GIFT OF vV OCT 8 19H r Department of Education State of Louisiana Course of Study and Syllabus FOR THE Elementary Schools THIRD GENERAL REVISION Page Recommendations 5 Alternation 9 Opening Exercises 13 Reading and Literature 17 Language 38 Spelling 65 Writing 70 Arithmetic 76 (Jeography 81 Page Louisiana History 92 American History 96 Civics' 110 Nature Study 116 School Gardens 133 Physiology and Hygiene 140 Elementary Agriculture 144 Drawing 149 Vocal Music 174 BATON ROUGE, State Department of Education, 1909. V T. H. HARRIS, State Superintendent. J DEPARTMENT OF EDUCATION STATE OF LOUISIANA Course of Study and Syllabus FOR THE Elementary Schools BATON ROUGE, State Department of Education, 1909. T. H. HARRIS, State Superintendent. RAMIRES'JONES C^^^^i BATON ROUGE, LA. < State of Louisiana, Department of Education. STATE BOARD OF EDUCATION. Governor Jared Y. Sanders, President Baton Rouge. State Superintendent T. H. Harris, Secretary, Baton Rouge. Attorney General Walter Guion New Orleans. Hon. a. Brittin New Orleans. Hon. Geo. Montgomery New Orleans. Hon. S. L. Le Blanc Napoleonville. Hon. D. C. Scarborough Natchitoches. Hon. E. L. Kidd Ruston. Hon. S. McC. Lawrason St. Francisville. Hon. S. T. Woodring Lake Charles. Mr. Lamar Baker, Assistant Secretary Baton Rouge. state Superintendent of Education T. H. Harris Baton Rouge. state Institute Conductor L. J. Alleman Baton Rouge. state High School Inspector Leo M. Favrot Baton Rouge. Rural School Inspector C. J. Brown Baton Rouge. Secretary to State Superintendent Lamar Baker Baton Rouge. Assistant Secretary to State Superintendent W. H. Tipton Baton Rouge. STATE INSTITUTE BOARD. T. D. Boyd, President Louisiana State Univerisity. J.^E. Keeny, President Louisiana Industrial Institute. V. L. Roy, President State Normal School. E. L. Stephens, President La. S. W. Ind. Institute. J. M. Gwinn, Supt. of New Orleans Schools. T. H. Harris, State Superintendent. L. J. Alleman, Secretary, State Institute Conductor. STATE BOARD OF EXAMINERS. State Teachers' Certificates: T. H. Harris, State Superintendent. T. D. Boyd, President Louisiana State University. Parish Superintendents : T. H. Harris, State Superintendent. L. J. Alleman, State Institute Conductor, A. B. Coffey, Dean Teachers College, Louisiana State Univer- sity. E. L. Stephens, President Louisiana S. W. Industr'l Institute. H. H. Ryan, Training Teacher, State Normal School. Course of Study for the Elementary Schools of Louisiana. THIRD GENERAL REVISION. To the Parish Superintendents of Louisiana: I wish to urge upon you the necessity of following this course in its entirety. It has been carefully prepared by a competent committee and the whole course must be followed if the parts are to bear the proper relation to each other and to the whole. I wish to make grateful acknowledgement of the services rendered by the committee named below in preparing the sched- ules for (1) elementary graded schools; (2) for rural schools with one teacher in charge of seven grades; (3) for rural schools with a teacher in charge of six grades; (4) for rural schools with one teacher in charge of five grades; (5) for rural schools with one teacher in charge of four grades; (6) for rural schools with one teacher in charge of three grades. Committee on arrangement of schedules: A. B. Coffey, Dean of the School of Education, Louisiana State University; J. M. Gwinn, Dean of the School of Education, Tulane Uni- versity; J. W. Heekert, Principal of Training School, Louisiana State Normal School ; D. T. Powers, Louisiana State University ; S. E. Weber, State High School Inspector; V. L. Roy, Super- intendent Avoyelles Parish ; L. M. Favrot, Superintendent St. Martin Parish, and L. J. Alleman, State Institute Conductor. I desire also to acknowledge the valuable services rendered the State by the following committee in preparing the syllabus for the elementary schools : D. T. Powers, Louisiana State Uni- versity; J. W. Heekert, State Normal School; L. M. Favrot, Superintendent St. Martin Parish; Clara R. Emens, Roberta Newell, State Normal School; E. W. Jones, Lafayette Gram- mar School ; Lawton B. Evans, Superintendent, Augusta, Ga. ; Agnes Morris, State Normal School; V. L. Roy, Superintendent Avoyelles Parish ; L. J. Alleman, State Institute Conductor. The Department approves for adoption on the supplementary list of books for libraries such books as may be recommended in the course of study and not contained in the separate library list. 5 This course of study is sent forth with the hope that it will render valuable service to the children and teachers of the State. Sincerely yours, T. H. Harris, State Superintendent. Recommendations. The following recommendations, made by the Committee on Schedule for the Elementary Schools, have been approved by the Department of Education: GRADED SCHOOLS. 1. That a minimum of five hours, exclusive of recess, be devoted to recitations in all grades of the graded schools except those indicated in the schedule. 2. Recesses were fixed as follows : For graded schools, morn- ing and afternoon, fifteen minutes each ; noon, one hour. , 3. Opening exercises, seventy-five minutes per week in each grade. 4. Study periods in the different subjects should, as a rule, precede the recitation periods; provided, however, that this is not construed to m6an that study in the different subjects may not also follow the recitation when advisable to do so. HOME STUDY. Home study is to begin with the second grade, with a mini- mum of twenty minutes per day. Third grade, minimum of thirty minutes. Fourth and fifth grades, minimum of forty-five minutes each. Sixth and seventh grades, minimum of sixty minutes. EXAMINATIONS. The State Department of Education was requested to pre- pare uniform tests semi-annually for the use of parish super- intendents in testing the pupils of the different grades. It was also recommended that these tests be given a value of 25 per cent, in grading the pupils for promotion. CONVOCATIONS. ( 1 ) Parish superintendents are requested to hold annual con- vocations of all pupils who have completed the course of study for the elementary schools of the State; (2) public exercises should be held at these convocations; and (3) State certificates for the elementary schools should be issued by the State Super- intendent and presented to such pupils as have satisfactorily completed the Elementary Course of Study, SCHEDULES. The following schedules, showing the time allotted to each subject in the different grades, have been adopted. (It is urgently requested that parish superintendents require the teachers to prepare their daily programs in accordance with the following schedules. The order of subjects in the daily program need not follow the order given in the schedules.) GRADED SCHOOL. (Numbers in columns denote minutes per week.) Opening exercises.... Reading Language Spelling Writing Arithmetic Geography (a), (b) . . History ) I Elementary Science. • • 3 | Drawing and Manual j Training | Music I Games 75 ♦200-200 100 50 60 100 75 100 75 ■200 (2) 100 75 50 150 100 75 50 Total mins. per week, 960 1,075 75 ■200 (2) 125 150 75 200 125 75 1,225 75 250 225 150 75 250 125 t75| t75 125 75 75 250 250 75 75 300 .150 t75 175 100 75 1,500 1,500 75 150 260 75 75 300 150 150 150 100 75 1,500 75 150 200 7S 75 300 bl50 150 150 100 75 1,590 *400 minutes a week; recitations twice a day. tAlternate. History three times, Elementary Science twice per week. a. Louisiana History is to alternate with Geography in the fifth year. Geography three times per week, Louisiana History twice a week. b. In the seventh year alternate Geography and Civics — Geography three times a week. Civics twice a week. SCHEDULE FOR RURAL SCHOOL OF SEVEN GRADES, ONE TEACHER. (Numbers in columns denote minutes per day.) m Eh" Opening exercises Arithmetic Recess, all Reading History "Writing or Drawing Noon Language Elementary Science, ^ twice a week j- Spelling, three times a week J Geography, three times a week... . ^ Louisiana History, twice a week. . 5 15 60 10 10 20 20 15 60 15 15 10 15 60 15 I 15 I 60 20 10 10 5 20 I 20 15 20 15 I 15 60 60 20 .1 20 1 10 85 20 85 35 15 60 65 25 35 *Group work ; all other numbers on lines between two grades denote that the two grades are combined in that recitation and that the work is done by alternation of grades. (See Alternation.) Program for six grades, same as above with grade seven eliminated, and time allotted that grade distributed among remaining grades. a. Civics is to alternate with seventh grade history — history three times a week, civics twice. SCHEDULE FOR RURAL SCHOOL, FIVE GRADES, ONE TEACHER. Opening exercises , Arithmetic Writing or drawing, all, Recess, all Singing, all Language Noon, all , Reading Elementary Science..., History Spelling Geography ...... 10 ♦20 1*20 10 15 20 10 20 20 20 -15a 20 20 10 20 I 01 "3 Oft 10 70 15 20 10 45 60 100 25 20 25 20 I ♦Twice a day, ten minutes to each recitation. a Intended to include third, fourth and fifth grades. Note. — Louisiana History to be alternated with U. S. History. Schedule for four grades, same as above, with fifth grade eliminated and time distributed among remaining grades. SCHEDULE FOR RURAL SCHOOL OF THREE GRADES, ONE TEACHER. Opening exercises, all grades .... Recesses, all grades Writing and Drawing, all grades. Singing, all grades Arithmetic Reading (twice a day) Noon Language Elementary Science Spelling 15 20 40 20 15 10 I 10 Oft 15 20 15 10 45 100 60 50 30 20 Alternation. Alternation is of two kinds, viz., alternation by subjects, as history three times per week and elementary science twice per week; and alternation by grades. In graded schools alterna- tion is of the first kind and in rural schools all profitable alter- nation is of the second kind. Next to consolidation of schools, alternation is the most effective means of overcoming, to a lim- ited extent, some of the many disadvantages that beset the rural school. Consolidation elevates the rural school to the standard of the town graded schools; alternation of work by grades enables the rural school to follow the State Course of Study in a systematic way, differing from other plans only in so far as it does not take up the work in the same order outlined in the course. Alternation combines the classes, enables the teacher to devote more time to the recitation, and about three-fourths of the students take the Avork in the regular order. NOTES ON SCHEDULE FOR RURAL SCHOOL OF SEVEN GRADES, ONE TEACHER. Sixth and seventh grade arithmetic should be done at the same time (group work), but it is not intended that they should do the same work. After the recitations have begun, sixth year students may recite^ or explain examples on the board while seventh year students are working problems, and vice versa. Give variety to recitation by giving out examples to be worked on tablets, every pupil in this class working the same example. Have class exchange slates, and while one member at the board explains the problem (which should have been worked simul- taneously with tablet work) the others make corrections. Frequently both classes can be given reviews or tests to- gether. The test in this case should be taken from the sixth year. HOW ALTERNATION WORKS OUT. In reading there is alternation of work in third and fourth grades, and in fifth and sixth grades. The child who began school in 1906 will do the reading work as follows: 1906-07, 10 first year reading ; 1907-08, second year reading ; 1908-09, third year reading; 1909-10, fourth year reading; 1910-11, fifth year reading; 1911-12, sixth year reading. The child who entered school in 1907 and has been regular in attendance and is normal in ability, will do the reading > work as follows: 1907-08, first year reading; 1908-09, second year reading ; 1909-10, fourth year reading ; 1910-11, third year reading (going back to do the work omitted) ; 1911-12, sixth year reading; 1912-13, fifth year reading (going back to do the work omitted). By comparing these two schedules we find (1) that the child who entered school in an even year (1906) does the read- ing work in the order of the course of study. The child who entered school in the odd year (1907) will do the work in regular order up to and including the second year, but in 1909-10 (the third year) he will do fourth grade reading with the regu- lar fourth grade, thus accomplishing the aim of alternation in the union of two grades to do the work of one grade. WORK IN ODD YEARS. 1909-10, 1911-12, 1913-14. From the above it will be seen that the reading schedule for 1909-10 and the succeeding odd years will be as follows : Reading in Wheeler Primer or New Education Reader, Book I (first year) ; Wheeler First Reader or New Education Reader (second year) ; Brumbaugh Third Reader and Brumbaugh Stand- ard Fourth Reader (fourth year course) ; Literary Readings, Curry (sixth grade course). Third grade and fifth grade course in reading are not offered in 1909-10, 1911-12, 1913-14, etc. WORK IN EVEN YEARS. 1910-11, 1912-13, 1914-15, 1916-17, Etc. Wheeler Primer or New Education Reader, Book I (first year's course) ; Wheeler's First Reader or New Education Reader, Book II (second year's course) ; Wheeler's Second Reader (third year's course) ; Brumbaugh's Fifth Reader, Part II, and Literary Readings, Curry (fifth year course). 11 Fourth grade and sixth grade courses in reading are not offered in even years. But it will be noted each child, by means of alternation, completes the entire course mapped out for a rural school of seven grades. IN HISTORY. In History there is alternation of work by combining fourth and fifth grades, and sixth and seventh. In 1909-10 begin the fifth year's work in history and have fourth and fifth grades united in that work; in 1909 have the sixth and seventh grades together do the work of the seventh grade in history. In 1909 there will be no fourth grade history and no sixth grade history on account of the union of classes (as per schedule). In 1910-11 the work offered will be the fourth year history and the sixth year history. The fourth year history will be taken by the fifth grade (last year's fourth grade, which omitted fourth year course), and the present fourth grade, promoted from last year's third grade; and the sixth grade course will be taken by the present sixth year class (last year fifth), and the present seventh year class (last year sixth, which omitted the sixth year course last year). Recitations then will be as follows : IN ODD YEARS. 1909, 1911, 1913, Etc. History classes will be organized in fifth and seventh year courses, omitting fourth and sixth year courses in the course of study, and alternation carried out as suggested above and in the schedule. IN EVEN YEARS. 1910, 1912, 1914, 1916, Etc. History classes will be organized and conducted in fourth and sixth year courses and the work done as suggested above. LANGUAGE, ELEMENTARY SCIENCE AND SPELLING, AND GEOGRAPHY. The explanation made above in connection with alternation in history will hold for language, elementary science, with the 12 exception that it will be noted that elementary science and spelling also alternate as subjects; that is, elementary science recites twice a week and spelling three times. In addition these two subjects alternate by grades in the same manner as does history. LOUISIANA HISTORY. It is suggested that geography and Louisiana history be made to alternate as subjects in the fifth year — geography three times per week and Louisiana history twice a week. Louisiana history should also be made to alternate by grades in the same manner that geography does. In years that fifth year geography is omitted, Louisiana history should be omitted. This plan will enable rural schools to follow the course in Louisiana history. . The above will explain how the alternation should be done in rural schools of six, five and four grades (each under one teacher). i I Opening Exercises. AIMS AND SCOPE. "While the morning lesson prepares the minds of pupils for the work of the day, fosters a wholesome school spirit and promotes punctuality, the unifying thought in these exercises should make for moral and civic training. For whatever share of the burden of character building may rest upon the other institu- tions of society, educational authorities rightly claim that the ultimate object of public education is to teach children how to live useful, healthy, righteous and happy lives. To do this it is essential that every school should implant in the child the love of truth, justice, purity, beauty and goodness, through the study of biography, history, nature, manual work, literature, music and other available forms of art. For the school is the only institu- tion whose sole function is to educate the whole child to the ends of social control and social betterment. Good citizenship is applied character and the making of character through civic and moral training is the real reason that schools exist and that millions are spent in their maintenance. Life is a complex of instinctive, selfish, social, moral and religious reactions. In his moral development, the child passes from the mere push and pull of appetites and passions to rational control through intelligence and a growing personality that responds not only to the joys and sorrows of his fellows, but to the highest ideals of humanity. Association, co-operation, opportunity, motive, choice, respon- sibility and achievement are the cardinal factors in the making of character. The child should not only be taught how to be industrious, honest, truthful, obedient, patriotic and reverential, but the practice of virtue should become a fixed habit. To dimin- ish wrongdoing in the world, the number of wrongdoers must be lessened. The task is a double one. Children must be taught to do specific moral deeds and to eliminate harmful tendencies by substituting good for evil. MATERIALS AND MEANS. Through lessons especially designed and skillfully taught, during the ten or fifteen minutes, set a^de each day for morning 14 exercises, a work can be accomplished by the school that can be effected in no other way. By means of stories, songs, incidents of school life and other forms of participation, pupils are made conscious of a community spirit, a school citizenship and of civic righteousness. Every branch of study contains matter of ethical import and disciplinary value. While dogmatic teaching and sectarianism of any sort find no place in these exercises, the common schools exist to inculcate those elemental qualities upon which the future welfare of the home, the church and the nation rests. Pupils properly trained in our schools should come to have a deep regard for the heroic struggle of mankind, for ideal standards of conduct, a love of country and a genuine reverence for the God of all creation. SCHOOL GOVERNMENT. Rational school government is not only an important means of moral and civic training, but is the prime requisite for suc- cessful teaching, and, as a rule, the two go hand in hand, for busy pupils govern themselves. By the maintenance of rational schoolroom order, conditions are made possible whereby every pupil may gain the greatest good for himself, mth the least in- fringement upon the rights of others. Honest discipline is the square deal in practice. A moral lesson may go in at one ear and out at the other, but an unjust punishment is remembered for a lifetime. The highest incentives must come to the pupil from a love for the work, from the ingenious presentation of interesting material and the satisfaction that comes from a sense of increas- ing knowledge, of progress and social worth. Worthy achievements tingle the blood and stimulate to greater activities. Ambitions aroused respond to ideal standards. Pupils learn to do by doing and do better by knowing how. In cases where interest fails, earnest teachers will discover other motives for study. The doctrine of interest must be sup- plemented by that of effort. There is no reason why a fine sense of rivalry, school pride and a fair assurance of future benefits may not be judiciously employed. Appreciative criticism, the frequent exhibition of work, rally days and occasions that call for united and worthy efforts are potent factors in the life of a well-managed school. i 15 PERSONALITY OF THE TEACHER. The factor that outweighs all others in the work of the schoolroom is the personality of the teacher. To-day children are led out of the bondage of ignorance and evil tendencies not by pillars of fire but by living examples. Along with the teaching personality there goes a moral tone, a life-giving atmos- phere of sincere humanity, a spiritual touch that wins confidence and bespeaks the humanizing power of a cultured soul lovingly applied. Self -abandon, breadth of sympathy, fairness, patience, firmness, vigilance and a manifest interest in the educational welfare of the pupils are qualities in the teacher that count for lasting results. SPECIFIC SUGGESTIONS. Grades 1-4. 1. Converse with children upon topics of interest to win their confidence and ascertain a working basis. 2. Encourage habits of cleanliness, neatness and obedience. 3. Give attention to forms of politeness in act and speech by encouraging politeness to teacher and classmates. Teach forms of greeting. ' 4. Singing and dramatization of stories. 5. Teach maxims, memory gems and proverbs. Illustrate, when possible, by incident or story, the evil effects of deceit, lying, stealing, tattling and idleness. Make use of incidents of schoolroom occurrence. 6. Emphasize the ethical side of stories, fables, parables and myths. 7. Show the fruits of industry, truthfulness and heroic action through concrete example. 8. Read Black Beauty and Robinson Crusoe, stories from J. C. Harris, Irving, Hawthorne and the Bible, nature and history stories, etc. (These stories, fables and poems should 'be taken from the list given for the language work, and in this way correlation is accomplished.) 9. Read and discuss patriotic deeds done by boys and girls, also heroic deeds of animals. Make use of biography and incidents from history. 16 10. Care of body, health and clothing. Care of books, pencils and school property. Care of all public property. 11. Relation of children to parents, kindness to animals and respect for age. 12. Show how pupils may keep the schoolroom, sidewalks, yards free from litter; how to protect the trees, birds and help make home and community wholesome and sightly. Grades 5-7. 13. Patriotic songs and lessons. 14. Read Birds and Bees, Sharp Eyes, Walden Pond, Dog of Flanders, etc. 15. Discuss the transforming power of organic life, how slime and muck become water lily; the sequence and co-operation of parts. Note the necessity for obedience to natural law. Study of parasites. 16. Exercises by individual pupils and by groups. Study of industries. The making of sugar from cane, maple sap, and beets given in narrative form by separate groups. For suggestion as to making this work extremely interesting see Geog- raphy, page 87. 17. Lessons on the care of property and regard for the rights of others. 18. Turn all decorative and manual work to practical ac- count. 19. Study of typical inventions, modes of travel and our in- debtedness to others. 20. Literature of the hand, tongue and eyes. Make use of classical stories and precepts from the Bible. 21. Read selections from James Whitcomb Riley, Eugene Field, Robert Louis Stevenson, Sidney Lanier, Father Ryan, George W. Cable, etc. Reading and Literature. General Directions. The average child requires about three years for the mastery of reading, and for this reason the subject is likely to be dry and dull unless there is a motive as well as a foundation for learning to read. When it is considered that reading enters into every subject of the course of study, its importance becomes quite clear. The language group — reading, literature, language, writing and spelling — is by far the most important group in the course of study, and should be given most time and attention. Of these, reading occupies the first place. The importance then of the acquisition of a good reading habit which will enable its possessor to read understandingly and sympathetically can not be too much emphasized. Reading may be a powerful means of training the mind if properly taught, but, on the other hand, nothing will contribute more to slovenly habits of mind than the slovenly teaching of reading. Children do not as a rule learn to read stories out of books and retain them until they are about ten years old. Read- ing in school may be divided into two periods — ^the period from the first to the third years inclusive being devoted to the process of learning to read; the period from the fourth year to the end of life being devoted to the process of reading to learn, (1) for information, (2) for culture, and (3) for pleasure. It becomes evident that the teacher must have a distinct aim in view during each period, and that the method must be in accordance with the aim of the teacher. It is also evident that the first three years of the reading course are th«e most important. What has been said should not be interpreted to mean that the thought of the printed page must be ignored during the first three years. The fact that thought must be duly emphasized adds to the difficulty of mastering words. The child's natural craving for stories, fables and rhymes should be recognized from the beginning. The powerful culture value of stories, poems and nature study should be utilized in furnishing a motive and a foundation for the reading in the primary grades. Hugh Miller says, "Learning to read is to get 18 stories out of books," and the teacher wins half the battle who can lead children to get this point of view. The progress made in reading will depend upon the interest and attention of the child, hence the starting point must be of interest to the child and this interest must be sustained through- out the course by means of persistent effort on the part of the teacher. Method is of supreme importance, and the more versatile the teacher, the more she can correlate reading and lit- erature with other subjects of the course, the greater will her success be. The use made of the story, the poem, of nature study, and geography in the language course is suggestive of the manner of using these materials in reading. (See Language.) Reading, language, and literature are so nearly synonymous in the primary grades that it is difficult to draw the line of division. The use of the story in reading may be summarized as follows : 1. Oral story telling by the teacher, 2. Oral reproduction by the child. 3. Writing simple statements on the board from the child's reproduction. 4. Reading of these statements. 5. Drill exercises on the recognition of the words used. 6. Copying words and sentences from the written statements. It will be seen that exercises of the kind mentioned above involve all forms of the language group: reading and litera- ture, language, spelling, and writing. By means of the story, a desire may be created in the child for the things worth reading, and these things as well as other material may be incorporated in the reading lesson with profit. (See Language.) The Reading Hour and the Use of the Library. — Teachers should read to pupils (tell stories in the first grade) not merely for the pleasure and entertainment of the children, but to fur- nish them with models of literature and of expression. The ma- terial should be selected with care. The use of the library should be emphasized. Chil- dren should be gradually led to discover that the library con- tains information that is of interest to them and which they wish to know. By selecting stories to be told and read, by showing pictures in the books to young children, and later by reading a 19 paragraph or two and permitting the class to finish the story are suggestive of some means of introducing the library to the class in the lower grades, and of arousing interest in good books. Material for reading from the blackboard may be selected from the library books. Nursery rhymes furnish excellent material for word drills, provided they have been introduced to this mate- rial orally during the story hour. In the advanced grades the library should T^e freely used to enrich and supplement the various subjects in the course, such as geography, science, history and literature. The children of these grades should be encouraged to take library books for home reading, and a given amount of such reading should be required throughout the session. To use the library effectively it must contain the classics adapted to the grade, and the teacher must be familiar with its contents, in order to direct the efforts of the children along the proper channels. Summary. 1. It is necessary to arouse the interest of the child in order to secure his attention. 2. The first three years' work in reading is largely drills upon the recognition of words, hence the importance of main- taining interest and variety in the recitation. Teachers should guard against mechanical reading so common in the primary grades. Emphasize thought from the beginning. 3. Drawling, monotonous reading should not be tolerated at any time. Never permit children to spell the words in the sen- tence while reading. Words should be recognized at sight. By drilling on the words likely to give trouble (the new words and the difficult words in the lesson) and requiring silent reading before oral reading, sing-song expressions may be avoided. In order to get correct expression children should be required fre- quently to repeat the sentence without the book. 4. In the lower grades the method of giving expression to the reading lessons may be varied; it may be oral, drawing, paper cutting, the sand table and molding, or dramatization. The last is very popular with primary grades. 5. Above the third grade emphasis should be placed upon oral and written expression. In these grades the assignments should be so definite as to make clear just what is expected 20 of the class in (1) words to be looked up for pronunciation and meaning, (2) questions to be verified by observation and reading, (3) maps to be examined and studied, (4) allusions to be studied. In making these assignments judicious help and direction should be given by the teacher until such time as the children shall have learned the use of the library and reference books sufficiently to be required to do this work un- aided. In the beginning of such work the teacher should guard against assigning lessons beyond the capacity of the class; and particularly against assigning so much research work as to cause the class to lose sight of the main aim — the sympathetic appreciation of the masterpiece. 6. Every school in Louisiana should be provided with a well-stocked library containing the literature and the supple- mentary readers adopted by the State Board of Education for the different grades. A sufficient number of copies of the latter should be on hand to permit of use in class. FIRST YEAR. READING AND LITERATURE. See general directions. Texts. — ^Wheeler's Primer, or, The New Education Reader. (Phonics.) Supplementary Readers. — Graded Classics, Book I, B. F. Johnson Publishing Company; Baker and Carpenter Language Readers, First Book, Macmillan Company; Stepping Stones to Literature, Book I, Silver Burdette & Co.; Classics Old and New, American Book Company. Other Supplementary Readers. — Overall Boys, Sunbonnet Babies, Nature Stories for Young Readers. Suggestions as to the Use of the Books. — The State Board of Education has made the use of the Wheeler Primer or the New Education Reader (phonics reader) optional with the teacher. In cases where the phonics reader is used it is recommended that the Wheeler Primer be used as a sight reader. While the Department of Education sanctions the use, and wishes to encourage the teaching, of phonics, it is recommended that teachers look carefully into the subject before deciding what course to pursue. No teacher should go blindly into the subject 21 of phonics and make a failure for want of sufficient preparation or study. Directions for the use of the New Education Readers may be found in the books (I and II), and also in a pamphlet, ''Directions to Teachers for the Use of New Education Readers, Book I," which may be obtained by applying to your parish superintendent. There is ample material in the Wheeler Primer for a full year's work. It is a mistake even in graded schools to attempt to cover the ground in a half session. Supplementary material from the library should be used. Aim in the Beading. — The leading aims in the primary grades are (1) to secure the mastery of words; (2) to interpret thought on the printed page and to give proper expression to such thought; (3) to lay the foundation for an appreciation of literature; and (4) to give the child a key by means of which he may pronounce new words. Method of Procedure. — ^Wheeler Primer. (1) Teach the word as a whole by simply telling the child what it is. Do not bother ■ with the names or sounds of letters at first. Do not hesitate to tell a child a word — it is the only way he can get it before he has learned the sounds of letters. 2^. See that fifty or seventy-five primer words are mastered before using the book. Teach the words in script sentences from the blackboard, not the same but similar sentences to those found in the primer. Four or five weeks should be spent in this work on the blackboard. Construct your own sentences; use plenty of them; make them very short. Never permit a child to read a sentence until he can do so without a break. Have the reading easy and natural and insist on correct expression from the beginning. Discuss the picture with the children as a preparation for the reading. Reading to the Children. — Read to the children and tell them stories as often as possible. The reading should be a model in expression. The story can furnish material for reading, for lan- guage, for writing and for spelling. It can also be used for busy work by having words printed on slips and requiring the chil- dren to construct sentences with these slips from the written story on the board. 22 Phonics. — In the New Education Reader the directions are sufficiently clear to enable any one to become prpficient who is willing to make a study of the subject. But even though you do not teach the phonic system, it be- comes necessary for you to help the children to help themselves by giving them the sounds of the letters. Begin at first by sep- arating the easy words of the lesson into their elemental sounds, and give drills in spelling these words by sounds, using several minutes each day for this work. Suggestive exercises are scat- tered throughout the Wheeler Primer, and they should be used as frequently as they occur, and additional ones provided by the teacher. A little of this work should be done daily after the first four or five weeks of school. By following this plan systematically and persistently the child can easily master the sounds of all the letters of the alphabet during the first year of school. Use of the Library. Even in this grade children may be introduced to the library by calling their attention to the interesting pictures found in the books, by reading and telling interesting stories from the books, and arousing a desire in the children to learn to read these stories for themselves. The library of this grade should contain several copies of each first reader of the four adopted supplementary readers. These should be used in the manner indicated; after the first halt-year they may be used as supplementary readers. Sources of Material for Beginners. Oral Work. Reading. Games, Mother Goose. Lessons Based on Games. Fables, Fairy Tales. Board Exercises. Nature Myths, Child Poems. Primers, First Readers. Simple Myths, Stories, Etc. Books for Teachers. A Book of Nursery Rhymes (Mother Goose), D. C. Heath & Co.; Kindergarten Stories and Morning Talks (Wiltse), Ginn & Co.; Talks for Kindergarten and Primer Grades, Ginn & Co.; Literature and Life in the Schools, Colby; Special Method in 23 Reading for tlie Grades, Macmillan Company; Ruskin's Books and Reading, in Sesame and Lilies ; The Children 's Hour, Milton, Bradley & Co. ; Reading, How to Teach It, Arnold ; Primary Reading, Method of Teaching in Ten Cities, Ed. Pub. Co. Library Books. Many of the books for the second year (which see) may be used in this class. The books have all been listed under Books for Second Year Library. SECOND YEAR. READING AND LITERATURE. Texts: Wheeler's First Reader, or the New Education Readers, Book II (use of either of these is optional with teacher). Supplementary Readers. — Graded Classics, Book II, B. F. Johnson & Co. ; Stepping Stones to Literature, Second Book ; Language Readers, Second Book, Macmillan Company; Classics Old and New, American Book Company. Stories and Rhymes. — A Book of Nursery Rhymes (Welsh), D. C. Heath & Co.; Book of Nature Myths (Holbrook), Hough- ton, Mifflin & Co. See General Pirections. Aim. The aim is the same as indicated for the first year. Method. — Follow directions for first grade. Continue to make use of the pictures found in the book as a preparation for the reading; this will stimulate a desire to know more about the story. Devote most of the recitation period to actual reading. Require correct expression and continue to use the different means of expressing stories suggested in the first year. Frequently give variety to your work — nothing is so dull to the child as monotony. Make full use of such lessons as sug* gested on pages 23, 31, etc., of the Wheeler First Reader. This is a " Deaf and Dumb Party. ' ' Require the child to read silently and then carry out the suggestion of the sentence read. In the same way interest may be increased by having a lesson in which the children are required "to do what the chalk tells us to do." Then write sentences on the board and require the children to execute the command or suggestion. On page 28 is another in- 24 teresting exercise in which the children are required to read questions and give answers, using full statements. These same exercises may be used as lanugage work and busy work. They may also be made the subject of writing lessons. On page 37 are three helpful exercises. Make full use of them and plan original exercises of your own. Study your text — and plan your work carefully, if you desire success as a teacher of reading. Many teachers detract from the interest of the lesson by re- quiring pupils to learn to spell the words at the top of the lesson in the readers, and ''hearing'^ these words before the reading. These words are placed at the top of the lesson because they are the new words to be learned — and they should be learned at sight and the spelling should be deferred until after the reading lesson. It would be better to spell by sound of letters (not names), and then to have a quick drill on recognition of the words. The proper place to spell the words is in the spelling lesson. This is important for the reason that we want to train the child to recognize words as wholes, and not halt to spell words in the midst of reading, as the spelling-before-reading plan is likely to develop. Emphasis should be placed upon sound spell- ing in the lower grades — it is the sound of the letter and not its name which is of vital importance in these grades. The name of the letter has its importance, and is easily acquired. At the close of each lesson in this grade preparation for the study of the next lesson should be made by having a drill upon the new words. If the work in phonics of the previous year has been effective the children may work out many of the words for themselves; this would be a good way of testing the results of the phonics work, and at the same time give the children prac- tice in applying their knowledge of the sounds of letters while they are preparing for the next lesson. Just before reading always give a spirited drill on the new and difficult words of the lesson. In these drills the words should be recognized at sight. Have variety in the drills. (See Primary Reading, Method of Teaching in Ten Cities, Ed. Pub. Co.) Phonics. — The work of the first year should be continued. The lists of words of similar sounds frequently found in the text (Wheeler's First Reader) should be studied and the sounds 25 • of the letters in different positions made out by analogy. These exercises are suggestive of others that teachers should prepare. See pp. 16, 40, 48, 52, 65 and others. Give frequent reviews on the sounds of the letters and their names. (Note that the sound of a letter and its na7ne are two different things.) At the end of the second year children should be able to give the names of the letters of the alphabet in proper order from memory. This is necessary for use of the diction- ary later on. Frequent drills on letter names should be given during the second term of the second year. Note. — If the New Education Readers are used, the directions for the phonics are worked out in detail. (See First Year.) Beading to ihe Children. Continue to read to the children for the double purpose of furnishing them with models of expression and of literature. Stories should be frequently told. Use of the Library. The library should contain suitable books (see list appended) of myths, stories, rhymes and poems, from which the above selec- tion may be made. It should have a rich store of these, because the children of this age revel in them. The use of these books by the children should be encouraged in the same manner indicated in the first year. The rhymes taught during the first year should now be used as reading material. Sources of Material for the Second Year. Oral Work. Reading. Robinson Crusoe. First Reader (Wheeler) and Hiawatha. Second Readers. Seven Little Sisters. Fables, Fairy Tales and Poems. (See Language for second year.) Hiawatha Primer. Library Boohs for Second Year (and First Year) : Nature Stories for Young Readers, Continued, D. C. Heath & Co. ; Easy Steps for Little Feet, American Book Company ; Classic Stories for Little Ones, Educational Publishing Com- pany; Yerse and Prose for Beginners, Houghton, Mifflin & Co.; 26 • Pets and Companions, Stickney; Child Life, Second Book, Mac- millan Company; Nature Myths and Stories for Little Ones, A. Flanagan & Co.; Heart of Oak Books, Nos. 1 and 2, D. C. Heath & Co. ; Grimm 's German Fairy Tales, Merrill & Co. ; Seud- der's Fables and Folk Lore, Houghton, Mifflin & Co.; Nature Stories for Young Readers (Animals), D. C. Heath & Co. ; Classic Fables, Turpin; Choice Literature, Book II, Butler, Sheldon & Co.; Fairy Tales and Fable (Thompson), The Morse Company; Fairy Stories and Fables (Baldwin), American Book Company; Plant Babies and Their Cradles, Educational Publishing Com- pany; Aesop's Fables, Educational Publising Company; Open Sesame, Part I, Ginn & Co. Boohs for Teachers. (See list for first year.) Poetry for Children (Eliot), Houghton, Mifflin & Co.; The Story Hour (Wiggin), Houghton, Mifflin & Co.; Children's Book, Scudder; Baldwin's Fifty Famous Stories Retold; Asgard Stories (Foster- Cummins), Silver, Burdette & Co.; Fairy Tale Plays and How to Act Them (Mrs. Bell), Longmans, Green & Co. ; The Study of Child Nature (Harrison), Chicago Kindergar- ten College; The Listening Child (Thacher), The Macmillan Company; History and Literature (Rice), A. Flanagan & Co.; Literature and Life in the School, Colby ; Reading in the Primary Grades (McMurry), Macmillan Company. THIRD YEAR. READING AND LITERATURE. Text: "Wheeler's Second Reader. Supplementary. — Graded Classics, Book III; Third Book Language Readers ; Stepping Stones to Literature, Third Book; Classics Old and New, Third Book. See General Directions. Aim. The aim in reading is still the mastery of words, but reading must at all times be based upon vigorous thinking on the part of the child. The latter is the supreme test of a good recitation and unless properly emphasized here the child will suffer in after life. 27 Method. There should be constant, clear, and vivid imagining on the part of the child. This should constantly be put to the test by- requiring the pupil to tell in his own language the substance of the paragraph or story read. Quietly correct all errors in use of language and never inter- rupt the trend of the thought by a discussion of grammar, etc. Children are now old enough to be held to account for the preparation of the lesson. Be interested yourself in the reading work and the class will get inspiration from you. The assign- ment should not only be clear, definite and reasonable, but it should introduce the child to the pleasure that awaits him in the morrow's lesson. This involves careful preparation in advance of the work of the class. In order to give children a model for study there should be an occasional recitation period set aside for the class to interpret the word pictures with the teacher. Children should frequently read to one another and should be made to feel responsible for conveying the thought of the author to the class. At such times th^ books in the hands of the listeners should be closed. This exercise should be extended to history, geography, and could be profitably used during the morning exercises. ( See Morning Exercises. ) Require children to read paragraphs in silence and tell orally the meaning in their own language. Gradually extend this exercise. The stories, Robinson Crusoe, Hiawatha and others, told in the second grade, could now^ be. profitably used as supplementary reading material, and especially as drills in sight reading. i\Iuch encouragement and direction should be given to the reading of stories, etc. It is a mistake to believe that the supple- mentary material used should be difficult to be effective. The contrary is true; the supplementary reading should always be less difficult than the regular reading lessons. It should be a drill on recognition of old words. If you are using the regularly adopted .supplementary readers, they should be used simulta- neously with the text in this manner : Read in the regular text until the reading becomes difficult, then take up one for the supplementary readers and use it until the reading becomes dif- f 28 ficult, then take up the text again. (The supplementary readers should form part of the grade library and under no circum- stances should children be required to purchase them. There should be at least half as many books as there are members in the class.) Phonics. The work of the previous years should be thoroughly reviewed and drills should be given on spelling by sound and on the abil- ity of the children to sound new words. Give attention to the articulation and pronunication of words where it is customary to contract, or to suppress syllables. Words ending in ''ed'* and '*ing" should receive special attention. Reading to Children. Continue to read to the children from the readers and from the books in libraries. Read poems that will appeal to their emotions. These can be made the basis of the language work. (See Language for third year.) Use of the Library. The library should not only furnish material for reading, but also material giving information on other subjects of the course. The library should be particularly well stocked with elementary books of travels and geographical readers within the reach of the pupils of this grade. Stories read or told in the former grades can now be read by the children themselves. Encourage the use of the library as much as possible, study the contents in order to be able to refer to the different books as occasion demands. Beginning with this grade a limited amount of reading of simple books should be required. Some of the work should be done during the recitation period. Sources of Material. Oral Work. Reading. Greek and Norse Myths. Third Readers. Ballads and Legendary Stories. Andersen 's and Grimm's Fairy Ulysses, Jason and Siegfried. Tales. Old Testament Stories. Robinson Crusoe (Child's Edi- Library Books. tion). Child's Garden of Verses. 