ing Writing. 
 
 1. ORAL AND WRITTEN EXERCISES: (a) Reproduction of 
 such supplementary reading matter as may be used. (b) 
 Abstracts and summaries of lessons, of stories, and other kinds 
 of composition, (c) Conversations and written exercises on 
 good manners and good morals, (d) Outlines prepared for 
 original composition, (e) Narratives ; descriptions of real or 
 imaginary objects, scenes and experiences. (/) Letter- writing 
 on geographical, historical, and other subjects ; also, business 
 letters, notes of invitation, of recommendation, etc. (g) Oral 
 and written exercises on poems carefully studied ; and also on 
 beautiful pictures, statuary, etc., studied where opportunity 
 offers, (h) Paragraphing, (i) Common roots, prefixes and 
 suffixes. 
 
 2. GRAMMAR. THE STUDY OF COMPOUND AND COMPLEX 
 SENTENCES : (a) Analysis of more difficult sentences, (b) 
 Review of all the parts of speech, including a careful study of 
 the properties and inflections of words, (c) Principles of 
 syntax, (d) Punctuation, (e) Special study of selected 
 extracts of prose and poetry. 
 
 3. WRITING: (a) Practice in free movements, (b) Apart 
 of the exercises in writing to be connected with book-keeping. 
 (c) Writing, in blank-books, compositions and dictated exer- 
 cises, commercial forms, business letters and telegrams. 
 
 4. READING : (a) From text-books and from such books 
 as are supplied for collateral reading or for general culture. 
 
EIGHTH GRADE GRAMMAR 129 
 
 (b) Choice poems and prose selections are to be studied and 
 recited. 
 
 NOTE. Read the notes under Grades VI and VII. The 
 conditions are now more favorable for accomplishing the best 
 results of reading. In the recitation of pieces, attention 
 should be given to elocutionary effects. Moreover, in order 
 to gain an understanding of meter and an appreciation of 
 rhythm, pupils should now more directly study the forms of 
 verse. They should be trained to give the sense, and yet to 
 preserve the rhythm of the verse. 
 
 The more difficult reading matter, used by this class, will 
 increase the mental grasp of the pupils and their ability to 
 read well at sight. But chief emphasis, must be laid on the 
 highest object of all reading, viz.: An acquaintance with 
 literature for the truth it contains, for the ennobling senti- 
 ments it inculcates, and for the high ideals it presents. 
 
 II. SPECIFIC DIRECTIONS 
 
 1. State Third Reader completed from Lesson 120. Two 
 lessons a week. 
 
 Drill mainly as an exercise in reading aloud. Take but 
 few lessons in spelling from the Reader. 
 
 Supplementary reading to any extent that teachers can find 
 time. 
 
 2. State Speller completed from Lesson 301, including the 
 entire work in Word Analysis. Begin work on prefixes, 
 suffixes and roots at the beginning of the year, taking two 
 short lessons a week in connection with spelling. As an aid 
 to this Avork, teachers are referred to Swinton's " Word 
 Analysis/' or Swett's " Normal Word Book." 
 
 3. Review and apply five rules for spelling in the State 
 Speller. 
 
130 EIGHTH GRADE GRAMMAR 
 
 5. Thorough concert drill on the lists of "words often 
 mispronounced," at the head of each reading lesson. 
 
 6. Definitions of words as required at the head of each 
 reading lesson. 
 
 7. Articulation drill at the head of reading lessons taken 
 by the class in concert drill. 
 
 8. In every reading lesson, whenever a sentence affords 
 some marked illustration of an important rule in grammar, 
 call the attention of pupils to it. 
 
 9. Teachers will question their classes about the kind of 
 books pupils are reading at home, and will give them short 
 lists of suitable library books for home reading, particularly 
 in Biography and History. 
 
 10. Teachers must direct pupils how to obtain books from 
 the Free Library, and must endeavor in every way possible 
 to stimulate and cultivate a taste for good books. 
 
 11. Read and study Longfellow's " Evangeliiie." 
 
 GRAMMAR 
 
 I. General Principles 
 
 I. "Grammar is more difficult than arithmetic, and is 
 probably on a par with the beginnings of algebra and 
 geometry." 
 
 Bain. 
 
 II. " I hold that the proper study of language is an intel- 
 lectual discipline of the highest kind. The piercing through 
 the involved and inverted sentences of ' Paradise Lost ; ' the 
 linking of the verb to its often distant nominative, of the rela- 
 tive to its often distant antecedent, of the agent to the object 
 
EIGHTH GRADE GRAMMAR 131 
 
 of the transitive verb, of the preposition to the noun or pro- 
 noun which is governed ; the study of the variations in mood 
 and tense ; the transformation often necessary to bring out the 
 true grammatical structure of a sentence all this was to my 
 young mind a discipline of the highest value, and, indeed, a 
 source of unflagging delight." 
 
 Tyndall. 
 
 SPECIFIC DIRECTIONS 
 
 1. State Grammar completed. Teachers will bear in mind 
 that the main object of the study of grammar is not so much 
 to enable pupils to speak and write correctly as to enable them 
 better to understand what they read. A knowledge of grammar 
 is essential to a right appreciation of the masterpieces of liter- 
 ature. With pupils of the highest grade in the Grammar 
 School, the right study of grammar is a means of mental dis- 
 cipline fully equal to that of mathematics. 
 
 2. Teachers will require their classes to take up the follow- 
 ing selections, for a thorough analytical study in parsing, 
 structure of sentences, and figures of speech : 
 
 (1.) Gray's Elegy, State Reader, p. 353. 
 (2.) Apostrophe to the Ocean, p. 293. 
 (3.) Bunker Hill Monument, p. 411. 
 
 3. The use of diagrams in analyzing sentences is optional 
 with teachers. Special attention to be given to verbs, parti- 
 ciples, infinitives, and relative pronouns. 
 
 4. Gnce a month give an exercise in letter-writing. 
 
 5. Occasionally give out a list of subjects for a studied 
 composition, to be written out of school. Give out a list of 
 half a dozen subjects and allow each pupil to select the one 
 
132 EIGHTH GRADE GRAMMAR 
 
 that suits him best. For suggestions in this direction, teachers 
 are referred to "Methods of Teaching," pp. 268 to 278. 
 
 SEC. II. ARITHMETIC 
 
 General Principles 
 
 I. " Life is not long enough to spend so large a proportion 
 of it on arithmetic as is spent in the modern method of teach- 
 ing it ; and arithmetic is too valuable an art to have our chil- 
 dren neglect to acquire facility in it." 
 
 Thomas Hill. 
 
 II. The ruling principle in the work of this grade should 
 be to give the chief attention to accuracy in working the com- 
 mon sense examples of actual business in a business way. 
 Slur over very lightly the schoolmasterisms that fill up the 
 greater part of the school text-books. 
 
 I. GENERAI, OUTLINES 
 
 (a) Simple and compound interest; (b) partial payments; 
 (c) profits and loss ; (d) square root ; (e) Commercial Dis- 
 count, omitting altogether " True Discount." 
 
 II. SPECIFIC DIRECTIONS 
 
 1. Text-book completed from p. 206. 
 
 2. Omit " Problems in Interest," pp. 210, 211, 212, 213. 
 Omit " Exchange," pp. 228, 229, 230, 231, 232. Omit " Average 
 of payments," pp. 233, 234. "Average," 235, 236. Omit 
 Cube Root, pp. 241 to 245 inclusive. Omit all of solids 
 
EIGHTH GRADE GRAMMAR 133 
 
 except prisms, pp. 252 to 256 inclusive. Omit all of 
 Miscellaneous Problems, pp. 257 to 261 inclusive, and substi- 
 tute short, practical business examples, involving a review of 
 everything in the book except what has been omitted in the 
 several grades below the Eighth Grade. 
 
 3. Use Ward's Letter Writing and Business Forms, No. 4. 
 
 4. Give a thorough and practical review on business opera- 
 tions with common and decimal fractions. 
 
 5. Carry on Mental and Written Arithmetic together. 
 Introduce principles by mental operations with small numbers ; 
 then, having fixed the principle, apply the rule to larger num- 
 bers on the slate or blackboard. 
 
 6. An excellent class drill in mental arithmetic is as follows : 
 Make up a set of ten short business questions ; read a question 
 and allow from a quarter to a half-minute for the mental 
 work, and require the answers to be written on slates or paper ; 
 so continue with the set. Then let pupils exchange papers and 
 credit the correct answer as given by the teacher. Aside from 
 practical business training, the disciplinary value of the exer- 
 cise is that it trains to a habit of fixed attention. For model 
 exercises, teachers are referred to " Methods of Teaching/' pp. 
 224 to 230. 
 
 Three lessons a week for the first half year, and two lessons 
 a week for the last half year is ample time for the arithmetic 
 work of this grade. 
 
 7. For supplementary examples teachers are referred to 
 the " New Arithmetic," by Seymour Eaton. 
 
 SEC. III. GEOMETRY (OPTIONAI,) 
 
 Time, two hours a week during the last half year. 
 An elementary course in the practical applications of 
 
134 EIGHTH GRADE GRAMMAR 
 
 Geometry. Teachers are referred to Spencer's " Inventional 
 Geometry," HilFs " Lessons in Geometry." 
 
 SEC. IV. GEOGRAPHY 
 
 NOTE FOR TEACHERS. Two lessons a week will be ample 
 time for the work here outlined. 
 
 1. Use the adopted text-book for reference only. 
 
 2. Special Geography of the Pacific Coast in connection 
 with the study of Central America, Mexico, Chile and Brazil, 
 and our commercial relations with these countries. 
 
 3. Special study of Australia, the Sandwich Islands, China 
 and Japan, and our commercial relations with these countries. 
 
 4. A review of the cardinal points in the geography of our 
 own country and of Europe, and of our commercial relations 
 with Great Britain, France and Germany. 
 
 5. Relieve the monotony of daily book lessons by exercises 
 intended to stimulate and amuse. Show pupils the pictures 
 from illustrated magazines or papers, or books, of beautiful or 
 grand scenery, of cities, of great natural curiosities. Read to 
 them interesting descriptions by travelers. 
 
 6. Enliven the text-book work by geography-matches or 
 geography games. See " Methods of Teaching," pp. 161 and 
 162. 
 
 7. For suggestive exercises and reviews of essential facts, 
 teachers are referred to " Methods of Teaching," pp. 246 to 
 257 ; also to CoL Parker's " How to Study Geography," and 
 King's "Methods and Aids in Geography," Swinton's "Com- 
 plete Course in Geography " general review of the world at 
 the end of the book ; and Fry's " Geography Teaching." 
 
EIGHTH GRADE GRAMMAR 135 
 
 SEC. V. HISTORY OF THE UNITED STATES 
 
 I. " Whoever undertakes to instruct youth in history 
 must regard equally the memory, the understanding and the 
 feelings." Niemeyer. 
 
 II. " All history resolves itself very easily into the 
 biography of a few stout and earnest persons. 
 
 Ralph Waldo Emerson. 
 
 III. "To the youthful spirit, the great attraction of history 
 lies in the pictures of life and action, and in the sympathies 
 which these evoke." William Russell. 
 
 IV. Of all departments of early teaching, none is so 
 unmanageable as history. 
 
 I. GENERAI, OUTLINES 
 
 3 hours a week 
 
 1. Short lessons on the Civil Government of the United 
 States, California and of San Francisco. 
 
 2. United States History, and also of its connection with 
 English and other European History. 
 
 3. Reading the lives of persons famous in American and 
 English History. 
 
 4. The study of Civil Government should be connected 
 with the study of the history of the State and of the United 
 States ; and the actual workings of the City and the State 
 Government should be observed. 
 
136 EIGHTH GRADE GRAMMAR 
 
 II. SPECIFIC OUTLINES 
 
 1. The formation of the Constitution. 
 
 2. Condition of our country at the end of Washington's 
 administration. 
 
 3. The purchase of Louisiana. 
 
 4. The causes that led to the War of 1812. Battle of New 
 Orleans. 
 
 5. The Missouri compromise. 
 
 6. The three great issues of Jackson's administration. 
 Literature and inventions. 
 
 7. Causes and results of the war with Mexico. 
 
 8. Discovery of gold in California and results. 
 
 9. The leading statesman of this period. 
 
 10. The causes that led to the War of Secession. 
 
 11. Abraham Lincoln. 
 
 12. Great battles. Seven Days' Fight. Antietam. Get- 
 tysburg. Monitor and Merrimac. Capture of New Orleans. 
 Vicksburg. Lookout Mountain. Sherman's March. Wilder- 
 ness. Five Forks. Lee's Surrender. 
 
 13. Reconstruction. 
 
 14. President Grant. 
 
 15. Territorial Map. 
 
 16. Resumption of specie payments. 
 
 17. Chinese immigration. 
 
 18. Civil service reform. 
 
 19. Early settlement of California. 
 
 20. The gold period. 
 
 21. Review of the great events included in the work of 
 the Seventh Grade. 
 
EIGHTH GRADE GRAMMAR 137 
 
 SEC. vi. ELEMENTS OF NATURAL 
 
 1. Begin at once the collection of a school cabinet, and 
 invite your pupils to bring in specimens. Encourage them to 
 make collections for home cabinet, of minerals, shells, wood, 
 etc. . Take them on collecting tours into the fields and forests. 
 " The elements of botany, zoology and mineralogy," says 
 Russell, " affords a delightful and effective means of training 
 to habits of observing, comparing and classifying." 
 
 2. By wisely put questions, set your pupils to observing 
 the habits of animals and birds, of ants, bees, wasps, flies and 
 butterflies. Encourage them to make collections of butterflies 
 and beetles. Persuade your pupils to buy a magnifying glass 
 or a cheap microscope, and begin examining things for them- 
 selves. " For many years/' says Carlysle, " it has been one of 
 my constant regrets that no schoolmaster of mine had a 
 knowledge of natural history, so far, at least, as to have 
 taught me the grasses that grow by the wayside, and the little 
 winged and wingless neighbors that are continually meeting 
 me with a salutation which I cannot answer as things are. 
 Why didn't somebody teach me the constellations, too, and 
 make me at home in the starry heavens, which are always 
 overhead, and which I don't half know to this day?" 
 
 3. If you wish to succeed, you must do the actual work of 
 the naturalist, and must make your pupils do it. You must 
 fit yourself to do this work by taking an interest in it. It is 
 not at all necessary that you should be a specialist in botany, 
 zoology, or natural philosophy ; but it is necessary that you 
 should know something about the true methods of the 
 specialist. Taken up in the right spirit, instruction in 
 natural sciences can be made one of the most effective means 
 of education. "No subjects," says Professor Barnard, " are 
 
138 EIGHTH GRADE GRAMMAR 
 
 better suited than botany, zoology and mineralogy to gratify 
 the eager curiosity of the growing mind ; to satisfy its crav- 
 ings after positive knowledge ; to keep alive the activity of the 
 perceptive powers ; to illustrate the beauty and value of 
 method, and to lead to the formation of methodical habits of 
 thought." 
 
 4. In physics, make your experiments with the simplest 
 kind of improvised apparatus. Whenever you make an 
 experiment, however simple, make it with great care and 
 exactness, telling your pupils in advance what to expect and 
 what to observe. Encourage them to make simple experi- 
 ments at home by themselves. Set them to observing natural 
 phenomena, such as rain, hail, snow, dew, frost, changes of 
 season, etc. "The elements of physics," says Hotze, " are no 
 more difficult for pupils than are the elements of arithmetic." 
 " As a means of intellectual culture," says Tyndall, " the study 
 of physics exercises and sharpens observation." 
 
