^^^MmmmMi0^i^s'm^. '.'■•^/'■. ■■-'■'i\ ^ . GIFT or COURSE OF STUDY AND RULES AND REGULATIONS OF TUK 1 LEWISTON CITY SCHOOLS INDEPENDENT SCHOOL DISTRICT NO. 1 NEZ PERCE COUNTY. IDAHO OFFICIALLY ADOPTED SEPTEMBER, 1914 Digitized by the Internet Archive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/courseofstudyrulOOIewirich i MAY DAY EXERCISES. Lewiston City Schools, May, 1914. Organized play — a vital phase of school life. Folk games — old but ever iu>\v PROMOTING HEALTHY CHILDHOOD — THE CHIEF CONCERN OF EVERY COMMUNITY. Many a beautiful lesson is taught in the play. A delightful old, old game. Course of Study and Rules and Regulations of the Lewiston City Schools k- Independent School District No. 1 Nez Perce County, Idaho Issued by the Board of Education: R. M. Coburn ^ P. R. Bevis E. W. Wing R. L. Spilcer J. D. Jacobs F. W. Simmonds J Officers of the Board: <-' R. M. Coburn, President E. W. Wing, Clerk F. W. Simmonds, Superintendent #>« f Officially Adopted September, 1914 TABLE OF CONTENTS. Foreword | ^Qualities desired in teachers 5 Failure, retardation, etc 8 Elementary school, introduction 12 Superintendent's notes 14 Reading and literature 19 Supplementary reading 22 Reading, outline 23 Language and composition 26 Arithmetic 35 History ^ 40 Penmanship 43 Geography and nature study 47 Spelling — word study 54 Elementary art work 57 Physiology, hygiene sanitation 65 Elementary manual arts 68 Physical training and play 72 Ethics — morals and manners 77 Music 80 Secondary School, introduction 88 Program of studies, high school 92 English 95 Vocational guidance 105 Foreign languages 109 Science • • 118 Commercial work 123 Social sciences 128 Mathematics 132 Home economics 135 Domestic arts : 137 Industrial arts 141 Music, high school ! 148 Physical education 148 Graphs of enrollment, etc 150 Organization, rules and regulations 155 General regulations 158 Board of education 160 Teachers, employment and qualifications 162 Superintendent 164 Supervisors 166 Principals 168 Teachers 170 Pupils 174 Janitors 176 Fire drills 178 Proinotions, elementary school 179 Home credits, elementary school 181 Home study 182 High school, classification, rules and regulation 18 2 High school credits — graduation 184 Continuation and supplementary work . 186 System of marking results 188 General notes s 190 Text-books 194 o FOREWORD. The purpose of the Course of Study is to give teachers and parents a general vision of the ends to be attained ; to so organize and simpUfy the work that the teachers may know definitely from time to time what is expected. Never in the history of education has so much been expected of the teacher as today. And the teacher who is successful in ministering to the many educa- tional demands made upon him, must be a worthy lead- er in the highest and best sense of the word. The traditional curriculum was never designed to meet the demands of our present day complex, indus- trial civilization. The old school confined itself largely to mere knowledge getting, and most teaching was re- duced to the deadening routine basis of merely deter- mining whether the pupil got exactly the amount of knowledge prescribed. This plan was not so bad when the home and the farm conditions furnished the boys and girls appren- ticeship in industrial work. But this training for work and vocational guidance has largely passed from the realm of the home to the school. Today the American school system is under fire, in fact it is always under fire. Public opinion is critical of a system which makes easy the advancement of a few to positions of commanding influence but which provides no voca- 293029 tional training for the many who cannot afford to re- main in school beyond the common school period. The traditional "cultural" course of study has suf- fered many alterations during the past decade, even at the hands of the most conservative institutions of learning where the "sacred" classical subjects have been forced to yield their dominating position to sub- jects more closely related to the problem of every day life. The term "culture" looms as a specter, frowning whenever any attempt is made to develop a school curriculum that will cultivate the mind and at the same time train motor activities of the child, so as to produce as efficient type of character befitting modern condi-' tions. "In place of the former demand," says Roark, "that the teacher should know only the three R's, there has grown up the more rational one, that he should know the three M's — matter, method, mind." Books and bookishness alone never represents ed- ucation. Nor do they necessarily result in culture — initiative and ability to adapt himself to the environ- ment and problems of practical life are of far greater monient in the educational creed of today. The progressive educational movement seeks to extricafe the curriculum from the educational ruts. Because of the brief time spent in the elementary school by the average child, it is of the utmost import- ance from an economic standpoint that the gap exist- ing between the school work and the vocational activi- ties be bridged. The entire mass must be leavened, giving every child an opportunity to secure an ade- quate and practical education, leading to industrial and commercial life as well as to the professions. But after all, the best results will primarily never be determined by the course of study, text-books, or supervision ; but by the personality of the teacher, that awakens the feelings, stimulates the ambition, inspires the sense of something to be achieved and gives pur- pose to life. QUALITIES OF LIFE, CHARACTER AND SPIRIT That the Board of Education Earnestly Desire Should Characterize the Lewiston City Teachers. High Ideals of life and character. Loyalty to the school, to fellow teachers, to those in authority, to the community. Loyalty is not a thing apart, it is a vital quality of mind and heart. A proper, reverence for God and his allwise laws of nature. No irreverent teacher can ever be a good teacher for anyone's child. Faith, the great force that leads up on step by step in the evolution of the greater manhood and womanhood. Faith is one of the prime attributes of every heroic soul. No great work was ever wrought without a great and growing faith, faith that some- times walks out on seeming void to find the solid rock. Faith in God — faith in their fellow workers — faith in their cause, and faith in themselves, furnishes the key that in a large measure reveals the secret of a Columbus, a Martin Luther, a Joan of Arc, a Cromwell or an Abraham Lincoln. The teacher who loses faith in the dynamic power of the regenerating force of nature falls heir to the terrific rebuke given by the Great Teacher when he said, ''Oh, ye of little faith." Optimism in all things. Learning comes only by hope, and hope by a cheerful spirit that will not be daunted by discouragement. Public spirit which shows a willingness to take part in community interests — to pull on the "tugs" instead of on the hold-back straps. A right public spirit is the most important element to be cultivated in school life. The Germans call it the "Zeitgeist" or "spirit of the time." It is felt rather than seen but manifests it's power in a multitude of ways, encour- aging, stimulating, strengthening everyone to catch the vision of better things, and cooperating in attain- ing them. A realisation that teaching is a social vocation, a community service, and not a selfish pastime. Ambition to grow and keep abreast of the times. Occasionally one meets a person who thinks it a sign of superiority to take no interest in anything new. It is really a sign of decay. Such persons' intellectual arteries are hardened and they have already arrived at old age. A Learner — Teachers must forever be learners, for school is no place for teachers who know every- 6 thing and have nothing to learn — they must be ener- getic and growing. They must make use of exper- ience, teachers' meetings and professional literature. The only way a teacher may remain bigger than the work at hand is to GROW as the work advances. Catch the spirit of the great Rugby teacher, Arnold, when he sai-d in reply to a friends remonstrance, "Why do you spend so much time preparing to teach subjects that you have taught for thirty years?" "I wish my boys to drink from a running stream, and not from a stagnant pool." Adaptahility to the growing needs and aims of the school. The school of today, while having a whole- some regard for the traditions and textbooks, must frequently rise above them and go ahead of them. 