29 Library Books for Third Year. (See also list for second year.) Robinson Crusoe, Public School Publishing Company ; Golden Book of Choice Reading, A. B. Co.; Aesop's Fables, Stickney, Ginn & Co. ; Andersen 's Fairy Tales, Part I, Ginn & Co. ; Seven Little Sisters, Ginn & Co. ; Heart of Oak, No. 2, D. C. Heath & Co.; Fairy Stories and Fables, American Book Company; Grimm's German Household Tales, Houghton, Mifflin & Co.; Grimm's Fairy Tales; Around the World, Book II, The Morse Company; Nature Myths and Stories for Little Ones, A. Flan- agan & Co. FOURTH YEAR. READING AND LITERATURE. Texts: Brumbaugh's Standard Third Reader, and Fourth Reader, Part 11. Supplementary Readers. — Graded Classics, Book lY; Step- ping Stones to Literature, Fourth Book; The Fourth Language Reader; Classics Old and New. (See General Directions and also Syllabus for third year.) The pupil is now ready to begin to read to learn; in other words, the mechanics of reading will have been mastered if the teaching of the three lower grades has been effectively done. Children can devote their energy to the enjoyment of the beauty and power of the production studied. Make specific assignments and require pupils to be respon- sible for the meaning of the lesson studied, for the meaning of the new words contained in the lesson, for the pronunciation of the new words, for oral reading. The use of the dictionary should be taught by actual drills given in finding words (showing how to find them) and then how to pronounce them after found (this is to be done by means of the phonics already taught and the diacritical marks used in the particular dictionary used). Special attention should then be given to the art of selecting the definition which fits the particu- lar use which has been made of the word in the context. The library should be used liberally now for supplementary reading matter, for material with which to supplement the other subjects of the course, geography, science, history, literature. It 30 should have literature which will appeal to children of the grade, and a given amount of home reading should be encouraged, at least one book per month. Reports of this reading should be made in class and discussed. This will encourage a habit of careful reading, which is so desirable. Library Books for the Fourth Grade. Hiawatha, Arabian Nights, The Maemillan Company; Robin Hood (Pyle), Robinson Crusoe (any complete school edition), The Wonder Book, Cook's Story of Ulysses, Fifty Famous Stories Retold, Old Stories of the East, Stories of Great Ameri- cans, Robin Hood Ballads, Craik's Little Lame Prince, Merrill & Co.; Tanglewood Tales, Peabody's Old Greek Folk Stories, Kingley's Greek Heroes, Bryant's Translation of the Iliad, Bryant's Odyssey, Mabie's Norse Stories, Heroes of Asgard, Siegfried, Myths of Northern Lands, Skinner's Reading in Folk Lore, King of the Golden River, Pied Piper, Horatius, Whittier's Child Life in Poetry and Prose, Fanciful Tales, Scribner 's Sons ; Old Testament Stories in Scripture Language, Houghton, Mifflin & Co. ; Round the Year in Myth and Song, American Book Com- pany ; Bird World, Ginn & Co. ; Nature in Verse, Silver, Bur- dette & Co. ; Books of Legends, Houghton, Mifflin & Co. ; King Arthur and His Court, Ginn & Co.; The Howell's Story Book, Scribner 's Sons; Stories of Our Country, Tales from the Fairy Queen, Maemillan Company ; Bimbi, Ginn & Co. ; Gods and Heroes, Ginn & Co.; Waste Not, Want Not, Houghton, Mifflin & Co.; Friends and Helpers, Ginn & Co.; Hans Andersen's Stdries, Houghton, Mifflin & Co. ; Tommy, Anne and the Three Hearts, Maemillan Company; First Book of Birds, Houghton Mifflin & Co. ; Tales of Troy, DeGarmo ; Our Feathered Friends, Heath & Co. ; Alice 's Adventures in Wonderland, Maemillan Com- pany; Jacknapes and the Brownies, Houghton, Mifflin & Co.; Through the Looking Glass, Maemillan Company ; Open Sesame, Vols. I and II, Ginn & Co. ; Stories of the Old World, Ginn & Co. ; Black Beauty, Ed. Pub. Co.; Children's Treasury of English Song, Maemillan Company. FIFTH YEAR. READING AND LITERATURE. Text: Brumbaugh's Standard Fifth Reader, Part II, and Curry's Literary Readings. 31 Supplementary. — Graded Classics, Book V ; Fifth Book, Step- ping Stones to Literature, Fifth Book Language Readers; Clas- sics Old and New, Book V. (See General Directions, and also Syllabus for third and fourth years.) The reader should be used more as a book for drilling on the difficulties encountered in the reading and which have been dis- cussed in the previous years. The children, however, have reached the point where they may develop, and should have already developed to a considerable extent, a sympathetic appre- ciation of works of fiction, and of poems. The efforts of the teacher should be directed to the appreciation of literary wholes as literature, giving only such attention to the language and expression side, to the historical and geographical, to mythical and other allusions as would seem necessary for a full apprecia- tion of the masterpiece. If, for example, the child in the fifth grade can read the first selection in the fifth reader, which is an excerpt from Sheridan Knowles' William Tell, it is only one step further to require the child to read the entire masterpiece and thus be placed in a position where he can appreciate the fragment he has been required to study. Its meaning will then become clear. Curry's Literary Readings has many masterpieces which are short and within the reach of fifth grade children. These may be selected and studied, reserving the more difficult and the longer productions for the sixth year. Among the productions which may be read in the fifth year may be mentioned The King of the Golden River, Building of the Ship, The Great Stone Face, Annabel Lee. In addition many selections (literary wholes) may be found in the library. The teacher should become so saturated with the masterpiece that she will become an inspiration to the pupils. Assign definite work along these lines: (1) require an oral reproduction of the contents of the lesson; (2) pronunciation and meaning of new words; (3) occasional references to be looked up. ' Assign definite study questions, such as How do you know that Sleepy Hollow is a sleepy place? In Chapter I of The King of the Golden River be able to tell what you think of Hans and Schwartz and also of Gluck. Find out if Hans and Schwartz 32 were good farmers, and why. Give a description of the little old man and be prepared to tell in your own words what happened during his visit to Gluck. The teacher should not overlook the utter inconsistency of expecting and requiring a good recitation when a definite assign- ment has been omitted either through lack of preparation or indifference. Continue the drills on the use of the dictionary and use it in connection with the reading so as to develop the habit of referring to this book when necessary. Make liberal use of the library in looking up references, etc., and teach how to use the books. Encourage the reading of books in the library by permitting pupils to take books home. Monthly or at other stated periods have a discussion of the books. There should be more or less freedom in these discussions, as the chil- dren hould not be held rigidly to elaborate outlines for the study of books at this stage. These discussions should be mainly re- stricted to a description of the hero and perhaps one or two minor characters with the motive of the story, and the reason for liking or disliking the book. Library Boohs for Fifth Year. Whittier's Child Life in Poetry and Prose, Legend of Sleepy Hollow, Rip Van Winkle, King of the Golden River, Tanglewood Tales, Hans Brinker, or The Silver Skates (a picture of child life in Holland) ; Little Smoke, Stoddard; Lion and Tiger Stories, Carter (from St. Nicholas) ; there is an excellent collection in the St. Nicholas series; Hero Tales Told in School, Baldwin; Pil- grim 's Progress, Ginn & Co. ; The Nurenburg Stove ; A Dog of Flanders, Ouida, Merrill & Co. ; Lobo, Rag and Viven ; Krag and Johnny Bear, Chas. Scribner's Sons; Stories of Our Country; Things Will Take a Turn, Harraden; Squirrels and Other Fur Bearers, Houghton, Mifflin & Co, ; Juan and Juanita; Boy's Book of Rhymes, Scollard; Golden Members, Wiggin & Smith; Hia- watha, Houghton, Mifflin & Co. ; Lays of Ancient Rome, Merrill & Co. ; Kingsley 's Water Babies, Little Daffydowndilly and Bio- graphical Stories, Some Merry Adventures of Robin Hood, Tales from Scottish History (Rolfe), American Book Company; Tales from English History, American Book Company; Stories from Louisiana History, King and Ficklen, Hansell & Brother ; Stories 33 of American Life and Adventure (Eggleston), Little Brother ta the Bear, Ginn & Co. ; Wood Folk at School, Ginn & Co. ; Wilder- ness Ways, Ginn & Co.; Gulliver's Travel to Lilliput (Swift), Merrill & Co.; The Children's Hour, Longfellow, Houghton, Mif- flin & Co. ; Ten Boys on the Road from Long Ago, Heroes of the Middle AVest (Gatherwood), Ginn & Co.; The Story of Siegfried, Boy's King Arthur, Scribner's S'ons; A Story of the Golden Age; Tales of Chivalry (Rolfe), American Book Company; Colonial Children (Hart), Macmillan Company; Jason's Quest, Sibley and Ducker; Poems of American Patriotism, Guerber's Story of the English, Life of Lee, B. F. Johnson & Co. ; Greek Gods, Heroes and Lien, Scott, Foresman & Co. ; Pioneer History, 3 vols. (McMurry), Macmillan Company. SIXTH YEAR. READING AND LITERATURE. Text: Literary Readings (Curry). Suggestions for the Sixth and Seventh Years. See General Directions. The work of reading and literature in the previous grades has laid the foundation for the study of more extended literary masterpieces to be undertaken in the sixth and seventh years. The students can now enjoy the stories more, study characters more closely and attentively and trace the development of the plot and of the characters with more minuteness and attention than before. Nor will it be necessary to do much urging in this study, for if the children are normal and the teacher has her heart in the work the pupils will do the rest. Do not be afraid of the masterpieces, for Ruskin tells us that ''the greatest books contain food for all ages," and teachers of experience have already discovered that more can be accom- plished and more interest can be aroused by the study of mas- terpieces in wholes than by the study of scrappy extracts, which have no meaning apart from the whole; that works which deal with fundamental truths appeal more to children than much of the so-called juvenile literature. Enter the work then with enthusiasm and the children will take up the spirit and the progress made will more than repay the effort. The tendency of the day to introduce children to lit- 34 eraiy masterpieces is one of the most encouraging signs of progress in the public school. The aim in studying the masterpiece is still to have the pupil know, feel and be moved by the author. Constant contact with the language of good authors is the best means of unconsciously giving the child the use of chaste and vigorous English; it is also the best means of developing character, for the motive of the masterpiece will make a lasting impression, and the study of character in fiction will produce a love for the beautiful and the true in character. Keeping the above in mind as the chief aim in the study of masterpieces, the amount of detail work, such as looking up allu- sions, the study of the author's style and other details should be kept in the background to a considerable extent. The dictionary should be freelyi consulted for pronunciation and meaning of new words. This, together with whatever study of historical and geographical allusions that may seem necessary, should constitute the bulk of the work so far as reference is concerned. The difficult passages should be gone over in class with the aid of the teacher, or reserved for later study. The questions of the teacher should compel vigorous thought on the part of the pupils, and the corrections made should be made gently, so as not to distract the mind from the thought of the author. Dispense with such useless questions, as ''How many mistakes did James make?" SUMMARY. The essentials of success in teaching a masterpiece may be summarized as follows: 1 . A sympathetic attitude toward child life. 2. Thorough preparation on the part of the teacher which involves a sympathetic appreciation of the author 's work of art ; a knowledge of his life and works ; a knowledge of the allusion made ; a usable knowledge of the library, the dictionary, the en- cyclopedia and general books of reference. 3. Variety and vigor in the recitation; vigorous thought on the part of the class at all times during the recitation, making use of skillful questions to arouse such thought; making helpful suggestions when necessary. 35 4. Knowledge that the teacher's function in the work is to inspire, guide and direct, and that this inspiration can not reach the child without effort on the part of the teacher. 5. Helping the child to overcome difficulties, and gradually leading the child to overcome such difficulties alone. 6. A knowledge of the importance and function of the assign- ment. 7. Reading of such books as Chubb 's The Teaching of Eng- lish, Scudder's Literature in School, McMurry's Special Method in the Reading of English Classics, Colby's Literature and Life in the School, Cox's Literature in the School. 8. A final re-reading to fix the central aim and thread of the story in the mind. Library Books for the Sixth Year. Regular home readings should be assigned from this list: The Sketch Book, Ginn & Co. ; The Courtship of Miles Standish, Christmas Carol (Dickens), Houghton, Mifflin & Co.; "Warner's Hunting of the Deer; Snowbound, and Song of Labor (Whit- tier), Houghton, Mifflin & Co.; Coming of Arthur and Passing of Arthur, Houghton, Mifflin & Co. ; The Gentle Boy and Other Tales (Hawthorne), Houghton, Mifflin & Co.; Tales of the White Hills and Sketches, Houghton, Mifflin & Co.; Plutarch's Alexan- der the Great, Houghton, Mifflin & Co.; The Building of the Ship, Houghton, Mifflin & Co. ; Alcott's Little Women, and Little Men; Grout's Jack Hall, Macdonald's Light Princess, Sewell's Decatur and Somers, Jewett's Betty Leicester, Johonnot's Ten Great Events in History, Pyle's Some Merry Adventures of Robin Hood, Carter's Panther Stories, Warner's How I Killed a Bear, Macaulay's Lays of Ancient Rome, Scott's Tales of a Grandfather, Hawthorne's Biographical Stories, Longfellow's Giles Corey, Higginson's Three Outdoor Papers, Seven American Classics, Burrough's Birds and Bees and Other Sharp Eyes, and Other Papers, Longfellow's Children's Hour and Other Poems, Houghton, Mifflin & Co.; Baby Bell, The Little Violinist and Other Poems, Open Sesame, Vols. II and III, Ginn & Co. ; Dick- ens ' Child's History of England, Lamb's Tales from Shakes- peare, Clarke's Story of Cassar, William Tell (McMurry), Silver, Burdette & Co. ; Undine, Ginn & Co. ; Nine Worlds, Ginn & Co. ; 86 Rab and His Friends, Educational Publishing Company; Bald- win's Famous Allegories, Scott's Lay of the Last Minstrel, Stories from Old English Poetry, Houghton, Mifflin & Co. ; Pres- cott 's The Conquest of Mexico, The Story of a Bad Boy, Hough- ton, Mifflin & Co.; Source Book of American History (Hart), Macmillan Company; Heroes and Patriots of the Revolution, Macmillan Company ; Swiss Family Robinson, Ginn & Co. ; La- nier 's Froissart, Scribner's Sons; Dodge's Hans Brinker or the Silver Skates, Century Company; Don Quixote de la Mancha, Scribner's Sons; Tales of a Traveler, Merrill & Co.; The Rose and the Ring, D. C. Heath & Co.; Palgrave's Golden Treasury of Songs and Lyrics, Macmillan Company; Stories from ^averly, Macmillan ; Pilgrims and -Puritans, Ginn & Co. ; Acadian Remi- niscences, Voorhies. SEVENTH YEAR. READING AND LITERATURE. Text: Literary Masterpieces, Houghton, Mifflin & Co. See General Directions and Syllabus Sixth Year. Books for Library. Holmes' Grandmother's Story of Bunker Hill Battle; Dick- ens ' Christmas Carol ; Evangeline ; Arnold 's Sorab and Rustum ; Burroughs' Birds and Bees; Hughes' Tom Brown's School Days; Mark Twain's Prince and Pauper; Davis' Stories for Boys; Hale's Man Without a Country; Hawthorne's Grand- fether's Chair; Pyle's Men of Iron; Baldwin's Story of Sieg- fried; Wiggins' Polly Oliver's Problem; Cooper's The Spy; The Plant World, D. Appleton & Co.; Grandmother's Story and Other Poems; Scudder's Life of Washington; Poor Rich- ard's Almanac; Burns' Cotter's Saturday Night; Scott's Tales of a Grandfather; Evangeline, Houghton, Mifflin & Co.; Enoch Arden, and the Lotus Eaters, Chas. Merrill & Co. ; Cricket on the Hearth, Chas. Merrill & Co. ; Merchant of Venice, American Book Company; Source Book of American History, Macmillan Company; Poetry of the Seasons, Silver, Burdette & Co. ; Washington 's Rules of Conduct, Houghton, Mifflin & Co. ; Natural History of Selborne, Ginn & Co. ; Plutarch 's Lives, Ginn & Co.; The Two Great Retreats, Ginn & Co.; The Alhambra, Ginn & Co. ; Piccola, Ginn & Co. ; Silas Marner, Educational 37 Publishing Company ; Vicar of Wakefield, Ginn & Co. ; Two Years Before the Mast, Houghton, Mifflin & Co. ; Orations on Washing- ton and Landing of the Pilgrims (Webster), the American Book Company; Crof ton Boys, D. C. Heath & Co.; Hart's Camps and Firesides of the Revolution, the Macmillan Company ; Last of the Mohicans, Chas. IMerrill & Co.; Tom Brown's School Days, Educational Publishing Company; Franklin's Autobiography, Educational Publishing Company; The Gold Bug and Other Tales, Houghton, Mifflin & Co. : In Bird Land, A. C. McClurg ; A Bunch of Herbs, Houghton, Mifflin & Co. ; Life of Lee, B. F. Johnson Publishing Company; Thoreau's The Succession of Forest Trees ; Rob Roy and Quenten Durward, Ginn & Co. ; Tale of Two Cities, Ginn & Co. ; Jean Valjean, Educational Publishing Company ; The Footpath Way, Houghton, Mifflin & Co. ; A Book of Famous Verse (Repplier), Houghton, Mifflin & Co. Language, SUGGESTIONS FOR THE TEACHING OP LANGUAGE. 1. Language is a means for the expression of thought. For the purpose of expressing a thought clearly the speaker or writer must have clear ideas, good organization of ideas, and, finally, certain formal elements in which to clothe his ideas and with which to express that organization. 2. The first concern, therefore, of the language teacher must be to give the children clear ideas. This should be done through- out the school day in all the branches taught. 3. The second aim, according to our analysis, must be the organization of these ideas. Organization, too, must be taught in connection with such subjects as history, geography, science, literature, etc. It involves, on the part of the child, a recogni- tion of the fact that some data, or facts, are put together rather than certain others; that they are put together because they bear upon the same subject or topic; and that all other facts not bearing upon this topic should bfe kept out of that group. 4. Finally, the child must be given certain so-called formal elements of language which will enable him to indicate as clearly as possible what he is thinking; in other words, he must be taught to select the right words with which to express his ideas, to spell these words correctly, to punctuate his sen- tences properly, etc. The only function of this part of the work is to enable the child then to say as clearly as possible what he actually thinks. This work should be done in the language period. 5. The formal elements of language should be taught only in so far as there is need for them, as the child has use for them ; any other way is wasteful. The teacher, of course, may see to it that the child has use for them in his work. 6. Effective work in the teaching of language implies that this subject be correlated with other subjects of the school course; there can be no good work without the observance of this principle of teaching. While the actual teaching of the subject must be done in the language period, the child must 39 be held responsible throughout the entire school day for the application of the ideas taught. To be slack in this particular means wastefulness. On the other hand, in order that the work of organization be treated successfully, and in order that no time may be lost for the purpose of giving the child those clear ideas which are supposedly in his possession at the beginning of the language period, the good teacher will see to it that language and history and geography, and all other subjects are so thoroughly taught that no time may be lost in the language period for that purpose. 7. All successful language work is leased upon the applica- tion of the principle of imitation. Whatever the stock of words and expressions in the possession of the child, he has gotten it all through the imitation of some one. This suggests a number of lessons for teaching: a. The teacher must be careful in her language ; none except the best expressions must be used in the schoolroom. &. The best way of teaching good organization of thought will be to have the child study good models in literature, c. The best way of improving the child's expressions, both as to grammatical correctness and style, is through the use of masterpieces. 8. Before the child can become proficient in the use of lan- guage he must have abundant practice. Command of good lan- guage means ''the habitual unconscious use of a choice vocab- ulary; of various forms of sentences to express delicate shades of meaning; of correct inflections of words to express number, tense, and mood; of correct pronunciation; of correct spelling, capitalization, and punctuation. These habits are formed only by repeated use." 9. Oral expression should predominate in the lower grades; it should be the only form used during the first two years and should hold a prominent place in the next two years of the course. In the later years of the course the teacher must re-, member, however, that written work must be emphasized if the work is to be effective. 10. To make the work in language a success it is absolutely essential that the children have a motive for the work. This may be accomplished by correlating this subject closely with the others of the curriculum; by supplying interesting stories 40' and other materials as the basis for the language work; by the inspiration which the good teacher brings to the teaching of every subject. GRADES ONE TO THREE. Aim. — Enlargement of the child's vocabulary; development of taste in the use of expressions; formation of habits of cor- rect expression; arrangement of sentences in orderly form in so far as the child in these grades is able to do so. Materials. — Those materials should be used as the basis of the language work which are the most intimately connected with the life of the child. This will include work in stories, science, the other content studies in so far as taught, and the common experiences of the children out of school. Those stories should be used which especially appeal to the children and yet enable the teacher to attain the aim of the language work. Through the study of good literature "the thoughts of the child are both stirred and dignified — and he is furnished with ideals of ex- pression." The common experiences of the children both in school and out of school often furnish excellent material for language work. These experiences are usually sufficiently vivid to be of real value to be the basis for conversation lessons. In this way the work in the school garden, a day in the circus, a picnic, and other events may be utilized. The work for lessons of this kind must be just as carefully planned as that of any other ; unless this is done the lessons will prove a failure. The teacher must have thought the lesson through so that she may direct the conversation of the class; if she has not made the right preparation the class will control the lesson and the time will be wasted. The correction of the common errors of speech will constitute a part of the work during these years. Method. — The following suggestions may be found helpful in the teaching of stories. First, the story should be told in a natural yet animated way, the teacher using the very best forms of expression. If the story is a long one, only a part of it, suf- ficient for the day, may be used. The next step will be the reproduction of the story by the children. It may be necessary for the teacher to assist the children by asking questions; if so, these should be of a topical, or pivotal kind, calling for a cer- 41 taifi part of the story. The teacher by following this course consistently will provide for organization, making the children feel, in the course of time, that certain sentences bearing upon the same subject, or telling about the same thing, are put to- gether. If possible the teacher may put an outline of the story in picture form upon the board and have the class follow this. While the child tells the story the teacher must make the proper corrections in his language. The stories used in this w^ay may be told by the teacher dur- ing the morning exercises, or during a period set aside for that purpose, or during the language period. (See Morning Exer- cises and Reading.) The teacher must use considerable judgment in correcting the errors of children. Harsh criticism will kill all spontaneity and so interfere seriously witli the language work. In the second grade the work may be extended so as to cover the reproduction of stories from outlines which may have been suggested by the teacher; and in the third grade the teacher with the class may make out the outline and the pupils may then reproduce the story from this outline. Taking the story of Little Red Riding Hood as an example, we might make the fol- lowing outline: "Who Little Red Riding Hood was. What her mother asked her to do one morning. How^ Little Red Riding Hood started on her way and met a wolf. What the wolf asked her and what she answered. What Little Red Riding Hood did immediately after the wolf left her. How the wolf came to the house, entered it, and ate the Grandma. How the wolf planned to eat Little Red Riding Hood also. Little Red Riding Hood's arrival at the house and how she entered it. Little Red Riding Hood's surprise at her grandma's appear- ance and the questions she asked about it. What the wolf finally attempted to do with Little Red Rid- ing Hood. How Little Red Riding Hood is saved and the wolf is killed. 42 It is in this way that the child will get the feeling for or- ganization of thought and the necessary practice as well. The following plan may be followed in the teaching of the formal elements: The teacher may direct the attention of the children to one of the common errors of the children and present the right form. Then may follow a rapid drill upon the right form until every child is thoroughly conversant with it. After this it is a matter of eternal vigilance on the part of the teacher; she must not permit any opportunity to slip by to cor- rect the old error should it manifest itself ; as undoubtedly it will. When this error is under fair control the teacher may attack a new one, going slowly enough for the great majority of the class to do the work satisfactorily. OUTLINE OF MATERIALS FOR THE FIRST GRADE. Stories. — These may be first presented by the teacher during the opening exercises or during some period which has been set aside for that purpose. During the language period most of the time should be devoted to the telling of the story by the chil- dren. The teacher may select stories to be used from the list submitted. The stories may be found in : The Book of Fables and Folk Stories. — Scudder. Cat-Tails and Other Tails. — Howliston. Williams' Choice Literature, Book I, Primary Grades. STORIES. The Story of the Three Bears. Chicken Little. Little Red Riding Hood. The Story of the Three Little Pigs. The Golden Goose. The Ant and the Dove. The Lion and the Mouse. Cinderella. The Shoemaker and the Elves. The Little Red Hen. The Fir Tree. The Ugly Duckling. Puss in Boots. The Fairy Gifts. The Daisy. 43 The Flax. Five Out of One Shell. One Eye, Two Eyes, Three Eyes. Why the Evergreen Trees Never Lose Their Leaves. Billy Boy Seeks His Fortune. Little Gray Pony. Tom Thumb. The Street Musicians. Piccola. Ulysses and the Winds. The Honest Woodman. Mr. Fox and His Dinner Party. Mr. Herron and His Dinner Party. Mrs. Grasshopper Gay. Mrs. Thrifty- Ant's Fall. The Sleeping Beauty in the Wood. The Magnet's Choice. Fish or Frogs. What Broke the China Pitcher. The Fairy Mercury. How Dame Nature Got Her Frost. A Living Plough. POEMS TO BE STUDIED AND LEARNED. Pussy Willow, Child's World, or Nature in Verse; What Does Little Birdie Say? Tennyson; The Cow, Stevenson; Suppose, Gary; Sleep, Baby, Sleep; The Owl and the Pussy Cat, Child Life ; Twinkle, Twinkle, Little Star ; The Wind, Stevenson ; The Rain, Stevenson; Pussy Clover, Lacrom; Swinging on a Birch Tree, Lacrom ; Jack in the Pulpit, Clara Smith. Commit six or seven of these. PICTURES FOR STUDY. Jacob's Dream, Murillo; The Melon Eaters, Murillo; Ma- donna and Child, Murillo ; The Song of the Lark, Breton ; Milk- ing-time, Dupre ; The Balloon, Dupre ; Feeding the Hens, Millet ; Sheep Shearing, Millet. SECOND GRADE STORIES. The Bear and the Troll. Beauty and the Beast. The Fisher Boy Urashima. 44 The Wonderful Mirror. Dick Whittin^on and His Cat. Jack and the Beanstalk. Life of a Butterfly. Mr. and Mrs. Robin. Giant Sloth and the Tiddly-Winks. The Vapor Family. Seedlings on the Wing. Little Golden-Rod. The Little Maple Leaves. The Green Worm. The Story of Tad and Polly. How Flax "^^as Given to Men. Why the Sea is Salt. Why the Crocodile Has a Wide Mouth. The Story of the Picture on the Vase. Why the Water in Rivers Is Never Still. How the Raven Helped Men. The Story of the Earth and the*Sky. How Summer Game to the Earth. Why the Face of the Moon Is White. Why All Men Love the Moon. Sections from Hiawatha: Hiawatha's Childhood; Lines 64-235. Hiawatha's Friends; Chapter 6. Hiawatha's Sailing; Chapter 7. Hiawatha's Fishing; Chapter 8. Hiawatha and the Pearl-Feather; Chapter 9. Hiawatha's Wooing; Chapter 10. Hiawatha's Wedding Feast; Chapter 11. Picture- Writing ; Chapter 14. Hiawatha's Lamentation; Chapter 15. The Death of Kwasind ; Chapter 18. The Famine ; Chapter 20. The White Man's Foot; Chapter 21. Hiawatha's Departure; Chapter 22. Books suggested for story work: Third Year Language Reader, Baker & Scott. The Book of Nature Myths, Hoi brook. 45 Cat Tails and Other Tails, Howliston. Classic Myths, Judd. Hiawatha, Longfellow. POEMS TO BE STUDIED AND LEARNED. To Be studied: Over the Hills and Through the "Woods, Whittier; Thanksgiving Child; Good Night, Dayre; Robert of Lincoln, Bryant; The Quail's Nest; Frogs at School; Song of the Lilies ; Treetop and Meadow ; The New Moon, Follen ; The Swing, Stevenson; Norse Lullaby, Field. To Be Studied and Memorized: Wynken, Blynken, and Nod, Field; If I AVere a Sunbeam, Lacrom; The Brown Thrush, La- crom; The Rainbow, Rosetti; Extracts From Hiawatha; The Flower, Tennyson; Cradle Song, Holland; Don't Give Up, Phoebe Cary. Review the poems learned during the first year. PICTURES FOR STUDY. The Sower, Millet; The Beggar Boys, Murillo; Shoeing the Horse, Landseer; Trust, Barber; Can't You Talk, Holmes; Return to the Farm, Troyon; At the "Watering Trough, Dag- nan-Bouveret ; The Three Friends, Gardner. THIRD GRADB STORIES. The Golden Touch. The Miraculous Pitcher. The Three Golden Apples. The Beginnings of Things. How Odin Lost His Eye. The Magic Apples. Skadi's Choice. The Dwarfs Gifts. The Quest of the Hammer. Thor's Visit to the Giants. Thor's Fishing. Thor's Duel. In the Giant House. Balder and the Mistletoe. Why the Peacock's Tail Has a Hundred Eyes. The Story of the First Moles. The Story of the First Ants. Stories From the Jungle Book, by Kipling. 46 Book List for Third Grade: Hawthorne's Wonder Book. In the Days of the Giants, Brown. Book of Nature Myths, Holbrook. The Jungle Book, Kipling. POEMS TO BE STUDIED AND LEARNED. To Be studied: Good Night and Good Morning, Lord Houghton; Why Do the Bells of Christmas Ring, Ward; Our Flag, Sangster; The Lady Moon, Lord Houghton; Who Stole the Bird's Nest, Child; Springtime, Dayre; The Robin's Advice, Jewett ; The Voice of Spring, Howitt ; The Barefoot Boy, Whit- tier. To Be Memorized and Studied : The Mountain and the Squir- rel, Emerson; What the Birds Say, Coleridge; The B^own Thrush, Lacrom ; A New Year Song, Lacrom ; I '11 Try Anon ; Doing Its Best; Only One Mother; Sweet and Low, Tennyson; The Rock-A-By-Lady, Field; Bob White, Cooper; Selections from The Barefoot Boy. PICTURES FOR STUDY. Farmyard, Herring; The Strawberry Girl, Reynolds; A Member of the Humane Society, Landseer; Feeding Her Birds, Millet; Ploughing, Rosa Bonheur; Madonna, Child and Dona- toos; St. Cecilia with Angels, Lauenstein; Feeding the Nes- tlings, Millet. FORMAL ELEMENTS. What a sentence is. A sentence that tells or states some- thing is a statement. Every sentence should begin with a cap- ital letter. A period should be placed after every complete state- ment. Some sentences ask questions; these are followed by a question mark. Some sentences express a command or a request ; these are followed by a period. Some sentences express sudden or strong feeling ; these are called exclamatory sentences and are followed hy an exclamation point. Parts into which a poem is divided are called stanzas. Given names and surnames. The writing of initials. The word I should always be written with a capital letter. Names of cities and streets are written with capital letters. The names of the days of the week should begin with capita) letters; this is true also of the names of the months. 47 Tlie hyphen is used to join the parts of a compound word. It is also used at the end of a line to connect syllables of a divided word. Abbreviations of the names of the months, mister, mistress, street, avenue. Study of the paragraph; what it is and how it is indicated — indentation. How to write a letter of friendship. How to date the letter. How to write the heading, salutation, body, and conclusion. How to address a letter. The correct use of the words is, are, was, were, has, have. Words to use with ''you"; have, were, are. Teach other forms which conditions may warrant. Correct the common errors of speech. Pay close attention to the cor- rect use of such words as teach and learn ; saw and seen ; did and done ; I and me ; she and. her ; he and him ; good and well. No text in the hands of 'the pupils. Adopted text, Hyde's Course in English, Book I, pp. 1-55. SUGGESTIONS FOR THE INTERMEDIATE AND HIGHER GRADES. THE WRITTEN COMPOSITION. Beginning in the intermediate grades and continuing through the grammar grades, the written work is very much more im- portant than in the primary grades. Enough written work must be done by the children so that writing good English will be- come a habit just as speaking good English is a habit. "Written work should therefore be a daily exercise. This does not mean, of course, that every language period must be devoted to written work, or that the written work must be done for the language period; it is quite essential that it be done in connection with the other school studies, and the child thus be made to feel that every written exercise is a language exercise and must come up to the same standard as the language exercise. Thus a report in history may be used as the basis for language work. The length of these daily exercises should not exceed one or two paragraphs; only occasionally should there be a longer exercise which will require the effort of the class for several days. The simplest form will be the reproduction of a paragraph from some literary selection. 48 The aim in all this written work should be just as definite as in all other school work; there will be nothing accomplished unless this is the case. Neither must the aim be too broad; the teacher must- confine herself to the use of certain marks of punc- tuation, capitalization of words used in certain places, the arrange- ment of sentences in paragraphs, etc. In the criticism of the written compositions the teacher must be careful to enlist the co-operation of the entire class; an exer- cise criticised by the teacher merely and then handed back to the class is so much time wasted because the more numerous the blue marks on the page, the more disgusted will be the child, and the sooner will the paper find its way to the wastebasket with- out having been even carefully examined, much less corrected. In order to make the co-operative lesson in criticism successful the following points must be kept in mind by the teacher : 1. The children must know thoroughly all the points taught up to date ; the teacher must not go too fast for the average pupil, therefore. 2. Hold the pupils responsible for the application of all the language facts taught, not only in the language lesson, but in every other lesson as well; only in this way can the pupil be taught the right standards. 3. Never accept any work that does not come up to the stand- ard set for the class. 4. Have the compositions read in class and then ask for sug- gestions as to how certain features of it may be improved; make the work constructive. 5. In ease of compositions read by teacher, indicate the error, but do not make the correction ; let the pupil do this and then inspect the work again; in case of a large number of errors require the pupil to rewrite the composition. The materials for both the oral and the written language work in the upper grades should be taken from the content studies of the course, as literature, history, geography, and science. The form of the exercise may be a report in any of these subjects, outlines of subjects, chapters, etc., discussions (de- bates) in history or literature, descriptions of apparatus, and the formal compositions. 49 The order of procedure in case of the formal composition, when the pupil has some knowledge of the subject, may be as follows : 1. The teacher, after suggesting the subject, may take an inventory of the knowledge of the class on this subject, i. e., find out just what the children know and what they do not know. 2. The class with the help of the teacher may make an out- line of the principal points to be discussed. 3. Since the teacher has probably discovered a number of points on which the knowledge of the class is either weak or of which they know nothing at all, the next step may be the gath- ering of further material for the composition. 4. The outline may now be completed in its details. 5. Finally the composition may be written. The following outline may serve as an illustration: Why Great Britain Is So Important a Manufacturing Country. 1. The quantity and variety of articles manufactured. 1. Various kinds of metallic goods, as cutlery, machinery, etc. 2. Woolen goods, yarns, cloth, etc. 3. Cotton goods, cloth, thread, etc. 4. Linen goods. 2. Great Britain's advantage in the possession of an abun- dance of raw materials. 1. Metals are found in abundance. (a) Iron ore; quantity and where mined. (b) Tin. (c) Copper, lead, zinc, and very little gold and silver. 2. Agricultural raw products used in manufacturing. (a) Wool. (b) Flax. (c) Etc. 3. Products imported. (a) Cotton; quantity and where taken. (b) Hides, etc. 3. How the possession of power for manufacturing purposes has helped Great Britain to become so important a manufactur- ing country. 1. Her water power. Its importance and where found. 50 2. Coal; its abundance; where mined; advantages of the location of coal mines. 4. Great Britain 's splendid transportation facilities and their importance for manufacturing purposes. 1. Railways; number and efficiency. 2. Water routes. Number of navigable rivers, canals, etc. Location of cities with reference to these. 3. Efficiency of the merchant marine. 4. Effect of these features upon commerce and manufac- turing. 