 5. In giving the outlines of physiology, make use of real 
 objects as far as practicable. The heart and lungs of a sheep 
 or an ox can easily be obtained, and are always better than 
 models or charts or pictures. If human bones cannot be 
 obtained, take the bones of animals and make a lesson in 
 comparative anatomy. Dissect the eye of an ox, the brain of 
 a sheep, or calf or rabbit, and exhibit the skull of any 
 domestic or wild animal. The chief object of lessons in 
 anatomy and physiology is to make them the means of 
 imparting a knowledge of the laws of health. Reiterate prac- 
 tical directions about cleanliness, ventilation, food, work, rest, 
 play, sleep and regular habits. Preach short sermons against 
 idleness, gluttony, intemperance and impurity. Teach your 
 pupils that without health life is a failure, and make them 
 realize as fully as possible that they must themselves take 
 care of their own health. 
 
 6. In botany, begin with collecting and examining plants, 
 
EIGHTH GRADE GRAMMAR 139 
 
 and end in classifying and naming them by referring to text- 
 books. " Now, to learn to classify," says Bain, " is itself an 
 education. In these natural history branches, the art has 
 been of necessity attended to, and is shown in the highest 
 state of advancement. Botany is the most complete in its 
 method, which is one of the recommendations of the science 
 in early education. Mineralogy and zoology have greater 
 difficulties to contend with, so that where they succeed, their 
 success is all the greater." 
 
 7. First in the order of nature comes empirical knowl- 
 edge ; afterwards, scientific knowledge. Therefore, the 
 younger the children, the less methodical should be their 
 instruction. Beginners store up facts by items, often in an 
 indirect and desultory manner. 
 
 8. Mere text-book study of natural science, without 
 observation and experiment by the pupil, is not knowledge. 
 The real guide to true knowledge is a habit of observing. 
 " Learn to make a right use of your eyes," says Hugh Miller ; 
 " the commonest things are worth looking at, even stones and 
 weeds and the most familiar animals. Agassiz says, " the 
 difficult art of thinking, of comparing, of discriminating, can 
 be more readily acquired by examining natural objects for 
 ourselves than in any other way." 
 
 9. Skillful questioning by the teacher is the chief means 
 of awakening thought, and of inducing pupils to observe for 
 themselves. Superintendent Eliot says : " We teach best 
 when we seem to teach least. Tell the child a fact, and it is 
 all your telling. Lead him to find it himself, and it seems 
 to him all his finding. Because it seems so, he is interested 
 in it, and his interest secures his mastery of it." 
 
 10. Stimulate and encourage curiosity. Faraday says, " I 
 am indebted to curiosity for whatever progress I have made 
 in science. There are common experiments which I perform 
 
HO EIGHTH GRADE GRAMMAR 
 
 now with as much glee at the result as when I was a boy." 
 Lead your pupils into the practice of proposing questions in 
 the class. " If not snubbed and stunted," says Huxley, " by 
 being told not to ask foolish questions, there is no limit to the 
 intellectual craving of a young child, nor any bounds to the 
 slow but solid accretion of knowledge, and the, development 
 of the thinking faculty in this way." 
 
 11. As to methods in specific lessons, the following direc- 
 tions by Superintendent Harris are to the point : " Prepare 
 yourself beforehand on the subject of the lesson of the week, 
 fixing in your mind exactly what subjects you will bring up, 
 just what definitions and illustrations you will give or draw 
 out of the class. All must be marked and written down in the 
 form of a synopsis. The blackboard is the most valuable 
 appliance in oral lessons ; on it should be written the technical 
 words discussed, the classification of the knowledge brought out 
 in the recitation, and whenever possible, illustrative drawings. 
 Pains should be taken to select passages from the reference 
 books, or from other books illustrative of the subject under 
 discussion, to be read to the class with explanation and conver- 
 sation. Wherever the subject is of such a nature as to allow of 
 it, the teacher should bring in real objects, illustrative of it, and 
 encourage the children to do the same. But more stress should 
 be laid on a direct appeal to their experience, encouraging them 
 to describe what they have seen and heard, and arousing habits 
 of reflection, and enabling the pupil to acquire a good command 
 of language. Great care must be taken by the teacher not to 
 burden the pupil with too many new technical phrases at a 
 time, nor to fall into the opposite error of using only the loose, 
 common vocabulary of ordinary life, which lacks scientific 
 precision." 
 
EIGHTH GRADE GRAMMAR 141 
 
 I. GENERAI, OUTLINES ON EI^MENTARY SCIENCE 
 
 Time from % to 3 hours a week 
 
 1. Occasional lectures and conversations on HYGIENIC 
 DUTIES. 
 
 2. Common facts in PHYSICS learned from observations and 
 experiment, in regard to as many of the following topics as the 
 assigned time will allow : 
 
 ' (a) Matter ; its properties, its three states. 
 
 (b) Motion and force ; laws of motion. 
 
 (c) Gravitation ; equilibrium, pendulum. 
 
 (d) Lever, wheel and axle, pulley, inclined plane, wedge, 
 screw. 
 
 (e) Liquid pressure ; specific gravity. 
 
 (/) Atmospheric pressure ; barometer, pumps, siphon. ' 
 
 (g) Electricity, frictional and current; conductors, magne- 
 tism, compass, magnetic telegraph. 
 (h) Sound ;- echoes. 
 (i) Heat ; diffusion, effects, thermometer. 
 
 (j) Light ; reflection, refraction, lenses, solar spectrum 
 color. 
 
 3. Continuation of lessons in the preceding grades on 
 plants. Let pupils make free use of drawing paper and pencil. 
 
 NOTE. The greater part of the time assigned this year to 
 Elementary Science must be given to Physics. If the teacher 
 have not time to present to his class all the topics mentioned 
 above, he will select such as he believes can be studied by his 
 pupils with most advantage. He should, however, keep in 
 mind the needs of such pupils as will finish their school train- 
 ing with the Grammar-School course of study. 
 
H2 EIGHTH GRADE GRAMMAR 
 
 Whatever topics be selected for study, it must be kept in 
 mind that the method of studying them is all important. 
 Pupils should observe and express the facts and should make 
 their own inferences. Thus a keen interest may be excited 
 and the best of mental training secured a training in the 
 practice of close observation, in careful thinking, and in accur- 
 ate description. Instruction in Elements of Natural Science 
 shall be given by the principal. The aim of teachers in the 
 following lessons should be : 
 
 1. To let facts speak for themselves. 
 
 2. To supply suitable experiments and specimens for the 
 establishment of general laws. 
 
 3. To secure accuracy and solidity in the knowledge 
 acquired. 
 
 4. To connect scientific principles with their practical 
 applications. 
 
 5. To sharpen the observing powers. 
 
 6. To cultivate the imagination in the apprehension of 
 theories where proof is not available. 
 
 7. To exercise the reasoning powers. 
 
 8. To form good intellectual habits. 
 
 For suggestions teachers are referred to " WoodhulPs Simple 
 Experiments." 
 
 II. BOOK-KEEPING 
 
 A short course in book-keeping. In schools having two or 
 more Eighth Grades book-keeping may be taught by Vice- 
 Principals. In schools for girls exclusively, book-keeping may 
 be made quite elementary. 
 
EIGHTH GRADE GRAMMAR 143 
 
 SEC. vii. HEALTH, MORALS, POLITENESS, AND 
 PATRIOTISM 
 
 " 1667. Instruction must be given in all grades of schools 
 and in all classes during the entire school course, in manners 
 and morals, and upon the nature of alcoholic drinks and nar- 
 cotics and their effects upon the human system." 
 
 School Law of California. 
 
 " 1702. It shall be the duty of all teachers to endeavor to 
 impress upon the minds of the pupils the principles of morality, 
 truth, justice, and patriotism ; to teach them to avoid idleness, 
 profanity, and falsehood ; and to instruct them in the principles 
 of a free government, and to train them up to a true compre- 
 hension of the rights, duties and dignity of American citizen- 
 ship." 
 
 School Law of California. 
 
 I. PHYSIOLOGY 
 
 The text-book used is the State Physiology. 
 
 II. TRAINING IN POLITENESS 
 
 I. " A noble and attractive everyday bearing comes of 
 goodness, of sincerity, of refinement ; and these are bred in 
 years, not moments. The principle that rules your life is the 
 sure posture-master." 
 
 Bishop Huntington. 
 
144 EIGHTH GRADE GRAMMAR 
 
 III. MORAI, TRAINING 
 
 1. "To hear about good men is equivalent to living 
 among them. For children there is absolutely no other moral- 
 ity than example either seen or narrated." 
 
 Richter. 
 
 2. " Let a child read and understand such stories as the 
 friendship of Damon and Pythias, the integrity of Aristotles, 
 the fidelity of Regulus, the purity of Washington, the invinci- 
 ble perseverance of Franklin, and he will think differently and 
 act differently all the days of his remaining life." 
 
 Horace Mann 
 
 3. "The use of the fable, the parable, and the example, is 
 evidently meant to avoid direct lecturing, and to reach the 
 mind by insinuation and circumvention." 
 
 Bain. 
 
 4. " Do but gain a boy's trust, you will readily enough 
 guide him. Not by authority is your sway obtained ; neither 
 by reasoning ; but by inducement." 
 
 Herbert Spencer. 
 
 5. "Teachers Avill keep steadily in mind the great central 
 fact of life that character outweighs mere intellect ; that high 
 percentages in school examinations are but as dust in the bal- 
 ance compared with the moral qualities that constitute man- 
 hood and womanhood. 
 
 6. " The divine method of moral instruction in a com- 
 mon school is that a cultivated and consecrated man or 
 woman should rise upon it at nine o'clock in the morning 
 and lead it through light and shadow, breeze and calm, 
 tempest and tranquillity, to the end. All special methods 
 flow out of him, as the hours of the day mark the course of 
 the sun." Mayo. 
 
EIGHTH GRADE GRAMMAR 145 
 
 TOPICS FOR SHORT TAI/KS 
 
 (1) Truth; (2) obedience; (3) industry; (4) honesty; (5) 
 fidelity; (6) justice; (7) politeness; (8) duties at school; 
 (9) duties to playmates; (10) benevolence; (11) duties to 
 dumb creatures ; (12) treatment of enemies ; (13) con- 
 science ; (14) conscientiousness ; (15) duties to parents ; 
 (16) forgiveness; (17) gratitude; (18) purity. 
 
 NOTE. As a valuable hand-book for these lessons, teachers 
 are referred to Comegy's " Primer of Ethics." 
 
 For supplementary reading, use Everett's " Ethics for 
 Young People." 
 
 SEC. VIII. DRAWING 
 
 Time, two lessons a week 
 
 I. Drawing in connection with Lessons in Elementary 
 Science. 
 
 II. Easy lesson in Perspective. 
 
 III. Designs. 
 
 IV. Use of the adopted text-book. 
 
i 4 6 COURSE IN DRAWING 
 
 COURSE IN DRAWING 
 
 I. 
 
 In the receiving class, teachers will use the simplest exer- 
 cises in kindergarten drawing. 
 
 In first-grade classes, teachers will act under the general 
 suggestions made in the Course of Study for the first grades. 
 
 Until further action of the Board of Education, the same 
 drawing blank-hooks that were used last year will he 
 continued. 
 
 A wide latitude will he allowed both to Principals and 
 Teachers who can improve on the specified work. 
 
 In any schools where there are teachers that excel in 
 drawing, principals are authorized to assign such teachers to 
 take charge of drawing classes. 
 
 Two lessons each week must be given in drawing, arid two 
 in penmanship. 
 
 SPECIFIC SUGGESTIONS 
 
 1. For slate, blackboard and pencil drawing exercises in 
 Primary Grades, make use of Little's " Book of Outlines " and 
 Augsburg's " Easy Things to Draw." 
 
 2. In all Elementary Science lessons, require pupils to 
 make a free use of drawing paper and pencil. 
 
 3. ' Exercises in Free-Hand Drawing should include leaves, 
 
COURSE IN PENMANSHIP 147 
 
 plants, flowers, fruit, insects, such as bees, butterflies, spiders, 
 beetles, grasshoppers, etc., birds, animals, etc. 
 
 4. Teachers are requested to make use of the " Teacher's 
 Manual for Prang's Shorter Course in Form Study and 
 Drawing " as a reference book for exercises. 
 
 5. Every school library should have at least one set 
 of " Prang's Complete Course in Form Study and 
 Drawing," for reference by teachers ; also, one set of the 
 " Eclectic Industrial Drawing;" alsb, Augsburg's " Easy 
 Things to Draw ; " Little's " Blackboard Outlines ; " Hooper's 
 " How to Teach Drawing." 
 
 COURSE IN PENMANSHIP 
 
 In the receiving classes and the first-grade classes, no copy- 
 book is required. 
 
 In the second grade, if a copy-book is used, it must be the 
 Spencerian, No. 2 ; in the third grade, No. 3, and so on, up to 
 the sixth grade, in which No. 6 must be used. 
 
 In the seventh and eighth grades, no copy-book need be 
 used, unless the class teacher should find it necessary to use 
 one. 
 
 At least two lessons in penmanship must be given each 
 week, and two lessons in drawing. 
 
i 4 8 COURSE IN MUSIC 
 
 COURSE IN MUSIC 
 
 DIRECTIONS 
 
 No " Music Readers" have been adopted by the Board of 
 Education, and pupils must not be required to buy any. The 
 books already purchased and in the hands of pupils may be 
 used for the present school year. 
 
 Principals are authorized to buy, with a part of their School 
 Library money, such song-books or sets of song-books or 
 sheet music, like the " Coda," as they think best suited to the 
 needs of their schools, 
 
 Principals are authorized to arrange any exchanges of work 
 so that any teacher or teachers that have special skill or tact 
 may take charge of the singing in two or more classes. 
 
 In grammar grades, principals are authorized to allow 
 pupils inexpensive leaflet or sheet music, like the "Coda," 
 the amount so expended not to exceed 15 cents per pupil. 
 
 RECEIVING CLASS 
 
 Kindergarten motion songs at least twice each day. 
 
 Careful attention given to the pitch, rhythm, quality of tone, 
 and position of the body. 
 
 All songs and exercises are to be kept within range of pupils' 
 voices. 
 
 Frequently change the key in order to rest the voice and 
 secure uniformity. 
 
COURSE IN MUSIC 149 
 
 FIRST GRADE 
 
 Singing at least half an hour a week. 
 
 Motion songs and other easy and pleasing rote songs. 
 
 Scale : forward and backward, using syllables and numerals, 
 and beginning with full breath. 
 
 Frequently change the key in order to rest the voice, omit- 
 ting such sounds as may in the least strain pupils' voices. 
 
 SECOND GRADE 
 
 Singing at least half an hour a week. 
 
 Careful attention given to time, rhythm, quality of tone, and 
 position of body. 
 
 Teach four new primary songs and one patriotic song. 
 Songs selected by the teacher. 
 
 THIRD GRADE 
 
 Singing at least half an hour a week. 
 
 Exercises in sight reading from blackboard. 
 
 Teach two patriotic songs and three other selections. 
 
 For supplementary songs teachers are authorized to use 
 selections from "The Coda," or other forms of inexpensive 
 music. 
 
150 COURSE IN MUSIC 
 
 FOURTH GRADE 
 
 Singing at least half an hour a week. 
 