'The old order changeth, giving place to the new." New conditions are demanding frequent readjust- ments and the teacher must respond to the plans, pur- poses and spirit of the new order and cooperate in the new movements that are being undertaken for the school. Good health and energy, which should be applied primarily to the work of the school and not to out- side interests that sap vitality. Personal neatness and due observance of the so- cial properties — both in and out of school. Frankness, sincerity and good nature in discus- sing differences with fellow teachers or those in au- thority. Teaching power, ability to lead pupils to work in the right spirit — to inspire them to apply themselves diligently to the work at hand in a systematic manner — example counts here. A good judge of human nature — to be able to in- terpret child life in general and individual cases in particular, both for disciplinary and educational ends. Human beings are not all alike — different means and measures are needed in handling different cases and yet without partiality. Ability to make fits where there are misfits. The teacher will frequently find that it is necessary to sacrifice both precedent and tradition for the benefit of the pupil. The school is a living, growing, organ- ism, not a machine. Leadership. There never was a time in history when the teacher's position was so important and when he was expected to be so much of a leader as today. Let the teacher measure up to these responsibilities and be a real leader — an active leader in a g'ood sense in all the problems pertaining to the community wel- fare. With nothing but passive goodness and quali- ties a teacher may as well be a hitching post. A vision which reaches beyond the present, the immediate and the selfish, to the future, the ultimate and the eternal — for the greatest of all teachers has left this principle on which his pedagogy was based: "I came that ye might have life and that ye might have it more abundantly." FAILURE, RETARDATION, ELIMINATION School teachers, more than any other class of peo- ple, come into intimate contact with significant so- 8 cial facts. And one of these is "that the child who is not promoted does not advance." The problem of reg- ular advancement — promotin — bears a very close re- lation to the problem of retardation and elimination. The child who drops behind a class, becomes a re- tarded pupil and receives the stigma of failure, which with the attendant loss of pride is apt to develop in him the failure habit, and finally result in his elimination from the ranks of school workers. The failure habit once developed will likely follow him through life. Retardation and failure must be reduced to the minimum in any efficient public school system. And to this end, let it be borne in mind that the homes must send better prepared boys and girls to meet their teachers. Their physical being must be cared for — their teeth brushed, their tonsils treated, their adenoids removed — there must be fewer pickles, less sweets and candy, and more good, wholesome food like mother used to make. The growing boy or girl needs an abundance of sleep at regular hours and fewer excit- ing, distressing entertainments. Better care of the child's health will aid much in reducing failures. Moreover, in order that we may have fewer fail- ures, let it be borne in mind that the child must exer- cise more energy, be stirred with a greater ambition to do more work. The teacher can do much and par- ents can do more, but the child who escapes failures must himself press the button of his own energy in order that he may ring the bell, success. And yet in order that we may have fewer failures, let it be remembered that it will be necessary for us as teachers to be ever alert in discovering and interpret- ing what nature has done for the child — some children are endowed with ten talents, some with five and some with only one. If nature has failed, we as teachers should be able to recognize the deficiency — if some of the windows of the child's soul have been left closed by Mother Nature, the skilful teacher, the wise teach- er will seek by every means to let the light through the sources left remaining. Constantly the skilful teacher is weighing her pupils "in the balance." Particularly is this work ac- centuated at the close of the term, when no doubt there will be a few failures — happy day if there be none — If the child fails it is a matter of serious concern. If he fails it is a fault — it is his fault, the teacher's fault, his parents' fault, the superintendent's fault, som.e- body's fault, nobody's fault, or the fault of the course of study. The responsibility must be located some- where, somebody must assume and admit it. It is the teacher's duty to clear herself, to prove an alibi, or clearly fix the responsibility on the giiilty party. Finally in order that there may be fewer failures, it will be necessary for teachers to do more definite, clear-cut, practical teaching — there must be less mass teaching, more individual instruction. Again let it be said, a child's failure is a matter of serious concern. There should be no patience with the attitude of the teacher who boasts of the excel- lence of her school, due to arbitrary failure and elimination of the slow ones. The public schools were never designed for, nor delicated to, the favored or the few, but for all the children. The efficient teacher will be constantly on the alert for tendencies and traits that may lead to fail- ures — and just as soon as a failing condition is known, 10 correct it at once if at all possible. If failure seems imminent, notify the parents at once on report blanks furnished for that purpose, so that the parents may cooperate in the attempt to turn failure into success. In all these matters study the problem carefully, study the child and the child's problem carefully, and be sure that you think in big enough units, and know a big value from a little one. One of the most prominent and successful school men in America said in a recent address in this con- nection : "Teachers should be chosen for their energy, enthusiasm, leadership and sympathy/' and he went on to say, ''those teachers who allow the most pupils to fail or cause the most to drop out of school, are those teachers who have little skill in the art of teaching or those of the selfrighteous, unsympathetic type, who remain on their pedestals and offer no encouragement to the stumblers. The Elementary School Introduction. The elementary school consists of the first six years' work — the first three years being known as the primary grades, and the following three years as the intermediate grades. In the lower grades there is little distinction be- tween the various subjects taught, the child's interest and self activities being the central point about which all subject matter ranges. As the work progresses from grade to grade, the lines of distinction between subjects becomes more pronounced. - The teachers should strive at all times to correlate the work as much as possible and in each grade she should endeavor to make every school exercise contribute its part to right character forming and good conduct training. What a child becomes is of more importance than what he knows. Any educational plan or system fails if the teach* €r, when face to face with his pupils neglects to awaken a keen, wholesome interest in the work at hand, and to inspire them with love for the beautiful, the good and the true. In all teaching processes, teach the child — not the book. The book is merely an elaboration of the course of study, a mere means to an end. 12 Let it be remembered that here are three elements in the learning process, taken as a whole — acquisition, assimilation and expression. Too often the teaching- process stops with the first two — what we acquire and assimilate is mere information and becomes worthless unless it finds expression in acts or a series of acts which determine conduct and form character. The primary school is the objective stage of the child's life. Through his senses he is getting a great store of per- cepts. Nothing except his racial instincts appeals to him very strongly, unless it is related to the objective world about him. Objective teaching is most fruitful during this period. Expect very little in the way of connected expression. The intermediate school constitutes the judgment stage of the child's life. He is still intensely interested in the objective world, but the abstract begins to at- tract his attention and he sets about classifying and arranging the knowledge that he has been getting re- cently and during previous years. This is the time to develop difinitions derived directly from objects themselves, topical outlines, arithmetical analysis, etc. The first six years constitute the universal undiflfer- entiated elementary school, in which the fundamental traits, habits, facts and attitudes are fixed as working tools; and the child's instincts and impulses are de- veloped and organized as working interests. The course does not prescribe what is to be done from day to day, but aims to distinguish between what is essential and what is incidental; to place a proper emphasis on each. 13 The successful working out of this course will depend largely upon the grade supervisor and princi- pals, together with the closest cooperation of the teachers and special supervisors. A PAGE FROM THE SUPERINTENDENT'S NOTE BOOK A few observations culled from the note-book of daily visits. Conditions found and comments made. Many of these comments apply not only to one but to several teachers. A teacher who has never fretted or complained during the school year, but seems to radiate good cheer and inspiration to everybody, every day, every- where. A teacher rather young in experience, who has developed remarkable power in leadership of chil- dren — who realizes that there is no class of pupils that does not like being orderly and studious when rightly managed. No rational teacher ever blames her class for idleness or disorder. Introspection in this case reveals the cause. A teacher whose pupils seem to regard each new lesson assignment in the light of a joy conferred and an opportunity received. A teacher who regards helpful criticism as a fa- vor and welcomes suggestions with no lurking notion of killing the spirit in obeying the letter. A teacher whose very life seems to permeate her work — who teaches the lessons she finds to teach with voice, hand and heart — no mere lip service there. 