5. Great Britain's cheap and efficient labor also has helped in her development. 1. The intelligence of the common people. 2. What the government does to increase that intelligence. (a) Industrial features of common schools. (b) Technical schools. (c) Evening schools for workmen. 6. Conclusion. Of course this is not the only outline that could be made on this topic ; the teacher should keep in mind that different pupils may bring in different outlines, all of which may be very good, in spite of the fact that they attack the subject from a somewhat different point of view. In a similar manner other topics from geography may be used for language work. A written lesson of this kind will do a great deal to give the children a good knowledge of both geography and language. History may be used in a similar way; a few topics are suggested as appropriate for this purpose : How the south- ern planter educated his children in colonial times. How John Smith saved the Jamestown colony from starvation. How Bur- goyne attempted to divide the eastern from the middle colonies. How Washington outwitted the British at Trenton. How Hamil- ton established the credit of the United States. How the United States has profited from the Louisiana purchase. Etc. THE TEACHING OF POEMS. The study of poems properly belongs in the reading period or in the period set aside for the study of literature. Certain phases of this study, however, have a claim upon the language period, and it is for this reason that these suggestions are offered 51 in this place. Thus the study of the thought of the poem more properly belongs in the reading period, while the form in which the thought is put has a greater claim upon the language period. It is not claimed that all discussion of the thought of poems must be attended to in the language period. The teacher will, however, find it a very useful expedient to emphasize the thought in the reading period, while the form receives the greater em- phasis during the language period. The following procedure in the teaching of poems may be found helpful: 1. The approach to the poem; getting the class in a frame of mind to appreciate the study. 2. The study of the thought of the poem. This may be done with the help of the teacher in the lower grades or independently by the pupils in the higher grades. 3. A study of the form of the poem ; of the language in which the thought is clothed. An appreciation of the form is abso- lutely necessary even for the appreciation of the thought and should therefore not be neglected whether the poem is used as a basis of the language work or not. 4. Finally there should be further work upon the apprecia- tion of the form. This may be the reading of the poem by the child, or the committing of the whole, or parts of it. Only in this way can we give the child a stock of choice words and ex- pressions v.'hich will remain permanently his own. Applying this to a study of The Village Blacksmith, we should discuss with the class first the blacksmith and the black- smith shop of their own knowledge and acquaintance. In this discussion those points should be brought out which are taken up in the poem. The questions which might be asked are as fol- lows : How many of you are acquainted with a blacksmith and his shop ? Will you describe his shop to us ? Describe the black- smith himself. Tell us about some of the things he does, espe- cially those which you have seen him do. What is it that you especially enjoy as you watch the blacksmith at work? Etc. Then may follow a study of the thought of the poem. We shall now study a poem in which Mr. Longfellow describes a blacksmith whom he knew. Now may follow the reading of the poem by the class, or the teacher, and then a discussion such as indicated by the following questions : Where did the shop which 52 Mr. Longfellow describes stand ? What suggests to you that this was a pleasant site? Describe now the blacksmith to us. What is his personal appearance? What does the poet tell us about the manner in which the blacksmith works? What do we call a person who works so steadily? What does the poet tell us about the school children who pass the shop ? What does the fact that the children are on such friendly terms with the blacksmith seem to indicate about his character? Or his nature? How does the blacksmith regard his family? What is there in the poem that tells you so? What kind of husband and father was he? How does the poet describe the life of the blacksmith as a whole? What is the lesson which the blacksmith is to teach us according to the poet? Next may be taken up the study of the language of the poem more fully. Notice the wordy mighty; what other words could have been used ? Why do you think this the better word ? Notice the expression, ' ' His brow is wet with honest sweat ' ' ; how could you have stated the same thought in different words? Would this have expressed the thought quite as effectively? Note now the comparison which the poet uses, "Like a sexton ringing the bell, when the evening sun is low." Why does this comparison, or figure of speech, give us the thought much more clearly than otherwise it could have been done? Note another figure in the next stanza, ''Like chaff from" a threshing-floor"; what does this figure suggest to you ? Why do you suppose Mr. Longfellow used this figure? (Because this was a familiar sight to the people to whom he wrote.) Other expressions may thus be studied. Finally, after the poem has been read until the class seems to get its music, seems to appreciate the poem, the whole should be committed to memory. THE TEACHING OF THE FORMAL PARTS OF LANGUAGE. The formal elements of language should be taught only in so far as there is a need for them ; only when he needs to use the rule that "Every sentence should begin with a capital letter" should the teacher teach this rule. The formal elements should be taught inductively in the intermt?diate and grammar grades. When once a fact has been taught the teacher must hold the child responsible for the application of the fact until it has been made a full-fledged habit and requires no further attention from 53 the teacher. Suppose that the formation of the plural of nouns ending in y were the lesson to be taught. The. teacher has nl)- ticed that the children are making errors when writing the plurals of lily, valley, pony, donkey, etc. This is the time to teach this lesson. The teacher will then select a number of sen- tences in which the different form of these words are found and present them to the class, either by writing them on the board, or by referring the children to the selection in which they are found. Now the different forms are noted and a list of the various forms made. Thus in one column will be put the w^ord lily ; in another its plural form * ' lilies " ; all of the words which form their plurals like this word will be put with this group. In a similar manner will the singular and plural forms of the word donkey and its allies be grouped. Thus : daisy daisies lily lilies pony ponies story stories chimney chimneys donkey donkeys monkey monkeys valley valleys The children will notice before long that the words lily, pony, daisy and story are alike in their ending and form their plural in a similar way, and that the same is true with the words donkey, valley, etc. It now remains to observe these similarities more closely and then the class will be ready to state the rule that "Nouns ending in y, if the y is preceded by a consonant, change the y to i before adding es ; nouns in which the y is pre- ceded by a vowel form their plural by adding s." Then should follow an application of the rule taught. This may take the form of a group of sentences with blanks to be filled with the proper form of the words taught. PICTURE LESSONS. In the adopted text there are given a number of pictures for study. Pictures may be used in several ways, according to the nature of the picture. Some pictures suggest an action which seems to constitute an incident in a series, while others represent a scene from nature, or from the street, or an individual whose 54 form and countenance express some of the ideals of humanity, etc. The former class of pictures may be used as the basis of a narrative, while the latter can be used for purposes of descrip- tion. The Colonial Boys in the adopted text is an illustration of the former, and The Cottage, p. 155, is an example of the latter. A number of pictures in addition to those mentioned in the adopted text is suggested for study in the different grades. The pictures listed in this outline may be obtained at a low price from Geo. P. Brown d Co., 38 Lovett street, Boston, Mass., or from the Perry Picture Company, Boston, Mass. The teacher should send for a catalogue to either of these companies and decide upon the grade and size of picture she wishes to purchase. FOURTH GRADE. FORMAL ELEMENTS. Quotations; use of quotation marks; the use of the comma with quotations. The use of the comma in address. Study of contractions like I've, don't, etc. An apostrophe should be used whenever a letter has been omitted. The two parts of a sentence: The part of which something is said, and the part that tells something about the former. The first is called the subject; the second is called the predicate. (Leave out these names until the pupils have the idea thor- oughly; do not confuse them. The principal thing is to give them the idea that a statement has these two parts.) Nouns. Some words are used to name something ; these words are called nouns. Some of these names are the names of indi- viduals, belong to one individual only; these names are called proper names. Other names belong to any one of a class; such names are called common. The use of capital letters. Titles, names of sects, political parties, particular events, newspapers, books, compositions ; every line of poetry; words derived from proper names should begin with capital letters. The formation of plural forms of nouns. Plurals are formed by adding s to singular form; some add es. Nouns ending in / or fe change the / or fe to ve and add s. Nouns ending in y change the y to ie and add s if the y is preceded by a consonant ; they merely add s to the singular if the y is preceded by another vowel. Some nouns have the same form for both singular and plural forms. 55 Words that denote possession, as in Fred's horse. Some words add 's to show possession ; a plural noun ending in s adds the apostrophe only; plural nouns not ending in s add the 's to show possession. Words used in place of nouns are called pronouns; thus in- stead of saying John Smith will go, we may say, He will go. * ' He " in that case takes the place of John Smith and is called a pronoun. There are pronouns of the first, second and third person ; I, you and he, are examples of the several persons. Some words describe others. In the phrase, "the red hat,'' for ex- ample, red describes hat. Such words are called adjectives. Since they change the meaning of the word, they are said to modify the word. Study of the use of this, these, that, those, the, an, and a. Words used after ''It is," "It is I," "It is we," "It is she," etc. Do not use such expressions as "It is me," "It is him," etc. Correct common errors of speech at all times. Adopted text, Hyde's Language Course, Book I, pp. 55-120. POEMS TO BE STUDIED AND LEARNED. To Be studied: In School Days, Whittier; The Corn Song, Tennyson ; Pied Piper of Hamelin, Browning ; While Shepherds Watched Their Flocks by Night, Tate ; The Gladness of Nature, Bryant; Woodman, Spare the Tree, Morris; The Fountain, Lowell. Others may be added from the reading books. To Be Studied and Learned: The Day Is Done, Longfellow; The Children's Hour and The Village Blacksmith, Longfellow; Nobility, Cary; The Cricket, Cowper; A Simple Recipe, Riley; America, Smith ; The Cloud, Shelly ; The Use of Flowers, Howitt PICTURES FOR STUDY. The Horse Fair and Coming From the Fair, Rosa Bonheur; An Old Monarch, Bonheur ; The Gleaners, Millet ; The Mill, Rem- brandt; Wild Cattle of Chillingham, Landseer; The Prize Calf, Landseer; Divine Shepherd, Murillo; Village Blacksmith, Her- ring. FIFTH GRADE. FORMAL ELEMENTS. Words which state or assert something are called verbs. Transitive and intransitive verbs. Singular and plural forms of verbs. V 56 Words that modify the meaning of a verb are called adverbs. Adverbs tell when, where or how an action takes place. The use of negatives. Negative words and sentences. Two negatives should not be used in the same sentence unless the speaker wishes to express an affirmation. •Words used with nouns or pronouns to show their relation to some other word are called prepositions. The development of case in connection with pronouns. Pro- nouns in the nominative, possessive, and the objective cases. Great care must be taken to get these points clearly before the children. They are familiar with the various uses and forms of the pronouns, but they easily become confused in case of poor teaching. The teacher should take familiar sentences and show both the variation in form and use, and when the class clearly sees this the names of the cases may be given. The different forms of the pronoun he may be shown in the following sen- tences : John has >\on the prize at school. He is a very studious boy. His manners are exemplary. Everybody loves him. In these sentences we have both the different uses and the several forms. This work on case in connection with pronouns should be of great value later when case is taken up in connection with nouns. Words that connect - sentences or similar parts of the same sentence are called conjunctions. Words like alas, O, ah, etc., that are added to sentences to ex- press strong feeling are called interjections. Review parts of speech taught. A group of words performing a distinct office in the sen- tence, but having neither subject nor predicate, is called a phrase. Phrases according to their function are called adjective, adver- bial, etc. A group of words performing a distinct office in the sentence and having both subject and predicate is called a clause. Ac- cording to their use clauses are either independent or dependent. The use of the comma in 'a series. The comma when used to separate words, phrases or clauses placed between parts of a sentence closely related should be separated from the rest of the sentence by commas. When a phrase or clause is transposed out of its natural position, it should be separated from the rest of the sentence by the comma. 57 Review of the different kinds of sentences studied. The compound sentence is one that is made up of two or more independent clauses. The clauses making up the compound sen- tence are usually separated by the comma if closely related; or if the clauses should be sub-divided by the comma, they are usually separated by the semicolon. Additional work in the writing of letters. Adopted text, Hyde's Language Course, Book I, pp. 120-203. POEMS TO BE STUDIED AND LEARNED. To Be studied: The Indian Girl's Lament, Bryant; The Building of the Ship, Longfellow; The Chambered Nautilus, Holmes ; The Shell, Tennyson ; The Snow, Lacrom. Others to be selected from reading books. To Be Studied and Memorized: Footsteps of Angels, Long- fellow; Landing of Pilgrims, Hemans; Daffodils, Wordsworth; Spring Twilight, Sill ; To the Dandelion, Lowell ; Elegy Written in a Country Churchyard, Gray (selections from this) ; Con- sider, Rosetti ; The Death of the Flowers, Bryant ; Abou Ben Ad- hem, Hunt ; The Blue and the Gray, Finch. PICTURES FOR STUDY. The Close of the Day, Millet ; Lions at Home, Bonheur ; Land- scape With Waterfall, Ruysdale ; Pharaoh 's Horses, Herring ; My Dog, Landseer; The Angelus, Millet; Madonna, Durer; Sheep Going to Pasture, Mauve; Monarch of the Glen, Landseer. ENGLISH GRAMMAR. SUGGESTIONS FOR TEACHING. The aims of the study of English grammar are said to be the following : 1. Through the study of English grammar the child learns to think logically. 2. A knowledge of grammar enables him to interpret thought. 3. It also is a standard in his expression of thought. 4. If the child continues his course in the high school it will be of use to him in the study of foreign languages. The teacher should keep in mind that if this study is to be meaningful to the child the work must be concrete; the teacher 58 must therefore have illustrations in abundance at every point of the teaching. Again the child must be made to feel that in the study of grammar he is dealing with the thought of the sen- tence and not merely with the words. The child who does not see anything beyond the words that make up the sentence does not kilow any grammar whatever. The teacher must constantly apply in the interpretation and expression of thought those grammatical facts already in the possession of the child. In this way the child will find out the real value of the subject, and the teacher will therefore not find it necessary to explain to him just why he is studying grammar, as often has to be done. In the second place, this constant appli- cation will constitute a splendid review, and the ideas which otherwise would have been forgotten in the course of a few weeks will become a permanent part of the child's intellectual equip- ment. GENERAL SURVEY GF THE COURSE AND ORDER OF TREATMENT. A. Sentence Structure. 1. The sentence. The subject; simple and complete. The predicate; simple and complete. Verbs of complete predication. Verbs of incomplete predication. Transitive verbs; objects; indirect object; objective complement. Copula; attribute complement. 2. Substantive phrases and clauses. 3. Sentences classified as to form. Simple. Complex. Compound. 4. Independent elements in sentence structure. Words. Phrases. 59 B. Parts of Speech. 1. Review the recognition of parts of speech. 2. Classification and inflection. Nouns. Proper and common. Collective. Abstract. Number, gender, case. Pronouns. Personal, interrogative, relative, demon- strative, and indefinite. Declension. Adjectives and adverbs; inflections and kinds of each. Verbs. Voice, mode; kind; participles; tense; per- son and number; auxiliaries. Prepositions, conjunctions and interjections. SIXTH GRADE. Study the general directions and let them control your teach- ing. Review those facts of grammar with which the children are supposed to be familiar. See the outline for the previous grades for this purpose. The topics have been arranged in such an order as to make the work as easy as possible for the child; but in order that the teaching of this subject may be a success the teacher must have mastered the subject to such an extent that she is quite independ- ent of the text. FIRST TERM. study of the simple sentences: The simple sentence is one that contains at least two ideas. In the sentence, ''The valley is fertile," there are the two ideas, ''valley" and "fertile," which when united and expressed in words constitute a sentence. The word "valley" names the idea of which some- thing is said ; this word is called the subject of the sentence. The word "fertile" tells what idea is stated or asserted of the sub- ject "valley," and together with the word "is" constitutes the predicate of the sentence. Sometimes both the idea asserted and the connection between the subject idea and the predicate idea are shown by the same word, as, for example, in the sentence, "The wind blows." Be very careful that the children get this point at this time in order to save yourself further annoyance. Don't be satisfied if the children can repeat the definitions of subject and predicate without any difficulty ; they must have the 60 ideas expressed in these definitions before their knowledge is of any consequence. The modified subject and predicate: Be sure to keep the confusing term in the background; if there is likely to be any trouble with the word ''modified" leave this until the class has thoroughly grasped the idea. As illustrations use sentences the thought of which will be understood without any difficulty ; often sentences made by the pupil, or used by the pupil, at any rate, may be used for the purpose of making a point clear. Order of the subject and predicate in the different classes of sentences: The declarative, the interrogative, the imperative, and the exclamatory. Adopted text, Book II, pp. 1-7. Verhs of complete predication: Some verbs do not require any words to complete the predicate; these are called verbs of complete predication, or intransitive verbs. Text, pp. 103-105. Yerhs of incomplete predication: These verbs require an additional word or words to complete the predicate. There are two classes : 1. Copulative verbs, like hCy look, appear, seem, etc. 2. Transitive verbs. Study in this connection the attribute com- plement, which is used in connection with the copula; and the direct object, the indirect object, the objective complement used in connection with the transitive verb. Text, pp. 182, 187, 189, 190. Modifiers: Adjectives; their function, pp. 12-13. Adverbs; function, pp. 16-17. Phrases: Groups of w^ords having the use of a single word and having neither subject nor predicate; pp. 25-26. Clauses: Combinations of words having both subject and predicate and performing a distinct office in the sentence; pp. 27-28. Both the phrases and clauses may take the place of adjectives and ad- verbs. The teacher' in teaching the function of phrases and clauses will find it of advantage to take a simple sentence con- taining adjectives and adverbs and substituting phrases or clauses for adjectives and adverbs. The function of phrases and clauses will thus be clearly revealed. Substantive phrases and clauses: Clauses and phrases that perform the office of nouns . Noun phrases, p. 169. Noun clauses used as subject of verb, p. 237 ; as predicate nominative, p. 237 ; as object of transitive verb, p. 237 ; as object of preposi- tion, p. 237. Exercises, pp. 238-240. 61 Sentences classified as to form : A simple sentence is one that expresses one thought; p. 225, pp. 227-236 (omit infinitive and participial constructions which the children have not had). The complex sentence is a sentence consisting of one clause and one or more subordinate clauses; pp. 236-251 (omit adverbial clauses of degree, cause, purpose, condition and concession). Compound sentences are sentences which are made up of two or more in- dependent members ; pp. 252-258. ' Independent elements in sentence structure: A word or group of words attached to a sentence without forming a grammatical part of it is called an independent element ; p. 223. References for this year's work are: "Webster-Cooley Two- Book Course in Language, Grammar and Composition, Book II, pp. 121-206; Buehler's A Modern English Grammar, pp. 15-108; Gilbert and Harris' Guide Books to English, Book II, Selections One to Three; Scott-Southworth, Lessons in English, Book II, Part I and Chapter 15. These books will be found helpful both for the mode of treatment and the sentence material they con- tain. Two books especially valuable for the methodology of the subject are Carpenter, Bnker and Scott's The Teaching of Eng- lish : and Chubb 's The Teaching of English. COMPOSITION. See ' ' Suggestions for Intermediate and Grammar Grades. ' ' POEMS TO BE STUDIED AND LEARNED. To Be Studied: The Twenty-second of December, and Sev- enty-six, Bryant ; Burial of Sir John More, Wolfe ; To a Water- fowl, Bryant; The Tiger, Blake; An Order for a Picture, Alice Gary. To Be Studied and Memorized: Concord Hymn, Emerson; Ring Out, Wild Bells, Tennyson; Soldier, Rest, Scott; The New World, Lowell; Daybreak, Longfellow; The Last Rose of Sum- mer, Moore. PICTURES FOR STUDY. Landscape With Windmill, Ruysdale ; The Deer Family, The Combat, Landseer; The Vintagers, Breton; Sistine Madonna, Raphael; Dignity and Impudence, Landseer; Hope, Mignard; Faith, Mignard; Monument, Bridge and Minute Man, Concord. 62 SEVENTH GRADE. ENGLISH GRAMMAR. Parts of speech^ studied in detail. Review of recognition of parts of speech ; pp. 9-24. Study of nouns. Classes of nouns: Common and proper; collective, abstract. Number of nouns; the several ways of froming plural; by adding s ; by adding es ; nouns ending in y preceded by a vowel simply add s; most nouiis ending in o add s, while about forty add es to form plural; thirteen nouns ending in f and three in f e form their plural in ves ; some are irregular ; some have same form for both singular and plural; plurals of compounds; pp. 32-42. Gender of nouns, pp. 42-45. Case. Here it will be wise to use the personal pronoun for the purpose of showing how the form changes with the different uses of the word; thus: I love him. It is mine. He loves me. Here the words, I, mine and me all refer to the same person, but because they are used in dif- ferent relations with words of sentences they have a different form. In the case of nouns we do not have three distinct forms, but have one. common form for the nominative and objective cases and a special form for the possessive case. The three dif- ferent cases: Nominative, possessive and objective. Case-for- mation. The parsing of nouns, pp. 45-57. ^ Study of pronouns. Classes of pronouns: Personal, adjec- tive, relative and interrogative. Declension and uses. The pars- ing of pronouns ; pp. 57-84. Adjectives. Classes : Descriptive and limiting. Descriptive adjectives derived from proper nouns are called proper adjec- tives; those that are forms of verbs are called participial adjec- tives, while those that denote qualities are called qualitative ad- jectives. Limiting adjectives contain the following sub-divisions: Articles, numerals, interrogatives, conjunctives, demonstratives, distributives and quantitative adjectives. Comparison of adjectives; regular and irregular. Inflection for number in case of the adjectives this and that. Parsing of ad- jectives. Choice of the proper adjectives; pp. 85-102. Verbs. Classes*: Transitive and intransitive. Intransitive verbs are of two classes : complete and copulative verbs. Voice, a modification of the verb which indicates whether the subject m ■ names the doer or the receiver of the action asserted. Active and passive voice. Mode. Through the form of the verb we may- indicate whether the relation between the subject and its attri- bute is a fact, is doubtful, or contrary to fact ; this modification or change in the form of the verb is called mode. The several modes: Indicative, subjunctive, imperative. Tense. Another change in the form of the verb to indicate the time when an action takes place. Changes in the form of verbs to indicate number and person. Verbs classified as regular and irregular. Auxiliary verbs and their use. Infinitives and participles. Cor- rect use of verbs. Pp. 103-158. Infinitive and participial phrases; pp. 167-168. Adverbs. Classes of adverbs : Adverbs of time, place, man- ner, degree, cause or consequence, and modal adverbs. Adverbial phrases. They are also classified according to use as simple, con- junctive and interrogative. Comparison of adverbs. Parsing of adverbs. How to distinguish the adverb from the adjective. Pp. 159-167. Construction of adverbs; pp. 212-213. Prepositions ; pp. 171-173. Construction of prepositions ; pp. 213-217. Conjunctions. Classes: Co-ordinating and subordinating. Sub-divisions of each. Parsing of conjunctions; pp. 174-179. Construction of conjunctions; p. 217. Interjections; p. 180. Review the parts, of speech as a whole and then take up analysis of sentences for remainder of the year. Select material for this purpose from your reading books or other texts in this subject. References for this year's work are: "Webster-Cooley, Two- Book Course in Language, Grammar and Composition, pp. 207- 314; Buehler's A Modern English Grammar, pp. 111-291; Gil- bert and Harris, Guide Book to English II, pp. 183-256, 293-356 ; Scott-Southworth, Lessons in English, Book II, pp. 78-220. Method books mentioned for sixth grade. COMPOSITIONS. See ' ' Suggestions for Intermediate and Grammar Grades. ' ' POEMS TO % BE STUDIED AND LEARNED. To Be studied: Snowbound, Whittier; Pocahontas, Thack- eray ; Liberty and Independence ; Captain ! My Captain ! Whit- 64 man; Song of Marion's Men, Bryant; Vision of Sir Launfal, Lowell. To Be Studied and Memorized: Bugle Song, Tennyson; Se- lections From Vision of Sir Launfal, The Building of the Ship and Snowbound. Other poems and selections from literature read in this grade. y PICTURES FOR STUDY. A Stampede, Shepherd of the Pyrenees, Bonheur; The Stag at Bay, Landseer; Signing of Declaration of Independence, Trumbull; Sir Galahad, Watts; Highland Shepherd's Home, Landseer; Mater Dolorosa, Mignard; The Holy Night, Corre- gio; The Recall of the Gleaners, Breton. Spelling. Special Notice. — In order to take bearings with respect to the work in spelling being done by different grades or classes^ all teachers of spelling should read this entire syllabus. General. — "Word study comprises a study of the form, pro- nunciation, meaning and use of words. Spelling proper pertains to the form of words, the letters that compose the words placed in their proper order. The spoken word, containing the sounds of the letters of which the word is composed, is the foundation upon which spelling is built. Clear articulation and distinct enuncia- tion, in order to stress elementary sounds, constitute a first prin- ciple in the teaching of spelling. The pronunciation of a word is generally a key to its spelling. Elementary spelling, particu- larly, involves the pronunciation and form of words. The study of a word that did not previously exist in a child's vocabulary includes a study of its meaning and use. The study of the form of a word that conveys no meaning to the child, and that may not be brought into use by him, is a waste of time. The definition of a word, couched in terms that are as unmeaning to the child as the word itself, is worse than no definition. The best test of a clear grasp of the meaning of a word is the ability of the child to use it, not in one sentence alone, but in as many sentences as may be required to show its various relations to other words. The spelling lesson must, therefore, frequently as- sume the broader scope of word study. The pronunciation, mean- ing and use of words are as essential as their form, and should be taught in connection with reading and language as well as with spelling. Let us not forget that the most important function of the spelling lesson is to teach the form of the word. If there is any truth in the accusation made against the up-to-date school, that it turns out poor spellers, teachers of this subject must find the remedy. The poor speller is not necessarily deficient in pronun- ciation and use of words. Ordinarily we do not detect the poor speller from common intercourse with him. "We discover him when we read a letter that he has written. "We call a poor speller one who writes the form of the word incorrectly. If we desire 66 to make better spellers of our pupils we must use every possible means to impress upon their minds the correct form of the words. Exercises in the meaning and use of words, important as they are, should not monopolize the time of the spelling lesson. The study of the form of words assumes such importance as to merit the mention of a few special points on acquiring and memorizing word-forms: 1. Speak the word, slowly and distinctly, giving to each sound its full and true value. 2. Study the word by looking at it, to acquire its visual image. 3. Spell the word orally to make an aural impression. 4. Spell the word orally and write the word to make an im- pression on the muscles of speech and hand. 5. Copy the correct form of the word to assist in acquiring its mental image. 6. Drill, by copying, by oral spelling, or by writing the word from memory, and repeat the process as often as may be neces- sary to produce a lasting impression. 7. Write on the blackboard the correct form of new words, arising in other subjects than spelling, and drill on these if time permits. 8. Lay stress on spelling in all written exercises, and inva- riably call attention to the correct form of misspelled words. 9. List for review, words frequently misspelled. 10. Teach accuracy in all school work and the observation of little things. The product of the school that requires minute care and precision in all of its work is likely to be a good speller. The words in the spelling-book will fall into one of two classes : those that are pronounced as the sounds and order of the letters would imply, and those that are not spelled as they are pronounced. There are some, but not many, of the latter class that form part of a young child's vocabulary. Spelling accord- ing to sound is therefore first introduced. The spelling-book pre- sents in a systematic order the words of the language in most general use, proceeding from the shortest, simplest or most com- mon words, to the longest, most complex or most uncommon. Those words that are not spelled as they are pronounced should be taught as sight words, and the visual or muscular image of .■such words should be impressed upon .the child's memory. 67 FIRST YEAR. The spelling work of the school must be based on some pre- liminary work in phonics. This work is to be given in the first year in connection with the reading. The sounds and signs of the short vowels, and the sounds of the consonants, as well as the names of the letters and their symbols, should be familiar to the pupils when they take up formal spelling in the second grade. The words for the first year should be taken from the read- ing material. SECOND YEAR. Text: Century Spelling Book, Part I, Lessons 1 to 60. The study and recitation of the spelling lesson should occupy fifteen minutes a day in this grade. A brief exercise should be given, consisting of not more than ten words, once each day, with reviews on Friday, or at some convenient time, of the words taken up during the preceding days. In these first lessons, teach, re- view, and drill upon the uses of the long and short vowels, the hard and soft sounds of c and g with the diacritical marks, syllable and accent, silent letters and simple diphthongs, the short Italian and circumflex a, simple plurals, distinction between name, action and syllable words, and one or two other principles. Here are certainly enough principles to be mastered during the pupil's first year of formal spelling. Follow the suggestions given in the text. Drill on these words. Have pupils copy them from the spelling-book; spell them from the sound; write them from dictation; use them in sentences. THIRD YEAR. Text: Century Spelling Book, Part I, Lessons 61 to 175. Thirty minutes daily is now provided in the course of study for the study and recitation of spelling. There should be two daily recitations. Continue short lessons and reviews as in the second year. The most frequent exercise should be in writing, with oral spelling on review days. In this year's work is con- tinued the study of the diacritical marks. There should be much drill on these. Have pupils do the desk work set down in the text, and drill them on the phonics as given. Much practice is here given on silent letters, homophones, word-building, plurals and abbreviations. The spelling of some simple grammatical forms is given, and a few simple rules are laid down. Impress 68 the form. Assign so as to create interest in and give life to the lesson. Give pupils one trial; do not permit guessing. Hold spelling bees occasionally. Give variety to the lessons to avoid the grinding process. Teach all that is in the text, and more, and let the work be thorough. FOURTH YEAR. Text: Century Spelling Book, Part I, Lessons 176 to 294. The program for the fourth year provides for two recitations daily, as in the third year. When the lessons contain many fa- miliar words more than ten words may be assigned. In such cases the first daily lesson may be devoted to the form, and the second to use, meaning, pronunciation, accent or distinct articula- tion. Review the diacritical marks by marking the words now introduced. Teach the use of the dictionary at this time. Syllab- ication should be stressed. As the pupils advance from year to year and acquire familiarity with sound and symbol, more written work and less oral work should be given. Review the difficult words taught in the second and third years to make sure that the pupils have mastered all the words taught before a new text is taken up. Hold occasional matches in pronunciation and syllabication, FIFTH YEAR. Text: Century Spelling Book, Part II, Lessons 295 to 400. The course of study provides that fifteen minutes daily be devoted to formal spelling. Home study may now very properly include work in word study. The use of words in original sen- tences and the use of the dictionary may be assigned for home work. Particular stress is laid on geographical terms and on synonyms, or words of similar meaning. No more than fifteen new words a day should be given, and on these there should be frequent reviews. Require the utmost care and thoroughness. SIXTH YEAR. Text: Century Spelling Book, Part II, Lessons 401 to 506. The time to be devoted to formal spelling is the same as for the fifth year. Special stress is laid upon prefixes and suffixes, and frequent and careful use of the dictionary is recommended to determine and impress the full value of these affixes. Unusual 69 words are more frequently given in this grade and should be carefully studied with respect to their form, pronunciation and use. SEVENTH YEAR. Text: Century Spelling Book, Part II, complete the text. With respect to the time to be given to spelling in this year, the suggestions are the same as for the fifth and sixth years. The longer and more complex words of the language are here taken up for study. Many of these are derived from foreign languages. Other groups pertain to particular subjects and are partly tech- nical. Foreign plurals and compounds are stressed. In this last year of formal spelling in the course, there should be frequent reviews of diacritics, and a formulation and clear understanding of all rules of spelling. Matches in spelling and pronunciation should be frequent. Provide for reviews of those words that have been most frequently misspelled during the course. Writing. The purpose of this course is to train the child (1) to form correct writing habits; (2) to write a clear, legible, smooth, strong, rapid hand; (3) to develop habits of attention, obser- vation, order, concentration, self-reliance and memory. The course is so planned that the child in each grade does what he is physically and mentally capable of doing. The plan is based on what the child can do, rather than on what the mature or trained writer can do. A child forced to use faculties or muscles not sufficiently developed soon becomes fatigued. Children should do very little writing the first year. Their first writing should be on the blackboard with soft crayon. This should be followed by large writing on unruled paper and un- glazed paper. Wax crayon should be used for this work. The child should use the whole arm for blackboard writing and for the large writing on paper. The writing is gradually reduced in size as the child advances in the grades. As the writing be- comes smaller the child naturally touches the arm to the desk and readily acquires a free, smooth writing at a fair degree of speed. GENERAL DIRECTIONS. 1. All written work put on blackboard by teacher should be large, clear and like the system in use. 2. All written work handed to the teacher should be written with pen and ink from the third grade up. 3. Writing is not a subject for busy work, as too many bad habits are formed when there is no supervision. 4. Accept only Avork that is written as well as pupils are capable of writing it. 5. Teach pupils to keep arm on desk, drawing paper up in- stead of pulling arm down where no motion can be obtained. 6. Pupils should write in the copy book and not draw in a slow, painful way. Gradually increase speed from five to ten lines in ten minutes. The speed of all should not be gauged by the slowest. Have pupils write in the copy books every writing lesson as a means to gain greater facility and skill in writing. 71 7. Should there be many grades in one room, as in the rural schools, it is an advantage to use in Grades II and III, Book II, then Book III. In Grades IV, V, VI and VII, use Book IV first, then Book V. 8. The teacher should keep on the blackboard where they can easily be seen by the pupils, carefully written copies of the cap- itals and small letters of the alphabet. 9. Blackboard erasers should be used only to erase complete work. They should not be taken up to erase parts of words. Pupils must feel confident and do their work right. 10. Each teacher should collect a sample of each pupil's work when she takes the class for the first time. It may be well in Grades IV to VIII inclusive, to have pupils copy poetry from their readers, using the same poem when the teacher hands the class on to another teacher. In this way she keeps a record of what the children accomplish while in her charge. Grade I. Incorrect writing habits are formed after the child begins school. He does little, if any, writing before that time. The first school year is exceedingly important. Indelible impres- sions are made. Habits become so firmly fixed that, should un- doing be necessary, the process would be tedious, fatiguing and discouraging. The tearing-down and building-up would require great loss of time and waste of energy; therefore it is imperative that the plan of work be constructive. First grade writing is foundation work. The child's entire course in writing will be affected by the writing done in the first year. Step I. Five Months. Material : Blackboard, eraser and soft chalk. Time: Daily exercise, fifteen minutes. Word development should precede training in writing. The child should know the word, should have seen the teacher write the word, possibly in the reading lesson, before the word is given for a writing lesson. Begin with a word rather than a single letter. The child's first writing should be on the blackboard. He should be shown how to hold the crayon, how to erase the board, how to stand at the board and how to march to and from the board. The teacher divides the board into sections wide enough 72 for a word. She writes the word. The children watch closely. She erases the word, and they quickly write the word. She directs their attention to the space before and after the word. She writes the word again, giving them opportunity to compare their word with hers. The word may finally be written in col- umns, the children observing the space between the words. Step II. Two Months. Material: Unruled and unglazed paper, wax crayon or soft pencil, blackboard and chalk. The children sheuld write across the paper, letting the paper fall over the front edge of the desk. The paper should be directly in front of them. Observe correct position of body. The teacher should write the word on the paper and hold the paper before the children, giving them a better idea of form, grouping, size of letters and width of space before and after the word. The children should kold the crayon back from the point and write with the whole arm. It is better training to write one word for several lessons than to write several words in one lesson. After the children have acquired considerable skill in writing one .word in the line, turn the paper and write the word three or four times in the line, and three lines on the sheet, observing the uniform space between the lines. Step III. Two Months. Material: Blackboard, chalk, unruled paper and wax crayon or soft pencil. The children are new ready for sentence writing. The teacher should write the sentence on the board, then on paper. The children should see her WTite. They should see the teacher's writing on the paper. The teacher should encourage correct position of the body, paper, crayon. If children are required to do any writing besides the regular writing lesson, such writing should be done on blackboard or unruled paper. The children at the end of the first year should know how to make all small letters and figures and as many capitals as necessary for other written work. Grade II. Material: Blackboard, chalk, wide-ruled paper, soft pencil and copy book. First ten weeks of year, no copy books. 