 Supplementary new songs selected from " The Coda," or 
 other cheap forms of sheet music. 
 
 Three new songs selected by the teacher and three patriotic 
 songs. 
 
 Exercises in sight reading from blackboard. 
 
 FIFTH GRADE 
 
 Singing at least half an hour weekly. 
 Continue scale exercises. 
 Simple exercises in trio-part music. 
 
 Three patriotic songs, and three appropriate songs, selected 
 by the teacher. 
 
 SIXTH GRADE 
 
 Singing at least half an hour a week. 
 Supplementary songs from " The Coda." 
 Three patriotic songs, and three other appropriate songs, 
 selected by the teacher. 
 
 SEVENTH GRADE 
 
 Singing at least half an hour a week. 
 
COURSE IN SEWING 151 
 
 Exercises in two-part music, with frequent changes of part. 
 
 Three patriotic songs, and three appropriate songs, selected 
 by the teacher. 
 
 EIGHTH GRADE 
 
 Singing at least half an hour a week. 
 
 Songs selected from "The Coda," or song hooks from the 
 Library. 
 
 At least three patriotic songs and three appropriate selections 
 by teacher. 
 
 COURSE IN SEWING 
 
 In schools for girls exclusively, the full course of sewing 
 must be pursued. 
 
 In schools for boys exclusively, no sewing is required. 
 
 In mixed schools of boys and girls, sewing is left optional 
 with the Principal and teachers. 
 
 FIRST GRADE 
 
 One lesson, one hour per week, or two lessons, one-half 
 hour each per week, devoted to cutting, basting, overhand 
 sewing and turning hems. 
 
 Explain the difference between selvedge and torn edge, and 
 what a seam is. 
 
152 COURSE IN SEWING 
 
 MATERIALS FOR PUPILS. Thimble, scissors, No. 8 needles, 
 No. 50 thread, both red and white. 
 
 Suggestions Pupils should learn to cut squares different 
 dimensions accurately. This may be done by following the 
 kindergarten folding, measuring with a ruler, or by following 
 drawn threads. 
 
 Fold the cloth back from the right side to the wrong side, 
 having the fold uniformly one-fourth of an inch in width. 
 Place the right sides together, having the folded edges even. 
 Baste from right to left, through the middle of the folds, in 
 unequal stitches, the long stiches being on the side next the 
 sewer. After pupils are able to cut arid fold accurately, com- 
 mence to sew from right to left, by holding the cloth between 
 the thumb and the first finger of the left hand, never using a 
 knot, but leaving an end of the thread one-half of an inch in 
 length to be turned back on the seam and sewed under by 
 pverhand stitches. At the end of the seam make no knot, 
 but sew directly back four stitches and cut the thread. 
 Smooth the seam with the back of the thumb nail or the 
 thimble. 
 
 Squares of the same dimensions should be sew T ed together ; 
 first two squares, then four squares, then six, and then eight 
 squares, being careful to place the corners of the squares 
 together so that the diagonals of the squares will form one 
 continuous line. 
 
 In overhanding stripes or plaids, they must match to a 
 thread. At first sew a white and a colored square together. 
 When more than two squares are sewed together, white 
 squares should be placed corner to corner, and colored squares 
 corner to corner. 
 
COURSE IN SEWING 153 
 
 SECOND GRADE 
 
 One hour or two half-hours per week 
 
 Cutting work bias and overhanding the same, running 
 plain seams and overcasting? 
 
 Explain the difference between warp and woof. 
 
 Suggestions Cut work with greatest care, as in previous 
 year. 
 
 Cutting bias is cutting on the diagonal of a square directly 
 across the warp and woof or filling. 
 
 Allow one-half inch on two sides of a square for the diag- 
 onal seam. Sew four squares with diagonal or bias seams to 
 form one larger square. 
 
 In running, place the edges evenly together, and baste on 
 the line of the desired seam. 
 
 Run the seam close to the casting thread, on the side next 
 the sewer, commencing on the right-hand side, keeping the 
 needle parallel with the cloth, taking up three and omitting 
 two threads. 
 
 In overcasting, take stitches one-half the width of the seam, 
 over and over loosely, to confine the torn edge of the cloth. 
 In overcasting, when there is a difference in the width of the 
 ends, always commence at the wider end. 
 
 THIRD GRADE 
 
 Turning hems, hemming, to wit : Narrow, wide and bias. 
 Suggestions Turn a fold one-eighth of an inch, as in over- 
 
154 COURSE IN SEWING 
 
 handing. Give the cloth a second fold the desired width of 
 the hem. Narrow hems should be made as narrow as possible 
 without fraying by use. 
 
 Measure wide hems with a card to keep them of uniform 
 width. 
 
 Avoid stretching and puckering of hems. Always lay the 
 hem with the thumb and finger. Avoid pinching the goods. 
 In starting to hem, make no knot ; point the needle toward 
 the right side, bringing the end of the thread not drawn 
 through under the hem. 
 
 FOURTH GRADE 
 
 Back stitching, running, felling and sewing in cords and 
 binding. 
 
 Suggestions In back-stitching, bring the needle through 
 the goods three threads from the beginning of the seam, put 
 the needle back three threads and under the cloth six threads 
 forward, continuing in the same movement. Seams for 
 felling should be sewed with one back-stitch and two running 
 stitches. In felling, commence at the wide end, having the 
 edge of the cloth farther from the sewer the widest. Turn 
 over the wide edge of the hem, as in narrow hemming, 
 making a flat seam. 
 
 Cords should first be basted in a bias fold before being 
 sewed. 
 
 Always bind with a bias piece running on one side of the 
 seam, and hemming on the other. 
 
COURSE IN SEWING 155 
 
 FIFTH GRADE 
 
 Gathering and laying of gathers. Patching square, trian- 
 gular and circular patches. 
 
 Suggestions In gathering, the seam should be one-fourth of 
 an inch from the edge. 
 
 Divide the cloth into halves, and if the cloth is a long strip 
 divide it into quarters. Always use a double thread with a 
 small knot at the end, and having the thread longer than the 
 piece to be sewed. To gather take up three stitches and skip 
 five. Draw the thread through the material, pushing it tightly 
 against the knot, and fasten the thread by winding it without 
 knots around a pin placed in the material to be gathered. Lay 
 each gather, using a coarse needle and holding the cloth 
 between the thumb and first finger of the left hand. 
 
 Gathers may be hemmed, back-stitched or over-handed to the 
 garment. If over-handed the edge must be turned down before 
 gathering, and the cloth gathered close to the edge of the fold. 
 
 Patches may be put in by overhanding, hemming or running. 
 
 SIXTH GRADE 
 
 Making button-holes, eyelets, thread eyes, and sewing on all 
 kinds of buttons. 
 
 Suggestions Cut the button-hole the width of the button. 
 Button-holes should be barred and overcast. In cutting button- 
 holes, cut away from the folded edge. Commence to work the 
 button-hole at the end farthest from the folded edge, placing the 
 needle through the cloth, looping the thread over the needle 
 and drawing the needle so as to bring the twist on the edge of 
 
156 GENERAL DIRECTIONS TO PRINCIPALS 
 
 the button-hole. In sewing on buttons put the knot on the 
 upper side. Eyelets may be worked as button-holes or over- 
 handed. 
 
 SEVENTH GRADE 
 
 Hemstitching, drawn work, in simple form, darning of all 
 kinds. 
 
 EIGHTH GRADE 
 
 Sewing optional. 
 
 GENERAI, DIRECTIONS TO PRINCIPALS 
 
 I. You are instructed to co-operate cheerfully with the 
 Superintendent and the Class-Teachers in carrying into effect 
 the detailed requirements of the Course of Study. 
 
 II. Before making out examination questions for any par- 
 ticular grade, read attentively the directions to the teachers of 
 that grade, and make your questions according to the spirit of 
 those instructions. 
 
 III. While it is desirable that in essentials there should be a 
 central thread of uniformity in method throughout your 
 school, it is not desirable that your assistants should be reduced 
 to a Chinese system of doing everything in only one way. 
 The life of all good teaching is the individuality and personality 
 of the class teacher. 
 
GENERAL INSTRUCTIONS TO ASSISTANTS 157 
 
 Put yourself in the place pf your assistants, and allow them 
 the freedom you would want for yourself. It is quite probable 
 that all assistants together know as much about teaching as 
 any one Principal knows. Uniformity in essentials, but diver- 
 sity in particulars, should be the rule. 
 
 IV. It is your specific duty to see that assistants make use 
 of the school globe, maps, charts and other appliances ; that 
 supplementary reading matter is properly distributed and used 
 and that pupils are not overburdened with home lessons. 
 
 GENERAI, INSTRUCTIONS TO ASSISTANTS 
 
 I. You are required to observe the Course of Study to 
 conform to the general regulations of the Principal, and to 
 carry into effect the general directions of the Superintendent. 
 
 II. Stand ready to give a fair consideration to new 
 methods of teaching, even if they differ from your preconceived 
 ideas, or from the methods you have previously pursued. 
 
 III. Your chief work, beyond importing a small stock of 
 specific knowledge, is to teach pupils the right way to learn for 
 themselves. 
 
 IV. Assign but few lessons to be learned at home. Child- 
 ren ought to be allowed some time to work, play, eat, sleep and 
 grow. Show your pupils how to study home lessons so that 
 they may not be obliged to ask assistance from parents. 
 
 V. Review often, and always on essentials. Repetition is 
 absolutely essential to habit, skill, readiness, accuracy and 
 thoroughness. 
 
 VI. Make special efforts to prepare for the lessons in 
 physical training, moral training, and training in politeness. 
 These lessons must be given with as much regularity and 
 
158 GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 
 
 thoroughness as the arithmetic or geography lesson. They 
 are second in importance to nothing else in the course. 
 
 VII. A foundation principle in School government is that 
 every pupil shall be allowed the largest liberty possible with- 
 out infringing on the rights, interests or convenience of others. 
 
 VIII. It should be the aim of teachers to govern without 
 corporal punishment. But as most parents are compelled at 
 times to resort to it in the home government of their children, 
 so most teachers must sometimes resort to it in school. 
 
 IX. Corporal punishment should give place to punish- 
 ments affecting the sense of honor, as soon as this sense is 
 sufficiently developed. 
 
 X. Do not become the slave of routine or of one inflexi- 
 ble, mechanical, automatic system. 
 
 XI. Assign reasonable lessons suited to the capacity, not 
 of the best, but of the average pupils. 
 
 XII. " Always remember that to educate rightly is not a 
 simple and easy thing ; but a complex and extremely difficult 
 thing, the hardest task upon adult life." 
 
 Herbert Spencer. 
 
 I. GENERAI, INSTRUCTIONS TO 
 PRINCIPALS AND TEACHERS 
 
 In the course of study, detailed methods are left to the 
 individual tact and skill of the teacher. Certain results are 
 required ; but it is not expected that all will reach those 
 results in exactly the same way. The text-books are an aid to 
 teachers, but are subordinate to skillful teaching. 
 
GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 159 
 
 II. DIVISIONS, CLASSES AND 
 RECITATIONS 
 
 Each class may be advantageously divided into two sections 
 for the purpose of recitation ; but the discretion of the teacher 
 must be exercised as to what recitations this division shall 
 include. In memorized lessons, such as geography, history 
 and word analysis, a class can, sometimes, with advantage be 
 divided into sections of ten or twenty each, thus allowing 
 most of the class to study while the few are reciting. In other 
 lessons, as arithmetic and grammar, the undivided attention 
 of the entire class is needed. 
 
 Every teacher should have an established order of exercises, 
 which may be changed during the year, according to the 
 circumstances of the class. No uniform rule can be estab- 
 lished respecting the frequency or length of recitations. 
 
 Some part of the time each day must be allowed for study ; 
 but the amount to be given depends upon the character of the 
 recitation . When a class is not divided into sections, the entire 
 class must be allowed time for study, and taught how to study. 
 
 Ill RECITATIONS AND USE OF 
 TEXT-BOOKS 
 
 The aim of teachers in conducting recitations should be to 
 ascertain if their pupils have given reasonable attention to 
 lessons assigned for study, and to supplement the text-book 
 lessons with such illustrations and explanations as are neces- 
 sary to a clear understanding of the subject. 
 
i6o GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 
 
 The arrangement of lessons in text-books is far from 
 perfect, and the teacher must constantly exercise a wise 
 discrimination, both in assigning lessons and in omitting 
 unimportant matter. In geography, while the whole may be 
 read with open book, not more than a small fraction at most, 
 of the matter in each one of the text-books used, ought to be 
 memorized. The important points should be marked in every 
 advanced lesson assigned for study ; otherwise the mind of 
 the child is burdened with too many details. In history' 
 while the whole should be read in the class, but very little 
 should be marked for memorizing. In grammar, as a general 
 rule, the notes and exceptions in fine print should be read, 
 and not memorized. The Readers should be used as most 
 valuable aids in composition, grammar and spelling. Reci- 
 tation records may be kept ; but it is by 110 means desirable 
 that every recitation should be recorded. 
 
 Frequently the recitation of an assigned lesson should be 
 brief, the principal part of the time being devoted to explana- 
 tions and illustrations by the teacher. A written review, on 
 Friday, will frequently afford the best standard of work 
 during the week. It is not desirable that teachers be made 
 recording clerks for pupils. 
 
 While recitations in history, geography and grammar may 
 sometimes be conducted in. writing, teachers are cautioned 
 against a neglect of oral recitations. 
 
 Teachers are expected to explain each new lesson assigned, 
 so that each pupil may know what he is expected to do at the 
 next recitation, and how it is to be done. Rules and defini- 
 tions should be plain, simple and concise ; and if deduced by 
 pupils and teachers from the exercises, are more valuable 
 than if memorized from the book. Teachers should iie\ 7 er 
 proceed with a recitation without the attention of the whole 
 class. Simultaneous recitation should riot be resorted to, 
 
GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 161 
 
 except for the purpose of giving occasional variety to exer- 
 cises, of arousing arid exciting the class when dull and 
 drowsy, of aiding to fix in the mind important definitions, 
 tables, etc., and also in certain spelling and elocutionary 
 exercises. 
 
 IV ARITHMETIC 
 
 One great object of the study of arithmetic is mental dis- 
 cipline. To secure this, it is better that the class should 
 work under the immediate direction of the teacher. Hence 
 the regulations forbidding teachers in certain grades to assign 
 any arithmetic lesson to be learned at home. 
 
 One hour a day will be sufficient to complete the course in 
 each grade. The blackboards should be kept in constant use 
 both by teachers and pupils. 
 
 Accuracy, rather than quickness, should be the rule. The 
 pupil should be taught the principle underlying every process 
 in the fundamental rules of arithmetic. It is easier for the 
 time to teach the child to place the units under units and tens 
 under tens ; but the principle that obtains everywhere, in 
 simple and compound numbers and decimals, is to place num- 
 bers of the same denomination under each other for addition. 
 
 V GRAMMAR 
 
 The study of language, though it is the most difficult of all 
 the school studies, ought to be the most interesting. A 
 skillful teacher can make it so. The omission of many of the 
 technical formulas of the text-books, now almost obsolete ; 
 
162 GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 
 
 the practical application of principles in composition ; the 
 continued use of reading lessons, supplemented by the living 
 teacher, will make grammar both useful and interesting. 
 