14 A primary room where unusual difficulties were presented — transformed into a veritable school gar- den, where today are growing and developing in a remarkable manner over forty little human plants, imbibing and developing virtues of friendliness, clean- liness, courtesy and good conduct — a most whole- some environment for character training. A teacher who refuses to permit her mind to be a poisoned receptacle for unfit gossip concerning her fellow workers or others — no doubt realizing that the penalty is, that we become like that on which our thoughts feed. A teacher who continually acts upon the precept that the best preparation for good work tomorrow^ is to do work today. In a certain domestic science class I have wit- nessed a number of girls change their attitude from that of disdain for homely duties to that of realizing the real joy and dignity connected with any worthy work well done. These girls are sensing the great truth that there is quite as much art and skill in pol- ishing glass and queensware as in painting a picture. I have witnessed a teacher grappling with a dif- ficult situation for several weeks with scarcely a mur- mur of complaint, and by the persistent exercise of that most uncommon sense, called common sense, con- trol and dominate the situation successfully. A teacher who has such a wholesome respect not only for the dignity of her calling, but for an untaint- ed English tongue that her conversation is a "well of English, pure and undefiled," free from slang, that unmistakable mark of the mediocre mind. 15 A teacher who gives such careful heed and at- tention to plans and directions that her work is al- ways in harmony with the general school plan. A most successful teacher who realizes : that talk- ing is not teaching, that the gabbler eventually loses everything that is worth while, that "words are things, and their fairly wings speed over the track, to bring you back, whatever went out of your mind." A teacher who seems to count it a joy to think and speak good things about the Lewiston schools, the Lewiston teachers, the Lewiston people; whose loy- alty includes the entire system, who rejoices when her fellow workers succeed; who is able to sense the great precept, "Do your work, and rejoice with those who do better." Here is a teacher who realizes that no discontented, querulous teacher can be successful, and realizes that "What injures any of us, injures all the same." A school is an entity, a personality, a coherent force and no part can suffer without injuring it all. A primary teacher who reaches 100 per cent effi- ciency in her language work drills, so sensibly, so cleverly, so efficiently is this work done. A teacher whose arithmetic classes are a marvel of skilful mental gymnastics, full of life and move- ment. Very little talk on the part of the teacher; written work reduced to a reasonable minimum, but this rendered with most careful exactness and neat- ness; oral w^ork extensive, varied, rapid; absolute precision required. No books are in the hands of the pupils — teacher states problem — calls pupil — pupil states problem — gives solution. Problems without fig- , ures abound. Power and mental discipline flourish in this class. 16 A teacher who from the first month has required her pupils to prepare and keep a list of misspelled words in a booklet made by the pupils themselves, and who has a definite time each month for drill on these words until they are actually mastered. A teacher who during the past few months has redeemed a class of boys and girls from a chaos of disorder and lawlessness and given them back their rightful heritage, the true liberty granted only by or- der and system. A teacher whose reading classes have cultivated the ability to really grasp ideas from the printed page and express them in a natural and realistic way. It is a pleasure and a joy to visit this class. A class in geography where the human element is always the great theme; people, manners, customs, laws, etc., constitute the central thought. All else is treated as explanatory environment. A teacher who makes sanitation the real issue in teaching physiology — intelligent care of the body, opening the pupil's mind to the sanctity and grand- eur of the wonderful temple in which their minds dwell. No dissection or use of gaudy charts that kill the very truth that she would teach — of holy regard for the beauty and sacredness of the human body. A language lesson in the upper grammar grades where the teacher realizes that technical grammar alone never enables a pupil to marshal the thoughts that he wishes to express. This class spends consid- erable time getting definite data and impressions con- cerning the topic under discussion and spends much time in oral expression until the teacher feels that they are prepared for writing a creditable theme. She 17 realizes that what boys are prepared tor writing a creditable theme. She realizes that what boys and girls need and must have are definite exercises that call for the apt, the fitting word. What the child needs is not a mob of words in his mind but an army, well drilled and ready to respond. A teacher who realizes that school hours are per- iods sacred for teaching and study periods and that these study and recitation periods must be quiet. The place is surcharged with the spirit of attention and study. A study period with a talkative teacher is a sample of pedagogical folly. Only in most unusual cases will teachers allow either herself or her pupils to be called from their work, realizing that the trend of thought once broken, the pattern will be spoiled. School hours are for teaching and not for routine business. These are matters for other hours. Two suburban schools whose prestige and local pride have experienced a healthy growth owing to the good sense and skill of the teachers, acting upon the principle that when you are working for a com- munity, work for it all the time, with your whole being — plan for it — think for it — make its welfare your welfare. If there be any teacher who can not do this, there is only one honorable thing to do, and that is to quit. If a teacher must condemn or belittle — quit, and get away from the institution that supports you and then you can condemn to your heart's content — the thing that you cannot do with propriety when you are part of the institution. A corp of high school teachers whose loyalty and unity of purpose have reduced friction to a mere trace, and petty bickerings to zero, hence the excep- - . 18 tional good work that is going on — whereat we re- joice. Teachers of physical training and singing, who are directing their work skilfully and effectively, re- sulting in better discipline and more appreciation of the better things of life, resulting in better boys and girls. A school where the playground work is as care- fully directed and supervised by the individual teach- ers as the classroom recitations. READING AND LITERATURE. No one questions the prime importance of read- ing in any scheme of elementary education. In the teaching of no other subject do we reach out so far into the future of the child's life as in teaching read- ing. One of the chief functions of the elementary schools is to create in the pupil the ability to interpret the printed page — reading — an almost magic art teem- ing in potential powers. Conducting a reading lesson is conducting, drilling, shaping, helping forward a prd- cess of thinking that is going on in the mind of each individual in the class. The teacher's success de- pends upon her careful study of the child's capabilities to understand, and her intelligent assistance in aiding him to arrive at the meaning. If the foundation is not built strong and lasting all other vfork based thereon is necessarily weak and shifting. 