73 Second ten weeks of year, Book I. Follow with Book II and repeat, if necessary. (See outline for First Grade.) The writing should be in accord with the first-year work. Freedom should not be suppressed as the writing decreases in size. Seek to gain power and control. As the writing grows smaller the forearm touches the desk and becomes the base of movement. The muscles should be brought into action in drill exercises; the child thus gains power to write. In order to use the arm easily, it is essential to sit with the body well poised. Position. — The body should be erect and parallel to front of desk. Both feet should rest squarely on the floor. The arms and hands should be on the desk, the right arm resting on front edge of desk, on muscle just below the elbow and parallel to right edge of desk ; left arm on desk at elbow ; left hand holding paper or book. Right hand should be supported by the third and fourth fingers curved under; the wrist nearly flat (not touch- ing desk). Pencil held by thumb and second finger. The pen points over right shoulder. The paper or copy book should be placed on the desk so that the right edge of the paper or copy book is parallel with the right edge of the desk. The paper or book should be moved forward or to the left as the writing progresses. Place paper or book at the right and well upon the desk. Only writing material should be on the desk during the writing lesson. Not more than five minutes should be consumed in getting ready for the writing lesson and putting away ma- terial 'at the close of lesson. Pupils should be taught how to use and care for material. The writing lesson may be divided into three parts, as fol- lows : Part One. Movement Drill. — Five minutes. Every child in position. All material ready. The children may close the right hand and move the hand in and out of the sleeve in line with the forearm, balancing the arm on the front edge of desk. They can make about 100 movements in a minute. Study closely the action of the arm. Finally try the oval drill (left, then right oval). When pupils can move the arm easily, 74 have them place pencil in hand. Study posititon of pencil and hand. Children need not touch pencil to paper for this exer- cise. Part Two. Letter Drill. — Five minutes. Practice letter forms. Arrange letters in groups of five or more on a line. Have capital and small letters together. Pre- serve regular spaces between the groups so that the work shall stand in perpendicular columns. Practice the capital letter that will appear in the copy book writing for the day. Part Three. Five Minutes. Teacher should write sentence on the blackboard. The chil- dren study the copy as it is written on the board. They write a line in copy book. They compare their work with copy. They continue writing. They are looking for improvement. They write the last line best. At the end of second year the pupils should know correct writ- ing position. They should write lesson work freely on the blackboard, as well as on paper. They should know how to use the arm well when writing. Grade III. Material: Blackboard, chalk, paper, soft pencil, pen, ink, penwiper, blotter and copy book III. Exact correct writing position. Children should practice the movement drills shown above the copy in copy book (1) with hand closed, (2) with pen in hand, (3) with pen touching paper. Continue the drill about six minutes. Get results. Good position, good movement and clear strokes on the paper. The children should use pen and ink for the writing lesson. Study letter forms and good position of the body, pen, book and hand when writing in the copy book. Grade IV. Study Outline, Grade III. Material: Blackboard, chalk, glazed paper, pen, ink, blotter, penwiper and copy book IV. Time for getting ready for writing and putting away mate- rial, five minutes. Movement practice and copy book writing, fifteen minutes. Exact correct writing position during writing lesson for all written work. 75 Practice on loose sheets of paper the movement drills shown above the copy in the copy book. Practice drills two spaces high, then one space high. Exact careful arragement of movement drills on the paper. Write figures in groups at the rate of sixty a minute. Put life, speed and vigor in the copy book writing. Look for improvement in letter forms as well as in movement and position. Grade V. See Outline Grade TV. Use same material, copy book V. Have a five-minute movement exercise at the beginning of every writing lesson. Teach care and use copy book All pupils should be writing on the same page, but cannot be writ- ing at the same rate of speed. They should see the copy, study it and make the copy improve their writing. The strong, clear writing of the children on the blackboard, their careful and well-written lesson work tend to make their improvement in writing as shown in copy book more apparent. Grade VI. See Outline for Grade V. Practice movement drills at the beginning of every writing lesson. Move the hand directly in and out at the rate of 120 movements a minute. The ovals should be made at the same rate of speed. Write figures at the rate of sixty a minute. Exact correct writing posture for all written work. Every pupil should be a free arm movement writer. The writing should be legible and strong. Grade VII. See Outline for Grade VI. Take specimen of each pupil 's work. Teacher should find out just what each pupil can do when she takes the class. In a fifteen-minute writing lesson wonderful improvement may be made. See that pupils have good material, that the ink is not too thick, that they are using good pens. Work for free, easy writing in the copy book. Pupils should practice movement seven minutes, then write in copy book seven minutes. Every pupil should show strength in the writing. Observe legibility in all written work. ''Legibility is to be sought rather than in- volved elegance." Do not allow speed to sacrifice legibility. Arithmetic. First Grade. Text: Nicholson's New Primary Arithmetic. 1. Text is not to be placed in the hands of children. 2. Used by teacher as a guide. 3. Base lessons upon text to page 79. 4. Work from the concrete to the abstract. 5. Combinations of numbers up to twenty. 6. Liberal use of objects such as splints, blocks, yard-sticks, pint, quart, sand, and other materials for measuring purposes. 7. Number games. 8. Counting not higher than one hundred. Second Grade. Text: Nicholson's New Primary Arithmetic. 1. Text placed in the hands of children. 2. Review work of first grade. 3. Text completed. 4. Supplement text with original problems furnished by teacher and pupils. 5. To the denominate numbers learned in the first grade others should be added. 6. Reading of time from the clock. 7. Attainment of accuracy and promptness is the test of good work. Third Grade. Text: Nicholson's Intermediate Arithmetic. 1. Oral work should predominate in first two grades. 2. In third grade operations involve larger numbers, so the child may be taught to put his computations in writing as w^ell. 3. Text to page 74. 4. Multiplication and division the leading subjects. 5. Work of the year does not go beyond two-figure multi- pliers and two-figure divisors. 6. Oral work in fractions from objects. 7. Written work in United States money. 8. Introduction of the decimal point. 77 Fourth Grade. Text: Nicholson's Intermediate Arithmetic. 1. Text to page 119. 2. Review the four fundamental operations extending mul- tiplication and division work to include three-figure multipliers and divisors. 4. Oral work should not be neglected in any of the grades. (See Mental Arithmetic.) 5. More extensive w^ork in fractions based on work in text. 6. Fractions with three-figure terms have little value and in- vite danger. Fifth Grade. Text: Nicholson's Intermediate Arithmetic. 1. The text is completed in this grade. 2. Though most of the child's time is given to higher phases of the work, drills upon the fundamental operations with inte- gers must not be neglected. 3. Percentage is the new topic. 4. In presenting the subject have the child see the connec- tion of percentage with what he already knows, viz : 3/5 = .6 = 60%. 5. The child should not be allowed to write such incorrect forms as: (1) 12in. X 12in. = 144sq.in. (2) 48 in. -^ 12 in. = 4 ft. Best form for (1) 12 X 12 sq. in. = 144 sq. in. Best form for (2) 48 in. -^ 12 in. = 4, the No. of ft. Sixth Grade. Text: Nicholson's Grammar School Arithmetic. 1. Text to page 149. 2. Thorough review of fractions. 3. Get clear definitions from child of such figures as square, rectangle and triangle. 4. How to get the formula should be emphasized. 5., Child should continue actual measurements in beginning such topics as papering and carpeting. 6. In teaching the principles of percentage much mental work should precede and parallel the written work. 78 7. Avoid having child associate percentage exclusively with money. 8. Supplement text in the subject of percentage. Seventh Grade. Text: Nicholson's Grammar School Arithmetic. 1. Thorough topical review of work done in the sixth grade. 2. Text completed to page 196. 3. Application of percentage in business processes is the leading topic of the year. 4. Work should be made rational. For instance, in teaching the subject of Bonds the class may be formed into a stock com- pany. After the first dividend has been declared the problems in the book may be taken up. 5. Promptness in stating a problem and the use of some good system of presenting its solution in written form is especially emphasized in this grade. Mental Arithmetic. Text: Brooks' Mental Arithmetic. To be used alternately with written arithmetic. First and Second Grades. Do not place the text-book in the hands of the pupils in these grades. The work in arithmetic here, when the teachers are properly educated, is best taught orally without a text-book in the hands of the pupils. A good text-book in the hands of the teacher will indicate to her the character of the instruction best adapted to develop the idea of numbers in the minds of young children during the first two years of their school life. Third Grade. Begin at Section I, Page 9, and extend to Section II, page 37. In this section the object is to drill the pupils thoroughly in the "elementary results" of addition and subtraction (usually called the addition and subtraction tables) and in elementary products and quotients (usually known as the multiplication and division tables). These ''elementary results," as named, should be thoroughly known at the end of the third year. They are matters of memory, and the early years of nine and ten, when the verbal memory is so active, are the years when 79 these results should be fixed in the memory. The section also affords an opportunity to employ these '' results" in the solu- tion of problems that require the first steps in the comparison of numbers and their relation in concrete examples such as occur in life. In classes not very strong, it might be well to omit some of the longer and more complicated problems the first time going over the subject, saving thera for the review, in which new matter always adds interest. Fourth Grade. Begin at Section II, page 37, and extend to Section III, page 63. Here we have the introduction to analysis in passing to and from the integral unit, with introductory exercises in the comparison of integral and fractional units. There are also a number of carefully graded examples to exercise the ingenuity of the pupil and teach him the power of original thought with numbers. A brief review of some of the work of the previous grade may be desirable. Fifth Grade. Begin at Section III, page 63, and extend to Section IV, page 89. Here the pupil meets the analysis of examples involving fractions; exercises which are especially adapted to exhibit the spirit of arithmetical analysis. The underlying principle of arithmetical analysis is the reasoning to and from the unit; and in fractions the two kinds of units, the integral unit and the fi^actional unit, afford fine scope for this ''unitary analysis," as it has been called in England. For an illustration of this thought, see the diagrams on page 62 of the Normal Mental Arithmetic. Sixth Grade. Begin at Section IV, page 89, and extend to Section VI, page 119. Much of the work in Denominate Numbers will be a review of the knowledge already gained in written arithmetic, the special object being to familiarize the pupils with the method of analysis applied to these denominate numbers, which is the special function of mental arithmetic. Section V affords one of the finest examples of the nature and power of this analysis as applied to ''proportion," which in the older books was solved by the old so-called "rule of three." Here the principle of 80 arithmetical analysis is clearly exhibited as a simple process of reasoning with numbers by which the pupil acquires the power to solve problems by his own judgment independent of rules of the memory of processes. A brief review of Section III may be desirable in this grade. Seventh Grade. Begin at Section VI, page 119, and extend to the Supple- ment, page 144. When the class is not very strong in arith- metic, it is advisable to take about one-half or two-thirds of the exercises in each lesson, the first time going over the subject, reserving the exercises in the latter part of each lesson for the review. This is the custom of some of the best teachers in our schools, and seems to be based on sound philosophy. With strong classes all the exercises can be taken the first time going over; and exceptionally strong pupils will take special delight in solving the more difficult examples. A brief review of Sec- tion V, page 102 to 118, may be desirable when the work of the sixth grade has not been entirely satisfactory. Geography The work in geography is not only a description of the earth's surface, but it is concerned chiefly in the study, of the earth as the home of man, and of man's relation to his physical environment. It should give the child a true appreciation of his position in life as related to his surroundings, and acquaint him with the interdependence of mankind. It should also show the relation of plant and animal life, and, finally, lead the child into such knowledge as will enable him to better his environ- ment. Not only should eaeh lesson have a definite aim, but it should be a preparation for the one to follow, and each series of lessons should tend toward the building of some central idea. ''Every important geographical type should be clearly grasped by the teacher in its central idea and presented from that standpoint." (See IMcMurry's Special Method in Geography.) THE TEXT-BOOK. The text-book is intended only as an outline and aid to the true study of geography. In beginning its use, there is a danger of transposing the work from a study of things to a study about things, which will cause the work to become dry at this point. Pictures and interesting literature will help avoid this. In the beginning let the work be only an enlargement upon the child's knowledge of his immediate surroundings, as gained through the science work of previous grades. Let him feel that the text is concerned with real things. The teacher must be the judge as to the proper amount of emphasis to be placed upon each t<)pic, as this will be deter- mined largely by the ability of the class. MAPS. ; Every map in the text is of value. In addition to these, pupils should have access to large maps for use in class. helps: The helps at the end of each topic are merely suggestive as to important points found in the subject matter, and lose their value if used as fixed questions. 82. MEMORY WORK. Pacts merely memorized from a text-book can scarcely be called geographical knowledge, yet a certain amount of memory work in geography is absolutely necessary. Let it be such knowledge as the pupil will have most need of later. Shov^ pupils how to study text-books. FOURTH GRADE. Adopted Text: P>ye's First Course in Geography. I. First Steps. Recall briefly the facts learned by observation in third grade. Let the plain and plateau, river and lake, be an enlargement upon what the child sees at home. Extend his knowledge of the work of water, formation of soil, etc. Study shore forms and elevations in a general way to be applied to particular places l^ter. IL Map-Making. The map is meaningless unless the child keeps in mind the scope which it represents. Begin with a very small area and enlarge step by. step. IIL Earth as a Whole. The first step in teaching the earth as a whole should be to give the child a conception of its size. This cannot be emphasized too strongly. Use comparative terms! pupils do not think in miles. IV. Heat Effects. The term equator, poles, zones, etc., mean nothing to pupils of this grade. Do not attempt to teach here the causes of heat distribution, but rather the effects produced by such distribution upon plants, animals and man. V. Plants and Animals. Use pictures freely in this work. Compare plants and ani- mals of the several zones and continents. Give reasons for their differences. Note effects of latitude, elevation, water, food sup- ply, etc. VI. Kaces of Men. Make a collection of picture^ for study by comparison. Read stories of descriptive selectionsf' of each race. Compare home life, dress, food, occupation. Sllow how these are determined by natural surroundings. (Little Cousin Series and Seven Little Sisters.) VIL North America. (1) Position; (2) outline; (3) general idea of size; (4) chief elevations; (5) principal rivers and lakes; (6) climate; (7) minerals and where found. Make a relief map. Compare plant and animal life as varied by location, eleva- tion, rainfall, etc. VIII. United States as a Whole. Position, size, elevations, lakes, rivers, climate, soil, products, natural advantages, population, industries, trade, and history as affected by natural features. Study the location of a few im- portant cities. IX. States by Groups. (The series, 6 volumes, of geographical stories reproduced from St. Nicholas and published by the Century Company, may be used to advantage here.) Consider each group of states, using same outline as in study- ing of the United States. Compare groups, each to the others. Review reasons given for differences. Develop the idea of inter- dependence of states by considering the material wants of each and how these wants are supplied. Emphasize the relation of the farm and the trade center. Read: Child and Nature, Frye; Water Babies, Kingsley; The Land We Live In, King; North America — Carpenter's Geo- graphic Readers; Some Strange Corners of Our Country, Lummis. FIFTH GRADE (First Term). Adopted Text: Frye's First Course in Geography. I. North America. Study first as a whole, enlarging upon work of fourth grade. 84 II. Lnited States as a Whole. Give more time to map study in this grade. Mould in sand for a study of the surface. JV^ake a ''product map." Study the important trade routes, especially the trans-continental rail- roads and those centering in this section. Also, water routes. Locate the regions where thf. following are found: Coal, oil, natural gas, wheat, corn, rice, sugar, tobacco, etc. Locate the great commercial centers and study carefully the reasons for their location. (Omit study of states indi- vidually.) III. Alaska ANb Hawaii. Follow the outline used in stuciying the groups of states (see fourth grade). Consider their importance as possessions of the United States. (Island Stories, St. Nicholas Series of Geographical Stories.) IV. Canada, Mexico, Central America and West Indies. Study individually after some general plan as United States. Study as divisions of the continent, each relative to the others, V. South America. Follow same outline as in study of North America. Compare the two continents in each topic studied, thus giving a thorough review of North America. Make a thorough study of Brazil and consider briefly the other political divisions. Read: North America, Geographical Reader, Carpenter; South America, Geographical Reader, Carpenter ; Strange Lands Near Home ; Our American Neighbors. FIFTH GRADE (Second Term). Adopted Text: Frye's First Course in Geography. Make a complete study of the geography of Louisiana and the Mississippi Valley as correlated with the history work of this grade. Pupils, after passing this age, will have need of a geograph- ical knowledge of their state every day. Locate places sug- gested by current events. Study products of the state by sec- tions. Make a tiiorough map study. A certain amount of memory work must be done here. 85 \ Study sections according to products and industries. Get a general idea of the physical features of the state. Make out- line maps and fill in. :^ II. Eastern Hemisphere. \ 1. The study of the Eastern Hemisph'jere in this grade is to give pupils a general idea of each- continent, and not to burden them with unnecessary memory work. \ 2. Get at least one main fact about each political division studied. 3. Aim to constantly bring out the cause-and-effect idea. 4. Study the home life of each people. 5. In the study of each country there should be a constant comparison with North America as to mountains, rivers, cities, climate, people, industries, etc. ; e. g., the Volga and the Great Plain of Russia compared wdth the Mississippi Valley. 6. Make constant use of parallel readings. Read: Carroll's Around The World, Book I; Selections from Carpenter's Geographical Readers; Balliou's Footprints of Travel; Under Sunny Skies; The Story of Japan; Jpur- neys in the Orient; The Story of China. SIXTH GRADE (First Term). Adopted Text: Frye's Higher Geography. Pupils in this grade are ready to consider reasons for things previously learned as mere facts. 1. Have a globe. 2. Study directions by locating places on maps. 3. Use pictures and descriptive literature in studying forms of land and water. 4. Use every means to impress the child with the vastness of the scope studied. 5. Give reasons why lakes are in one location rather than another, and why rivers choose certain courses. 6. ..Compare the surfaces of continents in the study of general land forms. Note effects of elevation. 7. Pupils should be given here, for the first time, causes for the change of seasons, difference of zones, etc. Do not attempt too thorough a study of winds and ocean currents. 86 8. A comparison of ^the races of men should be given mostly through the use of pictures and parallel readings. (The World's People, Keane.) 9. Study separately the plant and animal life of each zone. Have class make "pio/ture maps" as are given in the text. 10. Emphasize coiimerce as a result of the difference of the zones. < 11. Consider North America alone in points suggested by the varied climate. Read: Selections from Carpenter's Geo- graphical Readers; The Picturesque Geographical Readers, King } A Reader of Physical Geography, Dodge ; The Stories of the Great Lakes. ^XTH GRADE .(Second Term). Adopted Text: Fife's Higher Geography. A certain amount of memory work will be necessary in this grade, but pupils should remember facts not merely names. 1. Study North America by the following outline, and follow same outline in studying other continents later : STUDY OP A CON'^INENT. 1.' Position. Where located. 6. Climate. 2. Boundaries — Oceans, etc. (1) Influence of Latitude, Winds, 3. Mould in sand, if possible, show- Mountains. ing elevations and depressions. (2) Influence of Elevation. 4. Draw outline map and study: (3) Influence of Ocean Currents. (1) General form and extent. 7. Soil. (2) Coast. 8. Productions. a. Projections, (a) Peninsulas. (6) Capes. (1) Agriculture. (2) Mineral. (3) Manufactured. b. Indentations. 9. Natural Advantages. (a) Seas. 10. Animals. (&) Gulfs. 11. Population. (c) Bays. (1) Races. c. Connectives, (2) Occupation. , (a) Isthmuses. 12. Political Divisions. (&) Channels. 13. Cities. (c) Straits. 14. History. (3) "OfC the Coast"— Islands. 15. Topics for correlated language (4) Relief. work and composition. a. Elevations. (1) Natural curiosities. (a) Mountains. (2) Imaginary journeys to places (b) Peaks. of interest. (c) Plateaus. (3) Descriptions of race, dress. b. Depressions. (a) Sloping Plains. (b) Great River Valleys. language, mode of .etc. (4) Historical topics. living, (5) Drainage. (a) Lakes. (b) Rivers. (5) Talks about animals, productions, etc. birds. 87 II. United States as a Whole, 1. Consider the natural divisions of various sections as they affect products, industry, trade, etc. 2. Study. the Southern States as a group for the benefit of pupils who may not be in school next term. Eead: Carpenter's Geographical ReacJ^r, North America; Geographical Readers, King; Our .Own Country; A Trip Across the Continent; LaSalle and the Di&-jovery of the Great "West, Parkman. . SEVENTH GRADE (First Term). Adopted Text: Frye's Higher Geography. I. Review United States as a Whole. 1. Compare states by groups, following outline used in pre- vious grades. 2. Note differences, especially in climate, products and in- dustries. 3. Teach by types : Trade centers. The significance of posi- tion, and importance of area and population as factors in geog- raphy. 4. Compare the material wants of each section and the home supply of such wants. Base iipon this the study of interchange of products. II. Study the states individually, comparing each with others of its groups and with those of other sections. III. The study of any remote section is valueless to the child unless he realizes that it is a place in reality. Too often we study maps instead of the places which maps represent. Any direct connection with real people in a real place will avoid this danger, and can best be accomplished by having pupils correspond with those of other sections. Write county or city superintendents in several states and get the address of a live teacher in each sectioia who is willing to co-operate with you in this work. Make the correspondence strictly geographical, and arrange systematically before beginning. 1. The interest aroused in this work will be extended to work in the text, which is often dry. 2. It affords a more detailed study of the physical features of each section than can be set forth in text. 88 3. It affords a study of the climate and industry of each sec- tion as they vary. 4. The exchange of pictures and specimens of plants and min- eral is of great value. 5. It gives the child a full appreciation of the advantages of his home surroundings. 6. It develops a close observation by calling for accurate de- scription. 7. The drudgery of letter writing and descriptive work in English is made a pleasure. (See Language.) IV. Alaska, Hawaiian Islands and Philippine Islands. Follow same outline as in studying groups of states. y. Canada, Central America, Mexico and West Indies. Compare with United States. Compare with other countries in forms of government. VI. South America. Follow outline for study of continents. • Read: Carpenter's South America; Great American Indus- tries, two vols. ; Hawaii and Its People ; Island Stories. SEVENTH GRADE (Second Terin^). Adopted Text: Frye's Higher Geography. Eastern Hemisphere. I. Europe. Follow outline given for the study of continents. Make a thorough study (a) physical, (b) political, of the fol- lowing: 1, Great Britain; 2, Scandinavia; 3, Denmark; 4, France ; 5, Belgium ; 6, Germany ; 7, Switzerland ; 8, Holland ; 9, Spain and Portugal ; 10, Italy ; 11, Greece ; 12, Turkey ; 13, Rus- sia. Put emphasis upon the ''Five Great Powers." Give extensive map readings and map making in this work. Class should have a good outline knowledge of each state before studying it in particulars. Correlate with history as far as concerned with the work of this grade. II. Asia. 1. Treat first as a whole; then by political divisions. 2. Study industries, customs, education, etc. 3. Continue map making. 4. Enlarge upon collection of pictures, magazine 89 articles or other materials. 5. Point out reasons for the varied customs of the people. III. Africa. Follow same general outline. Lay stress upon the study of the life and customs of the people, government, industries and commerce. IV. Australia. Note by comparison the peculiarities of Australia. Study all of Oceanica in this connection. V. General. 1. Make a general comparison of all the continents. 2. Re- view trade routes and commercial centers of the world. 3. Make written outlines to be used in comparison. 4. Conclude with a study of international relations. Read: Carpenter's Geographical Readers, Europe, Asia, Australia; Hale's Family Flight; Hall's Our World Reader; To- ward the Rising Sun ; Seaside and Wayside ; Great African Travels; Wild Life Under the Equator; The World and Its People. GEOGRAPHICAL READERS. FOR LIBRARY. The following should be in the library of every school : FOURTH YEAR. Chamberlain's How We Travel, How We Are Clothed, and How We Are Fed, 3 vols. ; Big and Little Folks of Other Lands, Cliild Life in IMany Lands, King's Geographical Readers, Car- penter's Geographical Readers, Our Little Cousin, Series, (princi- pal nations only should be represented), Footprints of Travel; Geographical Stories Retold From St. Nicholas, Stories of West- ern Frontier, Story of the Great Lakes, etc. (6 vols.) ; The Wide World, Ginn & Co. ; Around the World, first and second books ; Youth's Companion, Series Nos. 10 to 17, inclusive. Perry Ma- son & Co.; Aunt Martha's Corner Cupboard; Out-of-Door Stud- ies in Geography, Public School Publishing Company; Toward the Rising Sun, Little People of the Snow. Reference books for teachers: McMurry's Special Method in Geography, Science Primers, American Book Company; How 90 to Study Geography, Parker, D. Appleton & Co. ; Suggestions on Teaching Geography (McCormick), Public School Publishing Company; First Book in Geology (Shaler), D. C. Heath & Co. FIFTH GRADE. Type Studies of North America, Carpenter's Geographical Readers, American Book Company; Carroll's Around the "World, Book II; Picturesque Geographical Readers, Books II, III, IV and V, Lee & Shepard; Selections from Youth's Companion, Perry Mason & Co. Railway Guides from the fol- lowing companies: Southern Pacific Company, Northern Pa- cific Company, the Burlington Route, Santa Fe Railway Com- pany, Denver & Rio Grande, Colorado Midland, the Union Pa- cific. The Information Readers, 4 vols., Boston School Supply Company ; Our Country East, Perry Mason & Co. ; Our Country West, Perry Mason & Co. ; World and Its People, Silver Bur- dette & Co.; The Story of Our Continent (Shaler), for teach- ers' use. SIXTH GRADE. For Library: King's Geographical Readers, 6 vols., Lee & Shepard; North America (Carpenter), American Book Com- pany ; Our Amei-ican Neighbors, Silver Burdette & Co. ; Great American Industries, A. Flanagan & Co. ; A Trip Across the Con- tinent, Chas. Scribner's Sons; A Reader of Physical Geography (Dodge), Longmans,- Green & Co.; Natural Recources of the United States, Chas. Scribner's Sons; Economic Geography of the United States, Macmillan & Co. ; Railway Guides (same as indicated in the Fifth Grade) ; Commercial Geography (Tild- son), Sibley & Decker; Whaling and Fishing, The Geograph- ical Stories, 6 vols., Century Company. Reference books for teachers: The Stojy of Our Continent (Shaler), Ginn & Co.; The New Basis of Geography (Redway), The Teacher's Manual of Geography (Redway), D. C. Heath & Co. ; Our Great West (Ralph), Harper & Bro. ; The Oregon Trail (Parkman), Little, Brown & Co.; Geographic Influences in American History (Brigham), Ginn & Co. SEVENTH GRADE. Northern Europe, Ginn & Co.; Europe (Carpenter), Amer- ican Book Company ; Under Sunny Skies, Ginn & Co. ; Sketches 91 From Youth's Companion, Perry Mason & Co.; Boy Travelers, 3 vols.. Harper & Bro. ; Sea and Land (Shaler), Madam How and Lady Why (Kingsley), Macmillan Company; Glimpses of Europe, Perry Mason & Co.; King's Geographical Readers, Sixth Book; Footprints of Travel (Baillou), Ginn &■ Co.; A Geograph- ical Reader, Sibley & Decker; Stoddard's Lectures, 9 vols.; Story of a Grain of "Wheat, D. Appleton & Co. Reference books for teachers: Comparative Geography, American Book Company ; The Earth and Its Inhabitants, D. Ap- pleton & Co. ; A Satchel Guide to Europe, Houghton, Mifflin & Co. ; Man and His Markets, Macmillan Company ; Golden Gates of Trade, George Phillips & Son ; Our Cycling Tour in England, A. C. McClurg; Van Bergen's Story of Japan, Ai^aerican Book Company; Story of China, American Book Company; Element- ary Lessons in Physical Geography, Macmillan Company. Louisiana History FIFTH YEAR. Texts: King and Ficklen's Stories of Louisiana History, first term; and Magruder's History of Louisiana, second term. The chief aims in the course of history are: 1. In the elementary school to equip the mind with a lim- ited number of facts out of which it can construct pictures of events that have taken place in our country's life. 2. To strengthen, stimulate and develop the imagination. 3. To create an interest in historic persons. 4. To establish a habit of judging men's motives, thoughts and feelings through their actions. 5. To lead the child to realize, through the presentation of the simple followed by types of increasing complexity, that our institutions have grown slowly to the present form and are still growing. 6. To lay a basis for an understanding of the largeness of humanity. In the course in History of Louisiana the general aims must be kept in mind, and in addition : 1. To equip the pupil with a limited number of facts con- cerning local institutions. 2. To interest him in the great men and women of his own state. 3. To make real to him the evolution of colony into state with the accompanying industrial and social growth. In the grades below the Fifth, the children have observed his- torical birthdays, become familiar with Indian life, read stories of the lives of children of long ago, and studied in detail the biography of famous men and women. They have not had connected chronologic history and the time sense is yet weak, but in this grade some interpretative work may be done. In geography, the children have had Home Geography and Geography of the United States; they are familiar with the use of maps and probably the globe. The where develops earlier than the ivhen, so they are better prepared for the geographical phase of the history than the chronological, and it is of vital im- portance that this element should never be neglected!' 93 To get the best results from the texts adopted, the l\Iagruder History and the King-Ficklen Stories of Louisiana, they should be used as supplements. The stories are particularly helpful in the earlier periods, as they amplify the text and give dramatic details. The first half of the year may be gi-7en to the study of Louisi- ana as a French colony up to the cession to Spain in 1763. In the presentation of a few introductory lessons, the teacher must be guided by the former teaching the class has had in the subject of history. If the subject has been made real to the children, perhaps the beginning chapters of the text may be used, taking care not to assume that they know the geography of Europe and the political relations of those countries to our own. In many instances a few lessons on local history will vital- ize the subject matter. For example, in Natchitoches, a visit to the American Cemetery where — so tradition says — an old cross marks the grave of an Indian Princess burjed in 1797 ; and where St. Denis' fort, St. John the Baptist, still stands; a trip to the courthouse to see the records preserved there of the personal be- longings of St. Denis; the number of embroidered waistcoats, small clothes, etc., belonging to his estate; a talk with some old resident of the ''good old times" in Natchitoches and a visit to the hundred-year-old house across the river — these would give the class a feeling of the reality of the story they are about to study. In every community some work of this kind may be done. Look up the oldest house in the vicinity — some plantation home perhaps; when built; by whom; who lived there; relatives in school of people who built the home. Industries, old factories, old stores. Inhabitants; any people who have lived in the community who took part in the War of American Independence; War of 1812; Mexican War; Civil War. Relics. Inscriptions in cemeteries. Both texts, after brief introductory chapters, begin with the stories of DeSoto and La Salle. These two make a fine type- lesson on the exploration period. DeSoto 's travels present an 94 opportunity to give a complete picture of the physical condi- tions, the hardships encountered because of them, the relation of the Indians to the exploring parties and the purpose of one type of explorer. Have map of gulf states; put in DeSoto's route; ask why he stopped at certain places; get details of his difficulties in pro- viding food ; develop his manner of managing his men ; bring out character of DeSoto from his struggles, failures and his death. LaSalle's story repeats in a larger way the same elements and in addition presents a different type of explorer. It will be worth while to dwell on the canoe voyage of Marquette and Joliet ; building of the Griffon ; voyage to Lake Michigan ; loss of the Griffon; journey to Fort Frontenac; down the Mississippi; claiming the land for France; mistake in landing at the Missis- sippi; journey north; death; difficulties of travel by water com- pared with DeSoto's by land; characters of the two men. Use maps to trace the journey from Fort Frontenac to Gulf of Mexico. The next two characters, Iberville and Bienville, also permit the type unit. Iberville's efforts may be used as an introduction to Bienville, and Bienville's life of forty-five years in Louisiana taken as the thread of the whole to the Seven Years War. The story is most dramatic and takes in every phase of the develop- ment of the colony — note physical hardships, tact in the treat- ment of the Indians, effort to form permanent colonies, visits to Red River country, disappointments as head of the colony, in- gratitude of the home government, wisdom of the selection Of the site of New Orleans, subjugation of the Natchez, and final recall; continuity will not be broken in the digressions neces- sary to get the stories of St. Denis, Crozat, John Law, Mississippi Bubble, etc. These incidents lend themselves to the study. The political significance of the Charter, John Law and the Mississippi Bubble is beyond the children of this grade. At this point a brief retrospect emphasizing the industrial and social evolution, together with the conditions preceding the Seven Years' War, will afford material for two lessons unifying in scope and purpose. These retrospective lessons are very im- portant. " The incident to be stressed in the Seven Years' War is the cession. Again the political significance will not appeal to the 95 children, so the dramatic element in the story should be dwelt on and maps used to give as nearly as may be some idea of the extent of the possession. This is a difficult topic and must be treated to meet the needs of the class. In the period of Spanish domination, the term "Creole'* should be made clear, and the patriotism of the French inhabi- tants of Louisiana dwelt on. 'Reilly and the patriots ; increase in trade during War of American Independence; General "Wil- kinson; Treaty of ^ladrid; and the Acadians are the principal, topics to be developed. The transfer of Louisiana to the United States may be made intelligible to the children of this grade if the ^ramatic features of the story are skillfully used. The teacher should read Ga- yarre's chapter on this. The acting out of the ceremony of trans- fer with the three flags, having the details recited at the same time, will make a lasting impression. The boundaries of the purchase, also the division, are impor- tant and should be taught with maps. Attention should be called to the fact that the purchase lies on the west side of the river with the exception of New Orleans. A lesson at this point in the story on New Orleans recalling interesting incidents, its growth, the extent of the flatboat trade and its result, plantation life around the city and sugar making will be well worth the time and effort. Aaron Burr, not politically, but to give the feeling of the "Great West" toward the United States, the relation of that portion of the country to Louisiana, and the industrial develop- ment of the same region will make an interesting lesson. The pdmission to statehood Avill not mean much and need not be stressec^. Jackson and the Lafittes make the War of 1812 concrete. Teach the battle of New Orleans with a map and a patriotic poem or prose selection. Dwell on the patriotism of the soldiers from other states. The welcome given Jackson in New Orleans and the cere- monies incident to his return to the city, postcard pictures of the statue in Jackson Square, New Orleans, help to make this real. The treaty at the close of the war, Jackson's trial and subsequent reparation should be given. 