 VI. GEOGRAPHY 
 
 The Elementary Geography is a book to be read and studied 
 with open book in the class, rather than to be memorized. 
 The mere pronunciation of names is a difficult task for young 
 pupils. When teachers consider that the book Contains more 
 of detail than most adult heads can carry, they will perceive 
 the necessity of exercising common sense in the use of the 
 book. 
 
 VII. WRITING 
 
 In writing lessons, teachers should make use of the black- 
 board, all the members of the class attending to the same 
 thing at the same time. Important letters and principles of 
 the copy should be written on the board, both correctly and 
 incorrectly, to illustrate errors and excellencies. 
 
 In the first lessons on the slate, the teacher should begin 
 with easy words, including the simpler small letters and easy 
 capitals. The teacher will find that children can learn to 
 make easy capital letters quite as readily as small letters. 
 Attention should constantly be called to the relative propor- 
 tions of letters. When pupils begin to write with a pen, 
 especial attention must be given to the manner of holding it, 
 as a bad habit formed in the first year is corrected afterwards 
 with great difficulty. The skillful teacher will not be confined 
 to the order of copies in the several numbers of the author- 
 
GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 163 
 
 ized copy-books. In the grammar grades, specimens of 
 writing should be required and credited monthly. 
 
 VIII. SPEI/I/ING 
 
 Good spelling is an unmistakable sign of culture, and bad 
 spelling of the lack of it. 
 
 The orthography of the English language is so difficult that 
 it must receive a large share of the time and practice in any 
 course of instruction and in every grade. The spelling book is 
 only an aid to good spelling ; the main reliance for forming a 
 habit of correct spelling must be on the reading lessons, coni- 
 positions and other written exercises as provided throughout 
 the course. Written spelling is more valuable than oral, yet 
 the former must not be used exclusively. ' Both the eye and the 
 ear must lend their aid. 
 
 In oral spelling permit but one trial on a word. No assist- 
 ance whatever should be given to pupils by pronouncing sylla- 
 bles or by mispronouncing words to indicate the spelling, 
 Pupils should be required to pronounce each word distinctly, 
 after it is dictated by the teacher. Pronounce every word dis- 
 tinctly, in a natural tone of voice. The thundering volume 
 of the old-fashioned " spelling-tone " adds nothing to the effect 
 of a lesson in orthography. 
 
 IX. COMPOSITION 
 
 Exercises in writing compositions constitute the most prac- 
 tical part of grammar. 
 
 Copying reading lessons from the open book will be found a 
 
1 64 GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 
 
 valuable aid as an exercise in spelling, punctuation, the use of 
 capitals and divisions of paragraphs. These should be fol- 
 lowed by written abstracts of easy reading lessons from 
 memory. 
 
 No exercise is more important than that of letter-writing. 
 Particular attention should be given to the form of beginning 
 and ending ; the date ; paragraphs ; margin ; folding ; super- 
 scription ; sealing, etc. 
 
 If composition exercises are given frequently, it will be 
 impossible for the teacher to perform the drudgery of correct- 
 ing. Pupils should therefore be required to exchange exercises 
 and correct them in the class, under the direction of the teacher. 
 The exercise of criticism in correcting compositions is quite as 
 valuable to the pupil as the original one of writing them. All 
 corrected compositions should be re-copied in a small blank- 
 book. 
 
 X GOOD LANGUAGE 
 
 The correct use of language is a matter of habit rather than 
 of technical study of the rules of grammar. 
 
 It will be one of the arduous duties of every teacher, whether 
 in high or low grade classes, to correct, daily, the inaccuracies 
 of speech resulting from bad habits of pronunciation and in 
 the use of language. The teacher should use plain and pure 
 English, and require pupils to do the same. No provincialisms, 
 no slang, no careless or slovenly pronunciation, should be 
 allowed to pass unnoticed. Questions should be direct; 
 answers, concise. 
 
GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 165 
 
 XI. CHARACTER 
 
 The exercise of good principles confirmed into habit is the 
 true means of forming a good character. The moral faculties, 
 like the intellectual, need daily, development from the feeble 
 germs of childhood. Children do not learn arithmetic and 
 grammar merely by repeating rules and formulas ; neither will 
 they appreciate and assimilate the foundation principles of 
 right and wrong as rules of action merely by the process repeat- 
 ing mottoes and maxims. The moral faculties are of slow 
 growth ; they need daily culture and exercise until the habit 
 of right thinking and right doing is formed. There are evil 
 tendencies in the child's nature to be repressed ; there are germs 
 of good qualities to be warmed into life and quickened in their 
 growth ; and this is the work of skillful teachers during many 
 years of school life. 
 
 The selfishness of children is the greatest obstacle to moral 
 training. To teach self-denial and self-control must be the 
 constant care of the teacher. Every case of quarreling, cruelty, 
 fraud, profanity and vulgarity, should be made the occasion 
 of a moral lesson. 
 
 XII. MANNER 
 
 Good manners are intimately connected with good morals, 
 and teachers should improve every opportunity to teach civility 
 and courtesy. In the Primary schools teachers should give 
 particular instruction in the common rules of politeness. The 
 manners of children in their intercourse with schoolmates 
 should receive constant attention. The position of the pupil 
 
166 GENERAL INSTRUCTIONS TO PRINCIPALS AND TEACHERS 
 
 in his seat, his movements in and out of the room, his manner 
 of reciting, should all be carefully noticed. 
 
 No teacher can expect to make their pupils more civil or 
 more courteous than they show themselves to be. In dress 
 and in manner, they must be what they would have their pupils 
 become. 
 
COURSES OF STUDY 
 
 -OF THE- 
 
 HIGH SCHOOLS 
 
 Action of the Board of Education 
 
 At a meeting of the Board of Education, held June 22, 
 1892, the following orders were passed : 
 
 "1. That* book-keeping and music be stricken from the 
 course of study of the High Schools. 
 
 " 2. That drawing in the High Schools be made elective 
 by pupils instead of being compulsory upon all. 
 
 " 3. That the course in mathematics in the High Schools 
 be limited to the requirements for admission to the State 
 University of California. 
 
 "4. That the text-book in algebra' (Clark's) in the High 
 Schools be changed to Went worth's." 
 
 GEORGE BEANSTON, 
 
 Secretary. 
 
 REQUIREMENTS IN MATHEMATICS FOR ADMISSION TO THE 
 UNIVERSITY OF CALIFORNIA 
 
 [From the Register of the University, 1891.] 
 
 "1. ARITHMETIC Including the metric system. The tech- 
 nical parts of Commercial Arithmetic, viz.: banking, profit 
 and loss, commission, taxes, duties, stocks, insurance, exchange 
 and average of payments, are not insisted on. 
 
 167 
 
1 68 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 " 2. ALGEBRA. (a) To Quadratic Equations, including the 
 various methods of factoring, the theory of exponents, integral 
 and fractional, positive and negative, the calculus of radicals, 
 ratio and proportion. 
 
 (b) Quadratic Equations, hoth single and simultaneous, 
 their solution and their theory, including all the recognized 
 methods of solution and all equations reducible to the quadratic 
 form ; formation of equations from given roots. 
 
 " 3. PLANE GEOMETRY. (a) All of plane geometry, except 
 the metrical properties of regular polygons and the measure- 
 ment of the circle. 
 
 (b) The general properties of regular polygons, their con- 
 struction, perimeters and areas ; and the measurement of the 
 circle, including the different methods for determining the 
 ratio of the circumference to the diameter. 
 
 BOYS' HIGH SCHOOL 
 
 OL-HSSIOHL- OOURSE 
 
 JWNIOR 
 
 LATIN ........ Inductive Primer. Csesar's Gallic War, Book I. 
 
 Grammar ; Latin at sight ; Latin composition. 
 
 ENGLISH ..... Bulfmch's Age of Fable ; Longfellow's Evan- 
 geline ; Whittier's Snow Bound ; Scott's Lady 
 of the Lake ; Grammar ; Reading. 
 
 MATHEMATICS. Algebra. 
 
 HISTORY ..... Grecian History, seven months; Roman His- 
 tory, three months. 
 
 DRAWING ..... Freehand. 
 
 General exercises throughout the year. 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 169 
 
 TWIDDLE 
 
 LATIN Caesar's Gallic War, Books II, III, and IV ; 
 
 Cicero, six orations ; Sight Heading ; Latin 
 
 Composition. 
 GREEK Introductory Book and Grammar ; Xenophon's 
 
 Anabasis, Book I ; Greek Composition. 
 
 ENGLISH Alhambra ; The Newcomes ; Rhetoric. 
 
 MATHEMATICS . Plane Geometry. 
 
 HISTORY Roman History, five months ; European 
 
 Mediaeval and Modern, five months. 
 DRAWING. , .Instrumental. 
 
 LATIN .(Elective with German) Virgil's ^Eneid, six 
 
 books ; Latin Prosody ; Sight Reading ; Latin 
 
 Composition. 
 GREEK Xenophon's Anabasis, Books II, III and IV ; 
 
 Homer's Iliad, Books I and II; Greek Prosody; 
 
 Sight Reading; Greek Composition. 
 ENGLISH Shakespeare's Julius Caesar ; Lowell's Vision 
 
 of Sir Launfal ; Addison's Sir Roger de 
 
 Coverley ; Review of Grammar. 
 MATHEMATICS. Geometry, limited to the requirements for 
 
 admission to the University of California ; 
 
 Algebra to Quadratics. 
 HISTORY .... .European Mediaeval and Modern, five months ; 
 
 Civil Government, five months. 
 DRAWING.. .Instrumental. 
 
1 70 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 I,ATIN SCIENTIFIC COURSE 
 
 JUNIOR YEAR 
 
 LATIN Inductive Primer. Caesar's Gallic War, Book 
 
 I; Grammar; Sight Reading; Latin Compo- 
 sition. 
 
 ENGLISH Bulfinch's Age of Fables ; Evangeline ; Snow 
 
 Bound ; Lady of the Lake ; Grammar ; Reading. 
 
 MATHEMATICS . Algebra. 
 
 HISTORY Grecian History, seven months; Roman, three 
 
 months. 
 DRAWING . . Freehand. 
 
 LATIN Caesar's Gallic War, Books II, III and IV ; 
 
 Cicero, six orations ; Sight Reading ; Latin 
 Composition. 
 
 SCIENCE Physios. 
 
 ENGLISH Alhambra ; Newcomes ; Visions of SirLaunfal; 
 
 Sir Roger de Coverley ; Merchant of Venice ; 
 
 Rhetoric. 
 
 MATHEMATICS . Plane Geometry. 
 HISTORY Roman History, five months ; European Medi- 
 
 aaval and Modern, five months. 
 
 DRAWING. . .Instrumental. 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 171 
 
 SENIOR 
 
 LATIN ....... (Elective with German.) Virgil's JEneid, six 
 
 books ; Latin Prosody ; Sight Reading ; Latin 
 Composition. 
 
 SCIENCE ....... (Elective with German.) Chemistry. 
 
 ENGLISH ..... Shakespeare's Julius Csesar ; Hales' Longer 
 English Poems ; Burke's Speeches on America. 
 and Macauley's Essay on Warren Hastings. 
 Review of Grammar. 
 
 MATHEMATICS. Geometry limited to the requirements for 
 admission to the University of California ; 
 Algebra through Quadratics, five months. 
 
 HISTORY ..... European MediaBval and Modern, five months; 
 
 Civil Government, five months. 
 DRAWING.. .Instrumental. 
 
 SCIENTIFIC COURSE 
 
 JUNIOR YEAR 
 
 ENGLISH. ... . . . . Bulfinch's Age of Fable ; Longfellow's Evange- 
 
 line ; Whittier's Snow Bound ; Scott's Lady of 
 the Lake ; Grammar ; Reading. 
 
 MATHEMATICS . Algebra. 
 
 GERMAN Grammar and Reading ; Conversation. 
 
 SCIENCE Biology. 
 
172 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 HISTORY Grecian History, seven months ; Roman, three 
 
 Months. 
 
 DRAWING Freehand. 
 
 General Exercises throughout the year. 
 
 MIDDLE YEAR 
 
 ENGLISH Irving's Alhambra ; Scott's Lay of the Last 
 
 Minstrel ; Thackery's Newcomes ; Lowell's 
 Vision of Sir Launfal ; Addison's Sir Roger 
 de Coverley ; Shakespeare's Merchant of Venice; 
 Rhetoric. 
 
 GERMAN Reading and Conversation. 
 
 MATHEMATICS . Plane Geometry ; Algebra through Logarithms. 
 
 SCIENCE Physics. 
 
 HISTORY Roman History, five months ; European Medi- 
 
 seval and Modern, five months. 
 
 DRAWING. . .Instrumental. 
 
 SENIOR YEAR 
 
 ENGLISH Shakespeare's Julius Caesar ; Hales' Longer 
 
 English Poems ; Burke's Speeches on America, 
 and Macaulay's Essay on Warren Hastings ; 
 Rhetoric and Grammar. 
 
 MATHEMATICS . Plane Geometry, limited to the requirements 
 for admission to the University of California ; 
 Analytical Geometry. 
 
 SCIENCE Chemistry. 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 173 
 
 HISTORY European Mediseval and Modern, five months ; 
 
 Civil Government, five months. 
 
 DRAWING. , .Instrumental. 
 
 LIST OF TEXT = BOOKS FOR HIGH SCHOOL 
 
 ENGLISH Whitney's Essentials of English Grammar ; 
 
 Kellogg's Rhetoric ; Hales' Longer English 
 Poems ; Burke's Select Works by Payne, Vol. 
 1 ; Bulfinch's Age of Fable. 
 
 MATHEMATICS . Wentworth's Algebra. 
 
 LATIN Harper and Burgess' Inductive Latin Primer ; 
 
 Harkriess' Grammar ; Harkness' Caesar ; Hark- 
 ness' Cicero ; Allen and Greenough's Virgil ; 
 Collar's Latin Prose Composition. 
 
 GREEK White's First Lesson in Greek ; Goodwin's 
 
 Greek Grammar ; Goodwin's Anabasis ; John- 
 son's Homer's Iliad with Blake's Lexicon ; 
 Jones' Greek Prose Composition. 
 
 SCIENCE Rattan's Botany; Colton's Zoology ; Gage's 
 
 Physics ; Remsen's Chemistry. 
 
 HISTORY Myer's Eastern Nations and Greece ; Allen's 
 
 History of the Roman People ; Myer's Medi- 
 eval and Modern History ; Fiske's Civil Gov- 
 ernment of the United States. 
 
174 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 ENGLISH 
 
 JUNIOR YEAR 
 
 GRAMMAR Logic of the simple sentence and development 
 
 from it of the compound and the complex 
 sentence. Study of the relations denoted by 
 prepositions and conjunctions ; special study 
 of infinitives and participles. 
 
 EXPRESSION. . .Transposition of words and explanation of 
 passages. Anecdotes to be told from supple- 
 mentary reading. Frequent papers on narrative 
 and descriptive subjects chosen from the litera- 
 ture ; monthly essays involving definite com- 
 parative study of portions of text. Paraphrasing, 
 outlining and abstracting, both at sight and 
 written. Careful attention paid to punctuation 
 in all written work. Systematic study of per- 
 sonal and scenic description. Original sketches. 
 
 WORD WORK . Use of dictionary taught, including diacritical 
 marks and sounds of letters. Correct pro- 
 nunciation insisted upon. An understanding 
 of all terms in the text required; special 
 attention given to words recurring with differ- 
 ent meaning, and to discrimination between a 
 word and its nearest synonym. In extending 
 vocabulary, regard is had to grouping of words 
 based on meaning and etymology. 
 