19 Children should be introduced early and as fre- quently as possible to carefully selected literary wholes in order to cultivate an abiding interest in the classics of our language — the reading material must be adapt- ed to the child's experiences and activities. Classics for children's reading must be children's classics, oth- erwise a true appreciation of the content will never be acquired. Reading consists not only in getting the thought, holding the thought, and expressing the thought; but in interpreting and using the thought, reveling in the thoughx A lively appreciation of the thought will over- come the chief difficulties in securing natural and ef- fective expression. No reading lesson is complete without its oral reproduction, brief or ample as time may permit, in the language of the pupil. Silent study and interpreta- tion, followed by oral presentation of the content of what he has read, furnishes an excellent drill in oral English work, develops the habit of making careful judgments, and clinches the lesson truth. NOTES — Have a special recitation period for phon- ic drills in the primary grades. In all oral reading give careful attention to faulty articulation, vocaliz- ation, enunciation and pronunciation of sounds and words. Give individual private drills when necessary. Learning to read is the work of the first three or four years of school. The teacher must have the taste and intelligence to appreciate a piece of literature if she is to teach it effectively. It muust teem with life and interest. In all discussions concerning the teaching of reading, let it be remembered that the essential requisite is a 20 teacher with intelligence, animation, sympathy, pa- tience, ingenuity, spirit, and with all, the power to in- terest children. Wrong inflection and emphasis are usually blun- ders of the mind, not the vocal organs. Teach the pupil to stand on both feet and read with confidence and freedom. Beginning with the fifth grade, teach the child to make intelligent use of the dictionary. Lead the pupil to rely on his own independent power to master words by the help of the dictionary. The lessons in the readers furnish the drills in the mechanics of read- ing — intensive reading, calling for the study of words, passages, synonyms and allusions. The supplementary reading is primarily for the formation of literary taste and enjoyment — extensive reading, which means practice and leads to fluency. The amount of time devoted to intensive reading and to extensive reading will vary somewhat with the class and grade, but in general the work should be about half drill and half enjoyment. Phonics should be taught in the lower grades as a means of getting new words and the work continued upwards throughout the grades as a key to pronun- ciation. The school reading becomes character making when it enlarges and enriches the spiritual life of the child. From a rational discussion of the incidents and characters introduced into the story, children may learn lessons of honesty, moral courage, sincerity, isel(ft- denial, kindness, politeness, and other virtues 'vhich make life enjoyable and divine. 21 G. Stanley Hall states, 'There is no one and only orthodox way of teaching and learning this greatest and hardest of all arts." The use of any one method does not preclude the incidental use of any and per- haps all others. Memorize many of the poems and a numlx^r of prose excerpts. This work is of the highest value — don't neglect it. Supplementary Reading. There are over two hundred sets of sup- plementary readers and classics. These ''libraries" are encased in strong cardboard boxes — each bpx labeled and indicating the grade for which it is to be used. There are forty copies of each reader or clas- sic. These "libraries" will be issued from the office of the grade supervisor at the requisition of the teacher for a period of not longer than two weeks, unless spe- cial permission is given for a longer period. Pupils will be held responsible for the good con- dition of all books issued them, and teachers will be held responsible for the class. Please examine all books carefully before returning them, so that you may know they are in perfect condition. All soiled, defaced or torn books must be paid for by the pupil to whom issued. Books may not be read ahead of the grade indi- cated, but pupils will enjoy occasional reading of some book read in some previous grade if right interest was aroused. 22 Reading, Outline. Note — Primary teachers will be supplied with the Free and Treadwell Manual and will use it as a guide. GRADE I. Class B. Perception card's and black-board work, first six weeks. Primer with supplementary reading the remainder of the term. Class A. Free and Treadwell First Reader completed, supplementary reading. Supplementary Readers. The Outdoor Primer. Mother Goosi Stories. The Ovall Bo vs. Edison -L-anK First Reader. The New Educat'onai Readers. Gordon's First Reader. GRADE II. Class B. Free and Treadwell Second Reader to page 87. Intersperse the work frequently with supplementary reading. Class A. Free and Treadwell Second Reader com- pleted. Supplementary reading. Supplementary Readers. Edison-Lang Second Reader. Baker and Carpenter Second Reader, The Art Literature Reader, Book II. Stepping Stones to Literature, Book II. The New Educational Second Reader. The Tree Dwellers. Supplementary Classics: Aesop's Fables. Story of the Buds. What Ann Saw. (Nature Stories). The Butterfly Baby. Plant Babies. Babies of the Wood. A Cat Book. ' , Who Stole the Bird's Nest and Other Selections. 23 Red Riding Hood. Roots and Stems. Children of History. Part I. Children of History, Part II. X-egends of Springtime, Part I. Legends of Springtime, Part II. The Doings of Fido and Other Dogs. Tom the Piper's Son and Others. The Little Inn-Keepers and Other Stories. GRADE III. Class B. Free and Treadwell Third Reader to page 126. Supplementary reading. Class A. Free and Treadwell Third Reader complet- ed. Supplementary reading. Supplementary Readers. Art Literature Reader, Book III. Baker and Carpenter Third Reader. The Early Cave Men. Supplementary Classics: The Dog and His Relatives. Stories for Children. The Water Babies. Fairy Tales. (Hans Christian Anderson). Stories of Pet Animals. The Sleeping Beauty in the Wood and Other Fairy Stories. Animal Stories, Two Brownie Stories. Fairy Tales from Grimm, A Rabbit Book. Dick Whittington and His Cat. Brownie Adventures. Stories from Alice in Wonderland. The Land of Story-Books and Other Poems. More Stories from Alice in Wonderland. Jack and the Beanstalk and Other Stories. The Contest Tin Soldier and Other Stories and Le- gends. The Story of the Pilgrims. The Story of Columbus. The Story of Washington. The Story of Lincoln. The Story of Edison. 24 GRADE IV. Class B. Free and Treadwell Fourth Reader to page 174. Supplementary reading. Class A. Free and Treadwell Fourth Reader com- pleted. Supplementary reading. Supplementary Readers: The Art Literature Reader, Book IV. The Later Cave Men. Supplementary Classics: Fairy Tales and Fables. The Coming of the Birds. Story of the Golden Fleece. Short Dialogues. Daffydowndilly and Other Stories. (Hawthorne). Nuts and Squirrels. Faithful Scotch and Other Dogs. Miss Alcott and Her Stories. Hawthorne's Golden Touch. Story of Longfellow. Pioneers of the West. Stories and Rhymes of Woodland, Part I. Stories and Rhymes of Woodland, Part II. Stories and Rhymes of Flowerland, Part I. Stories and Rhymes of Flowerland, Part II. GRADE V. Class B. Studies in Reading, Book I to page 182. Supplementary reading. Class A. Studies in Reading, Book I completed. Sup- plementary reading. Supplementary Readers: Norse Stories. King Arthur Stories. Supplementary Classics: Butterflies and Moths. The Queen of Flowers. Among the Trees. The Bees and Their Cousins. Seed-Time and Harvest. There's a Difference. (Anderson . 