96 From this on the Magruder text may be followed, taking care to remember that the names of Governors and questions of political nature may be omitted. One or two retrospective lessons given to the discussion of the social and industrial advancement of the state and a con- stant use of present conditions in comparison with the topics in the book will give unity to the whole. Interest the children in making a collection of pictures of places of historic interest, great men and women, and famous buildings. Cultivate in them a spirit of judicial fairness and let history teach its own lessons. ^ .AMERICAN HISTORY. GENERAL SUGGESTIONS. The Course of Study prescribes The Beginners' History of Our Country, by H. F. Estill, for use in the fourth year, and for The Essential Facts of American History, by L. B. Evans, for use in the sixth and seventh years. The syllabus hereby given divides the text books into a course of study by months. The teacher is advised to further sub-divide the required portions into weekly and even daily divi- sions, so that by foresight the burden of study may be evenly dis- tributed. The teacher should look carefully into his ow^n prepa- ration for teaching the lesson, and be ready with illustration, and supplementary matter,, to make the text interesting and the les- son profitable. In order to prepare the class for the recitation, the teacher should relate in detail the subject of the topic before them for study and the aim of the lesson. By story, illustration, drawing and picture the topic can be made very lively and the pupils fully aroused to the anticipated narrative detailed in the text. The material furnished by the text should be supplemented by stories and descriptions, related by the teacher in order to arouse a lively interest on the part of the pupils. For that pur- pose a number of supplementary history stories should be at hand. The list of books given in The Essential Facts of Ameri- can History will be suitable for all grades, are inexpensive and may be procured by the teacher a few at a time, or, better still, should be purchased for the school library. No teacher should 97 undertake the teaching of history without an abudnance of col- lateral texts. Next in order may come the reading of the lesson to or by the class previous to recitation. This gives a view of the situa- tion and affords the teacher an opportunity to explain the mean- ing of obscure words or references, and to bring to bear the proper emphasis of the subjects under dissussion. The text should be commented upon freely by teachers and pupils, and directions given for a more detailed study. The recitation may then be approached with clearer minds. The questions should be broad and leading, giving the pupil ample scopv5 for lengthy descriptions and discussions. The lesson should be illuminated by drawings on the blackboard, in order to bring the eye into service of the ears, by pictures from all sources and by relics wherever they may be found. A pupil likes to talk about a picture, and the whole story of the lesson may be grouped around an illustration. The dramatic element should not be neglected. The charac- ters become very personal when assumed by the children, and each plays his part and describes his doings. The novelty of having pupils represent the characters of a week^s study, and each to tell his own story, is impressive as well as diverting. If to this the teacher at times will allow costumes and will cast the whole story into simple dramatic form, the children will be made to live, in thought, the history they have studied. A con- versation among all the early explorers, each boasting of what he did and saw, the pupils assuming the parts, is of greater in- terest than a mere review. The literary element relates the his- tory to language and literature. The teacher can well afford to read the great poems to the children after the subject has been studied by the class. ** Columbus," by Miller, and *'The Land- ing of the Pilgrims," by Mrs. Hemans, will be fully appreciated by the class after the story has been mastered. In like manner the original work of the pupils by way of summaries, opinions, descriptions and reproductions and the like, will relate the history to the child's power of expression and make his knowledge more definite. The application of the lessons of history to the normal life of the pupils should be carefully con- sidered, and as occasions offer all the inspiration and moral up- building of which the topic is capable should be used by the 98 teacher. History is not taught merely for this fact, but also for its personal lessons, and the establishment of right methods of thought and a full appreciation of the duties of citizenship. In a word, the teacher is urged to consider the text merely as a medium through which the pupil is to see into the past, and by means of which the men and women who have made history may become very personal and be brought very close to the thought of the young mind. Note. — The teacher is advised to procure and read some or all of the teachers' books suggested in the list of books on page 6 of The Essential Facts of American History. OUTLINE FOR FOURTH YEAR. Text: The Beginner's History of Our Country, by Harry F. Estill. First Month, pages 1-43. The story of Columbus ; the explo- rations of the Cabots; the naming of America; the explorations of Ponce de Leon, DeSoto, Magellan; the story of Sir Walter Raleigh ; the Settlement of Jamestown ; the adventures of Captain John Smith. Discussions of the Indians, aided by Indian stories and pic- tures, and a display of any Indian relics. Add oral stories of the Norsemen in Labrador. Make definite the belief of Columbus in the earth's roundness. Dramatize the story of each explorer mentioned in the text. Devote one week to the study of Captain John Smith. Make each study as dramatic as possible. References: American Indians (Starr) ; The Making of Vir- ginia and the Middle Colonies (Drake) ; Makers of American History (Chandler and Chitwood). Second Month, pages 44-80. Affairs in Virginia; the found- ing of Maryland; the founding of the Carolinas; the settlement of Georgia; the story of the Pilgrims; adventures of Captain Standish; the Massachusetts colonies ; the settlement of Rhode Island; King Philip's w^ar. Emphasize the need of labor in a new country and the results of idleness. Dwell upon the story of Pocahontas and all the inci- dents connected with her life. Emphasize the character of Lord Baltimore and of Oglethorpe. Dramatize the scene between Oglethorpe and Tomochichi. Dramatize the incidents in the life of Captain Standish. 99 References: Makers of American History (Chandler and Chit wood) ; The Making of New England (Drake). Third Month, pages 81-115. The story of William Penn; the settlement of Delaware and the Jerseys ; the story of Henry Hud- son; the exploration of Cartier; the adventures of Champlain; the voyage of LaSalle ; the story of the Louisiana Territory. Explain the Quaker character, illustrated by drawings, pic- tures and incidents. Dramatize the incident of Penn's treaty with the Indians. Discuss the city of Philadelphia and illustrate by pictures. Explain the Dutch character and habits. Tell the story of Henry Hudson's voyage. Discuss the city of New York. Illus- trate by pictures, postcards, etc. Discuss the adventures of Cartier and Champlain. Explain who were the French and why they came to America. Discuss the city of Quebec and illustrate by pictures, descriptions, etc. Use map to follow LaSalle in his voyage. Describe voyage and dramatize the story as far as possible. Explain importance of his work. Discuss the adventures of Iberville and the found- ing of towns in Louisiana. Discuss New Orleans, and illustrate as before. This month's work centers around the above men- tioned four cities and should be so regarded. References: The Makers of American History (Chandler and Chitwood). Fourth Month, pages 116-151. A general view of the col- onies; life in New England; life in the South; the story of George Washington's journey; Braddock's defeat; the fall of Quebec. Illustrate the early settlements by maps and drawings, and review orally by diagram the settlement of each. Discuss the story of the New England boy, and have each part recited in detail. Illustrate by old time pictures and original sketches by the pupils. Discuss the story of the Southern boy and have each part of his experience related as above. Fewer illustrations will be needed, since the scenes are more familiar. Compare and con- trast the lives of the two boys. Dramatize the parts by dividing the pupils into two sections for mutual comparisons. Introduce stories of the boyhood of Washington. Discuss the character of the young Washington. Describe his journey to 100 the French, and the defeat of Braddock. Discuss the fall of Quebec and its consequences. References: Colonial Children (Hart) ; When America Was New (Jenks). Fifth Month, pages 152-189. The cause of the revolution; the war in Massachusetts ; the war in the South ; Declaration of Independence; Washington's exploits; Greene in the South; the surrender of Cornwallis; the story of Benjamin Franklin; the story of Daniel Boone; the story of George Rogers Clark; the story of John Sevier. Define clearly the grievances of the colonies against England and make a list of them. Dramatize the Boston tea party. Tell the story of Paul Revere in detail. Illustrate, by drawing, the battle of Bunker Hill. Discuss the meaning of the Declaration of Independence. Make definite the victory at Trenton and the hardships at Valley Forge. Describe the part that the Southern colonies played in the war. Introduce the story of Benedict Arnold's treason; the adventures of Israel Putnam, and other Revolutionary char- acters. Study the character of Benjamin Franklin and make a list of his sayings. Discuss the pioneer life of Daniel Boone. Dis- cuss the adventures of George Rogers Clark; tell the story of John Sevier. References: Stories of American History (Dodge) ; Noble Deeds of Our Fathers (Watson) ; Camps and Firesides of the Revolution (Hart) ; Conquest of the Old Northwest (Baldwin). Sixth Monthy pages 190-228. The Constitution of the United States; the cotton gin; the story of Thomas Jefferson; the pur- chase of Louisiana ; the explorations of Lewis and Clark ; the war with Tripoli; the story of Andrew Jackson; the War of 1812; the steamboat, the railroad, the telegraph. Discuss the meaning of the Constitution. Discuss and illus- trate Washington City as the seat of government. Discuss the cotton gin, and show the principle of its operation. Tell the story of Thomas Jefferson's early life. Illustrate by description and pictures. Impress Jefferson's political idea of the sovereignty of the , States. Illustrate by maps the Louisiana Purchase, and by impersonations the explorations of Lewis and Clark. 101 Tell the story of Andrew Jackson's early life. Emphasize the battle of New Orleans. Discuss the steamboat, and illustrate by pictures of modern boats. Discuss the railroad and illustrate in same w^ay. Discuss the telegraph and illustrate by stories and descriptions. References: The Making of the Great West (Drake) ; Chil- dren's Stories of American Progress. (Wright) ; Makers of Amer- ican History (Chandler and Chitwood). Seventh Month, pages 229-266. The early life of Calhoun, Clay, Webster; the Missouri compromise; the Monroe Doctrine; the great debate ; the story of Sam Houston ; the revolt of Texas ; gold in the West; the story of Abraham Lincoln; the story of Jefferson Davis; the formation of the Confederate States. Illustrate and impersonate the three great statesmen as boys, supplementing the text by abundant illustration. Explain the rise and progress of slavery and the causes of dispute between the great sections. Emphasize and illustrate by map the Mis- souri compromise. List the arguments in the great debate. Explain the significance and effect of the Western acquisition and the discovery of gold upon the future history of the country. Illustrate and emphasize the difference in political views of Lincoln and Davis. References: Makers of American History (Chandler and Chitwood) ; any child's book on Lincoln and Davis. Eighth Month, pages 267-292. The beginning of the war ; the war in the West ; Lee and Grant ; the surrender ; after the war ; the War Avith Spain. Emphasize the reasons that led up to the secession of the South. Illustrate all battle facts by reference to maps. Intro- duce abundant illustration of stories and incidents. Dwell upon the characters of Lee, Grant and other great leaders. Describe by story and incident the distress occasioned by war, and by the meaning of the peace movement of the world. Illustrate the progress of all sections since the war. Dwell upon the national spirit following the War with Spain. References: Romance of the Civil War (Hart), Additional references for this grade: Four Great American Series (American Book Company) ; Pioneer History Stories, by McMurry (the Macmillan Company) ; Source Book of American History, by Hart (the Macmillan Company). 102 For Fifth Year See Outline Louisiana History, outline for sixth year. Text : The Essential Facts of American History, by Lawton B. Evans. Note. — The teacher will find that in this text each lesson is a topic, or unit of value, and represents a definite emphasis in his- tory. Progress at the rate of two chapters a week will com- plete the course, but each chapter is worth two days' study. The first day should be devoted to preparation, stimulation, recitation, etc. The remaining days of the week could profitably be used in the literary and dramatic side of the subject. The general sug- gestions previously given apply fully to the work of the Sixth and Seventh Grades. First Month, Lessons 1-8. Four hundred years ago ; the com- ing of the Norsemen ; the story of Columbus ; the voyage of Co- lumbus; finding and naming the continent; finding the Pacific; the Indians ; more about the Indians. Discuss the customs, habits and belief of the people four hun- dred years ago. Explain trade routes, caravans, etc. Use map and pictures to illustrate the Norse explorations. Read or tell some Norse stories. Dramatize the scene of Columbus at the court of Spain; of Columbus and his son at the convent. Use maps to illustrate the voyages and discoveries of Columbus. Read poem, * ' Columbus, * * by Miller. Supplement the text by stories of other explorers. Make the Indian life as real as possible. Read portions of ''Hiawatha" to the class. Exhibit pictures and relics and tell Indian stories to impress Indian character and customs. References: Explorers and Founders of America (Foote & Skinner) ; American Indians (Starr) ; Makers of American His- tory (Chandler & Chitwood). Second Month, Lessons 9-16. The Spanish settle Florida; the French settle Canada; the story of a lost colony; the English settle Virginia; Captain John Smith; more about Jamestown; affairs in Virginia ; the Pilgrims in New England. Relate the adventures of DeLeon and DeSoto, using maps for illustration. Supplement by stories of other Spanish ex- plorers in America, Pizarro, Cortes, etc. Illustrate by map and story the explorations of Cartier and Champlain. 103 Discuss Queen Elizabeth and the English. Discuss Sir Wal- ter Scott and his life. Read selections from " Kenilworth. " Lo- cate Jamestown on the map and discuss the first settlement. Emphasize John Smith by impersonation; dramatize the scene of Pocahontas saving his life. Discuss the idleness of the colonists and its result. Emphasize the introduction of slavery. Tell the story of the Pilgrims in Holland. Emphasize the rea- sons of their coming to America. Read ''The Landing of the Pilgrims," by Mrs. Hemans. References: Explorers and Founders of America (Foote & Skinner) ; The Making of Virginia and the Middle Colonies (Drake) ; The Making of New England (Drake) ; Makers of American History (Chandler & Chitwood). Third Month, Lessons 17-23. Captain Miles Standish; the Puritans and John Winthrop ; other New England colonies; Henry Hudson; the Dutch settle New York; the founding of Maryland ; the settlement of New Jersey and of Delaware. Emphasize Miles Standish by impersonation; add the story of his courtship, and read selections from the ''Courtship of Miles Standish," by Longfellow. Describe the Puritan charac- ter and habits of life. Emphasize John Winthrop and his methods. Illustrate by map the other settlements in New England. Dis- cuss the character of Roger Williams; of Anne Hutchinson. Study the map of Hudson's voyage. Emphasize Hudson by im- personations. Emphasize the evils of intoxicants as shown in the story of the drunken Indian. Illustrate by picture the Dutch life in New Amsterdam. Dramatize the appeal of Stuyvesant. Discuss Lord Baltimore, and the colony of Maryland. Em- phasize in these lessons the search for a place of religious free- dom and the character of those who sought it. References: The Making of Virginia and the Middle Col- onies (Drake) ; The Making of New England (.Drake) ; Makers of American History (Chandler and Chitwood). Fourth Month, Lessons 24-29. The Quakers and William Penn; the settlement of Pennsylvania; the settlement of the Car- olinas ; more about the Carolinas ; the settlement of Georgia ; the original thirteen colonies. Discuss the Quaker character and customs. Emphasize Wil- liam Penn by story and impersonation. Dramatize the treaty 104 scene of Penn and the Delawares. Discuss the Carolinas and il- lustrate by maps. Discuss English debtor prisons, and empha- sizes James Oglethorpe. Summarize the story of the thirteen colonies, and make a list of each. Use Review Questions for general survey up to this time. As- sign written wbr-k as by suggestions at the end of the lessons. References: Makers of American History (Chandler & Chit- wood). Fifth Month, Lessons 30-37. Progress of Virginia; Indian neighbors; Indian wars in New England; the tyranny of Andros; the French explore the Mississippi; the voyage of LaSalle; the French in America ; French and English quarrels. Emphasize the causes that led to Bacon's Rebellion. Discuss the relations of the Indians to the settlers. Make vivid the peril of the pioneer homes. Dramatize the interview of Canonicus and Roger Williams. Impress the story cf King Philip. Discuss the oppressive measures of Andros and the independent spirit of the people. Use map to illustrate voyage of Marquette and Joliet; of LaSalle. Make very clear the significance of the claims estab- lished by these voyages. Draw a sharp contrast between the purposes of the French and of the English in America. Make definite the events of the early French wars, dwelling upon the character of the warfare. References I The Making of the Great West (Drake). Sixth Month, Lessons 38-45. The young George Washington ; the French and Indian War; the fall of Quebec; the homes of the colonists; occupations, dress, sports; laws, travels, customs; Sunday in the colonies, education, schools ; servants and slaves in the colonies. Tell all stories of the young Washington. Dramatize the scene of Washington's report to Dinwiddle. Emphasize Brad dock's folly and defeat. Read selections from "Evangeline." Emphasize the importance of the capture of Quebec. Make spe cial study of James Wolfe. Illustrate Quebec by map and pic tures. A general view of colonial conditions can be gained by con versation, descriptions, pictures and drawings. Selections from iOo "Snowbound" and ''Grandfather's Chair" will add interest. A colonial tea party is a school possibility. Contrast those days with the present. References: Colonial Children (Hart) ; "When America Was New (Jenks) ; Explorers and Founders of America (Foote & Skinner). Seventh Month, Lessons 46-53.. Causes of the revolution; first acts of resistance; the first battle of the revolution; the Battle of Bunker Hill; the progress of the war; the Declaration of Inde- pence; the British enter New York; the Battles of Trenton and Princeton. Make a list of the grievances of the colonists that led to the Revolution. Discuss the right and wrong of the situation. Dram- atize in part the speech of Patrick Henry. Discuss the character and service of Samuel Adams. Illustrate by map and picture the Battle of Lexington. Impress the service of Paul Revere by im- personation. Read ''Concord Hymn," "Paul Revere 's Ride." Discuss the Battle of Bunker Hill in detail. Illustrate by pic- ture of monument and impress all stories. Discuss Putnam and Ethan Allen. Discuss the preparations for war and the bravery of the colonists. Read and explain portions of the Declaration of Independence. Impress the story of Nathan Hale. Discuss the significance of the victories at Trenton and Princeton. Impress the moral of the Rail's habits. Locate on outline map all battles and events. References: Stories of American History (Dodge) ; Noble Deeds of Our Fathers (Watson) ; Camps and Firesides of the Revolution (Hart). Eighth Month, Lessons 54-60. Surrender of Burgoyne; the war in the South ; the war in the South, continued ; the surrender of Cornwallis; Benjamin Franklin; John Paul Jones; how the Northwest Territory was saved for the Union. Discuss the campaign that ended in the surrender of Bur- goyne. Follow the war through the South, fully illustrating and impressing the importance of those campaigns. Dramatize the incidents in Marion's life. Read the song of "Marion's Men." Impress all stories and add others. Discuss in detail the treason of Arnold. Make special study of Franklin, John Paul Jones, Daniel Boone and George Rogers Clark. Illustrate by pictures and 106 stories the services of each. Impress by impersonations and dramatizations. Review Questions. Pay due regard to all sug- gested written work. Suggest special reading for the vacation months. References: Stories of American History (Dodge) ; Noble Deeds of Our Fathers (Watson) ; Camps and Firesides of the Revolution (Hart) ; Makers of American History (Chandler & Chitwood). Additional references for this grade: A Book of American Explorers, Higginson (Longmans, Green & Co.) ; Epochs ot American History (Longmans, Green & Co.) ; Home Life in Colonial Days, Earle (The Macmillan Company). OUTLINE FOR SEVENTH YEAR. Text: The Essential Facts of American History, by Lawton B. Evans. Note. — See suggestions for the fourth year and for the sixth year. The course contemplates one lesson completed in every two days, the first day for preparation and presentation, the sec- ond for emphasis, explanation and recitation. Reviews should be abundant and interesting. Special emphasis should be laid on written work, debates and the study of national issues. The teacher is advised to read Elson's History of the United States (The Macmillan Company). First Month, Lessons 61-71. The critical time; the Constitu- tion of the United States; George "Washington, President; Eli Whitney and the cotton gin ; trouble with France ; Thomas Jeffer- son; war with Tripoli; the Louisiana Purchase; Robert Fulton and the steamboat ; trouble with England ; the War of 1812, be- gun. Impress the necessity of the Constitution, and emphasize the nature of the Constitution. Discuss the unity of the government, the progress of the people and the national significance of the invention of the cotton gin. Impress the character and doctrines of Thomas Jefferson. Dwell at length and illustrate by map and drawing the Louisiana Purchase. Expand the story of Lewis and Clark. Discuss the commercial value of the steamboat and illustrate by comparative pictures of modern ships. Discuss the causes that led to the War of 1812. Read ''Old Ironsides," by Holmes. 107 References: The Making of the Great "West (Drake) ; Chil- dren's Stories of American Progress (Wright) ; Makers of Amer- ican History (Chandler & Chitwood). Second Month, Lessons 72-81. War of 1812 (continued) ; War of 1812 (concluded) ; the era of good feeling; the Missouri compromise; the Monroe Doctrine; internal improvements; the growth of the country; the movement westward; Andrew Jack- son ; the policy of Andrew Jackson. Impress the story of Oliver H. Perry. Discuss the attack on Washington City and Baltimore and read *'The Star Spangled Banner." Discuss the Battle of New Orleans. Dwell at length on tariff for protection and tariff for revenue. Explain the mean- ing of service of duties, customs, etc. Discuss slavery and the disputes arising over it. Impress the growth of the country, the railroads, the improvements, etc. Il- lustrate by comparisons and pictures. Discuss at length the character of Andrew Jackson. Illustrate by stories and descrip- tions of the times. Emphasize and explain the rise of new ideas. References: Children's Stories of American Progress (Wright) ; Makers of American History (Chandler & Chitwood). Third Month, Lessons 82-91. Tariff disputes and the great debate ; a crisis with South Carolina ; Van Buren, Harrison and Tyler; improvements and inventions; acquisitions of territory and war with Mexico ; opening the new territory ; the question of slavery ; disputes over slavery ; the struggle for Kansas ; the war clouds gather. This month recounts all the arguments and facts that lead up to the Civil War. The teacher should bear in mind the accumu- lated disputes that ended in separation. The arguments in the great debate should be memorized, and the occasion dramatized. The meaning of nullification should be made clear. Discuss the opening of the West by treaty with Mexico, and use the dramatic incidents of that section as a rich field for his- tory teaching. By impersonation and stories the pioneer life of the West can be made very real. The disputes over slavery and the conflicts it brought about are among the most graphic in our national history. References: The Making of the Great West (Drake) ; Chil- dren's Stories of American Progress (Wright) ; Makers of Amer- ican History (Chandler & Chitwood). 108 Fourth Month, Lessons 92-101. The Southern States secede; Abraham Lincohi; Jefferson Davis; the bombardment of Fort Sumter ; the first Battle of Manassas ; war in the "West ; events on the sea; the Virginia and the Monitor; the peninsular campaign; Stonewall Jackson. The events of the war should be taught without harsh ref- erences or prejudiced words and statements. Emphasize the lives of Lincoln and Davis, as two opposing men, each of whom be- lieved in his cause. Illustrate by story and picture and descrip- tion the real meaning and movement of a battle. Draw battle- fields on blackboard whenever possible. Use maps throughout for locating battles and army movements. Dwell upon the personal side of the war. Illustrate it by all available stories of men and affairs. Get the main movements in the mind and avoid much detail. See patriotic poems and songs. References: Romance of the Civil War (Hart) ; any book of war stories. Fifth Month, Lessons 102-110. Robert E. Lee in command of the Southern Army; progress of the war; the Battle of Gettys- burg ; the fall of Vicksburg ; Ulysses S. Grant in command of the Northern Army; Sherman's campaign; Grant and Lee in Vir- ginia ; the end of the war ; hardships and heroism. The month's work will center around Lee and Grant, Their characters should be studied and compared. General Lee should be emphasized especially for the splendid example he offers to all young men in every phase of his life. The Battle of Gettysburg deserves especial and dramatic study. The scene of the surrender should be made impressive. All stories relating to the hardship and heroism of war should be related, and its sorrows made clear. References: Romance of the Civil War (Hart) ; William- son's Life of Lee (B. F. Johnson Publishing Company, Rich- mond, Va. ) ; any book of war stories. Sixth Month, Lessons 111-120. Plans for reconstruction; a crisis with the President ; conditions in the South after the war ; President U. S. Grant; Presidents Hayes and Garfield; Presi- dents Arthur and Cleveland; Presidents Harrison and Cleve- land ; McKinley and the War with Spain ; War with Spain (con- tinued) ; insular and fnr<^i^n affairs. 109 Discuss at length the trying situatioB of all parties in dealing with the Southern question. Emphasize by story and pictures the hardships of reconstruction days. Catalogue all the important events that have happened in late years to reconstruct the nation, and discuss each one in its relative importance. Emphasize the incidents and results of the War with Spain, and by maps illustrate the growth of the na- tional spirit in favor of commercial and territorial expansion. Discuss and illustrate the Philippine Islands and Porto Rico from any available documents. Seventh Month, Lessons 121-130. Great American enter- prises; great American inventions; growth of the West; indus- tries of the West ; growth of the South ; industries of the South ; President Theodore Roosevelt; American literature; American literature and art; our country. This month is devoted to the greatness of the country and should be an inspiring study. Illustrate by pictures all the great things in America and develop a national spirit of pride and patriotism. Discuss inventions and those still possible to be made. Compare the United States with other countries, geo- graphically, politically and commercially. Make a list of books by great American authors worthy to be read. Exhibit illustra- tions of pictures and statuary by American artists. (See Perry Pictures, Maiden, Mass.) Eighth Month, General Review. See Review Questions. A general survey from the beginning of the book could be undertaken by selection of questions. Make and discuss a table of important dates in American history. Memorize the list of Presidents and discuss those of importance. Make a study of the analysis of the Constitution and impress its important features. Civics, SEVENTH YEAR. General Directions: The aim of the course in this grade is not to study civil government in a formal way, as children of this age are not mature enough for such study. But they are old enough to become "interested in the life of the community and in their relation to that life, ' ' and they are old enough to re- ceive certain vivid impressions, to observe, to analyze and to draw inferences. One of the features of the text to be studied is the use made of local history. This is a vital point in the teaching of civics (see outline for Louisiana History). Make use of local history and geography and correlate with the study of the text. This will make the subject one of livfe interest to the class. The teacher who wishes to make a success of this work will make use of the suggestions in the text ; for example, at the end of each chapter is a set of questions for investigation; make use of them and also of the references. By following this plan each chapter, though short, has material enough for three lessons. The twenty-five chapters of the book will give ample material for the seventy-two lessons devoted to this subject. The outlines, questions for investigation and the references and suggestions are so complete in the text that it is scarcely necessary to give more than a brief outline of the work to be done in the different terms. SEVENTH YEAR (First term). (Alternate with Geography, Civics two times a week.) FIRST MONTH. Text: 'The Community and the Citizen, Dunn. I. The Community. (a) The beginning of a community ; the site selected ; the life of the early community; government of the community. (b) What is a community? definition; large and small; how they grow and unite ; membership in a community ; citizen- ship; questions for investigation. Ill (c) The site of the community ; the land, health, climate, nat- ural resources, influence of geography; questions for investiga- tion. References: Brigham's Geographic Influences and text. (d) "What the people of the community are seeking; life and health, wealth, knowledge, beauty, companionship, righteousness ; combination and conflict of desires; harmony; questions for in- vestigation; references. SECOND MONTH. II. The Family. (a) The family and the community ; the pioneer family ; pro- viding shelter and food ; the exchange of goods ; occupations, pro- tection, education, religion, social life, government; the family's relation to the larger community. (b) The services rendered the community by the family; the family a school, creates interest in the community; dangers to home life in a city; government of the home; the tenement and tenement-house laws. III. The Great American Family or Nation. (a) The bond of nationality; the foreign element; distribu- tion of foreigners; growths of common interests; naturalization and its significance ; aliens, what they are ; the public school and its influence on the nation ; the influence of government. third month. (b) The relation between the people and the land; civiliza- tion and permanence of communities ; the service of the family ; the national domain; government survey; public .lands ; govern- ment control of private property; eminent domain; franchises; political divisions of the land. IV. The Community and Health. The protection of health in the family; the growth of the community and health ; government and health ; sewers and water supply cleanliness; street cleaning and smoke inspection; parks and playgrounds; hospitals; quarantine; interdependence of communities in preserving health ; state supervision of health ; na- tional government and health; the responsibility of the citizen. Reference: Allen's Civics and Health, Ginn & Co. 112 V. How THE Community Aids the Citizen to Protect Life and Property. Danger from fire ; methods of fighting fire ; volunteer fire com- panies; modern fire-fighting arrangements; the water supply; efficiency of fire departments ; faulty buildings and fire-building ordinances; fire insurance companies (for a study of rates see comparative statistics Detroit, Milwaukee, New Orleans, given June 26, 1909, by Insurance Commissioner McGivney) ; danger from lawbreakers ; the courts ; the right of a fair trial ; the police ; duties of the police; street lighting; regulation of business for safety ; prevention of accidents ; lax enforcement of laws to pre- vent accident; service of the state in protecting life and prop- erty; state militia; the national defense; the army; the navy; life-saving on the coast. fourth month. VI. The Relation Between the Community and the Business Life. The business life of a community; the pioneer family and business; the results of a division of labor; the effects of mod- ern industrial organization; dependence of employer and em- ployee; the community and productive work; the builders of our nation; the responsibility of the citizen in business; pa- triotism in business life. VII. How THE Government Aids the Citizen in Business Life. The sacredness of property rights; self-government in busi- ness matters; State control over all ordinary business relations; the need of a national government; the power of Congress in business matters; foreign and interstate commerce; government and opportunity. SEVENTH YEAR (Second Term). Text: Dunn's The Community and the Citizen. FIFTH MONTH. VIII. Waste and Saving. - Waste in th^e household; waste in business; saving; waste in government; an economical government. 113 IX. How THE Community Aids the City in Transportation AND Communication. Importance of communication; cost of transportation; conn- try roads; the Governor's attitude to the country roads; re- sults; geography and good roads; wasteful methods of road making; improvements in methods of road making; State con- structed early highways; the national road; State management of roads; conditions in your community. River and harbor improvement; canals; railroads; govern- ment control of railroads; electric interurban lines; transporta- tion in cities; the streets; franchises; rapid transit in cities; government ownership of railways; communication of ideas; postal system; telegraph and telephone. X. How the Government Aids the Citizen to Satisfy His Desire for Knowledge. Governor Berkeley on Education; the New England idea; the family and education; education a fundamental idea of our government ; education in the hands of the State and local gov- ernments; township and county, parish; the organization and management of country schools; city schools; State control of education; State University (here study Louisiana State Univer- sity and Agricultural and Mechanical College) ; educational work of the national government; how the school trains for citizen- ship; the principles of community life found in the school; the responsibility of the high school pupil. SIXTH MONTH. XI. How THE Community Aids the Citizen to Satisfy His Desire for Beautiful Surroundings. Civilization destroys much beauty of nature; opportunities for art; beauty in the home and school; in the street; pave- ments; noise; the beauty of trees; destruction and mutilation; poles and wires; advertisements and bill boards; parks and boulevards; prevention of smoke; beautiful surroundings pro- duce better citizenship. XII. How THE Community Aids the Citizen to Satisfy His Religious Desire. Religious intolerance in colonial times; the relation between church and government; separation of religion and govern- ment. 114 / XIII. What the Community Does for Those Who Cannot OR Wn.L Not Contribute to Its Progress. Defectives and delmquents ; the treatment of the helpless by the uncivilized; duty of the community to care for the help- less; it is a care of the State; poverty; danger of unorganized charity ; charity organizations ; treatment of criminals in early times; reformation of criminals; the prevention of crime; regu- lation of crime by state and national governments; the pro- tection of tlio rights of the accused. seventh month. XIV. How the Citizens of a Community Govern Themselves. The purpose of government; government the servant, not the master, of the people; representative and direct govern- ment; the national and state government; division of powers; relation of state and local government; separation of legislative, executive and judicial powers; representatives of districts; suf- frage and qualifications; nominations and political parties; con- ventions; campaigns; organization of party; frequency of elec- tions; appointment of officers. XV. Some Defects in the Self-Government of Our Com- munities. Self-government demands active interest of all its citizens; the duty of taking office ; patriotism in jury service and in pay- ing taxes; primaries controlled by a few; dangers of party spirit; the machine, rings and bosses; party management for selfish ends; despotism of wealthy corporations; civil service; reform of primaries ; the Australian ballot. XVI. The Government of Rural Communities. (a) The Township: origin; officers. (b) The County: origin; county system in Virginia and in Louisiana; the township and county of the West. EIGHTH month. XVII. The Government of the City. Problems of city government; the council; the mayor; po- litical powers and city government. 115 XVIII. Government of the State. (Study Government of Louisiana.) Constitutions; amendments and revision; the constitution represents the supreme will of the people. The Legislature; checks on law-making power; restriction on the legislature by the constitution ; initiative and referendum. XIX. Government of the Nation. The Articles of Confederation; the constitutional conven- tion of 1787 ; distribution of powers ; congress, senate and house ; powers of senate and house; method of electing senators (Louisi- ana) ; committees and the speaker. The executive; concentration of executive power. The judiciary; powers of federal judges. XX. Hov^ THE Expenses of Government Are Met. The cost of government; taxation is not oppressive; direct and indirect tax; borrowing money. Nature Studies. Notes : 1. Do not attempt to teach the subject wholly in the class- room; the school excursion is essential to success. Make the excursion short, definite, and for a purpose. 2. Add books on nature study to the class or school library. 3. Plan the work for the session with care and system, and then follow it. 4. Correlate this subject with school gardening, number work, language, etc. (See Language and Reading.) 5. Provide the necessary material for the work. In this connection, see 1909 Report of Committee on Investigation of School Problems in Louisiana, State Teachers' Association, pp. 44 to 49. 6. Form and structure should be studied only to reveal func- tion. 7. The main purpose of nature study is to bring the child into sympathetic relation with nature, to develop an appre- ciation of natural processes, and to create a love for plant and animal life. 8. In the primary grades, the aims should be as follows: To teach the child to recognize at sight all common trees, shrubs, cultivated and wild flowers, garden and field crops, weeds and other plants; animals, including insects and lower forms; min- erals, rocks, etc. ; to observe the growth, location, flower, seed, and characteristics of plants ; to teach those facts and processes, forms and traits, in animals that are of natural interest to the child. 9. In the intermediate grades the work should be extended to show the relation between plant and animal life, the inter- dependence of animate and inanimate nature; and to compare form, structure and habits of plailts and animals. Beferences: Following are a few text-books and general treatises on na- ture study and kindred subjects, which every teacher of nature study will find very helpful. So far as possible, the list is ar- ranged in order of preference. 117 Hodge : Nature Study and Life, Ginn & Co. Holtz: Nature Study, Scribner's. Cummings: Nature Study, American Book Company. Scott : Nature Study and the Child, D. C. Heath & Co. Dickerson : Moths and Butterflies, Ginn & Co. Holland: Butterfly Book, Doubleday, Page & Co. (I). Holland: Moth Book, Doubleday, Page & Co. (II). Howard: Insect Book, Doubleday, Page & Co. Weed : Nature Biographies, Doubleday, Page & Co. Blancham : Bird Neighbors, Doubleday, Page & Co. Apgar : Birds of the United States, American Book Co. Blancham : How to Attract Birds, Doubleday, Page & Co. Lange: Our Native Birds, Macmillan Co. (II). Dana : How to Know the Wild Flowers, Scribner's. Lounsberry : A Guide to the Wild Flowers, F. A. Stokes Co., New York. Lounsberry: A Guide to the Trees, F. A. Stokes & Co. The following books are adapted for use in the general library of the grade or school as supplementary readers : Bryant: Poetry of Flower Land. Burroughs : Squirrels and Other Furbearers. Burroughs : Birds and Bees, Sharp Eyes, and other papers. Baskett : Story of the Birds. Ballard : Moths and Butterflies. Chamberlain : How We Are Clothed. Chamberlain : How We Are Fed. Cooke : Nature Myths. Daulton : Wings and Stings. Dana: Plants and Their Children. Eckstrom : The Woodpeckers. Flagg : A Year Among the Trees. Frye : Child and Nature. Grant : Our Common Birds and How to Know Them. Grinnell : Our Feathered Friends. Holder : Stories of Animal Life. Holder: Half Hours With Lower Animals. Holder: Half Hours With Fishes, Reptiles and Birds. Holbrook : Book of Nature Myths. Jackman : Nature Study. Judd : Classic Myths. 118 Kelly: Leaves From Nature's Story Book. Kelly : Short Stories of Our Shy Neighbors. Lange: Handbook of Nature Study (I). Long: Secrets of the "Woods. Montieth : Living Creatures. Morley : Insect Folk. Needham : Outdoor Studies. Pratt : Story Land of Stars. . Perdue-Griswold : Language Through Nature, Literature and Art. Stickney : Pets and Companions. Stickney-Hoffman : Bird "World. Stokes : Ten Common Trees. Strong : All the Year Round, Four Parts. "Weed : Bird Life Stories. "Wilson : Nature Study in Elementary Grades, First and Second Readers. "Walker : Our Birds and Their Nestings. First Grade. Land, Water and Sky. — Contour of land observed in a gen- eral way; excursion to a picturesque point, hill, slope, stream (Frye, p. 82), woods, prairie, swamp; alluvial formation and higher levels near rivers and bayous; typical stream of vicinity, its course, size, region drained (Scott, p. 462) ; drainage of road and field after rain ; purposes of canals, uses of streams ; natural scenery of the district (Lange I, Chap. II). Weather. — Changes from day to day ; bright and sunny days and effects on nature; dull, gray days; rainy and stormy days; gusty days of March ; hot, sultry days ; lead pupils to be weather- wise; note beautiful sunsets; the world at dawn; meet class on bright, moonlight night; beauties of sky (Wilson II, p. 65, 67, 70) ; changes in face of moon as weeks go by (Holden, p. 26). Learn the names of the days, months and seasons. Animals. — Make lists of animals known by the class; tame and wild animals ; birds and fishes ; insects, etc. ; add to list as knowledge of pupils is extended; study the cat (Scott, p. 449; Lange I, p. 97; Hodge, p. 41) ; pig and lamb (Lange I, pp. 100 and 109) ; emphasize habits and actions rather than structure (Holtz, p. 71 ; Hodge, p. 33). 