 GENERAL Inculcate clearness, unity and directness in 
 
 DIRECTIONS, sentence-structure. Exposition of similes and 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 175 
 
 metaphors. Distinguish between poetry and 
 prose in object, form and diction. The pupils 
 should be introduced to the attractions of good 
 literature ; to accomplish this, choice selections 
 from the literature are memorized, and 
 encouragement is given to read more of the 
 authors taken up, and to individuals to con- 
 tinue on favorite lines. The whole question 
 of orderly and uniform arrangement of written 
 work should be settled during this year. 
 
 YEAR 
 
 RHETORIC Review sentential analysis, and give attention to 
 
 special constructions. The sentence considered 
 as to arrangement, unity and variety. Study 
 paragraphing and sequence of sentences. 
 Figures of Speech, elements and qualities of 
 style, as given in rhetoric. 
 
 EXPRESSION . .Abstract of text, discussions in class of ques- 
 tions suggested by the literature, and five- 
 minute talks on general subjects previously 
 assigned. Review narrative and descriptive 
 composition ; introduce character sketches and 
 exposition. 
 
 Give attention to business and social forms 
 in letter-writing. Action or event suggested, 
 pupils to supply motion ; outline of plots. 
 Argumentative essays upon subjects suggested 
 by literature and current events. 
 
 WORD WORK .Call attention to English, Latin, Greek and 
 Norman-French elements in diction. Sys- 
 
176 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 tematic word-analysis, and grouping of words 
 from the same radical. Discrimination of 
 synonyms. Development of different meanings 
 in the word. In Sir Roger de Coverley call 
 attention to those words that differ from their 
 present meaning. 
 
 SENIOR YEAR 
 
 RHETORIC Varieties of discourse. Versification. 
 
 GRAMMAR Comprehensive review of structure and forms. 
 
 Shakespearean syntax. 
 
 EXPRESSION . .Discussion of subjects in literature, and short 
 talks upon matters of general interest. 
 
 Structural analysis of poems. Themes in 
 different varieties of discourse ; special atten- 
 tion to management of themes in argumentation 
 and persuasion. 
 
 WORD WORK . Careful study of the diction of an author. The 
 derivation, changes in meaning, and the present 
 use of important words. 
 
 GENERAL Throughout the course pupils are required to 
 
 DIRECTIONS. keep a corrected list of words misspelled in written 
 work. Regular exercises are had in ortho- 
 graphy from list of words selected from the 
 literature and words in common use. 
 
 Record of daily work to be kept in small 
 note-book ; larger book to contain specimens 
 of each important kind of work. 
 
 A systematic course of reading, arranged to 
 x supplement the class work, and to awaken 
 individual interest in good literature, accom- 
 panies the work of each year. 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 177 
 
 I,ATIN 
 
 JUNIOR YEAR 
 
 CESAR'S GALLIC WAR, Book I. Read critically the last three 
 months. Book V, 20 pages at sight. In 
 connection with the assigned lesson, daily 
 work is given on the blackboard in review of 
 forms, modifications, in fact, all the elementary 
 work. This, with a short weekly written exer- 
 cise on the class work, holds every pupil 
 accountable for a certain amount of work. 
 Position of words in relation to emphasis in 
 the Latin sentence taught. Attention called 
 to the difference in use of common synonymous 
 words. Csesar's campaigns closely followed on 
 the map. 
 
 In SIGHT READING pupils trained to gather 
 the thought from the Latin order of words. 
 
 HARKNESS' LATIN GRAMMAR is used as a basis for refer- 
 ence ; but pupils are early trained to appre- 
 ciate at once the power of connecting words 
 and the relations of case-endings, and are 
 expected to show grammatical construction 
 in their translation, so far as it is compatible 
 with good English. 
 
 COLLAR'S LATIN PROSE taken up on the completion of the 
 Beginner's Book, and carried on simultaneously 
 with Caesar. The Seven King's of Rome and 
 Nepo's Miltiades are completed Junior Year. 
 
178 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 Plan of the book followed as regards oral and 
 written work, all oral work being given to the 
 class with closed books. Special pains taken 
 to have the Latin idioms ^distinguished, under- 
 stood and imitated. 
 
 YEAR 
 
 CAESAR'S GALLIC WAR, Books II, III and IV; rest of Book 
 V and Book VI at sight. (Portions of Nepo's 
 may be substituted for the Caesar in sight 
 reading.) Continuation of other methods used 
 in the Junior Year. 
 
 CICERO Six orations ; one additional oration at sight, or 
 sight reading from Sallust's Catiline. Usual 
 critical work on text. Careful study of verb 
 forms. Contemporaneous history ; study of 
 author's style of oratory and power in arrange- 
 ment of words and sentences. Passages com- 
 mitted to memory and delivered in the original 
 to show power of author. Accustom pupils to 
 get the thought of the Latin sentence from a 
 running survey. Have Latin discourse read 
 to the class to cultivate this habit. 
 
 COLLAR'S LATIN PROSE, Parts III and IV. Method of work 
 same as in Junior Year. 
 
 SENIOR YEAR 
 
 VIRGIL'S ^ENEID Six books. Translation at sight of two 
 books of the ^Eneid, or all the Eclogue ; or 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 179 
 
 1,000 lines of Ovid. Rules of scansion and 
 quantity. Irregular forms. Grammatical rules 
 thoroughly understood. Knowledge of refer- 
 ence in text. Power of accurate and elegant 
 translation cultivated. Life of Virgil and con- 
 temporaneous history. Source of material with 
 a good idea of mythology. Synonyms. Figures 
 of speech. Etymology. Committing to memory 
 passages of beauty and power, and cultivation 
 of ability to recognize such passages, 
 
 COLLAR'S LATIN PROSE completed ; additional exercises from 
 other Latin Prose Books ; Reviews of important 
 parts ; Selections from various authors dictated 
 in idiomatic English", to be translated into 
 idiomatic Latin. 
 
 GREEK 
 
 WHITE'S GREEK LESSONS furnishes the material for elementary 
 work in the study of the Greek language. The 
 first term of Middle Year is devoted to a careful 
 study of this text-book and to such supple- 
 mentary practice as will insure a thorough 
 knowledge of forms. The acquirement of a 
 vocabulary and a study of the order of words 
 by careful reference to the Greek itself, suffi- 
 cient to enable the pupil to translate brief 
 sentences from the Greek to English and vice 
 versa, constitute a feature of this term's work. 
 Simplified selections adopted from Xenophon 
 are given near the close of the term, that the 
 transition from the lessons to the text of the 
 
i8o COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 Anabasis may be less difficult. During the 
 second term of Middle Year the first book of 
 the Anabasis is finished and Jones' Greek Prose 
 Composition begun. Particular attention is 
 now given to the syntax and structure of the 
 sentence and to development of accuracy in 
 translating the thought of the author into 
 smooth, idiomatic English. 
 
 Xenophon is the author to be studied during 
 the first term of Senior Year. The class will 
 read the second, third and fourth books of the 
 Anabasis and continue Jones' Composition. 
 The conditional sentence and indirect discourse 
 are now more critically studied. A constant 
 study of the principal parts of verbs, peculiari- 
 ties of declension and the syntax of the grammar 
 is required. The last term of Senior Year is 
 devoted to the study of the Iliad of Homer. 
 The student is required to note carefully the 
 forms peculiar to the Epic dialect, and to give 
 the corresponding Attic forms. Scansion is 
 studied and due attention given to all historical 
 and mythological allusions and figures of 
 speech. Exercises in sight reading are given 
 throughout the course for the purpose of 
 developing ease and fluency in translating. It 
 is hoped that the study of the classics will not 
 be viewed by the pupil as mere mechanical 
 labor, but that such an interest will be awakened 
 that " the brain and the heart will work with 
 eye and ear, intelligence with memory, to 
 develop that sense of power which is one of the 
 chief sources of power itself." 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 181 
 
 MATHEMATICS 
 
 JUNIOR YEAR 
 
 ALGEBRA. The aim of the work in the Junior Year is the 
 acquirement of a thorough proficiency in deal- 
 ing with the process of Elementary Algebra. 
 The amount of work to be performed includes 
 the usual fundamental rules, factoring, H. C. F., 
 L. C. M., fractions, exponents including integral 
 and fractional, positive and negative exponents ; 
 involution, evolution, radicals of the second, 
 and of higher degrees, their transformation 
 and the operations upon them ; imaginary 
 quantities of the second degree and equations 
 of the first degree. 
 
 PLANE GEOMETRY. The object of the work in Plane Geometry 
 during the Middle Year, is the study of plane 
 figures, their properties, constructions and 
 measurements, the development of the reasoning 
 faculties, the unhesitating, accurate application 
 of fundamental principles, the investigation 
 and solution of supplementary theorems and 
 problems, and to show the mutual dependence 
 of different branches of mathematics. 
 
 The purely geometrical work is equivalent 
 to the first five books of the usual text-books 
 
1 82 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 on this subject, and together with the supple- 
 mentary work in algebraic geometry will give 
 the pupil a thorough and comprehensive work- 
 ing knowledge of this part of the subject. 
 
 In order that the pupil may acquire special 
 skill in the solution of the original theorems, 
 both the analytical and the synthetical methods 
 of demonstration are constantly employed. 
 The pupil is encouraged to use compasses and 
 rule in order to establish for himself by means 
 of observation such of the more important 
 geometrical facts as are in constant use. The 
 closest attention is paid to the enunciation of 
 theorem, the hypothesis, and the conclusion, 
 and to the statement of the converse. All 
 means are adopted to impress upon the pupil 
 the absolute necessity of strictly logical thought. 
 
 The thorough comprehension of a theorem 
 is secured by the removal, if possible, of exist- 
 ing restrictions in the statement, or in the 
 conditions assumed. The mutual dependence 
 of different branches of mathematics, is made 
 clear by the algebraic solution and discussion 
 of carefully selected geometrical problems. 
 Throughout the course careful attention is paid 
 to practical applications of the subject in 
 architecture, engineering and mechanics. 
 
 SCIENTIFIC COURSE 
 
 ALGEBRA. Aside from the mental discipline to be derived 
 from the course, a solid foundation is laid for 
 the subsequent mathematical work of the pupil; 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 183 
 
 special care beiug devoted to those who intend 
 to pursue mathematical lines of study. 
 
 SENIOR YEAR 
 
 ClyASSICAI, AND I,ATIN SCIENTIFIC COURSES 
 
 ALGEBRA. The purpose, amount and method of the work 
 during the senior year are the same as indicated 
 for the scientific students in the mi4dle year. 
 
 REVIEW OF PLANE GEOMETRY. 
 
 SCIENCE 
 
 BIOLOGY. The work in Biology consists of Zoology, including 
 some comparative Physiology and Botany. The 
 work of Zoology is entirely practical and 
 intended to develop the power of close observa- 
 tion. Some of the smaller animals are put into 
 the hands of the pupils, and under the direction 
 of the teacher the pupils are required to make 
 their own dissections and drawings, taking full 
 notes of what they see themselves, not of what 
 they can learn from other sources. These notes 
 are afterwards expanded into a full description 
 of the animal studied. The only assistance 
 given by the teacher is in the way of systema- 
 
1 84 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 tizing the work and furnishing such technical 
 terms as may be necessary. No attempt is made 
 to teach the classification of animals other than 
 by resemblances and differences which the pupils 
 themselves can recognize. For illustrations in 
 Physiology, the school possesses White's Physi- 
 ological Manikin and two sets of wall charts. 
 In Botany no text-book is used, except for the 
 purpose of classification, and no attempt made 
 to teach structural botany, or any part of it, 
 except as necessarily incidental to the classifi- 
 cation of the plants studied. The object aimed 
 at in the exercise is not to teach as much as 
 practicable about plants, but to diminish the 
 influence of the memorizing habit, change 
 pupils' views of the purpose of text-books and 
 increase the natural liking for direct methods 
 of study. 
 
 The collection of plants is all done by the 
 pupils. In the time allowed, about fifty species 
 are studied. 
 
 PHYSICS. In Physics the pupils perform about two hundred 
 and fifty of the experiments suggested in the 
 text-book. An experiment is assigned to each 
 scholar, and he is expected to make the neces- 
 sary preparations out of school hours and to 
 perform the experiment in recitation, making 
 such explanations as may be necessary to show 
 its purport. Each scholar also has an oppor- 
 tunity to perform a few simple experiments 
 calling for quantitative results in the laboratory. 
 These experiments have been shown to the class 
 in recitation by some pupil. But most scholars 
 need to do the work themselves in such subjects 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 185 
 
 as specific gravity, accelerated motion, the pen- 
 dulum and heat. 
 
 CHEMISTRY. In chemistry the scholars perform in recitation 
 about two hundred experiments suggested by 
 the text-book. The place of assignment being 
 like that used in Physics, about one-half of these 
 are selected for laboratory work. These are 
 divided into groups convenient for one day's 
 work, and each scholar assigned days for per- 
 forming them. In this part of the course two 
 scholars work together, but are expected to write 
 their notes independently of each other. After 
 the conclusion of this part of the work the 
 scholars analyze (qualitatively) as many solu- 
 tions, etc., as the time remaining may allow 
 perhaps about twenty. 
 
 During school hours each pupil is required 
 to work in the laboratory one hour and a half 
 each week, and the laboratory is open two hours 
 every school day, out of school hours, as the 
 time allotted during session hours is found 
 quite insufficient for the work. 
 
 HISTORY 
 
 OUTLINE OF WORK 
 
 JUNIOR YEAR. For the first seven months the study of Greece 
 from the earliest times to the break-up of the 
 Alexandrian empire ; for the last three months 
 the history of Rome to the struggle with Han- 
 nibal. Methods of study are carefully perfected 
 in this year. The'leading features brought out 
 
1 86 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 in the study of Greece are the position of Greece 
 with respect to ancient civilization, enough work 
 being done on Egypt, Phoanicia and the East to 
 give a background to Hellenic development ; 
 the qualities of Greek genius estimated through 
 its great work in art, literature and in the 
 defence of liberty ; the character and influence 
 of leading men ; and the characteristics of 
 domestic life. Careful study is made of the 
 institutions that illustrate the Greek city-state 
 in internal organization and outside relations. 
 The beginning made in the history of Rome 
 brings out the geographical features of Italy, 
 the relative positions of the races competing 
 for mastery, the advantage of the Roman city 
 in position and organization leading to early 
 supremacy, the development from the monarchy 
 into the republican city and the extension of its 
 dominion over peninsular Italy and the adjacent 
 sea and islands. 
 
 MIDDLE YEAR FIRST TERM. Study of Rome to the disso- 
 lution of the Empire. The leading features 
 brought out are the struggle with Carthage 
 leading to the occupation of Spain, retaliation 
 on eastern kingdoms and alliances with smaller 
 states ; contact of Romans with the Hellenic 
 world, resulting in the translating of Greek 
 ideas to Italy and the pacification of the Eastern 
 region under Roman power ; the development 
 of the provincial system leading to new aristo- 
 cractic elements and the decay of the peasant 
 burgesses, disorder and civil strife; the changes 
 in the military system ; the collapse of the 
 Republican administration and improvement 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 187 
 
 made through the intervention of Caesar and 
 the establishment of the empire. Thorough 
 study of the empire is made as the outcome of 
 previous organizations and the last and greatest 
 work of antiquity. Attention is given to the 
 productions of the Romans in literature, and 
 relations to Greek Literature are traced. 
 