25 The Story of Robinson Crusoe. (-Adapted from DeFoe). Wee Willie Winkie and A Boy in the Jungle. (Kipling) A Voyage to Lilliput. (Swift). Some of Our Bird' . The Hen that Hatched Ducks, and History of Tip-Top. The Flight of the Birds. The Christmas Dinner. (Irving). Popular Bird Poems. Little Friends About My Camp. dwiss Family Robinson. A Christmas Carol. (Adapted from Charles Dickens). Perseus. (Abridged from Kingsley). Rab and His Friends. (John Brown). A Dog of Flanders. (Abridged from Ouida). Great Names and Nations — ancient. GRADE VI. Class B. Studies in Reading, Book II, First quarter of book to page 154. Supplementary reading. Class A. Studies in Reading, Book II, Second quarter of book to page 266. Supplementary reading. Supplementary Classics: Twice Told Tales. (Hawthorne). Stories of the Poets. Stories from History — Columbus, Washington and Lincoln. Star-Fishes and Seaside Stories. Story of the Grass. Little Biographies and Other Stories. Old Glory or The Stars and Stripes. Explorers and Their Doings. Raindrops and Snowflakes. Little Biographies — No. 3. Among Wild Beasts. Stories of Great Painters and Paintings. Great Stone Face. (Hawthorne). Great Names and Nations — modern. LANGUAGE AND COMPOSITION. The broad aims in the course in English are to cultivate in the pupil the power to express his 1:houghts 26 in oral or written speech, correctly and effectively, and give him an understanding and appreciation of the best literature within his comprehension. The specific aims in oral work, are : freedom in the expressions of individual spontaneous thoughts ; habit- ual use of correct English in daily conversation; en- largement of vocabulary ; continuity of thought as shown in corrected descriptions and narratives. The specific aims in written work are the aims just enumer- ated for oral work, and in addition, mastery of the mechanics of written language. The English language is the supreme power in the active life of every American. It is entitled to first place in the curriculum. Experience has taught that there are five series of exercises needful to secure the best expression: observation, story and p^»em, picture, dictation and let- ter writing. The study of things in such a way as to furnish ideas that the pupil wishes to express, is the basis for language work. In all grades emphasis should be placed on the use of proper motives to stimulate the pupils to think, to feel, to express themselves. The language habit is slowly formed by repeating persistently the acts w^hich we desire to make habitual. The greater part of language work in the primary grades must be oral. It should consist of exercises for the free expression of thought in clear, full state- ments ; and for the correction of prevailing errors. Much of the time during the first school year can be profitably spent in keeping the child *'in a sounding atmosphere of beautiful English." He should hear much, talk much, but write little in the primary grades. 27 Errors in speech will creep in from the home and the playground — and right from the start the teacher should in a determined, but quiet inoffensive way, wage war against bad English. One of the imperative dut- ies of the school is to make beautiful speech attractive. A high standard of excellence should be set and maintained in oral and written work, in all grades. Nothing but the pupil's best should be accepted. The study of every subject should contribute to the pupil's training in English, and the pupil's capacity to write English should be made available and be developed in every other department. Every lesson is a language lesson in the sense that it gives the child a chance to talk freely under the helpful guidance of the teacher. Let the teacher be ever watchful of the child's expression with helpful suggestions to better his forms of speech, but let the corrections be encouraging always. The teacher should be an example to the pupils, in her teaching, in her story-telling. In all her work she should use choice, picturesque, and effective language. She should be interested in* the child's talk, appreciate his efforts, however crude, and constantly strive for richer returns in speech. Nothing makes more for effective speech and writing than a ready command of choice words. Mere reading of books will not bring such a command, it must be gained through definite exercises, that call for the apt, the fitting word. Strive constantly to enrich and refine the pupil's working vocabulary. What the child needs is not a "mob" of words in his mind, but an army — one drilled and ready always to respond to his thought. 28 Memorizing and reciting are valuable means of confirming in the child correct ways of speaking. In grades one and two there is a definite tendency on the part of children to imitate and reproduce the action and words of those about them. The senses are ever alert to gather basal experiences for the mind's use, and the child does not yet know what he wants to keep, and so he keeps everything. Words are first tried just for his own pleasure, and later as a means of communication with those about him. As sympathy with persons and things in his en- vironment arises, there develops the give and take idea in speech ; he no longer talks just to talk, but he wants to be understood and to receive an answer. Following a ready imitation of home speech, school talk, and the vocabulary of favorite stories read and told to the children, either at home or in school, there arises, through the desire to be more clearly understood, a greater discrimination in the use of words. Throughout these two years, there is felt no strong differentiation of values in thoughts expressed. We find "and" the main connective stringing together big and little thoughts as correlative. Through his reading, the child easily learns the use of the capital letters at the beginning of the sentence and the period at its close. Grade I. Classes B and A. Instructions should be always entirely oral. The daily work is rich in opportunity for effective expression and the use of good literature. Formal exercises should be avoided. Arouse thought, stir feeling, then free expression will follow. Lessons should be in the form of conversations, narrations, and descriptions. There should be free 29 oral expressions with clear statements leading to short narration. Correct prevailing errors in speech by in- teresting daily games and drills. Increase vocabulary through conversation, stories, memorizing poems, dra- matization and lessons in interpretation. Correlate language with reading. Make use of games, plays and songs. Topics for conversations : a — Personal experiences. b — Pictures. c — Stories. d — Poems. e — Holidays: name, meaning. f — Trades and occupations in touch with the daily life of the children of Lewiston. g — Observation: Flowers, birds, trees, weather conditions, interesting objects and toys to be observed to give vocabu- lary expressing color, form, size. Sense games in this connection. Reproduction of Stories. — Before asking a pupil to recall a story, help him to select the most interesting incidents and arrange them in a good order. Memory work. — Pupils should hear, memorize, and frequently report good poetry and prose. In ad- dition to nursery rhymes, have pupils commit to mem- ory several selections each term. Teach carefully the words of the songs used in the grade. Dramatization of Poems and Stories. — The stories and poems to be used are left to the teacher's selection. See that the work is full of life and movement. Language Usage — Encourage the use of complete statements, but do not be too exacting. Correct errors 30 in English with as little interruption of the pupil's thought as possible, but correct them. In special les- sons given to correct common faults, conversations and language, games in which the children are led to use the correct forms are much more natural and effective than formal drills. (See Language Games, Myra King). Practice copying words and simple sentences on the blackboard under the guidance of the teacher. The children's writing should be large and free. Develop the sentence idea — use of capitals in beginning sen- tences, names of persons, days of week, months of year, name of our city and the word, I ; the use of the period and question mark in ending sentences. Use in sentences of past tense the following verbs*, throw go grow give eat catch say sit come run bring do see fly Use in sentences : Has 1 had }• seen gone taken done come have J Use other irregular verbs, according to needs of the class. Correction of errors in use of pronouns as subject and object. Fix in mind the use of the forms : It is (or was) I, he, she, we, they. Correction of the ex- pressions: ain't, ain't got, have got, had ought, he don't; by substitution and repeated use of correct forms. 