119 Birds. — Mocking-bird and canary; live specimens in class; form, color, flight, position on limb, food, variety of songs in daytime and at night, nest and nest-building, care of young, economic value (Holtz, pp. 99-131; Hodge, p. 305). Study the pigeon, English sparrow (Hodge, p. 313; Holtz, p. 135, 107-145), meadow lark (F. B. No. 54, p. 21; Yearbook, 1905), and red- headed w^oodpecker (Eckstrom, Chap. IX; Kelly, p. 187; Cooke, p. 29; Holbrook, p. 15; Walker, pp. 90 and 207). Enemies of birds as observed by pupils: cat, snake, English sparrow and boys (Hodge, p. 310-317; Lange II, Sec. II). Taming and feeding birds (Hodge, p. 347; Lange II, Sec. IV). Insects. — Cabbage butterfly ; form, color, where eggs are laid, hatching, work of the worm. Gather the eggs on the under side of cabbage leaves ; place in insect cage ; watch hatching in four to eight days, or gather the caterpillar on plants and rear insect through different stages; find pupas in garden and note coming out of butterfly (Holbrook, p. 10; Smith, p. 20; Hodge, p. 225). Similarly study the hawk-moth ; watch for it at dusk going from flower to flower (Burnet, p. 106; Hodge, p. 207; Smith, p. 59) Collect the large green worm from tomato plants, rear in insect cage ; formation of pupag ; find these by digging around plants on w^hich the worms have fed (Kelly, p. 76). Likewise study the cecropia, promethia and lo moths. Plant lice (aphids) ; ap- pearance in fall and early spring in garden and field; collect leaves covered with lice; damage to such plants as cabbage, cot- ton, melon; destruction by lady bugs (Hodge, p. 210; Kelly, p. 118; Smith, pp. 17 and 40). Begin making a collection of but- terflies, moths, and bugs for the cabinet; collect, spread, and mount specimens of a few butterflies, such as the monarch or milkweed, the goatweed, buckeye, roadside, cloudless sulphur, etc. (See Hodge; Dickson, p. 291-329; Holland I). Fishes. — Gold fish, minnow and shiner; food, color, appear- ance, movement through water; keep in aquarium and try to feed on small insects and bugs (Wilson II, p. 108 ; Hodge, p. 413 ; Holtz,, Chap. XII). Gold fishes are excellent pets; lead pupils to have them at home. Miscellaneous. — Earthworms; make collection of and place in terrarium ; motion of ; way of burrowing, food, as food of other animals, uses in soil, where abundant, economic significance in leveling the land and production of humus (Hodge, p. 424; Wil- 120 son II, p. 200). Study live specimen of common turtle kept in aquarium; remember sunning habits and provide accordingly; feed earthworms, and try other foods (Hodge, p. 410; Holtz, p. 163). Study of common frog and wood frog. Trees. — Make list of known trees; add to it as pupils learn others; have it in mind during the first five years of pupil's life in school to teach him to know the following trees and shrubs at sight: Evergreens : Live oak, pine, cedar, camphor, holly, magnolia, laurel, ligustrum. Deciduous: Common varieties of oaks (white, cow, water, red, post, pin, overcup, etc.), sweet and black gums, poplar, Cot- tonwood, hickory, walnut, pecan, ash, maple, catalpa, sycamore, hackberry, mulberry, black and sweet locusts, elm, cypress, wil- lows, dogwood, sassafras, cherry, persimmon, chinquepin, haw- thorn. Shrubs: Magnolia fuscata, sweet olive, arbor vitae, pittos- porum, japonica, oleander, cape jessamine, boxwood, hibiscus, Cherokee rose, crepe myrtle, althea, pomegranate, elder, lilac, spiraea. Study three or four common trees such as cottonwood, sweet gum, china-tree and walnut; become familiar with the tree, its size, shape, appearance in winter and summer, form of leaves, nature of bark and limbs ; watch for opening of bud and flower in early spring; color of first leaves; color in late spring and early winter ; gather fruit or seed, and place in cabinet ; uses of trees (shade, shelter for birds, retainers of rain water, fuel, lum- ber, landscape gardening, etc.). Learn to care for and appre- ciate trees. (Hodge, p. 365; Scott, p. 531; Stokes, p. 72; Louns- berry II). Flowers.^— Make lists of known garden and wild flowers, to be added to as others come within the circle of the child's knowl- edge; have children bring new flowers to study in class; when names are not known, consult florists or patrons. Study the vio- let, jonquil, nasturtium, sweet pea and honeysuckle ; adapt sub- ject to season ; use flower seed catalogues and search text-books for material (Burkett, Stevens and Hill, p. 267). Use flowers and leaves gathered from school garden. 121 Common wild flowers in spring such as spring beauty (Wil- son, p. 213) ; wild violet and bluet, buckeye, white clover, com- mon flag (wild onion), wild strawberry; in fall: smart weed, bitter weed, golden rod. Flower calendar (Hodge, p. 104). Second Grade. Land, Water and Sky. — Study the conformation of the land in the district with more fullness; find the stream that drains the school lot ; follow it, note drift and wearing away of the soil ; deposits of silt, sand and gravel (correlate with geography) ; vegetation along borders. Study typical land and water forms — pond or lake, prairie or forest. Excursion to river or bayou dur- ing high water; source of high water. Drying of soil in road, field and forest ; which drains and dries first ? Cause ? Evapora- tion, as illustrated by drying of wet clothes, vessel in classroom. What becomes of the water? Agencies causing evaporation (Scott, p. 465). Evaporation in teakettle; illustrate, using beaker and alcohol lamp; relation of heat to rapidity of. For- mation of ice; note process (Scott, p. 491). Apparent movement of sun in sky; low in south in winter; high in summer; mark by sticks direction of rising and setting at opening of school, on Dec. 21st, and again, before close of school ; relation of position of sun to length of day and night; sun dial (Holden, p. 71). Teach the directions, north, south, east, west. Study shadows. Meet class at night ; study phases of moon more fully ; record phases on moon chart; full moon rises at sunset; why? Dis- tances to the moon and sun compared ; relation of this to 'new moon; north star (Holden, p. 7) ; does it appear to move? Do other stars move ? Marked changes in weather; shower, rain, rainstorm, thun- derstorm; weather chart. Clouds, shape, size, height, color, movement (Scott, p. 480; Wilson, II, p. 253). Rain clouds, shad- ows of clouds. Seasons, beginning of each; nature's accompani- ments; budding trees and grass, songs of birds, music of toads in spring; growth of plants in field, lawn and forest in summer; harvest days, falling leaves and migration of martin in fall; bleakness, frost, ice and coming of robins and other birds in winter. Animals. — Continue lists of known animals, birds, fishes, in- sects, amphibians, etc. Study the dog, ase to man, faithfulness, 122 obedience, keen sense of smell, courage, strength, endurance, speed, breeds known (Hodge, p. 37; Lange, p. 94; Dana, p. 160). The hen and chick (Stickney, p. 12). Adaptations of these to needs of man; food and care. Observe the calls of animals, as in hen and cow; devotion of the dog (Holder, p. 178). Begin to note breeds and varieties in animals (F. B. No. 51, Standard Varieties of Chickens). The mouse and rat. (Country Life in America should form part of every school library. Price, $4 per year, Doubleday, Page & Co.) Birds. — Begin a bird census of the district by noting number of bird nests within a certain district. Make a chart of the area covered and locate each nest on it (Hodge, p. 319). Observe migration of birds out of and into the district ; date of leaving of purple martins; date of appearance of robins, cedar birds or waxwing, and other migratory birds; passage of geese on their journey to the south in early winter, and to the north in March ; reasons for migrations of birds. Bird calendar (Holtz, p. 90, 116, 415). The blue jay, study points suggested under first grade for the mocking-bird. Is it migratory to any extent? Empha- size food and economic value ; study of structure in an element- ary way. (Holt, p. 99 ; Walker, p. 123 ; F. B. No. 54, p. 14.) Study other birds as time allows; the robin (Walker, p. 27; Cooke, p. 24 and 26; Holtz. Chap. IX) ; dove; orchard oriole; red-winded blackbird (Walker, 60; F. B. No. 54, p. 19), chimney- swift. Make a bird-house for the school; induce pupils to have theifi at home (Holtz, p. 145-6). Develop sympathy and dispo- sition to protect our song birds (Hodge, p. 344). Insects. — Make collection of cocoons and chrysalides during winter; such as those of the polyphemus moth, which are com- mon in oak trees in winter; place these in insect- cage, and note development; rear worm, pupa and butterfly or moth from eggs laid after hatching. Study the swallowtail butterfly (Kelly, p. 15) ; tent caterpillar (Blanchan. p. 22; Hodge, p. 195) ; boll- worm (Smith, T). 37; Scott, 427; Hodge, 225) ; silkworm (F. B. No. 165; Chamberlain 2, p. 85); locusts (Burnet, 86; Holder, 255) ; grasshoppers (Wilson 2, p. 53) ; crickets (Kelly, 103) ; June bug; how to control them; clothes moth, water bug, elec- tric light bug. Fishes. — Study green trout or black bass, barfish and com- mon perch in pond and stream. Feeding tests. Observe spa^^^l 123 ing season and habits; structure, breathing. In study of fishes note coloring above and below; explain protective adaptation. Much of this work can best be done by use of the aquarium (Holtz, p. 165-174). i\Iiscellaneous. — The crawfish, shape, structure, habits, food, method of carrying and caring for young, use as food. Mount specimen on card for cabinet (Burnet, 67; Kelly, 67). Study bullfrog in similar manner ; note spawning season, length of life of tadpoles (two years), and value to man of tadpoles and bull- frog (Hodge, 295 ; Kelly, 41 ; Wilson, 2, p. 25) . The bat, particu- larly as to its economic value (Hodge, 405). Trees. — Study the peach tree as type of fruit trees; the elm, catalpa, and a variety of oak, the red or water oak. Follow direc- tions given under First Grade, but study buds and fruit or seed in greater detail ; note blossom carefully, its development from the bud, formation of fruit, growth of branch tips, dropping of leaves. ]\Iake tlio study systematic, extending it throughout the term at proper intervals. Continue developing greater famil- iarity witli common trees. Place more stress on uses of trees in nature and to man (Stokes, 16, 55). Begin noting forms of leaves, parts, arrangement on stem. (Dana, 135, 165, 167). Flowers. — Add cultivated and wild flowers to ''known" list of first grade. Study verbena and petunia ; narcissus, hyacinth, and other bulb plants; also the cypress or other common vine. Begin to direct attention to the dust boxes and other essential parts of the flower. Have a variety of flowers in the school garden for use in this work. Of the wild flowers, study the phlox, buttercup, verbena, primrose, dewberry and sunflower; relation to cultivated varieties; the dandelion (Scott 1, 381; Dana, 247 ; Wilson II, p. 252) ; and the golden rod in fall (Dana, 251; Cooke, 13) ; note provision for scattering their seeds; study ther dogwood blossom while out on the early spring excursion (Dana, 52-67) ; also blooms of peach, pear, plum and hawthorn. Study such common weeds as wild coffee, wormseed, pigweed and horsenettle; abundance, seed, spread, control (B. S. and H., 73; F. B. No. 28). Third Grade. Land. Water and Sky. — Classify the lands of the district as prairie, woodland, alluvial land, swamp, hills ; as forest, field and pasture lands. Study different kinds of soil in district, clay, 124 loam, sandy soil, etc. ; different kinds of rocks found in neighbor- hood. Do well diggers in your district always find sand ? If so, at what depth. Study springs in the locality; discuss under- ground water, its source, how it flows, relation to wells. Make a systematic study of a brook or stream, noting aquatic animals and plants (Lange I, Chap. II), vegetation on border, region drained, source and mouth. Read Tennyson's ''Brook"; also Longfel- low's. Extend study of evaporation. Note condensation of moisture on window panes, pitcher of iced water, cold looking glass when breath is blown upon it, grass in late afternoon ; for- mation of dew and frost (Holden, 116); causes; condition on cloudy night (Scott, 486). Discuss rain; observe approaching showers and clouds from which they come (Scott, 506). Observe an eclipse of the moon, and develop cause (Holden, 33). Find Venus, an evening star, and observe movement to- ward or away from the sun ; find her again later a morning star. Point out the great and little dippers, and note revolution around North star (Holden, 7). Observe rainbows, primary and sec- ondary ; colors of ; illustrate with glass prism ; cause of ; position with respect to the sun and the observer (Wilson II, p. 42). Con- tinue weather observation; stormy days, lightning; use of light- ning rods. Review directions, using tlie magnetic compass. Ob- serve and make record of directions of the wind ; can you discover sequence of directions from north to east, and south to west? What does each wind bring, rain or clear weather, dampness or dry air ? Make and fly a kite ; windmill, and weather vane. Animals. — Study the horse (Hodge, 38), and goat (Farmers' Bulletins), in their relation to man. Study structure, adaptation to man's needs, habits, food, etc. The rabbit (see full treatment in Scott, p. 38) and squirrel (Hodge, 407; Burroughs). Birds. — Make a study of the domestication of birds (Hodge, 327) and extend study and practice of taming and feeding birds (Blanchan). The quail, or bobwhite (Yearbook, 1903; Walker, 116), humming bird (Holder, 78; Walker, 129; Holbrook, 1) ; cedar bird or waxwing (Walker, 159) ; crow, blackbird or grackle (F. B. No. 54), crow (Wilson 11, p. 141; ''Silver Spot," Thomp- son-Seton in "Wild Animals I Have Known"), king-fisher, king-bird, night-hawk (Holder, 21). Learn closed season for all birds studied (see bird law for Louisiana in Arbor and 125 Bird Day Manual), and continue observation of food, habits and enemies (F. B. Nos. 197 and 308). Insects.— Study the family insects; ants (Hodge, 415; Cooke, 18) ; make an ant cage to study the habits of ants (Holtz, p. 231) ; honeybee (Hodge, 228; Holtz, 205, 225 and 456; F. B. No. 59), and wasps and hornets (Hodge, 244). The house-fly (Hodge, 62; F. B. No. 155) ; dragon-fly (Dana, 149) ; damsel-fly (Hodge, 257) ; the corn and boll weevils (Circulars of Pest Com- mission, Baton Rouge; F. B. No. 5; Burkett, Stevens and Hill, 144, 298). Fishes. — Continue observations of common fishes, the differ- ent varieties of catfish and of buffalo; place small catfish in aquarium and make food tests. Study tree-frogs, varieties, mel- ody of notes, adaptation to climbing (Hodge, 295) and lizards (Hodge, 410). Trees. — Make a systematic study of all varieties of oaks com- mon to the district; compare height, form, leaves, bark, acorns; make collection of each, label properly, and place in cabinet (Cooke, 71). The hickory, cottonwood and pine; as in previous grades, emphasizing economic value and marketing of each; watch development of buds in early spring; compare the three; note flowers, and make collection of seed (Scott, 410). If con- venient, make excursion to a turpentine still, and study process of manufacture of turpentine and rosin. Study the pear tree as to shape, size, trunk, leaf, bud, flower and fruit ; observe pear blight, rapidity of spread, and discuss use of knife and fire in saving infested trees. Flowers. — Study the flowers grown in the garden ; observing the several parts of each flower; the sunflower as type of com- posite family (Dana, 255); poppy (Dana, 70); Easter lily; water hyacinth as an aquatic plant, noting adaptation to float- ing; morning glory (Scott, 583 and 602). Develop appreciation and enjoyment of flowers (Burkett, Stevens and Hill, 268). Study the field daisy (Dana, 249), black-eyed susan, Cherokee rose, locust, may-apple and anemone; collect and press wild flowers. Thistle; jimson weed, wild carrot, tick trefoil (Dana), and means of dispersing their seeds (B., S. and H., 73 ; Dana, 50- 69). The mistletoe as a parasite; observe bloom and seed; how adapted for distribution. Poison ivy (F. B. No. 86). Continue study of seed dispersal by wind, water, birds and animals; 126 through means of down or feathers, as in the tliistle, dandelion, milkweed, aster, golden-rod, willow and cotton wood; of sails, as in the maple, elm, ash, pine, etc.; of barbed seeds, as in the burdock, beggar 's-lice — trefoil, eoeklebur and stiektight; of bursting pods, as in the pansy and violet; of waving seed boxes, as in the poppy; make collection of seeds and seed pods especially adapted for dispersal. Flowerless Plants. — Observe different varieties of mushrooms, growing in neighborhood; find the common edible type (campes- tris), place flat side of crow^n on sheet of white paper and note deposit of spores. Collect puffballs, all of which, so far as known, are non-poisonous ; note amount of spores on bursting of ball (Hodge, 443 and 448). Fourth Grade. Land, Water and Sky. — Observe erosion by rain and running w^ater; deposit of sediment; determined by flow of water; cor- relate with geography; formation of alluvial lands by rivers and bayous ; uses of these in nature and commerce ; study minerals of locality, sulphur, salt, oil, gas ; measure school lots, locate position of house and outhouses and trees; draw scale plat; suggestions for improvement of grounds by addition of trees, shrubs, vines and flower beds ; use as large a scale as convenient, say 1 inch to 10, 20 or 40 feet, according to size of lot. Extend study of physiography from district to ward and par- ish, noting rivers, bayous, swamps, prairies, woodlands, lakes, public roads and ward lines. Learn to read the thermometer and make morning and afternoon records of temperature out of doors. Study weather maps obtained from Weather Bureau, New Or- leans, noting particularly rain areas, change in directions of wind from day to day (Holden, 114). Continue seasonal observations, particularly in boll w^eevil sections ; plowing, sowing, tilling, har- vesting and marketing ; record observations in nature study note- books. Continue study of the heavens; find Mars and Jupiter (if visible) ; try to see IMercury just after sunset or before sunrise; locate bright stars like Sirius ; note the milky way and its gradual run across the sky; give legends of; observe shooting stars (Holden, p. 39) ; extend the study of the constellations. Animals. — Study the different varieties of pure-bred fowls in the district; note characteristics of each as to form, size, weight, 127 laying and sitting habits; among chickens, learn such breeds as brahma, cochins, langshans, wyandottes, Rhode Island reds, Plymouth rocks, leghorns, etc. (F. B. No. 51) ; chief breeds of ducks, turkeys (F. B. No. 200) and geese (F. B. No. 64). Study opossum and raccoon ; get live specimens for study in class, if possible. Birds.— Continue study of birds (Walker, 17, 53, 167; F. B. No. 54; Hodge, Holtz; 1905 Yearbook) as suggested for other grades; Baltimore oriole (Walker, 53), sparrows, cardinal or red- bird, purple martin, cowbird, catbird, shrike and sparrows (F. B. No. 54) ; extend knowledge of pupils to include recognition at sight of all common birds in district; observe preying habits of owls, kingbirds and hawks; extend study of game laws (see be- low), learning closed and open seasons for game birds; organized system for protection of birds, Audubon Societies (Hodge, 344; Holtz, 138) ; bird day in schools (pamphlets of State depart- ments of education). Continue practical work of domestication, taming and feeding birds, as begun in lower grades; develop greater appreciation of birds as songsters and insect and vermin destroyers; estimate values of certain birds in economy of gar- den, farm and orchard (Blanchan). Game Laws. — Act No. 277 of 1908 makes game birds of the following: geese, brant, wild sea and river ducks, wood ducks, rails (mud hens), coots (poule d'eau), gallinules, snipe, wood- cock, sandpipers (chorooks and papabotte), tattlers, curlews, plover, wild turkey, imported pheasants, grouse, prairie chicken, quail and doves. The closed seasons of these birds are as fol- lows : doves, March 1 to Sept. 1 ; geese, brant, ducks, rails, coots, gallinules, tattlers, curlews and plover, from March 1 to Oct. 1 ; turkeys, cocks, from April 15 to Nov. 1 ; quail and woodduck, from March 1 to Nov. 1 : snipe, sandpipers, from May 15 to Sept 1 ; blue- winged teal ducks, from April 15 to Oct. 1. Woodcock and prairie chickens are not to be killed nor had in possession at any time until Dec. 1, 1910; and thereafter from Feb. 1 to Dec. 1 of each year. Act No. 198 of 1906 makes following, in addition to above, game birds: cranes, ortolans or cedar-birds; all other native and migratory birds are made non-game birds by Section 2 of this act. Section 3 makes it unlawful to kill, catch or have in -possession, living or dead, any resident or migratory bird other 128 than a game bird. The destruction or robbing of birds' nests or eggs is prohibited by Section 5. Act No. 121 of 190G makes unlawful the snaring, trapping or capture of deer; the killing of a doe or fawn at any time; the killing or hunting of deer between hours of sunset and day- break; the killing of any deer during seven months in the year, to be fixed by the Police Juries of the several parishes. Insects. — Find and study cutworms, cankerworms, and peach- tree borers (1905 Yearbook, p. 330) ; make more systematic study of life history of the butterfly and moth, teaching name of insects at different stages (Smith, 6-7) ; learn plans for exter- mination (Smith, 12 and 13; Hodge, 187, 196, 198). Gather chinch, stink and squash-bugs for insect cabinet ; observe mode of feeding by puncturing; uselessness of ordinary poisons in their destruction; structure, breathing pores, and method of exter- mination by spraying, use of insect powders, trapping and hand picking (Smith, 11, 55; Burkett, Stevens and Hill, Chap. VI; Hodge, 226; Holtz, Chap. XIY). Study different varieties of mosquitoes (Mosquito Destruction, N. 0. Board of Health, 1902- 3) ; rear in class-room; note life changes, hatching, development, coming out in full grown insect; relation to diseases, as malaria, yellow fever (F. B. No. 155). Fishes. — Extend observation of common fishes of locality, pike and goggle-eye ; note foods, habits, haunts, spawning season, value as food ; protection by fish laws. The closed season for fishes is as follows: black bass (green trout), Feb. 1 to May 15 ; striped bass (bar fish), Dec. 1 to March 1; catfish (excepting spoonbill and buffalo), March 1 to May 1; all other species from Dec. 1 to March 1 in each year. Toad. — Find number of toads on school and home premises; note habits as nocturnal animals ; place a pair in vivarium ; make feeding tests ; estimate value of toad to garden and farm ; protec- tive coloring and habits; life history; song of (see Hodge,- Chap. XVI, for method of study and full treatment of subject) ; rear toad from spawn in aquarium. Trees.— Sycamore, ash, walnut and pecan, as types of decid- uous hardwoods; magnolia, live oak, and holly, as types of ever- greens; plum and orange trees as types of fruit trees. Observe •^ore closely the budding of trees in sprin^j; appearance and 129 form of flowers; formation of fruit or seed; economic- values. Continue developing greater appreciation of trees ; keep in touch with the work of such organizations as The New Orleans Tree Society; study best methods of planting trees (F. B. No. 134). Shrubs. — Develop familiarity with more common shrubs of district, noting size, shape, growth, flowers, time of shedding of leaves; the pittosporum, privet, pomegranate, japonica, cape jessamine, sweet olive, etc. ; use in decoration of home and school grounds. Flowers. — Study common garden flowers with a view to greater familiarity ; note time of planting ; depth to plant bulbs ; form of flowers, as in ealladium or elephant ears; have compe- tent flower garden designing ; study phlox, pansy, iris, calla lily, lily of the valley, hydrangea, and caladium. Study the clovers and such wild flowers and weeds as aster, wild pansy, wild ver- bena, trillium, yellow jessamine, and trumpet vine; burdock, pokeweed, ragweed, camomile, and purslane. Note natural meth- ods of distribution or dispersal of seed of each; extend study of seed dispersal; also of different parts of flower, calix, corolla, stamens, and pistils; learn names, and explain function of each (Burkett, Stevens and Hill, 44). Fifth Grade. Land, Water and Sky. — Make careful inspection of vicinity of school, noting directions and measuring distances; draw plat of district to suitable scale, locating roads, farms, creeks or bayous, and trees ; use scale of 1 inch per 100 feet. Keep rainfall record throughout term ; compare amount of fall of different months ; relation of plant growth and crops to rainfall. Continue noting the weather and study more fully the weather maps; ob- serve areas of high and low pressure, and relation to direction of winds and rain areas. If a barometer is available, learn to read it. Discuss value of weather forecasts to farmers, frait growers, truck gardeners, sea vessels, etc. (See ** Weather Bureau and the Public Schools," Reprint 1907 Yearbook.) Extend study, by observation and simple experiments, of minerals common to district; observation of common metals; learn to distinguish these; visit blacksmith shop when studying^ iron and note process of welding; also tinsmith's shop, when studying tin and zinc. How is galvanized iron made 1 Tin plate ? 130 Brass 1 • What af e alloys ? Per cent of pure silver in coin ? Uses of each metal. Animals. — The cow and sheep ; value to man, distribution, im- portant breeds (F. B. No. 160 and 200). Wild animals not in- cluded in lower grades, such as wildcat, deer, fox, skunk. Birds. — Extend study of birds common to the neighborhood, ricebird or bobolink (F. B. No. 54), snipe (Holder, 113), house wren (Walker, 68), coot (poule d'eau), wild ducks and geese, rail (mudhen), and herons. Continue study of game laws and fish laws. Insects, etc. — The cattle tick; growth; shedding of skins, food, dropping to ground of full grown tick, laying eggs in pas- ture land; find eggs and small ticks among the grass; study the methods of controlling and of eradicating from pastures. Ob- serve botflies (Hodge, 419), horseflies and hornflies; breeding, in- jury to stock. Spiders, varieties, structure, habits, food, spin- ning of webs, value as insect destroyers (Hodge, 419 ; Cooke, 19). Lady-birds or lady-bugs, varieties of, breeding places, value in destruction of plant lice (Hodge, 254), snapping beetle and cucumber beetle (Smith, 42). Snakes, Etc. — Learn to recognize the common snakes and liz- ards of the district; divide into venomous and harmless; study habits, foods, economic value (Hodge, 412). Much detailed in- formation on snakes can always be obtained from farmers and close observers (Holtz, 161; Burnet, 154). Study the fresh water mussel, where they abound (Burnet, 47) ; the oyster along gulf coast (Burnet, 51) ; and the snail (Kelly, 164). Trees. — Pupils in this grade should know by name all com- mon plants of the district; continue observing all varieties of trees in the vicinity of the school ; give credit to pupils that ob- serve characteristics heretofore not noticed; ascertain how many trees of a certain kind under study are to be found within a given distance from the schoolhouse; take sense of pupils on most beautiful tree around the school ; what patrons of the school are planters of trees ? Compare growth of trees in forest and in open ground; observe process of natural pruning; purpose of pruning ; methods of artificial pruning of shade trees, fruit trees, grape vines, etc. (F. B. No. 180). Lead pupils, and patrons through pupils and arbor day exercises, to plant shade and fruit 131 trees on the home grounds, and shade trees along public roads (F. B. Nos. 134, 154, 185; Arbor Day Manuals; Holtz, p. 374). Flowers. — Study the flowers grown in school and home gar- dens; the daisy, aster, carnation, pink chrysanthemum, poppy, heliotrope, geraniums. Learn parts of flowers ; stigma, ovary, anther, sepals, petals; function of each (Burkett, Stevens and Hill, 44). Extend the study of pollination; different provisions for, such as wind, bees, butterflies. Nature's method of pre- venting self-pollination or in-breeding: development of stamen and pistil at different times, as in common sage and fireweed (Dana, 227) ; inaccessibility of pollen to stigma, as in the iris; monoecious plants, on which staminate and pistillate flowers oc- cur separately, as in the oak, pine, hickory, pumpkin and corn; dioecious plants, where the sterile and fertile flowers are borne on different plants, as in the willow, sassafras, and black gum. Find fertile and sterile flowers on garden plants, such as melon, cucumber, cashaw, pumpkin, squash, etc. (Dana, 196-202; Bur- kett, Stevens and Hill, 48 to 53). Study different natural and artificial methods of propagating plants; by seed as in cabbage and corn; spores, as in mushrooms; rootsocks as in Johnson grass ; stolons or runners as in strawberry ; bulbs and corms as in lily; onion and caladium; cuttings as in the grape, willow, hy- drangea ; leaf -cutting as in geraniums and begonias ; tuber as in Irish potato; layering as in vines; and grafting and budding. (F. B. No. 157; Burkett, Stevens and Hill, 54, 83; Hodge, 155.) Continue study of wild plants and weeds (Burkett, Stevens and Hill, 73), chickory, mullein, dock, thistles, chickwood, Bermuda grass, crab grass, coco (nut) grass; method of controlling (F. B. No. 28) ; poisonous weeds and plants (Hodge, 118; F. B. No. 86). Study wild and cultivated vines ; find names of all varieties from farmers in neighborhood; plant selected ones on school grounds and home grounds. Sixth Grade. Weather. — Cyclone and tornado; causes of; courses; predic- tion. Use of the barometer ; high and low pressure areas ; results of ; storm signals; damage to crops, buildings, forests, birds, etc., caused by storms and cyclones. Minerals. — More detailed study of coal; how formed and mined ; different varieties ; uses for heating and in manufactures ; coal fields of the United States; products of distillation of coal 132 gas, coke, tar, coal tar products, medicines, kerosene, gasoline, vaseline, paraffine, lubricating oils. Natural gas ; where found in Louisiana and other states ; uses of ; how distributed from fields. Gases in the atmosphere ; properties of. More extensive study of other minerals found in Louisiana: sulphur, salt, stones, etc. Animals. — Riiview study of farm animals as to form, use to man, food, distribution, breeds, etc. Also wild animals; the mink, fox, bear, and other fur-bearers. Birds. — Review study of all game birds, including the wood- cock, sandpiper (papabotte) and plover; also study the barn swallow, fly catchers, nonpareil, scarlet tanager, and warblers. Insects. — The potato beetle; sugar cane borer (in cane sec- tion) ; corn and bean weevils; plum curculio; pecan caterpillar; agricultural or fire ant; cicada (harvest fly); blue bottle fly; coddling moth. Miscellaneous. — Study of the elephant, camel, reindeer, mole, myriapod, sowbug. Trees. — Study of forest trees: the maple, cypress, pine, pop- lar, sycamore, gum, etc. Lay stress on such points as the follow- ing: rapid destruction of our forests through forest fires and reckless cutting of timber ; effect of forest destruction on climate, flow of water, inundations, health, birds and wild animals. Study the life of the tree — how it breathes and feeds; its flower, fruit, bark, trunk, limbs, and leaves. Present the elementary prin- ciples of forestry as given by Pinchot in *'A Primer of For- estry," which is Farmers' Bulletin No. 173. Study in detail shrubs listed under First Grade above. Flowers. — Study such cultivated and wild flowers as have not been taken up in detail in previous grades. In this study lay the basis for the more scientific work to be done in elementary agriculture in the next grade ; develop a scientific attitude on the part of pupils ; lead them to find out the why of things in order to reveal the how. Study the different kinds of roses (commoner ones) in connection with the garden work; make cuttings of these. Have a competitive growing of some flower, as the chrys- anthemum, pansy or carnation. Weeds. — Study other important weeds of the locality, the dis- tribution of their seed, other means of propagation, method of control; the curly indigo, turtle back, tadpole grass, blue grass, 133 horse nettle, alligator head, water grass, sea weed, Johnson grass, tie vines, broom sudge. (Farmers' Bulletin No. 28; also bulletin on rice and its weeds. Experiment Station, Baton Rouge. ) SCHOOL GARDENS. Notes. 1. The course here outlined is for the first five grades. For higher grades, the school garden should form a part of the study in elementary agriculture. 2. For each grade suggestions are made of plants to b:^ grown. The order suggested is not mandatory. Besides, other vegetables, flowers, crops, etc., may be grown than those listed, or certain crops may be grown in successive years by the same pupils. 3. In early grades, so far as possible, use plants with large seeds and of easy growth. 4. In the lower grades, it may be thought better in some schools to have class beds or group beds. In one-teacher schools this is necessary. However, where possible, each pupil should have his own plot. 5. Have pupils keep such records as the following: Time of planting ; time of sprouting ; cultivation ; fertilizer used ; time of harvesting; insects attacking the crop or plant; description of such insects with drawings. 6. In sections where some of the crops named will not mature before the close of the school term, and no provision can be made for their care during the summer, substitute others. 7. In each grade have competitive growing of a flower and vegetable, carefully selected, and adapted to the grade. On ex- hibit day, invite patrons to inspect the produces of the garden thus grown. References: How to Make School Gardens, Hemenway, Doubleday, Page & Co. The School Garden, Corbett, Farmers' Bulletin No. 218. School Gardens, Galloway (Bui. No. 160), office of Exp. Sta., Washington, D. C. Propagation of Plants, F. B. No. 157. The Vegetable Garden, F. B. No. 94. The Home Vegetable Garden, F. B. No. 255. Annual Flowering Plants, F. B. No. 195. 134 Beautifying the Home Grounds, F. B. No. 185. A Primer of Forestry, F. B. No. 173. Weeds and How to Kill Them, F. B. No. 28. Garden Making, L. H. Bailey, Grosset & Dunlap, New York. Nature Study, Holtz, Scribner's (Chaps. 16-18). Agriculture for Beginners, Burkett, Stevens & Hill (Chap. 11). Nature Study and Life, Hodge, Ginn & Co. (Chap. 8). Among Country Schools, Kern (Chap. 4). Farmers' Bulletins and Flower Catalogues of Seed Houses. Report of Committee on Investigation of School Problems of Louisiana State Teachers' Association for 1909. First Grade. Vegetables. — Plant lettuce and cabbage seeds indoors, in hot- bed, or in cold frame, according to season, to be transplanted to the garden in early fall or spring. Note germination and devel- opment of small plant. Prepare garden bed carefully before setting out the plants ; cultivate with care, keep free of weeds and grass; keep surface soil broken into a mulch; observe growth. Plant radishes in rich soil and keep well supplied with moisture ; study this as a type of root crop. Kohlrabi grow readily and are interesting to children. Onions, as type of bulb plant, may be grown from sets planted in early spring. At the beginning of the school garden work, teach the pupils the use of garden tools in simple operations, such as light hoeing, raking, weeding, using garden line ; watering ; also shading, sowing, thinning, etc. Have every row straight; accept nothing but the child's best work; teach him that there is a best and that he should always work toward it. (Holtz, p. 263; Kern, Chap. IV.) Flowers. — Grow the flowers studied this year as part of the nature study course : sweet peas, nasturtiums, honeysuckles, vio- lets and jonquils. Plant as early as the season and the school term will allow, and endeavor to have flowers during entire ses- sion. If necessary, have the flowers on border beds around the schoolhouse or the fences. Consult seed-house catalogues for time of planting, kind of soil, cultivation and care of plants. Be- gin competitive flower growing, using for this grade the dwarf nasturtium or jonquil. Window Garden. — ]\Iany plants grow as well indoors as out- doors; some grow better. Use these in the window garden. 135 Make the boxes slope toward the sun; if possible, use a south window (Burkett, Stevens and Hill, p. 281). Plant common flowering plants : geraniums, colejis, jonquils, asters, sweet peas. Other common flowers may be added, and such plants as Boston and sword ferns, begonias, etc. Second Grade. Vegetables. — Plant garden peas in early fall; early varieties mature before frost in southern part of State, but they may also be planted in early spring ; plant late varieties in late fall. Bush beans will bear before frost if planted in early fall ; plant also in spring after danger of frost is past. Plant turnips in fall and late winter ; also onion seed in fall, to be transplanted when size of goose quill. Grow sweet or bell-pepper, by transplanting early from box in class-room or from hotbed (F. B. No. 94). If term does not last long enough for plants to mature before close, sub- stitute other common vegetables, such as kale, collards, etc. Ex- tend instruction as to garden operations; teach the value of fer- tilizers and illustrate by fertilizing parts of rows or beds. Be- gin to divide plants according to natural methods of propaga- tion. Compare bulb and root plants, as onions and turnips. Flowers. — Plant easily grown flowers, such as verbena, petu- nias, balsam, mignonette, narcissus, marigold, larkspur, etc. Per- ennials may also be planted : hollyhocks, bluebells, hibiscus, etc. Plant tall nasturtiums around base of house; a vine, such as honeysuckle or cypress, about some of the windows or the porch. Other climbers are coba;a, Virginia creeper, climbing- roses, Eng- lish ivy, passion vine, morning glory. Learn to make cuttings of rose bush, carnation, fuchsia; for begonias use the leaf (see Holtz, p. 287). Window Garden. — Add new plants to the window garden, such as ostrich-plume, fern, maiden-hair fern, wandering Jew, giant narcissus, hyacinth, and other bulb plants, cypress vines, etc. Train vine around border of window. The sweet potato makes a rapidly growing and pretty vine. The water hyacinth may readily be grown in water in the window. If the class has a large aquarium, set one of these plants in it. Have competitive flower growing and continue it through higher grades; at first use easily grown plants (see Holtz, p. 292) . 136 Third Grade. Vegetables. — Plant Irish potatoes in early fall; note manner of growth. Is the potato a root or does it grow on the stem (tuber) ? Plant again in early spring. Plant beets in early fall and late winter; also carrot and stock beets or mangels. French artichokes are perennials ; set out young plants or shoots during winter, fertilizing abundantly. Plant spinach in fall, for use as a winter vegetable. After opening of school, set out strawberry plants; cultivate and keep free of weeds; a few berries may be expected the following spring. Popcorn may be planted in spring. Continue developing skill in use of garden tools. Be- gin making comparative study of plants grown; compare the Irish with the sweet potato; note that former. is a tuber, latter is a root ; observe formation of sprouts on each ; how is each one propagated; difference between sweet potato grown from plant and from vine, etc. Begin study of soils, properties of the soil, relation to plant growth, plant food in the soil; purpose of humus in the soil. Demonstrate such properties as capillarity, porosity, texture, water retention, water saturation, etc. Note attack of insects on plants, particularly plant-lice, cut-worms, cabbage worms, chinch and stink-bugs ; how are these controlled ? Flowers. — Add new flowers to those already grown in the flower garden, such as portulaca, candytuft, sweetwilliam, poppy, Easter lily, sunflower, morning glory, castor-bean. The sun- flower and castor-bean plants are well adapted for ornamentation of corners, hiding outhouses, covering unsightly objects. Wild flowers may well be added to those grown on the school grounds, such as the wild primrose, golden-rod, buttercup, aster, trumpet vine, etc. Continue practice in growing cuttings and in layering (F. B. No. 218). Have semi-annual exhibit of flowers from garden, to which invite the patrons. Window Garden. — Continue the use of the window garden in this and subsequent grades. Nothing adds more to this phase of garden work than the use of bulb plants grown in bulb glasses kept full of water. Order bulbs from seed houses soon after opening of school. The large narcissus, crocus, hyacinth, tulip and some lilies are well adapted to such growth. (See Holtz, p. 286). 137 Fourth Grade. Vegetables. — Continue care of French artichokes and straw- berries planted last year in third. Propagate latter from run- n^s. Plant tomatoes in early spring; plants should be grown in class-room by sowing in box early in March in central part of State, or in hotbed or coldf rame, according to season ; note man- ner of growth; prune shoots as they come out, and leave main stalk only; make provision to keep fruit from touching the ground; look for tomato worms (F. B. No. 220). Plant salsify and endive in fall for winter growing ; tie up 'latter at proper time for bleaching; lead pupils to plant these in the home gar- den. Plant cucumber, squash and pumpkin after danger of frost is over; early cucumber may be started in hotbed, trans- planted to coldframe, and then set out in garden. This insures an earlier crop. In connection with these plants, study staminate and pistillate flowers: note the difference in appearance of the two ; observe what grows into the fruit ; enclose pistillate or fer- tile flower as it opens in tissue paper bag. Does this flower pro- duce a fruit? Remove stigmas on others and note effect. Fer- tilize fertile flower tied up as above with pollen, using a camel's hair brush ; cover again and note result. Begin to learn the names of the parts of the flower, and to study pollination. Con- tinue the study of insects injurious to the garden. (See Bui. 197, Agricultural College, "West Raleigh, N. C.) Find eggs of cabbage butterfly and other insects affecting the cabbage; rear worm in insect cage; note formation of pupa from larva, and coming out of the imago. Extend the study of the soil, its origin, properties, adaptability to certain crops, kinds of soils, etc. Fer- tilization of soil ; different fertilizers ; green manuring ; drainage ; retention of moisture. Flowers. — Continue extending acquaintance of pupils with common cultivated flowers by growing these at the school. Divide varieties among the pupils or groups if deemed necessary. Us_e phlox, pansy, iris, calla lily, flag lily, lily of the valley, crocus, hydrangea, calladium, dahlia, cosmos, etc. For list of other flowers, whether annual or perennial, time of blooming, etc., see Holtz, p. 295. Extend plan for ornamentation of the school grounds to the planting of vines around outhouses ; hedges, such as California privet, along fences or walls, or to cut off portions of the grounds; and trees and shrubs about the school lot (F. B. 136 No. 134). The latter should be done systematically after a plan adopted for the improvement of the grounds. Many of the trees may be grown at school from the seed, such as oaks, hickory, wal- nut, pecan, camphor, magnolia, holly, hawthorn and cedar. Other trees can best be had out of the woods, such as maples, cotton- wood, sycamores, hackberries, etc. Field Crops. — Have a class or school bed for the growth of field crops. Begin with the grains, planting oats and barley (such as the winter bearded sort) in the fall. Wheat may also be grown, more .to familiarize the pupils with this grain crop than to secure yield. To exemplify use of these as forage, bearded vetch may be mixed with them. Note formation of any smut in these crops, and learn how to control it. Plant corn in March or April, preferably early maturing varieties, and pro- vide for care of the crop after close of school. Try effect of fer- tilizers on these crops. Study these as types of grain crops; note flower of each plant; discover how pollination takes place in each case; study wind pollination in corn. Before planting the corn, make systematic test of the vitality of the seed used. (See F. B. Nos. 298, 199, 81, 253, 229 on corn; Nos. 276, 225 and 250 on oats.) If suitable spot can be found plant rice. A low spot that can be drained is best. Sow seed in April. Study the plant. Fifth Grade. Vegetables. — For fall and winter work, grow cauliflower and celery; study needs of these crops as to fertilizers, cultivation, and care. Lead pupils to try to grow these crops in the home garden. In the spring, plant okra, eggplant, butter (lima) beans, and pole beans. By pruning tomato plants grown by Fourth Grade in the spring, these may be made to yield a fall crop in certain parts of the State. Demonstration work should begin to form part of the course in such simple ways as the following: Difference in yield of crops grown on land deeply broken and on^ land that is shallow; of crops grown on soil that has been ma- nured and on poor soil ; of crops to which cotton seed meal has or has not been applied ; or to which other fertilizers have or have not been added. Extend simple experiments on soils (F. B. No. 218), germination of seeds, depth of planting, budding, etc. 139 Flowers. — Add other flowers to the variety already in the garden. Such flowers as the following grow well: The daisy, aster, carnation, chrysanthemum, pinks, mignonette. Add new varieties to the rose garden. Show need of caring for geraniums, fuchsias, and begonias during winter. A number of the wild flowers should be added to the garden : the dandelion, violet, col- umbine, phlox, spring beauty; also wood ferns. Continue work on the ornamentation of the school lot (F. B. No. 134) ; add some of the trees required to complete the scheme for improving the grounds; plant in appropriate parts such shrubs as the follow- ing: Cape jasmine, magnolia, pittosporum, arbor vitae, camelia, japonica, boxwood. A large tuft of common switch cane rounds off a corner gracefully ; the wild palmetto is as effective in orna- mentation as the cultivated palms. Field Crops. — Some acquaintance should be given to the many pupils that leave school after this year with other crops of economic value, such as cotton, cane, sorghum, and cowpeas. One bed for the whole class may be devoted to these crops, and such others as were grown in the Fourth Grade may be added as may be thought necessary. These crops will give an oppor- tunity to make practical demonstration of the value of certain fertilizers. Show value of the cowpea as a fertilizer; study nodules ; find other plants that fertilize ; to what family do they belong ? Note mode of propagation of sugar cane ; observe shoots formed by cane and sorghum. Make a study of the boll weevil in connection with the work on cotton. Physiology and Hygiene. Note. — Keep the subject and its study within the grasp of the pupils ; use illustrations, pictures, poems and stories to main- tain a vital interest; lay stress upon the joy of possessing a strong, clean body; require the pupils to make practical appli- cation of the rules of health as these are developed by study ; ex- emplify to the class the value of abstinence from the use of in- toxicants and narcotics. Health lessons should be given in the lower grades along with the work in nature study. FIFTH GRADE (First Term). Adopted Text: Krohn's First Book in Physiology and Hy- giene. 