 SECOND TERM. Europe in the middle ages. This work 
 includes inquiry into the condition and quali- 
 ties of the Germanic tribes, mapping out of their 
 great migration, their Christianizing and set- 
 tlements within the empire ; the alliance of 
 the Franks with Home ; the extension of 
 Mohammedanism and its defeat in the west ; 
 the careful study of the empire of Charles the 
 Great ; migration of Scandinavians leading to 
 new elements in the growing kingdom ; the 
 rise of feudal organizations ; the crusades 
 leading to new activities, and the formation of 
 distinctly national Governments in the West. 
 
 SENIOR YEAR FIRST TERM. Modern European history. As 
 the field of study broadens, attention is cen- 
 tered 011 the leading national developments. 
 The study includes the revival of learning 
 closely observed ; western advancement through 
 geographical discovery and new avenues of 
 commerce ; the decline of feudal organization 
 leading to centralized kingdoms ; the ascend- 
 ancy of Spain and the Empire of Charles the 
 Fifth ; the religious wars ; the decline of the 
 Germanic Empire completed with the Thirty 
 Years' War; the leadership of France under 
 
1 88 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 absolutism ; the defeat of absolutism in Eng- 
 land ; the rivalry of Prussia and Austria ; the 
 political changes introduced by the French 
 Revolution and some inquiry into the new 
 problems set by the material advancement of 
 the present century. 
 
 SECOND TERM. Study of Government of the United States ; 
 commenced with the simplest local organiza- 
 tions and including City, County, State and 
 Federal Institutions with a view towards origin, 
 objects and mere practical relation. The forms 
 and the scope of State law are studied, and 
 also some features of the State Constitution. 
 Thorough study is made of the Federal Con- 
 stitution, and as much of its history taken up 
 as the time may permit. 
 
 GENERAI, PURPOSES 
 
 The aims of the department are to enable pupils to acquire 
 sufficient information regarding the nations studied for an 
 appreciation of their historic development ; to give acquaint- 
 ance with the main sources of historical knowledge and an 
 idea of the field of historical literature in English ; and to 
 train pupils to reduce historical events to their underlying 
 causes. 
 
 METHODS. A text-book is placed in the pupil's hands to 
 supply the facts of information. Work is 
 assigned by definite subjects or questions. 
 Collateral references extend the view and correct 
 impressions. Original material is introduced 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 189 
 
 through print and dictation, and is made the 
 basis of individual judgment. Recitation tests 
 the accuracy and fullness of the pupil's infor- 
 mation and trains him in clearness of conception 
 and thought. Periods are reviewed according 
 to written form designed to help in power to 
 generalize. A note-book is kept in whicji are 
 preserved the most valuable papers of the 
 pupils' own production, as typical views, maps 
 showing special features and some of the 
 results of collateral reading. 
 
 DRAWING 
 
 The work in drawing, besides furnishing an excellent 
 course in itself, directly supplements the Mathematical work. 
 
 JUNIOR YEAR 
 
 FREEHAND DRAWING. One view, drawing of models. 
 Projections of simple objects. 
 Isometric projections of simple objects. 
 
 MIDDLE YEAR 
 
 INSTRUMENTAL DRAWING. Geometrical problems. Projec- 
 tions, with paper developments. Drawings in 
 architecture and 
 
1 90 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 SENIOR YEAR 
 
 INSTRUMENTAL DRAWING. Sketching in projections of struc- 
 tures. Making of plans and elevations from 
 sketches. Working drawings of structures, 
 buildings, machines, etc. Perspective. 
 
 GENERAI, RUI,ES 
 
 STUDY. At least one hour a day shall be set apart for study 
 in school. 
 
 " SEC. 133. In High Schools, Principals must direct the 
 heads of departments, and other department teachers, to so 
 assign lessons in their respective departments that the total 
 time required for home study by pupils of average ability 
 shall not exceed three and a half hours daily." 
 
 Rules of the Board. 
 
 DRAWING. At least one hour a week shall be set apart for 
 drawing in school, and more than that time 
 may be taken if the Principal of the school can 
 arrange to allow it. 
 
 The course in drawing shall be under the 
 direction of a special teacher in drawing. 
 (Drawing elective by pupils.) 
 
 PHYSICAL CULTURE. In the Boys' High School military drill 
 shall be a part of the training in physical 
 culture. 
 
 ' In the Girls' High School, instruction shall 
 be given in light gymnastics by a special 
 teacher in physical culture. 
 
 GENERAL EXERCISES throughout the year. 
 
 ELOCUTION in Girls' High School one lesson a* month. 
 
BOYS' HIGH SCHOOL 
 
 191 
 
 
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192 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 GIRLS' HIGH SCHOOL 
 
 CIvASSICAI, COURSE 
 
 JUNIOR 
 
 LATIN ........ Inductive Primer, Caesar's Gallic War Books 
 
 5 times a week III and IV, and Latin Composition. Also Sight 
 Reading. 
 
 ENGLISH ....... Lady of the Lake, Snow Bound, Evangeline, 
 
 5 times a week Bulfmch's Age of Fable. 
 
 HISTORY ...... Grecian during the first seven months, and 
 
 3 times a week Roman the last three months. 
 
 MATHEMATICS . Algebra to Fractional Equations. 
 
 4 times a week 
 
 SCIENCE (opt.).Botany, no home study. 
 Twice a week 
 
 LATIN Books I and II of Caesar's Gallic War, Six Ora- 
 
 Stimesaweek^ tions of Cicero, and Latin Composition. Sight 
 Reading. 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 193 
 
 GREEK. Greek Lessons, Book I of Xenophon's Anabasis, 
 
 5 times a week and Greek Composition. 
 ENGLISH Alhambra, Newcomes, Merchant of Venice, 
 
 3 times a week Rhetoric. 
 HISTORY Roman, first half, European Mediaeval, last half. 
 
 3 times a week 
 
 MATHEMATICS . Plane Geometry. 2 books. Algebra to Quad- 
 
 4 times a week f atics. 
 
 SENIOR 
 
 LATIN ....... Six Books of the ^Eneid with Prosody, and 
 
 5 times a week Latin Composition. Sight Reading. 
 GREEK ....... Books II, III and IV of the Anabasis, Books I 
 
 5 times a week and II of the Iliad, and Greek Composition. 
 
 Sight Reading. 
 ENGLISH ....... Julius Csesar, Lowell's Vision of Sir Launfal, 
 
 3 times a week and Addison's Sir Roger de Coverley. Grammar 
 
 Review. 
 HISTORY ....... European Modern, first half ; Civil Government, 
 
 3 times a week second half. 
 
 MATHEMATICS . Plane Geometry, 3d, 4th and 5th Books. Alge- 
 
 4 times a week bra completed . 
 
 I,ATIN SCIENTIFIC COURSE 
 
 JUNIOR YEAR 
 
 LATIN Inductive Primer, Books I and II of Csesar's 
 
194 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 5 times a week Gallic War and Latin Composition. Also Sight 
 
 Reading. 
 
 MATHEMATICS . Algebra to Fractional Equations. 
 4, times a week 
 
 ENGLISH Lady of the Lake, Lay of the Last Minstrel, 
 
 5 times a week Snow Bound, Evangeline, Bulfinch's Age of 
 Fable. Grammar. Reading. 
 
 HISTORY Grecian during the first seven months, and 
 
 3 times a week Roman the last three months. 
 SCIENCE (opt.). Botany, no home study. 
 
 Twice a week 
 DRAWING. . . .elective. 
 
 YEAR 
 
 LATIN Books I and II of Csesar's Gallic War, Six Ora- 
 
 5 times a week tions of Cicero and Latin Composition. Sight 
 Reading. 
 
 SCIENCE Physics. 
 
 4 times a week 
 
 MATHEMATICS . Plane Geometry, 2 Books. Algebra to Quad- 
 4 times a week ratics. 
 ENGLISH ..... Merchant of Venice, Newcomes, Sir Roger de 
 
 4 times a week Coverley, Alhambra, and Julius Caesar. Rhetoric. 
 HISTORY. ... . . .Roman, first half ; European Mediaeval, second 
 
 3 times a week half. 
 
 DRAWING Freehand elective. 
 
 Once a week 
 
 SENIOR YEAR 
 
 LATIN . Six books of the JEneid with Prosody, and 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 195 
 
 5 times a week. Latin Composition. Sight Reading one period 
 a week. 
 
 Science Chemistry 
 
 4 times a week 
 
 MATHEMATICS . Plane Geometry 3d, 4th and 5th Books first 
 
 4timesaweek half; Algebra completed. 
 
 ENGLISH Hales' Longer English poems, Vision of Sir 
 
 4 times a week. Launfal, Burke's Speeches on America, and 
 Macaulay's Essay on Warren Hastings. Rhe- 
 toric and review of Grammar. 
 
 HISTORY European Modern, first half; Civil Government, 
 
 3 times a week second half. 
 
 SCIENTIFIC COURSE 
 
 JUNIOR YEAR 
 
 SCIENCE Zoology and Botany. 
 
 4 times a week 
 
 MATHEMATICS . Algebra to Fractional Equations. 
 
 4 times a week 
 
 ENGLISH Lady of the Lake and Lay of the Last Minstrel, 
 
 5 times a week Snow Bound, Evangeline, Bulfinch's Age of 
 
 Fable. 
 
 HISTORY Grecian, during first seven months ; Roman, 
 
 3 times a week the last three months. 
 
 SCIENCE Physics. 
 
 4 times a week 
 
196 COURSES OF STUDY OF THE HIGH SCHOOLS 
 
 MATHEMATICS . Plane Geometry, 2 books ; Algebra to Quadratic 
 
 5 times a week Equations. 
 ENGLISH Merchant of Venice ; Newcomes ; Sir Roger de 
 
 5 times a week Coverley ; Alhambra ; Julius Caesar ; Vision of 
 
 Sir Launfal ; Rhetoric. 
 HISTORY .... Roman, first half ; European Mediaeval, last 
 
 4 times a week half. 
 
 SENIOR YEAR 
 
 SCIENCE Chemistry. 
 
 4 times a week 
 
 MATHEMATICS . Plane Geometry," 3d, 4th and 5th books, and 
 
 5 times a week Algebra, Completed. 
 
 ENGLISH Hale's Longer English Poems, Vision of Sir 
 
 5 times a week Launfal, Burke's Speeches on America, and 
 Macaulay's Essay on Warren Hastings. Rhet- 
 oric and Grammar. 
 
 HISTORY European Modern, first half ; Civil Government, 
 
 4 times a week second half. 
 
 LIST OF TEXT- BOOKS FOR HIGH SCHOOL 
 
 ENGLISH Whitney's Essentials of English Grammar ; 
 
 Kellogg's Rhetoric ; Hales' Longer English 
 Poems ; Burke's Select Works by Payne, Vol. 
 . 1 ; Bulfinch's Age of Fable. 
 
 MATHEMATICS. Wentworth's Algebra. 
 
 LATIN Harper and Burgess' Inductive Latin Primer ; 
 
 Harkness' Grammar ; Harkness' Caesar ; Hark- 
 
COURSES OF STUDY OF THE HIGH SCHOOLS 197 
 
 ness' Cicero ; Allen and Greenough's Virgil ; 
 Collar's Latin Prose Composition. 
 
 GREEK. White's First Lesson in Greek; Goodwin's 
 
 Greek Grammar ; Goodwin's Anabasis ; John- 
 son's Homer's Iliad with Blake's Lexicon ; 
 Jones' Greek Prose Composition. 
 
 SCIENCE Rattan's Botany; Colton's Zoology ; Gage's 
 
 Physics ; Remsen's Chemistry. 
 
 HISTORY Myer's Eastern Nations and Greece ; Allen's 
 
 History of the Roman People ; Myer's Medi- 
 aeval and Modern History ; Fiske's Civil Gov- 
 ernment of the United States. 
 
 NORMAL DEPARTMENT 
 
 I. Methods of Teaching. 
 
 II. Elementary Science, including Entomology. 
 
 III. Lessons on the San Francisco Course of Study. 
 
 IV. Methods in Arithmetic, Grammar and Composition. 
 V. Freehand Drawing. 
 
 VI. Kindergarten Work. 
 VII. Light Gymnastics. 
 VIII. Psychology Gordy. 
 
 IX. Practice in teaching as a student teacher in the 
 public schools four months in the year. 
 
198 GIRLS' HIGH SCHOOL 
 
 METHODS OF INSTRUCTION ARRANGED BY DEPARTMENTS 
 
 SCIENCE 
 
 BIOLOGY. The student is encouraged to apply what he has 
 previously learned of the subject in the 
 grammar school, in making and recording 
 observations, not only upon his own eye, ear, 
 mouth, etc., but also upon the brain, stomach 
 and other internal organs of animals that can 
 be obtained from the market in sufficient 
 quantities for individual work. The relation 
 of the various organs to each other is shown 
 by means of an Auzoux manikin. 
 
 ZOOLOGY. Specimens of sponge and corals, starfishes, sea 
 urchins, earth worms, clams, oysters, mussels, 
 abalone shells, shrimps, sand crabs, grass- 
 hoppers, flies, tree toads and sardines or smelts, 
 were put into the hands of each of the students 
 this year, and they were required to make 
 drawings and write descriptions of what they 
 had themselves observed while in the laboratory. 
 
 The observations and notes made upon the 
 above typical animals under each group were 
 employed in giving the students an idea of the 
 whole animal kingdom. To acquaint the 
 students with a greater variety of forms, visits 
 are made to the museum of the Academy of 
 Science from time to time. 
 
 BOTANY. The students study leaves, stems, buds, roots, 
 
GIRLS' HIGH SCHOOL 199 
 
 flowers, etc., until they become fairly acquainted 
 with the gross anatomy of the higher plants, 
 and have acquired some power in the direction 
 of observation, discrimination, comparison and 
 botanical terminology. To encourage closer 
 observation and to ascertain how much has 
 been accomplished in this direction, much is 
 made of drawing and something of coloring. 
 Aside from the regular class work, each student 
 undertakes the life history of some plant or 
 some other botanical subject, the teacher put- 
 ting such questions as will encourage her to 
 investigate and experiment by herself. Thus 
 far, the plants studied have been raised at 
 home, but there will be sufficient space for a 
 botanical garden in the grounds of our new 
 high school. About ten weeks are given to the 
 study of the plant relations, i. e., classification. 
 Botanical excursions are made to gather 
 material and to study the habitats of plants. 
 The Phanerogamia receive most attention, but 
 to give a more comprehensive view of the plant 
 world, a chlorophyll and a non-chlorophyll- 
 bearing plant, under each of the six lower 
 divisions, is selected for study. The pupils 
 examine these under the microscope and learn 
 their structure and peculiarities. In this con- 
 nection, the teacher explains the minute 
 anatomy and physiology and some of the 
 simpler chemical and physical changes that take 
 place in the process of growth. 
 
 PHYSICS. General aims. 1. To impart information regard- 
 ing the fundamental principles of the subject 
 and their familiar applications. 2. To lead 
 
200 GIRLS' HIGH SCHOOL 
 
 pupils to observe phenomena, to draw deduc- 
 tions and to express the results of their work 
 clearly and accurately. The students work an 
 hour and a half in the laboratory each week. 
 The collective system of conducting laboratory 
 work is generally found more satisfactory in 
 that the teacher directs all at once. The 
 pupils work and write out about forty experi- 
 ments, mainly on the subjects suggested in the 
 pamphlet sent out by the Harvard University 
 for the use of teachers preparing students for 
 the entrance examination in Physics. These 
 experiments are somewhat modified, and the 
 pupils are furnished with hektographic copies. 
 Under each subject, the laboratory work pre- 
 cedes the text-book study, and this is made the 
 basis of the introductory class work. 
 