31 Grade U. Classes B and A. As in Grade One, the language work should be mainly oral, written work on the black- board should be encouraged. All written work should be under the guidance of the teacher in order that hab- its of careful and correct work may be established. Language gains immensely in strength and effect- iveness if related to topics of interest to the children. Conversations about : a — Personal experiences and observations, nature study. Follow by a game telling how it is played. b — Picture study, drawing. c — Sand table and clay representations of farm and city life. e — Primitive life — Indian, Eskimo. Loca- tion with reference to pupils. Nature background. Home. Dress. Food. Tools. Mode of Travel. Social life. Reproduction of Stories — Review favorites told in first grade. The longer myths and fairy stories are to be read to the children. Stories of Thanksgiving and Christmas. Story of the birth of Christ. Patriotic stories. Stories of Lincoln and Washington. Story of the flag. Short stories should be told and retold fre- quently. After telling or reading a longer story, ques- tion skilfully that pupils may reconstruct the story mentally before attempting to retell it, or any part of it. They should review the introduction, see what happened first, next and so on, until they feel the full force of the climax, or accept the conclusion. See to it that they have clear mental pictures corresponding to 32 appropriate questions beginning with: who, when, where, why, and how in the sequence demanded by the story. Memory Work — Pupils should hear, read, mem- orize and frequently repeat good poems. Review fa- vorites already learned and add at least three new pbems each term. Avoid having the poems all of the same style. Teach the words of the songs of the grade carefully. Dramatize stories and poems. Language usages — Further develop sentence ideas by: a — Making sentences containing a given word, b — Determining the names of sentences read. Much practice should be given in the use of pronouns and irregular verbs, until correct usage be- comes habitual. Questions, stories and language games should be devised to give the correct forms naturally. In the written work many devices may be used for reviewing previous lessons : a — Sentences may be called for, containing the past tense of irregular verbs — the required list of words being placed on the board, b — Sentences such as the following may be changed throughout to the plural forms : This boy lost his ball. The orange is small. c — Sentences with blanks may be filled out and copied. 33 d — Short stories may be written from mem- ory after a series of sentences containing the story have been developed, written upon the blackboard, examined and erased. e — Easy dictation exercises, written by the pupils on the blackboard, may test the forms of words, punctuation, spelling, use of capitals and abbreviations. Each sentence must be short and contain few difficulties. The exercises must be brief and varied. The minimum of mechanics to be demanded at the end of the second grade should be: Capitals — (a) At beginning of sentence, (b) in pronoun I, (c) in writing child's own name and ad- dress, (d) in days of week which he may have learned (not necessarily all), (e) same with months learned, (f) same with holidays learned, (g) beginning each line of poetry, (f) same with holidays learned. Final marks — (a) Periods at end of sentence, (b) period after abbreviation, (c) question mark. Commas — Only such as are needed in writing child's own address. Abbreviations — (a) Days of the week, (b) months of the year, (c) Mr., Mrs. Dr. Grade m. Class B. Aldine First Langtiage Book, to chap- ter IV. Class A. Aldine First Language Book, to chap- ter VII. 34 Grade IV. Class B. Aldine First Language Book, to chap- ter IX. Class A. Aldine First Language Book, com- plete text. Grade V. NOTE — The text offers much more work than can be successfully attempted, select the ma- terial needed. Class B. Live Language Lessons, Book I, Part L Qass A. Live Language Lessons, Book I, Part IL Grade VI. Class B. Live Language Lessons, Book II, part I, to page 6L Class A. Live Language Lessons, Book II, Part I, completed. ARITHMETIC. The purpose of all arithmetic work should be to prepare the individual boy or girl with a knowledge of those number facts and processes necessary to inter- pret and solve the problems met in every day life, and to develop skill in using them. Ability to compute and power to reason must be obtained. Stress should be laid on the first in the ele- mentary schools and on the second in the secondary school. The mechanical part of arithmetic should be mastered by the end of the sixth grade. This mastery should be obtained in two ways ; first by development ; 35 second by drill. The development should be gradual, each combination and table being taught by itself, and emphasized by such a variety of exercises that it can never be forgotten. After the clear presentation of a problem or a new process, much drill using problems with abstract num- bers, unencumbered by terms, conditions and names, should follow. No drill is worthy of the name — drill — unless it teems with interest. The moment interest lags the drill is worthless. Do not ask the child of the elementary school, why, rather how much and what. The definite re- sult is the thing to be sought in class work. A great deal of clear forceful teaching should be a strong fea- ture of all class period work. Much live, rapid, oral drill should constitute the greater part of each class period, with application of number facts in only such problems as are easily vis- ualized by the pupil, and using only such terms and conditions as arise from the child's experience in every day life. Little written work should be done, and that should be carefully done, the teacher accepting no work of a slovenly nature. Require good penmanship, neat- ness, accuracy, and correctness of paper form. Oral work should be oral, constituting, as has been before stated, the larger part of class period. Sight work should be done at sight. In all arithmetic there must be exactness of thought, operation, and expression. This is best done through the oral work, between teacher and pupil. Precede every operation and process with intensive, in- teresting oral work. Much of the work in the text 36 can be handled orally. State supplemental oral prob- lems once then require the pupil to state the problem clearly and give the solution. Power is what you are attempting to develop. Very little, if any, home work should be required in the elementary school. Results which show skill, speed and accuracy, test the efficiency of work accompHshed. In addition to the text book work the teacher will make good use of the "Minimum Essential" drills and tests, one of the best means known for ob- taining 100 per cent of efficiency. In conducting written work at the board, permit no pupil to use an eraser without being directed to do so. The mere fact that he cannot use the eraser works for carefulness and accuracy. Carelessness is the worst enemy of efficiency. The value of arithmetic as a subject has been greatly overrated, while that of certain topics has been correspondingly underrated. When we under- take to compass the subject in its entirety, so much ground has been covered that the children never learn to do well the few necessary things that the sub- ject contains. A large share of the time heretofore devoted to arithmetic has grown out of the thought that the subject offers a peculiar training in discipline, as training the mind to think, sharpening the wits, exercising the power of discrimination. Most advanced schools, both in Europe and America, have broken with the educational view in this matter and say that there are no certain powers of the mind developed through the study of particular subjects. This fact does not countenance carrying any phase of arithmetic teaching 37 beyond its power to contribute ideas which will fit the mind against future emergency. To this end, the course which follows provides for systematic drill in the fundamental processes — a drill which must be continued throughout the entire elemen- tary school if the desired standard of accuracy and rapidity be secured. Grade I. Classes B and A. There should be no formal number work in this grade. No special period .should be designated for teaching arithmetic to be followed day by day. It should be taught incidentally in the games, occupations and construction work of the grade. Make the motive for its learning strong The child's first idea of number answers the ques- tion, "how many?" Relate this inquiry to objects in the school room. As objects in the school room are counted, the teacher will place a figure representing the count on the blackboard. Children will thus be- come acquainted with the forms of number and le-^irn to read them. Place a calendar upon the board and have the children read the numbers day by day. When books are placed in their hands, have them find the pages in the book. Opportunities to estimate and measure with the foot rule, yard stick, pint measure, etc., should be many. Much attention to sense train- ing should be given. Have pupils tell how many by sight, by touch and by weight. Have them recognize the number in small groups at sight. NOTE : Teachers of arithmetic should be sup- plied with the Manual and course of study, prepared 38 by the author of the adopted text. It offers many valuable suggestions which should be followed unless directions are given otherwise. Grade n. B. Class in Stone-Millis Primary Arithmetic hands of teacher only. Complete work as out- lined to page 24. Use first half of ''Stories of Numberland" as supplementary aid. A Class. Stone-Millis Primary Arithmetic in hands of teacher only. Complete work to page 48. Use second half of Stories of Num- berland. Grade m. Class B. Stone-Millis Primary Arithmetic, Part II, to page 100. Class A. Stone-Millis Primary Arithmetic, Part II, completed. Grade IV. B Class. Stone-Millis Primary Arithmetic, Part III, to page 202. A Class. Stone-Millis Primary Arithmetic,, Part III, completed. Grade V. B Class. Stone-Millis Intermediate Arithmetic, Part I, to page 71. A Class. Stone-Millis Intermediate Arithmetic, Pare I, completed. Grade VI. B Class. Stone-Millis Intermediate Arithmetic, Part II, to page 201. A Class. Stone-Millis Intermediate Arithmetic, Part II, completed. 