1. Food. — ^Why we eat; what to eat; kinds of food — for warmth, work, growth; excessive eating. Mineral foods: salt, lime, soda, potash, iron. Animal foods: milk, butter, cheese, eggs, fish and meat. Vegetable foods: vegetables, fruits, pre- serves, bread, grains. Classify foods; whether starchy, nitro- genous, fatty. Cooking : purposes of ; how done. 2. Drink. — ^Water: need of to the system; why; when to drink; pure and impure water; contamination of drinking water; how effected and how prevented; diseases transmitted through water. Other drinks: milk, tea, coffee, and stimulants. 3. Digestion. — ^What it is; how effected; mouth digestion; from mouth to stomach; digestion in the stomach; in the small intestines; function of the liver and pancreas in digestion; the large intestine. 4. Impure Foods. — ^Why manufactured foods are made ; what adulterated foods are; why adulterated; diseased foods: dangers of ; impurity in milk ; causes ; how to get clean milk. 5. Intoxicants and Narcotics. — What these are ; false appe- tite; temperance and intemperance; alcohol and alcohol habit; effects of alcohol on the system; cost of alcohol habit. Use of tobacco: effect of on the human system; harmfulness to growth and development; dangers of the cigarette. 141 FIFTH GRADE (Second Term). Adopted Text: Krohn's First Book in Physiology and Hy- giene. 6. The Teeth. — Observations of ; parts of a tooth ; kinds ; care of the teeth ; value of cleanliness of the mouth. 7. The Blood and Circulation.^Components of the blood; red and white corpuscles; function of each; flow of the blood through arteries, capillaries and veins. The heart : pulse ; circu- lation of blood through; effects of alcohol and tobacco on the heart. 8. Respiration. — Why we breathe; how we breathe; air pas- sages and lungs ; ventilation ; how effected. Action of alcohol on the lungs. 9. The Skin and Kidneys. — Scarf skin, use of; pigment in skin, where found and effect ; true skin ; sweat glands and pores ; hair; oil glands; pimples and boils; nails. The kidneys: shape, structure, use of. Care of the skin: bathing, swimming; colds, how caught. Effect of alcohol on the skin ; care of the nails and hair. Clothing: for warmth; proper and harmful clothing; adaptation to season ; clean clotlTes. 10. Skeleton. — As framework of body; bones; strength of; fracture; joints; dislocation; sprains. 11. The Muscles. — ^What they are; how attached; method of action; development of the muscles; use of exercise, games, etc. Evil effect of alcohol on the muscles. 12. Rest. — Need and necessity for rest; different ways of resting ; change of occupation ; inaction ; sleep. 13. The Nervous System. — Parts of; action of the brain; functions of; habit; importance of correct and proper habits; how habits are formed; care of the brain and nervous system; sight and care of the eyes; hearing and care of the ears; taste, smell and touch; testing eyesight and hearing of pupils. SIXTH GRADE. Note. — The purpose of this course is to familiarize the pupil with the rules of health, rather than to teach him the facts of anatomy and physiology ; yet, • enough of the latter should be taught to make the former intelligible. Throughout the school life of the pupils practical application should be made of the hygienic' facts and principles studied during this year. Such 142 common rules of health as cleanliness of the body, head, ears, mouth, hands, finger nails, needs of exercise, ventilation, pure drinking water, proper mastication of food, etc., should be en- forced by the teacher as far as possible. Special stress should be laid, in compliance with the law, upon the injurious effects of alcohol and tobacco. First Term. Text: Graded Lessons in Physiology and Hygiene. 1. The Digestive System. — Organs of; nature of digestion and absorption of food; kinds of. food and preparation for the table; injurious foods. Drinking water, pure and impure. 2. Temperance. — In eating ; alcohol habit ; natural properties of alcohol; effects on the human system; tobacco evil; injurious effects on growth, development and activity ; effect on health ; the cigarette danger. 3. The Skin and Kidneys. — Structure of each ; function ; how to keep them in healthy condition. 4. The Bones. — Framework ; skeleton ; form, size, composition and structure of bones; joints^ injuries to; proper position of body. 5. Muscles. — Number, shape, attachment, function, develop- ment of the muscles ; need of exercise. 6. Blood and Circulation. — Composition of the blood; the arteries, capillaries and veins ; the circulation of the blood ; heart, structure and function; pulse, fever and fainting. The lym- phatic system : nature of lymph ; course. The spleen. 7. Respiration. — Purpose of respiration; how accomplished; hygiene of breathing — nerves of smell; respiratory organs; changes in air (Experiment) and blood due to breathing; correct breathing. Adenoid growths; nature of; effects on the child; re- moval of. Foul air, dust, malaria, ventilation. Second Term. 8. Nervous System. — Parts of and function of each ; structure and natui'e of nerves, brain, spinal cord, etc. Abuse and care of the nervous system. Rest, sleep, dreams, habit, character, as affecting or determined by the nervous system. 9. The Eyes. — Structure and use of ; movement and care of ; defective vision ; remedy for ; testing eyesight. 143 10. The Ear. — Structure of external and internal ear; how we hear ; care of the ears ; defective hearing ; testing the hearing of the pupils. 11. The Teeth. — Number, arrangement, structure j care of; cleanliness of conducive to health. Injuries to; how repaired. 12. Disease Germs. — ^Nature of germs; danger to health of certain germs; reproduction, transmission of- germs; typhoid fever, diphtheria and diphtheritic antitoxin, vaccination and smallpox, in relation to germs. Use of disinfectants. 13. Intoxicants and Narcotics. — ^Alcohol; description, uses, qualities, fermentation, distillation; kinds of liquors; injurious effects to the mind, nervous system, stomachj liver, heart, blood, blood vessel^, kidneys, skin, lungs, muscles, sense organs. To- bacco : first use ; how used ; poison of tobacco ; effect on growth, health and activity. Opium habit : horrors of. Dangers of pat- ent medicines. Occupation diseases. 14. Exercise. — Necessity of to the system; nature of at dif- ferent periods of life ; gymnastics and games ; moderation in ex- ercising. 15. Relief in Emergencies. — Fainting ; suffocation ; nose bleeding ; arterial and venous bleeding ; foreign bodies in eye, ear or nose; burns; stings; burning clothing; sunstroke; drowning; poisoning. 16. Public Sanitation. — Need of in food, milk and water in- spection; air contamination; garbage. Special methods in pre- venting diseases; insects as affecting health (see Farmers' Bul- letin No. 155) ; malaria and the mosquito ; typhoid and the house- fly ; yellow fever and the stegomyia f asciata. Elemeniary Agriculture Seventh Grade. Text: Agriculture for Beginners, by Burkett, Stevens and Hill. Notes. 1. Teach the subject in a practical, experimental way; do not let the study be confined to class-room instruction; use the school garden and knowledge gained therefrom in illus- trating facts and principles ; likewise, make practical application of class-room study to the work done in the garden; draw from and build upon the experiences of the class. 2. Use experiments to prove facts and illustrate principles. These do not require expensive apparatus, but they demand at- tention, care and preparation by the teacher. When necessary, have several experiments going on at the same time conducted by different pupils or groups, but studied by the entire class. 3. ''The aim is not only to teach certatin facts about plants and animals, but to show clearly the dependence of each upon the other, and their dependence upon the soil, food, climate, etc. ; to note the difference of plants upon uplands, lowlands, marshes, etc., and upon sandy, clayey, gravelly or stony ground; to note the disposal of plants, animals, and insects in the neighborhood ; above all to knit this life to the pupil's own life." 4. Where experiments should be made, the fact is so indicated in parentheses with reference to book or bulletin, giving page or chapter. References. — The grade or school library should contain a full set of the Farmers' Bulletins of the Department of Agricul- ture, Washington, D. C, and the bulletins of the State Experi- ment Stations, Baton Rouge. The following bulletins, obtainable free of cost from the Office of Experiment Stations, Washington, D. C, are indispensable : Exercises in Elementary Agriculture — Plant Reproduction, by D. J. Crosby (Bulletin 186) ; Application of Chemistry to Agriculture, by K. L. Hatch (Bui. 195) ; Teach- ing Agriculture in Common Schools (Circular No. 60) ; Use of Illustrative Material in Teaching Agriculture in Rural Schools, by D. J. Crosby (1905 Yearbook Reprint). Also Bulletin 29, Vegetable Physiology and Pathology, Department of Agriculture. 145 Some or all of the following text-books should also be in the library : Goff and Mayne : Agriculture for Beginners, American Book Company. Goodrich : First Book of Farming, Doubleday, Page & Co. Hatch and Hazel wood : Elementary Agriculture With Prac- tical Arithmetic, R. K. Row & Co., Chicago. Jackson and Dougherty: Agriculture Through the Labora- tory and School Garden, Orange Judd Company, 'New York. Shepperd and McDowell: Elements of Agriculture, Webb Publishing Company, St. Paul. Duggar : Agriculture for Southern Schools, Macmillan Com- pany. Gaye: The Great World's Farm, Macmillan Company. FIRST TERM. 1. Soil. — Origin from rocks; weathering; decay of plants- humus. Tillage; needs for; purposes; methods. Need of moisture in soil; amount of; retention of (Experiment: text- book p. 13; 1905 Yearbook Reprint, p. 269) ; capillarity in soil (Exp. text p. 14; 1905 Reprint p. 269) ; conservation of mois- ture (Exp. Bui. 186, p. 52, exercise 43; see also Farmers' Bui. 87) ; drainage (Exp. text p. 78) ; tile and open ditches (F. B. 187) ; necessity and effect of drainage (Exp. text p. 18). Im- proving the soil by tillage, drainage and addition of humus and plant food (Exp. text p. 22) ; manuring soils; use of vegetable matter; green manuring (F. B. 278); use of commercial fer- tilizers; composition (Exp. Exercises 5 to 15, Bui. 195). 2. The Soil and the Plant. — Roots and root hairs (Exp. germinate corn and bean seeds for study) ; absorption of plant food by root system (Exp. Bui. 186, p. 22) ; tillage as affected by plant roots; how the plant feeds (Exp. Bui. 186, p. 20; text p. 31) ; tubercles, where found; nature and value of. Crop rotation ; purpose, value, how made, illustrations of. 3. The Plant. — How it feeds from the air (Exp. Bui. 186, p. 24; also Exercises 1 to 4, Bui. 195) ; the sap current (Exp. Bui. 186, p. 23) ; circulation of water in plants (Exp. Bui. 186, p. 23). The flower and the seed; study of parts; function of each; pollination (Exp. text p. 50; Bui. 186, p. 33); crosses, hybrids, cross-pollination; inbreeding (Bui. 29); plant 146 propagation by buds; layering (Exp. Bui. 186, p. 34); root- ing cuttings of geranium, fig, grape, begonia, etc. (Exp. Bui. 186, p. 35); from seeds: seed selection and breeding; select- ing seed corn (Exp. for corn club, text p. 72). "Weeds: more common and injurious sorts; learn to know them and their seeds. Early indigo, coffee weed, turtle-back, tadpole grass, bull grass, seed weed, nut-grass (coco), cockle-burr, Johnson grass, Bermuda grass, broom-sedge; methods of controlling weeds (see Weeds and How to Kill Them, F. B. 28). Seed purity and Adtality ; value of germination tests; how made (Exp. Bui. 186, p. 27; text, p. 78). 4. Growing a Fruit Tree. — Why fruit trees are budded or grafted; technique of budding and grafting, with practical exercises (text, pp. 83 to 87; Bui. 186, pp. 39 to 42) ; planting, pruning and caring for fruit trees; fertilizing and spraying. 5. Diseases of Plants.— Causes and nature of diseases in plants; how communicated (Exp. text, p. 100) ; how prevented; fire blight, how treated (F. B. 153) ; oat- and wheat-smut; how prevented ; potato diseases and their treatment ; cotton wilt ; other common plant diseases. 6. Insects. — ^What an insect is; structure of insects; life cycle (Exp. text, p. 125. For insect cage, see p. 77, Gumming 's Nature Study for Primary Grades, Am. Book Go., or Boys' Handy Book.) Chief classes of insects. Study of life habits and means of controlling the San Jose scale, cattle tick, can- kerworm, peach-tree borer, cabbage-worm, chinch-, squash-, and stink-bugs, plant-lice, lady-beetles, flea-beetles, sugar-cane borer, cotton caterpillar, Colorado potato-beetles, corn-weevil, bean- weevil, boll-worm, house-fly, mosquitoes. Adpoted text: Agriculture for Beginners, Burkett, Stevens and Hill. SECOND TERM. 7. Farm Crops. — Classification; value of crops. Cotton as type of southern crop : study adaptability and preparation of soil ; selection of seed; planting; cultivation; fertilizers; pro- tection from weeds, diseases, insects; picking and marketing; relation of farm stock to cotton crop (F. B. 47, 48, 36, 217, 286, 209). Corn as type of grain crop; same as for study of cot- ton; also testing vitality of seed (Exp. Bui. 186, p. 59) ; judg- ing seed corn (Exp. Bui. 186, p. 58; see also score card used 147 at Louisiana State University) ; effect of cultivation (Exp. text, p. 173) ; storing corn (see F. B. 81, 199, 229, 272, 298). Other crops: peanuts (F. B. 25); Irish and sweet potatoes (F. B. 91, 129) ; rice (F. B. 110) ; sugar cane (Text, Sec. 58) ; sorghum (F. B. 246); cowpeas; alfalfa (F. B. 215); stock beets, etc. The farm garden, purpose, method, plan for; illus- trate with school garden, 8. Domestic Animals. — History of development and improve- ment; uses of stock; feed. Horses: study of (Exp. text, p. 191); different classes, and breeds in each class; characteris- tics of classes and breeds; how to improve common stock (F. < B. 170). Cattle: study of dairy and beef breeds; adaptation of each (F. B. 106). Breeds of sheep (F. B. 96); swine; poultry (F. B. 51, 287, 64); learn to identify; feeding and care of. Study of bee culture : different kinds of bees ; charac- teristics; life history of the bee (Exp. study of beehive. The school should own one.) Feeding animals: why we feed; food adapted to produce growth, vitality, heat, strength and energy; elements of animal food; carbohydrates, protein, starch, mineral matter, water; digestible matter in feeds (Exp. Bui. 115, Exercises 16 to 19). 9. Dairying on the Farm. — The dairy cow; ration; different rations fed for different purposes; examples of; care of the cow (F. B. 106, 22, 55). Milk: different kinds; composition of each; cream; churning; butter; care of dairy products; sour- ing of milk (F. B. 63, 74, 29, 241). 10. Feeding Stuffs. — Economic value of; adaptability to soil, climate ; farmer 's needs ; yield ; improvement of soil. Farm implements: variety; uses and operation of different implements ; care of implements. Birds. — Usefulness on the farm, in garden and orchard; study of economic value of common birds, such as woodpeckers, wren, swallows, martins, flycatchers, night-hawks, blackbirds, mocking-birds, oriole, etc. ; how to attract the birds : bird houses, bathing troughs, food in winter; gentleness to; protec- tion from wanton destm^tion; care of (F. B. 54). 11. Horticulture. — Market gardening: purpose, study of; hotbeds and cold-frames; purposes; uses, construction. Sowing. 148 Best garden crops for Louisiana. Care of crops. Study of different crops in school garden (F. B. 94, 154, 255). Flower Gardening: purposes; selection of flowers, shrub- bery and trees; laying off the grounds and flower beds; propa- gation by cuttings, bulbs, seed; study of bulb plants, annuals and perennials adapted to flower garden; best shade trees for district, both evergreens and deciduous; study of useful vines; window gardening; plants for; care of (F. B. 134, 185, 195). 12. Forage Crops. — Grasses: variety, uses, adaptability to locality, yield; alfalfa: soil for, planting, harvesting, value as a feed. Cowpeas, sorghum, etc. 13. Cotton Boll Weevil. — Study of life history, habits, dep- redations. (Exp. Rear w^eevil in insect cage and observe growth and habits. See bulletins of State Crop Pest Commission : Wil- mon Newell, Secretary, Baton Rouge.) Art Education Drawing Room Course (Grades One to Seven.) "Art is an expression of life. Art in its fullness expresses all of life — all of its activities — all of its ideals." ART PRINCIPLES.' There are certain principles that govern in all art, as there are principles that underlie all literature, and these principles may be simply and thoroughly taught. The pupil does not begin his language work by analyzing sentences from Shakespeare, Milton or Carlyle. He reads literature, beautiful in itself, and adapted to his experience and comprehension. He feels its beauty, although he is not asked to analyze it. He writes his own stories about the things in which he is interested — his gar- den, his pets, his playmates. In this way he gains power to express his own thought. His taste is cultivated also by means of fine standards of literature set before him. His ability to write well increases with repeated effort, and by comparisons with standards presented to him in books. Later there comes a time in his development when there can be no further progress without a knowledge of language principles, and then grammar, as an aid to language work, becomes one of the subjects of in- struction. At the proper time the pupil studies words with regard to their derivation, their form and their relations, and by putting into practice what he has learned he grows to ex- press himself more carefully in speech and in writing. He studies extracts from the masters of literature, as examples of the principles that he is considering. He learns that a beautiful thought can be made more effective by being clothed or expressed in beautiful language. It is upon these lines that the subject of Art Education has been worked out in this course of instruction. In the primary grades the pupil is encouraged to express his thoughts freely by means of brush, crayon or pencil, while at the same time, through the beautiful pictures and the delightful lessons in his books, he is given standards that constantly stimulate his efforts to improve his own work. As he progresses he learns why certain colors and forms properly combined produce beauty, and he observes in the illus- 150 trations instances of the application of these same truths. These truths (principles) are not given to him didactically, but he is aided to deduct them from his own experience and from his study of the text and illustrations, and he learns to apply them in his own work. As the pupil studies ^ the text and illustrations, he soon becomes able to criticise and correct his own work. He finds that a beautiful drawing is the result of conscious thought and effort. After his judgment has begun to develop and he has become conscious of his own resources he is no longer satisfied with his first efforts. The process of development should be to lead the pupil to observe carefully objects about him; to see them in their rela- tion to other objects; and to acquire the language of graphic expression. GENERAL DIVISIONS OF THE "WORK. In this course of instruction drawing is considered in the three divisions: Observation, Expression, and Creation. In order to draw^ an object, the pupil must first observe it carefully. This, therefore, is the first step. He studies the ob- ject, and thereby gains definite ideas regarding it; he familiar- izes himself with the expression of similar objects by studying drawing, and he gives expression to his own ideas by drawing. By this means Observation (Conception) and Drawing (Ex- pression) go hand in hand. Under the head of creative work, which is taken up more fully in the upper grades, the pupil studies objects and drawings for ideas; he may study a flower, or a window, or a door, or a chair, and by observation and his powder of expression he is enabled to create a drawing or a design based on the result of such study. This in itself may be very different from the object that suggested it. It is, how- ever, better fitted for the particular purpose for which it is to be used. THE VALUE OF ILLUSTRATIONS. The value of beautiful illustrations can be easily understood if we think for a moment that expression in drawing should be as carefully attuned to the sensitive eye as sound in music should be attuned to the sensitive ear. In teaching music we begin by introducing the pupil to the harmony of w^ell modu- 151 lated sounds, and from this we develop his appreciation of music. It is similar in drawing. We must begin by introduc- ing the pupil to simple, beautiful drawings, and develop, from this point, his love for drawing, his interest in it, and his appreciation of its value. THE PURPOSE OF ART EDUCATION. Art Education in the public schools cultivates the power to think and see, establishes habits of care and accuracy, develops power in graphic and manual expression, and stimulates creative imagination. A course of study to accomplish this must teach basic prin- ciples thoroughly; must recognize the child ^s individuality, his feelings, his natural love for the beautiful; must cultivate his power of expression; must emphasize industry and art as a part of the child's social environment, and so develop his cre- ative powers along industrial and artistic lines. Art educa- tion stimulates the growth of the child's mind through his self-activities. GENERAL DIRECTIONS. Teachers should always familiarize themselves with the work to be done before taking it up with the class. They should give the same thoughtful consideration to the teaching of this sub- ject that would be given to the teaching of number and lan- guage. Under these conditions drawing can be taught with pleasure and profit both to teacher and pupil, and results will follow that will be gratifying to both. Several lessons are given to assist the teacher in the prepara- tion for the exercises. It is not intended that these lessons should be followed verbatim ; they are only suggestive, and are intended to show one way of approaching the several topics presented. (Pp. 39-67 "Course of Study in Art Education." Apply to Parish Superintendent. ) This course is planned on a basis of twenty-minute lesson period, five times a week, in the first and second grades; a thirty-minute lesson period, four times a week, in the third and fourth grades; and a thirty-five-minute lesson period, three times a week, in the fifth, sixth, and seventh grades. When conditions make it necessary or when it seems best to depart 152 from these plans, the lessons may be easily adapted to the par- ticular eases. During the months in which Arbor Day and Bird Day come in this State, plan to illustrate poems, and make invita- tions and program covers suitable to these special days. Encourage pupils to bring in beautiful specimens for their nature lessons. Select such specimens as will best show the characteristics of the subject. A large spray is better than a small detached part. Adapt the size and shape of the paper used to the specimen. A tall feathery grass suggests a long vertical panel. In mounting the drawings in the drawing book use only a small quantity of paste on each corner. Read and follow carefully instructions on each page of the drawing book. MATERIALS. Prang's No. 3 A Box contains the three primary colors and black, and is best suited for color work. No brush smaller than No. 7 should be used. Each child should be provided with a small sponge or a small piece of cloth, a bit of blotting paper (frequently renewed) and a Prang water color pan. Children should be provided with large sheets of manila drawing paper, 6 x 9, in the primary grades, and 9 x 12 in the grammar grades. Use tinted papers for dramng with black and colored crayons, for construction work, and for mounting drawings. The assortment known as Prang's Primary Assorted Drawing and Construction Papers contains all paper required in primary grades. The Grammar Assortments contain all papers required in grammar grades. Water color is the most desirable medium for realistic or pictorial color work. Prang's Colored Crayons, Set No. 2, are used to the best advantage in decorative work, pose drawing, landscape effects on tinted paper, still-life drawing on tinted paper, etc. For wash drawings, silhouettes, or any work in neutral val- ues, the black water colpr may be used as a much more conve- nient medium than ink. The black crayon in Prang's Crayon Set No. 2 is an excellent substitute for charcoal, being less ex- pensive and more convenient. 153 All studies of plant growth and of still-life should be ar- rlinged against a suitable background. A very simple and prac- tcal background can be made by tieing two tall pieces of heavy pasteboard together, like a book cover, and standing them on elge. These background devices are to be placed on boards aross aisles, or on small stands or tables especially planned for tl|s purpose. One study should be arranged in front of every olier aisle. Desk boards should be placed between rows of deks, and objects should be placed upon them when pupils are WQking from still-life. Art Education Drawing Book Course, three book series. the rural schools, where the Three Book Series is used, a speial outline for these books may be obtained through the Pai^h Superintendent. Text-Books of Art Education. the city schools, where the text-books of art education are lied, the course of study prepared by the authors for * * Text- Bool^ of Art Education" may be obtained through the City Supqntendent. PLAN FOR TEACHING BOOK ONE. given books cient Ne. — The plan of introducing pupils to Books One, Two and Three is low. The teachers should apply this same method through the three entioned, and during the first lesson of each week should use suffl- le in discussing the new page to familiarize the pupils with the re- nam stem quirer^ts of the work for the week. First Year. •oduce Book One to the class. Each pupil opens the book at pjB 4. Proceed by a discussion of the illustration, and, by 3udi(us questioning, lead the pupils to locate and recognize by he various points mentioned in the text, such as ''main "general direction," "seed-heads," "leaves," etc. pages where the text explains how the illustration was —that is, as to the direction of lines, quality of strokes. dra^ etc.- he pupils should practice for these detailed methods before draT.g iilie specimen called for in the book. ] every case make it a point to see that the pupils under- star just what they are expected to do, and how they are to do ] See that each pupil understands that he is to tell with his ish or pencil what he sees. Make sure that he really sees 154 the specimen from which he is to draw before he attempts to draw it. When the pupils have completed their drawings compare them with the specimens from which they drew and with tie illustration in the book. Each pupil should discover for himsilf points in his own drawings which he can improve. Tefichers will find it of advantage to read the Suggestve Lessons bearing on the work they are to give the clafes bef)re taking up the work for the week. Teachers should read carefully Plan for Teaching Book One, also gen- eral Suggestions on first page of drawing book. SEPTEMBER. FIRST YEAR. DRAWING BOOK DNE. Study with class illustrations and directions on pae 4. Make similar sketches on practice paper, 3x9. Encorage pupils to bring in good specimens of grasses, sedges oirice. Spend several lessons sketching from these specimens, "-ount the best work on page 5. Work for improvement as t size, placing, growth, and truthful rendering. Study page 6 and work out in a similar manner. Then mount best results on page 7. Study page 8, calling attention to mass drawing (s( Mass Drawing, Glossary of Terms, page 44 of drawing book). Prac- tice mass drawing daily from fresh specimens of plants ad use 6x9 paper. If brush and ink are not available, th broad side of a soft pencil or charcoal may be used. Mount be work on page 9. OCTOBER. FIRST YEAR. DRAWING BOC ONE. Read carefully First Steps in Landscape Painting, ige 3. Teach first the handling of the brush in application of abater- wash, page 3. Use practice paper, in size, half of 6 x sheet. Teach application of a sky-w^ash, page 3. A week shld be given to these steps, and when work is satisfactory, tn the edges and mount on upper part of page 38, Review%skvvash. Add foreground of green, page 3, paragraph 4. Practi until a clear, fresh foreground is obtained. When work is lisfac- tory, mount on lower half of page 38. 155 When pupils can accomplish simple landscape effect shown on page 2, sketch A, they are ready to paint a simple cloud effect. Read directions near bottom of page 3. Practice cloud effects, reviewing sky and foreground. Mount on upper half of page 39. Study illustration C, page 2. Paint simple effects of dis- tance (see page 3). Use half of 6 x 9 manila paper and mount on lower part of page 39. NOVEMBER. FIRST YEAR. DRAWING BOOK ONE. Study directions on page 10. Paint from a large pumpkin or squash. Practice on 6 x 9 manila paper. Make painting as large in illustration as in the book. Use half of 6 x 9 paper. Mount on lower half of page 11. Study the upper illustration on page 10. Provide several vegetables, such as onions, beets, carrots, etc. Paint with ink- wash or with color. Select objects so that pupils may draw from different specimens each lesson. "Work for correct pro- portion, location of stems, ribs, etc. Mount on upper half of page 11. Read carefully directions on pages 12 and 13 of drawing book. Carry out such of these exercises as time will permit. DECEMBER. FIRST YEAR. DRAWING BOOK ONE. Study page 14. Fold several papers, trying for good pro- portion. Discuss the use of covers as a factor in determining their size and shape. Fold some for definite purposes, such as covers for written work or drawing, etc. Discuss simple dec- oration and binding, as shown in lower illustrations, page 14. Each pupil should complete a cover for some written exercise, to be used as a gift. Make a similar cover and mount on page 15. Study page 16 carefully wdth class and carry out the work as outlined in directions at bottom of page. Use the completed mat for a Christmas gift. Make another half the size and mount it on page 17. Discuss with pupils pleasant incidents of Christmas and Santa Claus, referring to picture of Santa Claus on page 18. They should suggest appropriate colors for coat, trousers, boots, 156 hat, etc. They may color the Santa Claus in their books as they individually choose. Mount on page 19 original drawing of Santa Clause or Christmas tree as suggested on page 18. The remainder of this month will be devoted to such work as the teacher deems most appropriate. JANUARY FIRST YEAR. DRAWING BOOK ONE. Study illustration on page 20. Follow directions, working on practice paper. Mount on page 21. Study page 22. Lead pupils to tell what colors might be used in painting the different parts of these pictures to make them more attractive. Let the pupils color the pictures in their books. Practice drawing from another Jack-in-the-Box or some other toy, in two positions. Mount one large drawing on page 23. Study page 24. Let children discuss pictures on this page. They are not like other pictures, for they show shapes cut from white paper. Show other pictures of animals and children, and let pupils cut these shapes with pictures before them. In the following lessons cut from memory pictures illustrating some simple rhyme, or story. Each child selects his best cuttings and mounts them on page 25. Study and follow directions for page 26. FEBRUARY. FIRST YEAR. DRAWING BOOK ONE. Study with^ class action-drawing on page 28. Lead pupils to tell w^hat action or attitude each figure represents. Discuss and carry out with the class directions on page 28. Study page 30. Precede this lesson by dramatic action (see Glossary of Terms, page 44). Represent some pose characteris- tic of games played by children. Use brush or crayon. Vary this work with exercises in free illustration or some game or event of interest of which the class has a vivid impression. Mount on page 31. Fill page 33 of drawing book according to instructions on page 32. 157 MARCH. FIRST YEAR. DRAWING BOOK ONE. Study page 34. Practice drawing from twigs, tree-buds, peas, etc., using narrow panels of paper adapted to the space required for the drawing of the specimens. Use pencil, ink or crayon. Draw from a fresh specimen. at each lesson. "Work for truth- ful representation, full life-size. Have pupils look over all these sketches of tree-buds and seedlings, and mount the best on page 35. Be careful to mount only those that will be adapted to the space of the page. Study the text and illustration on page 36, also sketch B, page 43. Practice first from bright flowers such as the tulip, jonquil, purple magnolia and azalia, or any garden flower large in size and attractive in color. "Work for life size, truth- ful shape and fresh color. Use practice paper and select fresh specimens for each lesson. Use pencil, crayon or water color. If you cannot get flowers, the early radish makes a beautiful study, with its scarlet root and green leaves. Mount best draw- ing on page 37. Spend the remainder of the month on nature work. A book- let containing spring drawings makes a pretty gift. APRIL. FIRST YEAR. DRAWING BOOK ONE. Pages 40 and 41 of the drawing book give exercises in color- blending representing stained glass. Use damp paper, in size half of 6 X 9 sheet. Carry out instructions in the book. Trim and mount on pages 40 and 41. MAY. FIRST YEAR. DRAWING BOOK ONE, During the remainder of the school term, the class should review any of the exercises in the book that are appropriate to the season, or in which the pupils need more instruction before taking up the work for the next grade. This is a good time to work for improvement in general habits of drawings. See that all books are completed before the close of school. Mount the best specimens of work on page 42. 158 Second Year. SEPTEMBER. Teachers should carefully read General Suggestions on cover of drawing book, also General Directions and Plan for Teaching Book One in this Out- line. SECOND YEAR. DRAWING BOOK TWO. Teach meaning of terms in connection with daily lessons. Study with class illustrations on page 4. "Work from grasses and sedges of slender growth with seed-heads not too fine and feathery. Provide interesting specimens. Practice on manila paper. Work from fresh specimens at each lesson. "Work for size-placing and expression of growth. Mount hest sketch on page 5. Study with class illustrations and instruction on page 6. For practice work lise 6x9 manila paper. Paint from flowers. Pupils should work for bold, fr^e expression. Precede lesson in color by gray wash-drawing. Mount best work on page 7. OCTOBER. SECOND YEAR. . DRAWING BOOK TWO* Read Landscape, page 3. Study with class illustration B, page 2. Paint landscape with sunset effect. Practice on various sizes of paper. When work is satisfactory, mount two speci- mens on page 9. Study with class instructions and illustration on page 10. Practice several lessons and mount the best work on page 11. On account of its color, the gum tree is a good subject. NOVEMBER. SECOND YEAR. DRAWING BOOK TWO. Fill upper half of page 13 according to directions on page 12. Refer to sketch C, page 43. Mount the best work on lower half of page 13, Read carefully the directions on page 14. Complete a book cover. Keep covers for future use. Pupils should review the previous lessons in Book Two, and make quick sketches from grasses, flowers, fruits, vegetables, trees, landscapes, and any- thing else appropriate to Thanksgiving. They may select the most satisfactory sketches and mount them on paper of uniform size that will fill the booklet cover made this month. These booklets may be taken home as gifts. 159 DECEMBER. SECOND YEAR. DRAWING BOOK TWO. Study page 15. Carry out as many exercises as time will permit. Present double paper weaving, page 16. Follow instructions on page 17. Teachers should practice double weaving before taking up work with the class. Continue weaving exercises until each pupil has made a neat and pretty gift for Christmas. Discuss illustration on page 18. Pupils draw their own con- ception of a Christmas tree, or an illustration of any topic sug- gested on that page. The holly and mistletoe are good subjects. Mount the best work on page 19. If any time remains devote it to the making of Christmas gifts. JANUARY. SECOND YEAR. DRAWING BOOK TWO. Study page 20. Pupils draw with brush or make free-hand cuttings from Christmas toys. Practice on 6 x 9 manila paper. Mount on page 21. Study page 22. Continue the drawing of toys. Work for free, rapid expression. Mount best work on page 23. Study work on page 24. Teach folding and cutting of quatrefoil, using cheap paper until pupils can fold and cut neatly. Fill page 25 according to directions. Study stained glass windows, page 26, and carry out direc- t-ions. Wherever Arbor. Day is celebrated, devote several les- sons of the week to painting or mass drawing of trees. FEBRUARY. SECOND YEAR. DRAWING BOOK TWO. Review suggestions for landscape painting on page 3 of draw- ing book (see sketch C on page 2). Discuss winter sunsets with pupils. Lead them to observe the appearance of sky each even- ing. Paint winter sunsets. Mount best sketches on page 42. Interest pupils in stories of Washington's boyhood. Let sev- eral pupils march around the room impersonating soldiers. Pupils may draw or paint marching children (see sketch A, page 2). Study page 28. Let pupils tell what action or attitude each represents. Fill page 29 according to directions. 160 MARCH. SECOND YEAR. ' DRAWING BOOK TWO. Study page 36. Paint from budding twigs, flowers, foliage, etc. Work for large, free expression, and follow directions for page 37. Study page 38. Supply the class with strips of manila paper. Practice brush strokes shown in illustrations. Pupils should work on border until good results are obtained before taking up another. Fill page 39 according to directions. Make book covers according to directions, page 40. Mount best work on page 41. Spend the remaining time on nature work — flowers, fruits and vegetables. APRIL. SECOND YEAR. DRAWING BOOK TWO. Study page 30. Follow instructions on this page. Practice and fill page 31. Study illustration and text on page 32. Practice for and fill page 33 according to directions. Study page 34. Follow the directions on 6 x 9 practice paper, and mount on page 35. MAY. SECOND YEAR. DRAWING BOOK TWO. During the remainder of the school term the class should review any of the exercises that are appropriate to the season, or on which they need more instruction before taking up the work of the next grade. This is a good time to work for improve- ment in general habits of drawing. See that all books are com- pleted before the close of school. Third Year. Teachers should read General Suggestions on Cover of drawing book, and also General Directions and Plan for Teaching Book One in this Outline. SEPTEMBER. THIRD YEAR. DRAWING BOOK THREE. Teach meaning of terms in connection with daily lessons (see Glossary of Terms, on back page of drawing book). Study directions and illustration on page 4. Select grasses of slender growth or with seed-heads not too fine and feathery. Draw seed-heads, stems and leaves of life size. Mount on page 5. 161 Study page 6. Arrange studies for class as suggested in paragraph 3, inside cover of drawing book. Practice painting fall flowers. Provide interesting specimens for each lesson. Work for good size and free handling of color. OCTOBER. THIRD YEAR. DRAWING BOOK THREE. Paint rose-hips (see paragraph Flowers and Plants, page 3; see also sketch A, page 43). If you cannot get rose-hips, work from dogwood berries, small red pepper or other seed-pods. Practice various steps in landscape painting, such as water- wash, sky-wash, foreground and cloud effects, sunset effects (see Book One, page 3, and observe sketches on page 2 of same book; see also suggestions on pages 2 and 3, Book Two). Fill page 9 according to instructions on page 8. Study directions and illustrations on page 10. Practice drawing from various kinds of trees. On page 11 mount large, free mass or neutral wash drawing of tree. Select trees that have striking characteristics, such as the china-berry tree, the live-oak and the weeping-willow. NOVEMBER. THIRD YEAR. DRAWING BOOK THREE. Study page 12. Carry out work as planned. Mount outline sketch of vegetable on upper half of page 13. Fill lower half of page 13 with a similar sketch from another specimen. Study page 14 for Thanksgiving suggestions. Follow in- structions on this page. Mount sketch on page 15. Follow instructions on page 16. DECEMBER. THIRD YEAR. DRAWING BOOK THREE. Study page 18. After practicing these and similar designs, mount two of the best sketches on page 19. Study page 20. Teachers should make the box before dic- tating it to the class. This box will make an attractive gift. Study drawing book, page 21. Follow directions and use completed calendar for Christmas gift. 162 JANUARY. THIRD YEAR. DRAWING BOOK THREE. Study page 22. Follow directions. Sketches from same toy in two different positions should be made at each lesson. Practice drawing in outline or in mass from toys or other in- teresting objects. Work for improvement in proportion and shape, size and space filling. Mount on page 23. Read and carry out directions on page 24. Mount the draw- ing on page 25. Study page 28. Read directions and discuss action. Practice for quick characteristic drawing. Fill page 29. FEBRUARY. THIRD YEAR. DRAWING BOOK THREE. Study page 26. Discuss history and tradition of St. Val- entine. Praetice drawing and lettering of appropriate senti- ments. Pupils should make design for valentines. Fill page 27 according to directions. Study page 32. Discuss with class the use of the book-cover in determining its shape and size. Pupils should use bogus paper 9 x 12. Fold to 6 x 9. Practice suitable design and title for cover. Each pupil should trim his best landscape and mount them on sheet of 9 x 12 paper folded to form a booklet. Mount a duplicate of cover on page 33. MARCH. .THIRD YEAR. DRAWING BOOK THREE. Study page 30. Carry out directions on this page and mount on page 31. Study page 34, follow directions and place two sketches on page 35. Study page 36. Paint from spring flowers, foliage, buds and twigs. Mount on page 37 according to directions. Study page 38 and do as much of this work as time will permit. Select the objects most interesting to the pupils. APRIL. THIRD YEAR. DRAWING BOOK THREE. Study page 40, follow directions and mount on page 41. For the remainder of the month continue the work on the doll house, pages 38 and 39. Satisfactory and interesting results may be obtained from home materials. 