 To encourage independence, the separate 
 system is employed in doing many of the two 
 hundred and fifty experiments laid down in 
 the text-book, the pupils taking turns in pre- 
 senting them before the class. 
 
 CHEMISTRY. The pupils work in the laboratory an hour and a 
 half each week. 
 
 In addition to the work in general chemistry, 
 sufficient practice is given in qualitative 
 analysis to enable the pupil to detect the 
 metals and acids present in a simple unknown 
 solution. 
 
 On account of their industrial importance in 
 this State, several metals receive special atten- 
 tion, and the pupils visit the mining bureau to 
 become acquainted with the ores of such 
 metals. The pupils are also taken to the gas 
 
GIRLS' HIGH SCHOOL 201 
 
 and chemical works that they may see how 
 chemical operations are conducted on a large 
 scale. 
 
 MATHEMATICS 
 
 The first object in the w r ork in Mathematics is to give pupils 
 who will be confined to elementary courses in 
 Algebra and Geometry the mental discipline 
 and the practical knowledge which these sub- 
 jects afford. 
 
 The second object is to lay a solid foundation 
 for advanced work in Mathematics. 
 
 JUNIOR YEAR 
 
 In connection with Algebra, the corresponding topics of 
 Arithmetic are reviewed, to lead the pupils to 
 see that Elementary Algebra is generalized 
 Arithmetic. 
 
 Exercises in Mental Algebra are given to 
 strengthen the power of attention, and to 
 secure rapidity of mental work. 
 
 While such deductions and explanations are 
 required as will enable the pupils to under- 
 stand the different topics and to acquire 
 methods of reasoning, the special aim of the 
 course in Algebra in the Junior Class is to train 
 the pupils in rapid and accurate work. 
 
 PLANE GEOMETRY. The subject of Plane Geometry is com- 
 menced without the use of the text-book, by 
 the development method, through which the 
 pupil is led to state and demonstrate the first 
 theorems. 
 
 While the text-book work cultivates habits 
 of exact reasoning and precision and clearness 
 
202 GIRLS' HIGH SCHOOL 
 
 of expression, the greater and the more import- 
 ant part of the work of Plane Geometry is in 
 the exercises for original demonstration, and 
 in the impromptu exercises. These exercises 
 cultivate the power of observation as well as 
 that of sustained and independent reasoning. 
 
 The method of attacking the Exercises by 
 Analysis is taught as early as possible. 
 
 Subjects are assigned for special investiga- 
 tion. Much work is done in discussion, in 
 generalization, in the application of algebraic 
 analysis to the solution of problems, and in 
 the geometric construction of algebraic expres- 
 sions. 
 
 ALGEBRA 
 
 A review of the work in Algebra of the Junior year, supple- 
 mented by discussions of the following subjects: 
 The laws of operation ; factoring, especially as 
 applied to the solution of equations ; the theory 
 of exponents ; the binomial theorem ; surds 
 and imaginaries. Quadratic equations, both 
 single and simultaneous ; their solutions and 
 properties. Composition of the quadratic 
 equation. Equations reducible to the quad- 
 ratic form. Ratio and proportion. 
 
 I,ATIN 
 
 JUNIOR YEAR 
 
 COLLAR'S LATIN PROSE. Twenty lessons devoted to reading 
 the Seven Kings of Rome ; accompanying 
 
GIRLS' HIGH SCHOOL 203 
 
 Dicenda given daily. Acquaintance with sim- 
 ple Latin prose desirable before attempting 
 any written composition. Pupils taught to 
 translate by phrases instead of by single words, 
 and required to reproduce Latin idioms orally, 
 English equivalents given. 
 
 GALLIC WAR, Books III and IV, read carefully during 
 the last four months. Thorough drill upon 
 fundamental principles in syntax and constant 
 review in inflections. Peculiarities of diction 
 and sentence structure noted. Attention called 
 to difference in use of synonyms. Occasional 
 dictation exercises in Latin . Five to ten minutes 
 given daily to review in reading without trans- 
 lation, for the purpose of understanding the 
 spirit of the Latin language. In connection 
 with review, exercises in written composition 
 daily for practice in Latin construction, observ- 
 ing carefully order of words. As pupils 
 advance, a great many selections in Collar's 
 Latin Prose read at sight with comparative ease. 
 
 HARKNESS' LATIN GRAMMAR used as text-book in connection 
 with Csesar. 
 
 YEAR 
 
 CAESAR'S GALLIC WAR, Books I and II ; Book V at sight. Plan 
 commenced in Junior Year with regard to syn- 
 tax continued. Drill in changing indirect to 
 direct discourse and vice versa based on text of 
 Caesar. 
 
 CICERO. Four Catilinian Orations, Maiiilian Law and Archias 
 
2o 4 GIRLS' HIGH SCHOOL 
 
 studied on same lines laid down for Caesar. 
 Special attention to oratorical style and arrange- 
 ment. Author's life and contemporaneous his- 
 tory. Passages committed to memory. One 
 oration at sight. Frequent reading of the orig- 
 inal. 
 
 COLLAR'S LATIN PROSE, Parts III and IV, with supplementary 
 work from Daniell. Particular effort made to 
 have pupils readily reproduce English sentences 
 into idiomatic Latin. Constant drill in oral 
 and written composition with attention to con- 
 tinuous discourse. 
 
 SENIOR 
 
 VIRGIL'S J^NEID. First six books. Translation of the Eclogues 
 at sight, also of miscellaneous prose selections. 
 
 Work continued in directions already indicated 
 with special attention to irregular forms and 
 etymology. Rules of quantity and scansion 
 with constant reading of the Latin to accustom 
 pupils to the classical rhythm. Poetical style 
 studied and compared with prose style of Cicero 
 and Ca3sar with special reference to diction. 
 
 References and mythological allusions in text 
 studied. Knowledge of Virgil's life and con- 
 temporaneous history. Striking passages com- 
 mitted to memory. 
 
 COLLAR'S LATIN PROSE completed. Practice in the trans- 
 lation into Latin of continuous narratives from 
 various authors and of sentences based on the 
 
GIRLS' HIGH SCHOOL 205 
 
 prose sight reading. Review of the reproduction 
 of idiomatic English construction into idiomatic 
 Latin, and of changing direct into indirect dis- 
 course. 
 
 GREEK 
 
 YEAR 
 
 WHITE'S FIRST LESSONS IN GREEK used during the first term. 
 
 The text is carefully studied and the acquiring 
 of a complete knowledge of forms is emphasized. 
 " Goodwin's Greek Grammar" is used in con- 
 nection with the Lessons. Special attention is 
 paid to the study of words, showing English 
 words derived from the Greek. Constant drill 
 in verb system and synopsis. The translation 
 of short sentences from English to Greek and 
 from Greek to English forms a part of the work. 
 The first book of "Xenophon's Anabasis" is 
 read during the second term of this year. Here 
 syntax is particularly noticed with a review of 
 forms and a continuation of the study in verbs. 
 The author's style is noted and the power to 
 make accurate translations is developed. To 
 continue the work in composition, English sen- 
 tences, based on the text of the Anabasis, are 
 given to be translated into Greek. " Jones' 
 Greek Prose Composition" is begun during the 
 latter part of this term. 
 
206 GIRLS' HIGH SCHOOL 
 
 SENIOR 
 
 Study of the " Anabasis" is continued during the first term of 
 this year. Books II, III and IV are read on 
 the same plan commenced in the Middle Year. 
 Principal parts of verbs and irregularities in 
 inflections receive attention. " Jones' Composi- 
 tion " is continued. Careful study of conditional 
 and conditional relative clauses is made both in 
 reading the Greek and in changing the English 
 sentences into Greek ; at this point also, more 
 particular attention is given to indirect discourse. 
 The first two books of " Homer's Iliad " are read 
 during the second term of this year. Attic 
 forms are reviewed before commencing Homer, 
 in order that the pupils may be more ready to 
 note the forms peculiar to the Epic dialect. 
 The latter now receive attention, and the 
 equivalent Attic forms are required. Scansion 
 is studied with frequent drill in reading the 
 original. An accurate knowledge of the mean- 
 ing of words peculiar to Homer and of 
 compound words is required. At the same 
 time with Homer, exercises in sight reading 
 from parts of the Anabasis not already read are 
 given. This aids pupils to keep in mind prose 
 style while they are reading poetry. The 
 classic style, as presented in Homer, is noted 
 and compared with that of Virgil. The atten- 
 tion of pupils, both in the study of the Epic of 
 Virgil and in that of Homer, is called to a 
 study of Epic poetry in general, and endeavor 
 is made, from the study of the Classics, to cul- 
 tivate a taste for sound reading and reflection. 
 
GIRLS' HIGH SCHOOL 207 
 
 HISTORY 
 
 The work in History extends throughout two years and a 
 half of the High School course, the last term of 
 the Senior Year being devoted to the study of 
 United States Government. The main idea, 
 and one that is carefully carried out through- 
 out the course, is to give the students as broad 
 and comprehensive a knowledge as possible. 
 Such a knowledge is indispensable to the cul- 
 tured woman. It is necessary for students to 
 understand the civilizations of which our own 
 is the outcome ; to know what axe the founda- 
 tions upon which modern society is built. 
 The constant aim is to awaken interest in the 
 subject and to arouse and stimulate habits of 
 investigation and discussion. 
 
 The course in Abstract Work is designed to 
 train the student in proper methods of reading 
 and assimilating knowledge, introducing her, 
 as often as possible, to the original sources as 
 well as to the best authorities within reach. 
 Every two weeks an important topic in connec- 
 tion with the class work is assigned for abstract 
 work. A list of the best references obtainable 
 is furnished, and the student now attempts 
 something like investigation, and learns to 
 discriminate between important and unimpor- 
 tant statements. The abstracts are discussed 
 in class and the principal points brought out, 
 each student becomes desirous of expressing 
 her opinion or giving her views, thus creating 
 a pleasant rivalry which tends to increase the 
 appreciation of the work. 
 
208 GIRLS' HIGH SCHOOL 
 
 JUNIOR YEAR. First seven months, Grecian History from 
 earliest times to final conquest by Rome 146, 
 A. D. Particular attention is paid to Greek 
 institutions, government, religion, art, litera- 
 ture and philosophy. All the peculiar and 
 distinctive features of Grecian life are discussed 
 games, manners, customs, dress. Character 
 studies are made of the famous men. The 
 text-book is used merely as a guide, each stu- 
 dent pursuing independent investigations of 
 assigned topics. The geography is carefully 
 studied, the characteristics noticed, and each 
 place mentioned is located on the map. The 
 influence of Greece upon modern institutions 
 is traced. 
 
 JUNIOR YEAR. Last three months. Roman History. A 
 study is made of the various tribes inhabiting 
 Italy, the gradual triumph of one over the 
 other, the rise of Rome, its gradual ascendancy 
 over the other tribes, the development and 
 changes in the government of Rome, and the 
 final combination of Italy against a common 
 foe. The general plan, as regards topics, 
 abstracts, characterizations, pursued in the 
 study of Grecian History, is carried on through 
 the entire course. 
 
 MIDDLE YEAR FIRST TERM. Roman history to the downfall 
 of the Empire. The political civilization of 
 republican and imperial Rome, the contrast 
 with Greece, Grecian influence upon Rome, 
 are some of the topics taken up. The various 
 causes and events that led to the rise of the 
 
__ GIRLS' HIGH SCHOOL 209 
 
 Empire, as well as those that caused its fall, 
 are studied. Its manners, customs, institu- 
 tions, great men, their bearing upon modern 
 civilization are investigated. 
 
 SECOND TERM. Europe in the Middle Ages. Germanic 
 tribes, history of the rise of Christianity, over- 
 throw of Rome, rise of Germanic kingdoms, 
 Feudalism, Chivalry, Crusades, Renaissance in 
 art, literature, learning, are some of the impor- 
 tant topics brought up by the study of this 
 period of the world's history. 
 
 SENIOR YEAR FIRST TERM. Modern European History. 
 The events that connect Modern and Mediaeval 
 History are noted. The nation is now made 
 the chief theme its growth, development and 
 characteristics in France, Germany, England 
 and Italy. The rise of Protestantism, the con- 
 flict between Church and State, the gradual 
 limit put upon imperial power, the develop- 
 ment of a more democratic form of government, 
 in some countries the realization of a constitu- 
 tional form, are points brought forcibly before 
 the students. 
 
 In Ancient, Mediaeval and Modern History, 
 time is devoted to the history of the develop- 
 ment of institutions and to the social conditions 
 as leading epochs in the country's history. 
 
 SECOND TERM. Study of United States Government. Three 
 divisions are made in the study of government 
 local, state and federal. The organization of 
 each, their origin, duties and relation to each 
 other, are taught and discussed. Comparisons 
 are instituted between the different divisions 
 and between our government and that of other 
 
2IO 
 
 GIRLS' HIGH SCHOOL 
 
 nations. The constitution is read and an 
 endeavor is made to give the students some 
 idea of the government under which they live, 
 of its laws and methods of operation, of its 
 officers and their duties, of its underlying 
 principles. 
 
 ENGLISH 
 
 JUNIOR YEAR 
 
 GRAMMAR . . . .Constant review of points in structure. Special 
 study of verbals, conjunctions and prepositions. 
 Brief grammatical analysis. 
 
 EXPRESSION . .Main things aimed at in the study of literary 
 selections are to understand clearly the mean- 
 ing of the author, thus developing thought and 
 expression, to paraphrase intelligntly, to 
 outline systematically and to abstract under- 
 standingly. 
 
 In Composition, papers are submitted on 
 narrative and descriptive subjects, chosen from 
 literature, or on character in text pointing out 
 growth and individual traits. Amplification 
 of such lines descriptive of scenic effect as may 
 be selected. Supplementary reading to furnish 
 subject-matter for other papers. Students 
 sometimes permitted to select subject in order 
 to test power of original thought. 
 
 WORD WORK. .Dictionary, gazateer, encyclopedia and myth- 
 
GIRLS' HIGH SCHOOL 
 
 211 
 
 ology in constant use. Attention drawn to 
 derivation Skeatsas authority. Careful study 
 in pronunciation and drill on lists of selected 
 words. Explanation of all terms illustrating 
 manners, customs, history, geography, religion 
 or mythology. Frequent comments on syno- 
 nyms and on force and character of epithets. 
 Thorough practice in transposition. 
 
 Full explanation of similes and metaphors 
 required. Draw attention to metrical structure, 
 and show contrast between prose and poetry. 
 Demand increasing care in punctuation and in 
 orderly and uniform arrangement of written 
 work. Quote freely and accurately. Encour- 
 age students to read more of the selected 
 authors, and to take up supplementary reading. 
 
 LITERATURE . .The study of literature made comparative in a, 
 general way. The idea of a standard for 
 criticism shifting from one age to another 
 developed. Taste cultivated through develop- 
 ment of critical powers. Pupils encouraged to 
 read good biographical sketches of authors 
 studied. 
 
 RHETORIC . . . .Sentence structure considered in its logica 
 relation to thought. Paragraph structure and 
 unity in sequence of paragraphs dwelt upon. 
 Figures of speech and qualities of style dis- 
 cussed and studied as they present themselves 
 in the course of reading. 
 