39 HISTORY. The outline of work in history is intended to pre- sent a systematic course throughout the elementary school, that will develop in the pupil's minds thg unity of the story of human progress — that history is an unbroken stream of life. To teach history aright, the pupil must mentally live through the life — the struggles and triumphs — of the people studied. It should create a sympathy with the struggles of the race in breaking earlier limitations to reach the higher ideals — better clothing, shelter, government, education, morals and manners. The pupils should sense the great truth that all the good we now enjoy has come through heroic endeavor, through the achievements and sacrifices of noble men and women. That true patriotism like true life, is sac- rificing self for the other's self. In the primary grades, pupils are obliged to get the thoughts of most history stories from the teach- er's presentation. It is the sacred duty of every pri- mary teacher to cultivate the art of story telling and good reading. The story, rightly told, is the surest, the quickest way to a child's mind and heart. Each story told or read should impress upon the child ideals of good expression and good reading, as well as good thought. Spend enough time on each story to make a clear, definite impression upon the child, otherwise, nothing but confusion results. In the primary grades, correlate this work closely with Nature-Geography and language. 40 The method is history through biography — great events carried forward by great men. Through the elementary school course, Kemp's History for Graded Schools, is used as a basis. It clearly presents the unity of history. Every teacher should have a copy of Kemp's Teachers' Outline of History for Grades. It is an excellent handbook, full of good suggestions. The text book is to be in the hands of the pupil only in the fifth and sixth grades. In addition to the work outlined, the teacher will feel free to make use of such supplementary work as shall suggest itself from time to time. Grade I. Class B. Kemp's History, First half of Chap. I. Stories and poems of fairyland and of real life, selected because of their beauty of thought and expression. Class A. Kemp's History, Complete Chap. I. S:ory of Columbus, Washington^ Lincoln. Grade II. Class B. Kemp's History, First half of Chap. II. Stories of Robinson Crusoe, Stories of Hiawatha. Class A. Kemp's History, Complete Chap. II. Stories of Colonial life — Pilgrims, Mayflower, Plymouth Rock, Miles Standish. Grade III. Class B. Kemp's History, First half of Chap. III. Stories of old Greeks. The Gorgon's Head, The Golden Touch, The Paradise of Children. 41 Class A. Kemp's History, Complete Chap. III. Additional stories of the old Greeks : The Golden Apples, The Miraculous Pitcher, The Chimera, Greek Life and biography. Grade IV. Class B. Kemp's History, First half of Chap. IV. Classic myths: The Golden Fleece, The Mina- tour, The Dragon's Teeth, Circe's Palace, and such additional work as time permits. Class A. Kemp's History, complete Chap. IV. Sories of Great Americans for Little Americans. Stories. Grade V. Class B. Kemp's History, Chap. V. As much supplementary work as time permits. Class A. Kemp's History, Chap. VI. Fifty Famous Stories Retold. Grade VI. NOTE — In future work Kemp's History will be used as a reference text only. Class B. Bourne and Benton's Introductory American History, First thirteen chapters. Class A. Bourne and Benton's Introductory American History, text completed. NOTE — Bourne and Benton's Introductory American History presents the course recommended for the sixth grade by the committee of eight, of the American Historical Association, and presents very clearly the European beginnings of American History. 42 PENMANSHIP. The Palmer Method of Business Writing is used throughout the schools. Business so largely governs modern life, that the schools are called upon to furnish practical penmen who can meet the demands for legi- bility, rapidity and ease of action. These three essen- tials are acquired by using light and quick muscular movement. In this movement the large muscles of the arm are brought into play, thus reducing the strain that would otherwise fall upon the small muscles of the fingers. During the past year most gratifying progress has been made in penmanship in the Lewiston schools. This forward movement is due in a large measure to the adoption of the Palmer Method of Business Writ- ing, together with the company's plan of sending ex- pert instructors here to demonstrate the manner of presenting work; and the excellent plan of following up this work with a carefully conducted correspend- ence course for the teachers. A special diploma indi- cating proficiency in penmanship is granted each 'teacher who successfully completes the work. The Palmer Co. carries its plan of supervision still further, by grading and criticising the penmanship work of the pupils from time to time, thus establishing a uniform standard of excellence in the work. All grade teachers, during the past year, pur- sued the correspondence work with excellent results — several now have penmanship diplomas. Any teacher who has not completed the work required for a diplo- ma should do so as soon as possible, and in any event, this should be secured not later than the mid-year holi- 43 days. All teachers in the elementary schools and the junior high schools, beginning work in the Lewiston city schools, who have not completed this course or a similar one, will be expected to take up the work at once, and complete it as soon as possible, in order that the word may be carried forward systematically and uniformly There is no doubt, judging from the results ob- tained during the past year, but that a united, faithful effort during the coming year will give the Lewiston schools a most excellent rating in penmanship. It is suggested: That children in the first grade be drilled in movement and position, and that form be learned by blackboard writing with free-arm move- ment. That all paper used be suitable for ink. That the use of pencils above the Second B Grade be reduced to the minimum, except for drawing and arithmetic. That all writing in all classes be so supervised as to insure care and persistent effort. That the written work in all classes follow the standard set in the penmanship class, as closely as pos- sible. The necessity for studying the instructions in the Teacher's Manual and following them absolutely, can- not be emphasized too strongly. No teacher can suc- cessfully teach practical writing who cannot demon- strate it, and who does not execute it automatically. All teachers should use the Palmer System In all work seen by pupils. 44 A careful and persistent adherence to principals underlying all penmanship work will accomplish won- ders in carried out in a broad professional spirit. In order to stimulate interest in penmanship the Palmer Company gives a button when the first twenty- five drills have been submitted to and approved by the company. This button is a pretty emblematic souvenir given for excellence in these drills. The fol- lowing conditions must be complied with in submit- ting the drills. In drills one, two and three, the lines must be clear cut and smooth. The ovals must ap- proximate in form the capital 'O' twice its usual size. The downward strokes in one and two must be made toward the center of the body, when the paper is held in correct position, thus obtaining uniform slant. In drill five, seven of the ovals and seven of the capital *A's must be made on a line. In six consecutive drills, the same number of letters and words must be written to the lines as found in the Palmer Method manual. In other words, the writing must approximate the Pal- mer Method in size, as well as in form. Improvement certificates will be issued for satis- factory work in the first fifty drills. The Progress Pin will be given by the company for the satisfactory work in the first one hundred drills. This is a handsome pin in blue enamel, bearing the inscription in gold, "For Progress in Writing." These awards are official endorsement of the Penmanship Co. that the holder has acquired a very high standard of excellence in the work indicated and the company requirements. All drills should be writ- ten on paper 8x101/^ inches, using only one side of 45 the sheet. All work must be certified by the class teacher and approved by the grade supervisor. The drill work must show sharp, clear cut lines, throughout, indicating the employment of correct movement and sufficient speed. Pupils should make the same number of letters and words on a line as contained in the Palmer Method. Uniformity of slant, size of capitals and small letters, combined with smooth lines are the essential features. The pupil's name, name of school, his grade and complete address, should be written at the top of each page. All final examination papers should be securely fastened to- gether with paper fasteners, which should be punched through the papers and secured at back. The paper should not be rolled but should be sent in a flat pack- age. NOTE — Follow instructions given in the Teach- ers' Manual. Grade I. Class B. Palmer Lessons for Primar)^' Grades, pp. 12-18, pencil. Class B. Palmer Lessons for Primary Grades, pp. 19-24, pencil. Grade H. Class B. Palmer Lessons for Primary Grades, pp. 32-48, pencil. Class A. Palmer Lessons for Primary Grades, pp. 49-64, pen. Grade m. Class B. Palmer Method of Business Writing. Drills 1-12. 