163 MAY. THIRD YEAR. DRAWING BOOK THREE. During the remainder of the school term the class should review any of the exercises in the book which are appropriate to the season, or on which the pupils need more instruction before taking up the work of the next grade. Mount the best speci- mens on page 42. This is a good time to work for improve- ment in general habits of drawing. See that all books are com- pleted before the close of the school period. Fourth Year. Teachers should read General Suggestions on cover of drawing book, also General Directions and Plan for Teaching Book One in this course. SEPTEMBER. fourth year. drawing book four. Pupils should read as first lesson paragraphs 4 and 5 in General Suggestions, inside of front cover. Practice arranging shadow-box for background. Discuss with class uses, reasons, etc. Assign for study illustration and text on page 4 before next lesson. Point out the main features of the lesson to be studied. Spend the first ten minutes of the second lesson in recitation, making sure that the pupil has studied and under- stood the work assigned. Pupils should refer to Glossary of Terms in back of book for meaning of any terms not understood, and should use art terms in the discussion of all work in drawing. Begin the third lesson by practicing sketches similar to the illus- tration shown on page 4. Use shadow-box. Pupils mount best sketches on page 5. Assign Exercise II for next lesson. Begin work of lesson by brief recitation. Pupils should be encouraged to provide specimens. Practice on 6 x 9 paper. Draw from different ar- rangements each lesson. Mount best work on page 7. Discuss work for next lesson. Paint autumn leaves (see sketch C, page 2, also paragraph 6, Autumn Leaves, page 3). Work for free handling of clear color. Branches of dogwood, bamboo-vine and china-berry make good specimens. OCTOBER. fourth year. drawing book four. Landscape in color. Begin lesson by recitation after study of General Suggestions, pages 1 and 2. Practice simple land- 164 scape effects, showing road. Use various proportions of oblong paper for lessons on different days. Paint simple landscape in autumn colors, like Sketch D, page 39. Mount best work on page 38. Study page 8, Exercise IIT. Practice drawing trees with which pupils are familiar. Mount best work on page 9. Pay special attention to good placing on the page. If any time re- mains, spend it on autumn nature work. NOVEMBER. FOURTH YEAR. DRAWING BOOK FOUR. Study page 10, Exercise IV. Proceed in accordance with general plan. Follow instructions on paper 9 x 12. Within an oblong place a design suitable for the cover of a book of seed, shrub and plant sketches. Use the cotton-boll worked out in tones of brown on light brown paper. Practice lettering before placing the title on the cover. Trim and mount sketches of autumn flowers, grasses and landscapes, previously drawn, and complete the book. Make a similar cover, using some other seed-pod as the motive for design. Mount on page 11. De- vote the remainder of the month to work suitable for Thanks- giving. DECEMBER. FOURTH YEAR. DRAWING BOOK FOUR. Study page 12, paragraphs 1 and 2. Make circle-marker and test-square as directed. Practice drawing circles. Study paragraphs 3 and 4. This exercise may be placed directly on page 13. Assign as next lesson page 14. Follow general plan. Mount designs on page 15. Teacher may do work for Christ- mas by following directions in the last paragraph of page 14. Make calendars. Use care in the general arrangement, placing of pads, spacing, etc. JANUARY. FOURTH YEAR. DRAWING BOOK FOUR. Study page 16, Exercise VII. Before drawing, make sure that pupils understand perspective principles presented in this lesson. Practice on 6 x 9 manila paper. Fill upper half of page 17 according to directions. Study page 16, Exercise VIII. Carry out instructions in Exercise VIII on lower half of page 17. 165 Study page 18. Practice similar groups, such as those sug- gested on page 18, on 6 x 9 paper. Work in outline, showing accented lines. As soon as work is satisfactory, mount on page 19. FEBRUARY. FOURTH YEAR. DRAWINO BOOK FOUR. Study page 20. Practice painting from Chinese , lanterns. Call special attention to position and appearance of rims. Teach perspective of rims. Fill page 21 according to directions. Study page 22. Practice sketching very quickly from the pose. The same child should assume three or four positions. Let different pupils pose on different days. When work is satis- factory mount on page 23. MARCH. FOURTH YEAR. DRAWING BOOK FOUR. Study page 24. Practice until satisfactory results are ob- tained, and mount on page 25. A parrot makes a good subject. Practice work given on page 26, giving class at least two lessons on lettering this simple alphabet. Fill page 27 as di- rected. Study page 34. Make large brush sketches of amaryllis, iris, jonquils, or other large spring flowers. Mount the best sketch on page 35. APRIL. FOURTH YEAR. DRAWING BOOK FOUR. Study page 28. Devote first lesson to a recitation from the text, and then permit pupils to practice without further instruc- tion, each working out from the book the pattern of an envel- ope that he may select. Each pupil should preserve his best pattern. Review pattern-making and fill pages 29 and 31, and, if time permits, page 33. MAY. FOURTH YEAR. DRAWING BOOK FOUR. Study page 36. Apply flower designs to book-cover, invita- tions or programs. Mount duplicate on page 37. During the remainder of the school year the class should review any of the exercises in the book that are appropriate to the season, or on which the pupil needs more instruction before 166 taking up the work of the next grade. This is a good time to work for improvement in general habits of drawing. See that all books are completed before the close of the year. Fifth Year. Teachers should read General Suggestions on cover of drawing book, also General Directions in this Course of Study. SEPTEMBER. FIFTH YEAR. DRAWING BOOK FIVE. Pupils should read, as the first lesson, paragraphs 4 and 5 of General Suggestions inside of front cover, and page 1, Book Five. Practice arranging shadow-box for background; discuss with the class its uses, why it is employed, etc. Assign page 4 to class for study before next lesson. Spend the first part of the second lesson in recitation, making sure that the class has studied and understood the work previously given. Train pupils to refer to Glossary of Terms in back of books. Encourage the use of art terms in the discussion of all work in drawing. Begin the third lesson by practicing sketches from specimens similar to illustrations shown on page 4. Mount on page 5. Paint from autumn leaves of brilliant color (see sketch C, page 39, and para- graph 8, Autumn Leaves and Berries, page 3). Arrange studies against background, and paint in life size. Mount the best on tinted paper. OCTOBER. FIFTH YEAR. DRAWING BOOK FIVE. Continue work from autumn leaves, or from other similar studies, and after satisfactory practice, mount on page 36. Then present landscape in color (see illustration A, page 2). Pupils should save the best work and mount on page 37. Study page 6, Exercise II. Fill page 7 according to direc- tions. Study page 10, Exercise V. Pupils should save best work. Review last two lessons. Complete page 11 according to direc- tions. NOVEMBER. FIFTH YEAR. DRAWING BOOK FIVE. Study page 8 and follow directions, mounting two speci- mens of best work on page 9. 167 Study page 14. Decide upoa the size, material, and color scheme for the case of clippings. On practice paper, make sev- eral designs suitable for the cover. Mount one or two of these on page 15. Apply the best design to the cover before binding. This clipping case will be suitable for a Christmas gift. DECEMBER. FIFTH YEAR. DRAWING BOOK FIVE. Study page 16 and follow the directions. Apply the best design to a blotter cover. Work for color harmony. Finish the work begun last month for Christmas gifts ; also make calendars. The landscape sketches are very effective . if well spaced and mounted on heavy mounting board or paper. JANUARY. FIFTH YEAR. DRAWING BOOK FIVE. Study page 12 and practice until work is well done, then fill page 13 according to directions. Study page 18, Exercises X and XI. Draw from groups containing tumblers. These groups should be placed on desk boards between every other row of seats, so that pupils may have a chance to observe the appearance of ellipses at various levels below the eye. When work is satisfactory, sketch two groups lightly on page 19 and finish with accented lines. Study page 20 and give particular attention to quality of lines. Pupils should practice drawing from groups until they are reasonably satisfactory. Give particular attention to mass and grouping, and mount on page 21 according to directions. FEBRUARY. FIFTH YEAR. DRAWING BOOK FIVE. Study page 22, practice until work is satisfactory. Mount, on page 23. Continue life work and make several practice drawings on large paper. Give particular attention to leading lines and fill page 38. Study page 24. Practice large, quick sketches. Try for action, expressing it with few lines. Fill page 25 according to directions. 168 Study page 26 and carry out work as instructed. Different children should pose for different lessons. Make neutral wash sketches in quick, free style. Notice that sketch on page 26 is expressed by mass rather than outline. Fill page 27 according to directions. MARCH. FIFTH YEAR. DRAWING BOOK FIVE. Study page 32. Follow the directions. After several days* work, mount two of the best results on page 33. Study pages 28 and 29, devoting at least two lessons to the problem. Complete work as directed. If any time remains, devote it to nature work. APRIL. FIFTH YEAR. DRAWING BOOK FIVE. Study page 30. Discuss text, and proceed in the same man- ner as in the last lessons, bringing out all new points. Finish work as soon as pupils understand it thoroughly. Carry out work on page 31 according to directions. Various pupils should demonstrate on blackboard. When class is thor- oughly familiar with this work, pupils may proceed to make patterns for box as described on page 31. MAY. FIFTH YEAR. DRAWING BOOK FIVE. Study page 34. Work out the exercises as directed and fill page 35. See that all mounting and pasting is neatly and carefully done. Touch only the four corners of the sketch to be mounted, instead of pasting it all over. During the remainder of the term, the class should review any of the exercises in the book that are appropriate to the sea- son or on which the pupils need more instruction before taking up the work of the next grade. This is a good time for im- provement in general habits of drawing. See that all books are completed before the close of school. Sixth Year. Teachers should read General Suggestions on cover of drawing book, also General Directions in this Course of Study. SEPTEMBER. sixth year. DRAWLING BOOK SIX. Pupils should read paragraphs 4 and 5 of General Sugges- tions inside of front cover of book, for first lesson. Practice 169 arranging shadow-box for background. Discuss with the class its uses. Study illustrations and text on page 4 for next lesson. Pupils should refer to Glossary of Terms in back of book for meaning of technical expressions that they do not understand. Encourage use of art terms in the discussion of all work in draw- ing. Begin the third lesson by practicing sketches similar to the illustration shown on page 4. Make a finder. By means of a finder, select a pleasing arrangement from sketches made in pre- vious lesson. Then present fall flowers in color. Refer to sketch on page 2, and study directions for painting wild sunflower, para- graph 3, page 3. Fill page 5 according to directions. Study page 6. Draw on 9 x 12 paper. After satisfactory results are obtained, pupils should make large, free drawings and mount on page 7. Study page 8. Work from objects, and when work is satis- factory, fill page 9. If good results are not obtained, continue the work next month. OCTOBER. SIXTH YEAR. DRAWING BOOK SIX. Autumn landscapes. Begin work with recitation on para- graph 4, page 3. Pupils should paint landscapes from nature. They should observe sky, trees and color of ground. The first sketch is to include sky, distant trees and simple foreground. Mount best results on upper half of page 38. Study page 10, Exercise V. Conduct recitation on text and illustrations A, B and C. Pupils should make several original designs, based on this instruction. When work is satisfactory, fill page 11. NOVEMBER. SIXTH YEAR. DRAWING BOOK SIX. Study page 12. Pupils should plan and draw single letters to show that they understand the text and the meaning of pro- portions. Practice letters before filling page 13. When work is satisfactory, fill page 13. The rest of the time this month may be devoted to making Christmas gifts as suggested on pages 16 and 17. 170 DECEMBER. SIXTH YEAR. DRAWING BOOK SIX. Continue the Christmas work begun last month. Study page 14 and fill page 15 according to directions. Print invitations or short poems with initial letter or marginal illus- trations appropriate to the season. Decorate invitations, pro- grams, place-cards or post-cards. JANUARY. SIXTH YEAR. DRAWING BOOK SIX. Study page 18, making sure that the pupils have read care- fully and fully understand the text on this page before attempt- ing to draw. Fill page 19 as directed. "Work from objects placed on desk boards. Study page 20, and carry out on page 21 work as suggested. Study the perspective of objects, page 22. These lessons should be very carefully presented and practiced until every pupil understands thoroughly the appearance of objects in dif- ferent positions below the level of the eye. Fill page 23 accord- ing to directions. FEBRUARY. SIXTH YEAR. DRAWING BOOK SIX. Study page 24. Work from life, and fill page 25. Study page 26, mounting as many of the sketches as are satisfactory on page 27. Study page 28. Teacher demonstrates upon the board, so that every pupil may have a clear idea of the work. The rest of the month practice for and fill pages 29 and 31. MARCH. SIXTH YEAR. DRAWING BOOK SIX. Work from spring flowers, fruits and vegetables. Precede some of the color lessons by work in neutral washes. Make many sketches from spring growths, and try to express in two or three different ways the various qualities of the plant. When the studies will admit, use panels, as suggested on page 34. Mount on page 35. The azalia, yellow jasmine and peach blos- som make good subjects. 171 Study page 32. Pupils should design several boxes for va- rious purposes. Review sketches and make two drawings on page 33. Review page 10, and plan designs suitable for decora- tions of round or square boxes. Any extra time this month may be devoted to such lessons as the teacher may wish to review. APRIL. SIXTH YEAR. DRAWING BOOK SIX. Put emphasis on design this month. Study page 36 thought- fully. Make shapes for designs from plants and leaves as sug- gested. Give much practice in this kind of work. Select best results and fill page 37. If you have time, make work-bag ac- cording to directions on page 36. MAY. SIXTH YEAR. DRAWING BOOK SIX. During the remainder of the school term, the class should review any of the exercises in the book which are appropriate to the season, or on which the pupils need more instruction before taking up the work of the next grade. This is a good time to work for improvement in general habits of drawing. See that all books are completed before the close of school. . Seventh Year. Teachers should read General Suggestions on cover of drawing book, also General Directions in this Course of Study. SEPTEMBER. SEVENTH YEAR. DRAWING BOOK SEVEN. See first lessons in sixth year work for suggestions for first three lessons of seventh year. Study page 4. Begin work by oral recitations on text and illustration. When work is satisfac- tory mount on page 5. Present fall flowers or autumn leaves in color (see sketches A and B, page 39; also paragraph 5, page 3). Pupils save best work. Study page 6, Exercise II. Follow directions as given, and mount on upper half of page 7. For Exercise III, page 6, make finder and use upon the previous nature sketches. Plan a decorative arrangement within an oblong. Fill shapes with flat washes of gray or color. Mount best efforts on lower half of page 7. 172 OCTOBER. SEVENTH YEAR. DRAWING BOOK SEVEN. Study page 8, Exercise IV. Pupils should copy sketches on this page for practice in technique (see Glossary of Terms, page 41). Practice drawing from trees, seen from the window at school or at home, or from photographs of trees. Add very simple landscape suggestion. Fill page 9 according to directions. Study page 10, Exercise V. Make an original sketch from nature or from a photograph. Add washes of color as in sketch A on page 2 (see page 3, paragraph 3, of book). Fill page 11. Study page 12. Practice until the work is satisfactory and fill page 13. You may need to carry this work into the next month. NOVEMBER. SEVENTH YEAR. DRAW^ING BOOK SEVEN. Finish work outlined for pages 13 and 14. Use a Thanks- giving quotation with suitable marginal decorations. Practice landscapes to be used on calendars. Mount the best on oblongs of pasteboard covered with tinted construction paper. Punch two holes at the top and hang with cord or raffia. DECEMBER. SEVENTH YEAR. DRAWING BOOK SEVEN. Make scrap-basket described on page 38, to be used for Christmas gift. Bring in holly, mistletoe and bamboo-vine, study and make decorative arrangements in panels of different sizes and proportion. Use color or neutral washes. Mount on tinted paper for book covers. JANUARY. SEVENTH YEAR. DRAWiTSTG BOOK SEVEN. Study page 16 carefully. . Work from objects and place sketches on page 17. Study still-life composition according to direction on page 18 and fill page 19. Study page 20, and practice large, free drawing, in outline only. Fill page 21 according to directions. FEBRUARY. SEVENTH YEAR. DRAV^ING BOOK SEVEN. Study page 22, and work in outline until pupils under- stand laws governing perspective. Fill page 23 according to 173 directions. For page 24, make several sketches without erasing. Fill page 25 according to directions. Study page 26. Fill page 27, according to directions. Re- view any lessons desired by the teacher. MARCH. SEVENTH YEAR. DRAWING BOOK SEVEN. Industrial drawing according to page 28. Place work on page 29. If this work is satisfactory, and you have any time left, paint from spring flowers, foliage, trees, etc., or paint spring landscapes. APRIL. SEVENTH YEAR. DRAWING BOOK SEVEN. Study page 30 and place drawings on page 31. Make a candle or electric light shade, using heavy paper with decora- tions worked out in water colors. If any time remains, use for nature work. This will be an application of the principles just studied. MAY. SEVENTH YEAR. DRAWING BOOK SEVEN. Industrial drawing according to pages 32 and 34, and, if time, page 36. During the remainder of the school term the class should review any of the exercises in the book that are appropriate to the season, or on which the pupils need more instruction before taking up the work of the next grade. This is a good time to work for an improvement in general habits of drawing. See that all books are completed before the close of school. Vocal Music Music is taught in the public schools for the purpose of teaching children to sing, to love to sing, and to appreciate good music. Successful teaching in this subject is based upon the song. The final test is the degree of appreciation and dis- crimination with which the pupils sing their songs. Instruc- tion in the technique of music should not be made an end in itself. Ability to sing opens an avenue of expression as a means of pleasure to the pupils themselves and of imparting pleasure to others. With this purpose in mind the following suggestions as to method of instruction are offered. There are three steps in the study of vocal music. First. Pupils are introduced to the study of music through the singing of songs learned by imitation. The songs should be sung simply for the pleasure they yield. Thus pupils gain some musical experience. They should learn to sing by singing. As much care should be given to the selection of the singing material as is given to the selection of material for reading. Second. Study of song structure and the analysis of scftigs is now begun. The work is based upon rote songs. Pupils learn to separate the songs into phrases. (See directions for analysis of songs into phrases in the '^ Outline by Grades/' first grade, second grade.) The pupils are led to respond to the rhythmic movement of the song. (See directions for rhythm work, first and second grades.) Tonality is taught through singing the sol fa syllables to their songs. ( See directions for tonality work, first and second grades. ) Pupils begin the study of intervals as founds in their songs. (See directions for interval study, first, second and third grades.) Pupils are taught to observe the notation of their songs. (See directions for ''Introduction to Notation,'* second grade.) In all of this work the essential point is the quality of the singing. 175 Third. The formal study of music is begun. The pupil ap- plies in the reading of new music the knowledge he has gained of the structure of music and of musical notation. In schools where music has not been taught, all grades should begin with the work of the First Step. It is suggested that the books be assigned to the grades as outlined below without reference as to whether the pupils have had previous instruction. While the instruction in an upper grade may be that outlined for the lower grades, it should be based upon the book of that upper grade. OUTLINE BY GRADES. First Grade. Material. "A Primer of Vocal Music" in the hands of the teacher. The teacher should read and re-read the introduction to this book. The primer is divided into four parts. All the songs in Part I and the songs preceding the formal scale of each key in Part II should be taught as rote songs. In Part III the songs are exclusively for rote singing. It is suggested that at least four or five of the rote songs in Part III be taught in this grade. The active faculties of the child's mind at this age are imi- tation, memory, lively imagination, keen observation and sponta- neity. These traits of the child's mind should shape our meth- ods in teaching music as they do in the teaching of other sub- jects. When teaching a song, the teacher should first tell the story. The dramatic idea of the song should be vividly presented. The children's interest being aroused, they will be eager to hear the song. The teacher should then sing one stanza of the song; and have the children follow, phrase by phrase, until the melody is learned. When the children can sing one stanza of the song, the teacher should teach a new song. Better singing is secured by reviewing songs frequently than by constant drilling. More complete learning of the song should be secured by review. Note: It is essential that the teacher who sings the song be capable of singing in tune. It is not at all necessary that she should be a soloist. In fact, a teacher who sings naturally and tunefully has better success in teaching songs to little children than a more artistic singer. If a teacher cannot sing in tune 176 she should exchange work at the music period with some teacher who can. Voice Work. Children's voices have two characteristic qualities — sweet- ness and weakness. The first care of the teacher must be to pro- tect the child voice. Voice teachers advise that the child be kept singing lightly and sweetly. The head quality of tone should be cultivated and maintained. The vocal organs must be kept free and relaxed. The child should be required to speak, read and sing in his natural voice, the teacher furnishing a good example. The teacher should never trust herself or one of the children to pitch a song. The proper pitch should be given from a chromatic pitch pipe or from a musical instrument. Rhythm. Children respond to rhythm more readily than to pitch, there- fore the rhythm of a song should be taught first. This may be begun when the teacher first sings the song. Ask the children to keep time by clapping softly, tapping, swinging, marching or stepping. Children should be led to respond to the rhythm of their songs smoothly and evenly. Monotones. The classification of those who sing in tune and those who do not should be made, and attention should be given to those individuals who need assistance in learning to sing in tune. It is a good plan to group the less musical pupils toward the front of the room. Thus they are helped by the more musical voices and by being near the teacher. The Phrasing of Songs. Toward the end of the year, when the children have learned to sing many of the songs tunefully and with good expression, they should be taught to separate the song into phrases. The teacher may sing the first phrase and have the children follow with the second phrase, thus alternating. Reverse the order, asking the children to sing first. The class may be divided into two sections, the sections singing the phrases. All of the songs should be treated in this way. Pupils are led to discover phrases that are alike and unlike, and the number of phrases in the song. 171 Ear Training. Training in music is largely a matter of ear training. When this is begun at an early age the hearing becomes sensitive and accurate in the recognition of musical tones and their relations. Children become familiar with musical tones and intervals through repetition. Lead the children to recognize and name familiar melodies. Tonality. When the children have liearned to sing their melodies with a single syllable, teach them the sol fa syllables. Teach them to sing the syllables to their songs by rote, the teacher singing the syllables to the song, repeating them several times, then singing by phrases ; and have the children sing after her. After they have become familiar with the syllables of a few songs they will be able to apply the syllables to other familiar melo- dies with little or no assistance. Intervals are much more easily learned in this manner by memorizing them from the scale. The less musical teacher finds it easier to verify the correctness of intervals when in their melodic setting than when taken abstractly from the major scale. An ideal recitation toward the end of the year: The chil- dren should sing four or five songs for the pleasure of singing, and should respond to the rhythm of these songs evenly. They should phrase one or two songs and compare the phrases, and should sing the syllables to one of the songs from memory; and a few simple intervals should be sung. No notation work of any kind should be undertaken in this grade. Second Grade. Material. First half year. "A Primer of Vocal Music" in the hands of the teacher. Second half year. ''A Primer of Vocal Music" in the hands of the pupils. FIRST HALF YEAR. The oral work outlined for the first grade should be con- tinued during the first half of the second year. All the songs of the first grade should be reviewed. New songs should be taught, special attention being given to the quality of the singing 178 and to the rhythmic work. The children should have abundant practice in singing syllables to their songs from memory, and in interval work. SECOND HALF YEAR. Method. Teach new songs by rote and review familiar songs. The teacher should seek the best possible rendition of the song whether it be a new or a familiar song. Voice Work. Special attention should be given to the less musical children and to monotones. It is a serious matter if a pupil is allowed to pass out of this grade a so-called monotone. Begin the recitation with a few short definite vocal drills in which the teacher sings first and the pupils imitate as an echo. These exercises should be pitched high. The purpose of this training is to develop the power to sustain the singing tone — flexibility — correct enunciation of vowels, and vowels in com- bination with consonants — loosening the lips and tongue. Space forbids indicating these exercises here. The teacher may select her own. The exercises should be within the compass of the scale written in E flat or F. Bhythm. The pupils should be led to indicate the strong and the weak pulsations in the measure. They should be led to recognize the two, three and four pulse measure. Time signatures should be taught. The children will recognize the six pulse measure by its swinging, waving movement, rather than as six pulses to the measure. Ear Training and Tonality. The suggestions under Ear Training, Tonality and Interval studies outlined for the first grade should be continued in this grade. The teacher may sing phrases and have the children respond by singing the syllables. The pupils should be able to apply the syllables to melodies quite readily without assistance. Continue to have the pupils sing intervals taken from the song, first listening to the interval as the song is sung, and then sing- ing the interval, holding each tone as long as the teacher indi- cates, first using the syllable names and then singing the interval with one syllable. 179 Introduction to Notation. Pupils should first be taught the notation of familiar songs. Write the not(^s of a familiar song on the blackboard. Have the children sing the syllables to the song, the teacher pointing to the notes as they sing. Have a pupil sing the syllables and point to the notes as he sings. Other songs may be placed on the blackboard and used in the same way. The teacher should explain that, in writing music, we are using notes; that these notes are placed on the lines and spaces of the staff; that these lines and spaces have names, using the terms first line, second line, etc. ; first space, third space, etc. ; and she should insist upon the using of these names by the child when speaking of the location of the notes. The pupils are now ready for the books. They are first taught to point to the notes of their songs as they sing the syllables. The purpose of this work is to teach the children to follow the notes of the melody accurately. The pupil's ability to point to the note that represents the tone he is singing and to keep up with his pointing as he sings, is a long step in the direction of sight reading. The relation of notes upon the staff should be taught. The pupils will find that where do is in a space that mi, sol and si are in the space and that re, fa, la and upper do are on the lines. Where lower do is on a line the relations are just the same, but do, mi, sol and ti are on the lines and re, fa, la and upper do are in the spaces. The teacher should lead the pupils to ob- serve many such facts. The names for characters should be used. All this observation should be done in the spirit of the song. Most of the notation work of the second grade should be con- fined to the study of notation of rote songs. The pupils may be taught to apply the knowledge of notation to the reading of easy exercises. Third Grade. Material. "A Primer of Vocal Music" re\dewed and completed. Method. The greater part of the songs of the primer should be re- viewed. The notation of these songs should be read over and over again and the children should be taught to sing the songs as daintily and as artistically as possible. 180 The remaining songs in Part III should be taught. In learn- ing these rote songs, the children of this grade should be allowed to help themselves as far as they can in reading the songs. Voice Work. Take a few simple exercises in scale singing, using different vowels, and these in combination with consonants. Practice on the common chords, all of this work being done in a light, sweet tone. Attention should be given to seating the pupils so as to secure the best possible blending of the voices. Interval Work. Practice in singing intervals should be continued. Select in- tervals from the song that they may have melodic significance. The pupils should sing the interval, using one syllable. Technical Work. Take up the formal study of the keys, beginning at Part II of the primer. The facts of the key should be learned from the observation of the type songs preceding the formal scale in that key. These songs should be learned by rote. The children should be asked such questions as "Where do we find upper dnf ''Where do we find lower dof^' in these songs. The scale and the statement under it should confirm what they have learned by observation. The exercises and songs follow- ing the scale are to be used as sight reading material. The teacher should ask the pupils, ''What other songs have we had in this key ? ' * Review the rote songs in each key. In Part IV of the primer there are a number of simple ex- ercises and songs for practice in simple time studies and easy sierht reading. Rhythm and Time Studies. Teach simple time problems thoroughly, occasionally allow- ing the pupils to indicate the time strictly. On pages 52 and 58 the divided beat is taken up. It is first introduced through songs, and on the following page it is presented as a study problem. After working out these problems review the rote, songs contained in the divided beat. Part singing is introduced on page 51 through the round. Following this is a simple canon form. Fourth Grade. Material. The First Book of Vocal Music. 181 Method. In this book there are fewer rote songs than we found in the primer. These songs should be learned partly by note and partly by rote. The principal part of the material is study material, and it should be taken up in the ordur in which it is presented. Technical Work. We go a step further in the study of the keys. Teach the letter names of the lines and spaces of the staff and the posi- tion of sharps and flats in the scale and in the signatures of e^ach key. Have the children recite the names of the sharps and flats in the order in which they enter into the key. Time. Problems. Time study is emphasized in the exercises. The study of these definite time problems should not be allowed to interfere with the rhythmic movement of the song or exercise. Tonality. . .Continue practice of singing songs by syllable from memory The study of intermediate tones is introduced through imita- tion. Tliey are recognized and then named, and the musical effect is illustrated in songs. Practice reading exercises and songs with a single syllable. Have the pupils read simple songs by applying the words to the notes. Afterward verify by read- ing the syllables. Writing Melodies. .Children may be required to write familiar melodies from memory, indicating the position of the notes as they sing by straight lines or dots; afterward filling in the notes and divid- ing the melody into measures. This work may be verified by the teacher or by the child taking the book and making the correc- tions. Two-Par t Work. . Simple two-part work is a feature of the exercises. The children should be taught to sing lightly and listen to the other part. By the end of the fourth year the children should have gained a considerable degree of facility in reading music. They should have a good elementary knowledge of the rudiments of music, 182 and it should have been acquired without sacrificing the spirit of the song singing. Fifth Grade. Material. Second Book of Vocal Music. The material of this book is planned to be taken page by page and in a general way it is recommended that the work be completed to the bottom of page 105. Method. There are comparatively few rote songs in this book. These should be used for keeping up expressive, artistic singing. Voice Work. Follow directions for breathing and vocal drills indicated for lower grades, giving special attention to distinct enunciation. Require the pupils to sing their songs so that the hearer may understand every word. Two-Part Singing. Two-part work now becomes a prominent feature of the singing. Follow suggestions for two-part work in the fourth grade. The teacher should make individual study of her pupils' voices with a view to discovering the voices of pure soprano qual- ity and those of alto quality, and seat the pupils so as to secure the best balancing of the parts. In reading two-part music, take the two parts together. Ear Training and Tonality. Practice singing syllables to songs from memory. Have them read their exercises and new songs, using one syllable. The pupils will read many of the simpler songs by applying the words to them, and this should be encouraged. Select some of the more difficult intervals from study exercises and songs for practice. Give special attention to the presentation of intermediate tones and how these tones are represented by the use of the sharp, flat, and the cancel. Rhythm and Study of Time. The time problems are made more exact. The pupils are taught to understand the fractional divisions of notes, the value 183 of rests and the number of notes and rests required to fill a measure. Technical Work. The keys are reviewed and the theory of the structure of major scales presented — the position of the steps and half steps in the scale. This leads to an explanation of why sharps and flats are used. It is important that these technical facts be taught in this grade. Sight Beading. Much practice should be had in rapid sight reading, turning rapidly from one exercise or song to another. Reviewing easy sight reading gives the pupils facility in reading and makes them more sure of themselves when taking up new music. Sixth Grade. Material. A Second Book of Vocal Music reviewed and completed. The advance work begins at page 106. Method. Special emphasis is laid upon the quality of the song sing- ing, special attention being given to the testing of voices, seat- ing the pupils for singing, quality of tone, etc. Part Singing. The teacher should read the suggestions for two-part work for the fifth grade. Three-part work will be taken up. In se- lecting the voices for the low part in three-part work, the boys with changed voices should be put on this part. An occasional girl voice may be allowed to sing this part. As a preparation for three-part work, practice spelling and pronouncing simple triads of the major scale. Technical Work. The new work is a study of the minor scale and the theo- retical structure of the different forms of the minor. Practice singing the minor scales until the children become quite famil- iar with the different forms. Time Study. The "after-beat" note is presented on pages 128 and 129. Practice reading in strict time. There should be no uncertainty as to time problems. 184 Tonality. Practice on intervals, especially intervals in the minor scale. Give special attention to the theory of modulation, On page 188 there is a systematic review of the study of intervals and an ap- plication of the technical names of these intervals. Make use of the chapter on Rudiments of Music for reference and review. Refer to Common Italian Terms Used in Music, page 190, for the meaning of marks and terms of Expression as found in the Writing Music. Where the time will permit, it is suggested that the pupils be allowed to write melodies from dictation. They may be re- quired to write major and minor scales in different keys. In doing this work, the pupils should be required to sing the tones as they write them. Seventh Grade. Material. The Alternate Third Book. This book is divided into two parts. Part I is designated for the work of the seventh year. This material is planned to be taken page by page, and this plan should be followed, so far as the studies and exercises are concerned ; and in a general way the same plan should be fol- lowed in regard to the songs, the exception being where addi- tional songs may be w^anted for reading in the key on which the studies are based, or the possible selection of a song for a special occasion. Method. Song Singing. Special emphasis is laid upon artistic rendition of the songs. Read the words of the song with a view to getting the thought of the poem and the rhythm suggested by the verse. Train pu- pils to find time difficulties and the more unusual intervals. Encourage the pupils to read music silently. This will enable them to read music readily at sight. Classification of Voices. There should be frequent testing of the voices, as many of the voices will be found to be undergoing rapid change, and each pupil should be assigned to the part which is easiest for him to sing. 185 Part Singing. In learning a new part song, all the parts should be sung together. It is bad practice, pedagogically and musically, to learn each part separately. Discriminating care should be exercised in seating the pupils, so as to secure the most satisfactory balancing of the parts. Technical Work. The theoretical work of this grade is definite and exact. The pupils should be required to explain the structure of the scale in each key and to write from memory the sharps and flats in the signature in the order in which they are introduced into the scale. Practice spelling and pronouncing the triads in both major and minor keys. The structure of minor scales is ex- plained and the pupils required to sing the different forms of the minor as called for by the teacher. The difference in the structure of these scales should be understood. The Relation of Keys, pages 10 and 11 ; The Table of Keys, page 241; Rudiments of Music, pages 242 to 253; and The Common Italian Terms Used in Music may be used with profit for reference and review. While it is suggested that this definite technical work be thoroughly done, it must be done in the spirit of the music. It is essential that the pupils sing the scales and when required to write the scales that they be required to sing the tones as they write the notes. It is recommended that the pupils be trained in rapid sight reading. Read the exercises in rapid succession, allowing but one trial. By crowding the pupils a little, alertness and rapid thinking are acquired. Song Writers. Encourage the children to study briefly into the lives of the authors of their songs. The pupils may tell who wrote this song; what other songs were written by this same author, and any interesting facts they may gather. UNIVERSITY OF CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPEP BELOW NOV 3 1915 Nov R ^ J9JS AUG 3 ^916 30m-l,'15 ^92948 LB ISL>I L$AZ I90f UNIVERSITY OF CAUFORNIA LIBRARY