 Attention called to derivation of words and 
 
212 
 
 GIRLS' HIGH SCHOOL 
 
 to change from original meaning. Careful 
 study of synonyms. Growth of language and 
 change in application of words since Eliza- 
 bethan Age discussed in connection with the 
 Merchant of Venice. 
 
 GRAMMAR .... Daily attention given to grammatical structure, 
 particularly to use of conjunctions, variable 
 parts of speech, present participle, infinitive 
 and harmony of tenses. Pupils requested to 
 consult several standard grammars upon any 
 point they do not readily comprehend. 
 
 SENIOR 
 
 LITERATURE . .Critical analysis of these selections, free class- 
 room discussion encouraged, finest passages 
 memorized. The aim in this entire depart- 
 ment is, as far as possible, to teach students to 
 read carefully and to think for themselves, to 
 make them love literature so well that they 
 will eventually become familiar with "the best 
 that has been thought and said in the world." 
 One hour a week after school is given to 
 those pupils who desire to read and discuss 
 additional poems. This year the course 
 includes the finest parts of Paradise Lost, 
 Shelley's Skylark and Adonais, one of Chaucer's 
 Canterbury Tales, Arnold's Thyrsis and select 
 poems of Wordsworth. 
 
 RHETORIC . . . General review of work in Middle Year, 
 Special attention to versification. Frequent 
 exercises in extempore writing on simple sub- 
 
GIRLS' HIGH SCHOOL 213 
 
 jects. Papers prepared at home on work 
 connected with the literature studied. Papers 
 criticized privately with students. 
 
 GRAMMAR ... .General review. Attention called to difficult 
 points. Correctness of speech insisted upon. 
 Shakesperian syntax taken up in connection 
 with Julius Oaesar. 
 
 GENERAI, RUI/ES 
 
 STUDY. At least one hour a day shall be set apart for study 
 in school. 
 
 "SEC. 133. In High Schools, Principals must direct the 
 heads of departments, and other department teachers, to so 
 assign lessons in their respective departments that the total 
 time required for home study by pupils of average ability 
 shall not exceed three and a half hours daily." 
 
 Rules of the Board. 
 
 DRAWING. At least one hour a week shall be set apart for 
 drawing in school, and more than that time 
 may be taken if the Principal of the school can 
 arrange to allow it. 
 
 The course in drawing shall be under the 
 direction of a special teacher in drawing. 
 (Drawing elective by pupils.) 
 
 PHYSICAL CULTURE. In the Boys' High School military drill 
 shall be a part of the training in physical 
 
 In the Girls' High School, instruction shall 
 be given in light gymnastics by a special 
 teacher in physical culture. 
 
 GENERAL EXERCISES throughout the year. 
 
 ELOCUTION in Girls' High School one lesson a month. 
 
COMMERCIAL HIGH SCHOOL 215 
 
 COMMERCIAL HIOH SCHOOL 
 
 The work of this school includes a practical and theo- 
 retical training in Language, Science, Mathematics, Accounts 
 and the Industrial Arts. 
 
 It is th aim of the school to prepare its students to 
 enter intelligently upon the duties of the counting-room, to 
 instruct them in the principles underlying the Industrial 
 trades and to lay a sound foundation for an advanced course 
 in technical work, should the student intend to pursue it. 
 
 The school offers two distinct courses of study, namely, 
 a Commercial Course, whose practical feature is the work of 
 the business department, and an Industrial or Scientific 
 Course, which includes Free Hand and Industrial Drawing 
 and Manual Training. 
 
 Students, if they so desire, may take an Elective Course, 
 upon the completion of which they shall receive the diploma 
 of the school. The choice of this course is subject to the 
 approval of the Principal ; provided, that the amount of home 
 study, of practical work and the number of recitations in the 
 course selected are equal to either of the two regular courses. 
 
 The work of the school is so arranged that the student 
 must prepare, out of school, four lessons daily, the remaining 
 time, aside from recitations, to be spent in practical work in 
 the different departments. 
 
216 COMMERCIAL HIGH SCHOOL 
 
 ENGLISH. The object of this study is to teach the pupil to 
 speak and write the English language with 
 readiness and correctness. This is done by an 
 intelligent criticism of his business correspond- 
 ence, his compositions, by familiarizing him 
 with the rules of English construction and by 
 developing in the pupil a taste for good 
 reading. 
 
 The theoretical work of the course consists 
 of a study of Grammar and Rhetoric. The 
 practical includes a study of American and 
 English masterpieces, Compositions, Business 
 Correspondence, Abstract of Lessons and 
 Debates. It is the same for both courses. 
 
 MODERN LANGUAGE. Spanish is introduced because of its 
 commercial importance. The object is not the 
 critical study of this language, but its acquisi- 
 tion for practical use. Special attention is paid 
 to use of the idiom in the schoolroom. Two 
 years devoted to a careful study of this lan- 
 guage will be sufficient to master it for all 
 practical purposes. 
 
 SCIENCE. As far as possible this course is one of observation 
 and experiment. In the acceptance of scientific 
 truths, the student is taught to depend, not so 
 much upon the words of the text-book as upon 
 his own observation and the evidence deduced 
 therefrom. 
 
 PHYSICS. The course in Physics extends over a period of one 
 year, and includes both recitation and labora- 
 atory work. Some experiments are performed 
 before the class by pupils, but a thorough 
 understanding of some subjects, such as Specific 
 Gravity, Heat and Accelerated Motion, require 
 
COMMERCIAL HIGH SCHOOL 217 
 
 that the pupils do the work themselves. Scien- 
 tific accuracy is the fundamental feature of this 
 course. Physics is a part of the Industrial 
 Course. 
 
 ZOOLOGY. A study of the Development of Animals, as shown 
 by the relationship of their organs, from the 
 amoeba to "man Homology and Analogy. 
 Class work to consist of the study of specimens 
 by the individual members Dissection. 
 
 MATHEMATICS. The course in Mathematics is short and prac- 
 tical. It includes the study of Business 
 Arithmetic, Algebra and Plane Geometry, and 
 prepares the student to solve all ordinary 
 problems of accounts and mechanics. 
 
 ALGEBRA. In Algebra, the work should be sufficient to enable 
 the student to work problems in Simple Equa- 
 tions of one or more unknown quantities and 
 to apply Algebraic formulas to Geometry. 
 
 GEOMETRY. In Geometry, the work will be largely percep- 
 tive and practical. A certain amount of 
 demonstrative work should be done by the 
 pupil to give him the necessary mental disci- 
 pline to make him a clear, logical reasoiier. 
 Business arithmetic is studied in the Commer- 
 cial Course one and a half years, Algebra the 
 last half year. In the Industrial Course, 
 Algebra is studied the first year, Geometry the 
 second year. 
 
 HISTORY AND CIVIL GOVERNMENT, COMMERCIAL LAW AND 
 COMMERCIAL GEOGRAPHY. The work in history 
 will be confined to that of the United States, to 
 the study of the lives of its greatest statesmen, 
 of the growth of political parties, of the devel- 
 
218 , COMMERCIAL HIGH SCHOOL 
 
 opment of our financial and industrial systems 
 and such topics of general interest as the time 
 will permit. It is intended to give the student 
 a knowledge of the rights and duties of citi- 
 zenship and of the laws governing trade. 
 History and Civil Government are a part of the 
 Industrial Course ; Commercial Law and Com- 
 mercial Geography, of the Commercial Course. 
 
 INDUSTRIAL ARTS. The object of these courses is to train the 
 observation and the imagination, and to enable 
 the student to accurately express mental con- 
 ceptions. They are also the means by which 
 we make the direct connection between the 
 activities of school and the activities of life. 
 
 The subjects under this head are Free Hand 
 Drawing, Mechanical and Architectural Draw- 
 ing, Designing and Wood Work. 
 
 Industrial Arts are taken up only in connec- 
 tion with Technical Course. 
 
 ACCOUNTS. Accounts include a complete analysis of accounts 
 in every department of business involving 
 simple and clear methods for the entire system 
 of Single and Double Entry Book-keeping. 
 The theoretical work in this branch occupies 
 the first year, the practical the second. Facili- 
 ties for practical book-keeping consist of a 
 school bank and of such materials as are neces- 
 sary to conduct a General Merchandise, 
 Brokerage, Commission, Importing and Jobbing 
 and Banking Business. 
 
 Accounts are studied only in connection 
 with the Commercial Course. 
 
 SHORTHAND AND TYPEWRITING. Sufficient time is devoted to 
 this study to prepare a pupil for a position in 
 
COMMERCIAL HIGH SCHOOL 
 
 219 
 
 any Mercantile house that may require a 
 stenographer. In connection with Shorthand 
 and Typewriting, Spelling and Punctuation 
 receive much attention. 
 
 The school has thirty-five typewriting 
 machines for the use of its pupils. 
 
 PENMANSHIP. A professional penman superintends the work 
 of this branch. Daily inspection is made of 
 penmanship of pupils. The hand-writing and 
 figuring of pupils in every study is subject to 
 the criticism of the head of this department. 
 
 Shorthand and Typewriting'are taken up only 
 in connection with work of Commercial Course. 
 Penmanship belongs to both courses. 
 
 COMMERCIAL COURSE 
 
 JUNIOR CLASS 
 
 GRAMMAR . . . .Grammar, study of American authors, Essays, 
 Debates, Business Correspondence. 
 
 Books to be studied : H. Sprague's edition 
 of Irving's " Sketch Book," Whittier's " Snow 
 Bound" and Scott's "Lady of the Lake," 
 Whitney's Essentials. 
 
 SPANISH Read, write and speak Spanish ; practical use 
 
 and not a critical study the object. 
 
 MATHEMATICS. Business Arithmetic. Packard's Business 
 
 Arithmetic, Bill Figuring. 
 COMMERCIAL GEOGRAPHY. Careful study of such topics as 
 
 will give the pupil an intelligent idea of the 
 
22C 
 
 COMMERCIAL HIGH SCHOOL 
 
 commerce of the world. Special attention is 
 paid to the products and industries of the 
 United States and of South American countries. 
 Book to be studied : Tilden's Commercial 
 Geography. 
 
 BooK-KEEPiNG.Theoretical Book-keeping. Text-book, Rogers 
 & Williams'. 
 
 SHORTHAND AND TYPEWRITING. =Clark's Eclectic system is 
 used. The school has twenty Smith Premiers 
 and fifteen Remington typewriting machines. 
 No text-books. 
 
 PENMANSHIP . . In Penmanship, the pupil is taught to write 
 a flowing, legible hand. The pupil is marked 
 upon the efforts he puts forth to secure these 
 results rather than upon the results themselves. 
 
 COMMERCIAL COURSE 
 
 SENIOR CLASS 
 
 ENGLISH Study of English and American authors, 
 
 Abstract of Lessons, Rhetoric, Debates, Busi- 
 ness Correspondence, Essays. 
 
 Text-books: Cooper's" Last of the Mohican's," 
 Shakespeare's " Julius Caosar," Kellogg's 
 Rhetoric. 
 
 SPANISH ... .Read, write and speak Spanish. Text-books: 
 De Torno's Spanish Grammar. 
 
 MATHEMATICS. Business Arithmetic first half year, Algebra 
 second half year. Text-books : Packard's 
 Business Arithmetic, Wentworth's Algebra. 
 
 COMMERCIAL LAW. Careful study of the Law of Contracts. 
 Recitations and Lectures. 
 
 Text-book, Clark's Commercial Law. 
 
COMMERCIAL HIGH SCHOOL 221 
 
 BOOK-KEEPING, SHORTHAND AND TYPEWRITING. Practical 
 Book-keeping in business department. Short- 
 hand and Typewriting work a continuation of 
 that of first year. 
 
 No new Text-books required. 
 
 u 
 
 INDUSTRIAL COURSE 
 
 JUNIOR CLASS 
 
 ENGLISH Same as in Commercial Course. 
 
 MATHEMATICS . Algebra through equations of first degree. 
 Text-book, Wentworth's. 
 
 ZOOLOGY Text- book, Coulter. 
 
 SPANISH Read, write and speak Spanish. 
 
 INDUSTRIAL. . . Free Hand Drawing ; Designing, using Natural, 
 elements ; Mechanical Drawing, including Geo- 
 metrical problems, simple projections and iso- 
 metric projections. 
 
 Wood Work, including care of tools and a 
 comprehensive course in Constructive Car- 
 pentry. 
 
 INDUSTRIAL COURSE 
 
 SENIOR CLASS 
 
 ENGLISH Same as in Commercial Course. 
 
 HISTORY United States History. Special attention paid 
 
 to the prominent political, financial and indus- 
 trial events of the century. 
 
 Text-books, Eggleston's History of the United 
 States. 
 
 SPANISH Read, write and speak Spanish. 
 
222 
 
 COMMERCIAL HIGH SCHOOL 
 
 MATHEMATICS. Geometry, making application to surfaces, 
 solids and machines. 
 
 NATURAL SCIENCE. Physics, paying special attention to 
 Mechanics, Heat and Electricity. 
 
 INDUSTRIAL. . .Free Hand Drawing ; Designing, using Natural, 
 Egyptian, Greek and Roman elements ; Mechan- 
 ical Drawing, including Tinting and Shading, 
 Lights and Shadows ; Perspective, Architec- 
 tural and Machine Drawings, showing con- 
 struction of various parts for actual work. 
 Wood Work, completing Constructive Carpen- 
 try and beginning Pattern making. 
 
 COMMERCIAL COURSE 
 
 NO. OF RECITATIONS PER WEEK 
 
 FIRST YEAR SECOND YEAR 
 
 Business Arithmetic, 5, home work 5, 1st half, 2d yr, home work 
 
 English, 5, 
 
 Com.Geog.&C.Gov. 5, 
 
 Spanish, 4, " 
 
 Book-keeping, 8, no " 
 
 Penmanship, 2, " " 
 
 Shorthand, 7, " " 
 
 Typewriting, 3, " " 
 Algebra (second half 2d year), 
 Commercial Law, 
 
 5, 
 
 See Commercial Law. 
 
 4, 
 
 8, 110 home work. 
 
 o u n 
 
 4, 
 
 7 u n 
 
 ) 
 
 3, " 
 
 5, home work. 
 
 5, 
 
 INDUSTRIAL COURSE 
 
 FIRST YEAR 
 
 SECOND YEAR 
 
 English, 5, home work 
 
 5, home work 
 
 Mathematics, Alg.. 5, " 
 
 Geometry, 
 
 5, 
 
 " 
 
 Spanish, 4, " 
 
 
 4, 
 
 u 
 
 Science, Physics, 4, " 
 
 Zoology, 
 
 4, 
 
 (I 
 
 Civil Govt. 4, 
 
 
 
 
 History, 
 
 
 5, 
 
 It 
 
 Industrial Drawing, 10, no " 
 
 
 7, no 
 
 11 
 
 " Wood Work, 8, " " 
 
 llJIH " -__J>^^ 
 
 8, 
 
 11 
 
14 DAY 
 
 RETURN TO DESK FROM WHICH BORROWED LIBRARY 
 
 LOAN DEPT. 
 
 This book is due on the last date stamped below, or ' atter date - 
 
 on the date to which renewed. 
 Renewed books are subject to immediate recall. 
 
 
 MAR 1 fi Wftn 
 
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U.C.BERKELEY LIBRARIES