46 Class A. Palmer Method of Business Writing. Drills 13-25. Grade IV. Class B. Palmer Method. Advance Drills, 26-33. Review Drills, 1-25. Class A. Palmer Method Advance Drills, 34-39. Review Drills, 1-25. NOTE — Every pupil should endeavor to secure a Palmer Button at the close of the fourth year. Grade V. Class B. Palmer Method, Advance Drills, 40-50. Review Drills, 1-41. Class A. Palmer Method, Advance Drills, 1-50. NOTE — Pupils should endeavor to secure a "Cer- tificate of Improvement." Grade VI. Class B. Palmer Method, Advance Drills, 61-85. Review Drills, 51-51. Class A. Palmer Method, Advance Drills, 76- 108. Review Drills, 41-100. NOTE — Pupil? should secure the Program Pin, which is a strong testimonial of excellent work in pen- manship. Pupils securing progress pin will be ex- cused from further penmanship work in the Lewiston schools. NATURE STUDY — GEOGRAPHY. Geography has been called the "scrap-bag" of all the sciences, and in many respects it is entitled to the 47 appellation. Geography is the story of the environ- ment of man, and yet only in recent years has the "human element" in geography received deserved at- tention. There is no subject taught in our schools that can awaken a greater enthusiasm than geography, rightly presented. Relate all the work in this subject closely to life. Give it the vital touch. Let it be the study of man, his home, his activities, and the forces and processes which affect him in some significant way. Supplement the work presented in the text, in every grade. There is an abundance of material on every hand : newspapers, magazines, descriptive rail- road circulars, circulars issued by immigration agents and by cities ; books of travel ; weather reports and other reports and pamphlets innumerable. Make use of pictures, stereographs, and lantern views. The Lewiston-Clarkston valley will furnish first hand material to illustrate many lessons. Give especial prominence to the study of the resources of Idaho and of the Inland Empire, and of the United States by in- dustrial sections, rather than by states. All foreign countries should be studied with that degree of em* phasis that is warranted by their commercial relation* ship with the United States. Much work usually out* lined in the average text may be eliminated. Current events should receive due attention. Very frequently it will be well to transfer the study of geography tem- porarily to some part of the earth where general at- tention has been attracted by the travels of some promi- nent man, or the occurrence of some catastrophe, etc. Map drawing is an important phase of geograph- ical work, but the drawing should not be copying or tracing — but "memory-sketching," and performed with 48 such rapidity as to make it impossible to get the atten- tion focused on the unimportant details. Much labor and time have been virtually wasted because pupils were required to spend a great deal of energy and time on intricate detail, and not on the broad, bold and ob- vious features. When completed, the product should be compared with the original, and criticized by the pupil, and the process repeated ; but again let it be said that the purpose is not to get a finished and perfect product. The purpose is rather to get a usable, mental image, one which is approximately correct in all essen- tial respects. Also, a great deal of the wbrk of learning geog- raphy by formula may be eliminated. Primary ideas of the subject are not developed from books but from things. An artistic use of geographical material will teach the pupil that geography is not in a hook. Ob- servation should go before all other forms of geogra- phical studies and prepare the way for them. The term, Nature-Geography is not a study of books, but as the name implies, is a study of natural geographical phenomena. It implies a study of nature itself, at first hand. The methods used should be ob- servation and experimentation. Frequent field ex- cursions are indispensable. One excursion a week is advised. Materials may be collected and observations made for class discussion for the remainder of the week. Every excursion should be personally directed by the teacher and should have a definite aim in view. Even in the lowest grades a good beginning can be made by leading pupils to notice the time at which trees put forth their leaves, fruits begin to appear in the market, the state of the weather, position of the 49 sun, and the like. It is essential that children observe the real things; see, hear, feel, know through their own activities, and not through a text book. The pres- ence in the school room of plants and blossoms in pots, fish in aquariums, and insects in boxes. The silk- worm for instance, and the like, will furnish facilities for nature study and geography work. Much of the observation and experimental work will furnish good material for language lessons, and later, written com- positions. Grade I. Class B. Observe and study physical environ- ment of school house and play-ground : the kind of soil in the school-ground, its color, texture, and fertility ; what trees and other plants grow on or near the school- ground. Gather and study some appropriate flowers and use these as the basis for the lesson. Make a study of the Snake and Clearwater rivers ; observe and form correct ideas of slopes, hills, mountains, springs, and brooks. Draw and mould in sand and clay. Study a few types of animal life; the life history of two in- sects — butterfly and moth suggested. Observe and study types of birds — the goldfinch and the meadow lark. In color work, note the changes in the color of landscapes. Observe the method of harvesting one or more crops in the fall, and follow the preparation for market and for consumption. In the spring do some work in the garden, preparing the soil and planting the crop. Keep weather observations throughout the year and note the effect of changes of weather on, plants, animals, and people. Occasionally give health talks and simple rules for hygiene. 50 Class A. Keep the record of the day on a chart, as fair, clear, cloudy ; rain or snow ; winds, clouds and their work. Sunrise, sunset; length of shadows and relation to amount of heat received from the sun; lo- cation of the north star for the purpose of keeping di- rections ; the cardinal points of the compass ; time of day ; long and short days. Visit some mill or factory and describe the processesses employed in making the change from the raw to the finished product. Study shelter of man and animals. Measure the school room ; school house; school grounds and draw the saipe. Make rough plat of map of Lewiston, and indicate po- sition of points of greatest interest. Grade II. Class B. Observe and study weather changes, cause and effect of rain, frost, hail, dew. Observe and draw the different kinds of clouds. What is wind? Usual directions of wind. Strength and work of wind. Observe the change from day to night, comparative length of days in summer and winter; temperature of morning and evening compared with noon ; winter and summer. Clearly develop the following geographical units in the Lewiston neighborhood, and have them drawn or moulded : hill, mountain, valley, island, river, etc. Make a purposeful study of flowers, vegetables, fruits and grains, fruit trees, shade trees, and make a detailed study of one type of each. Study carefully two common weeds in the neighborhood. Make a color study of some object in nature, use crayons and water colors. Make observations on animal life; birds of each season. Learn to identify twelve birds, and make a careful study of three birds. Note and study the preparation animals make for the winter ; the changes 51. that occur in the spring ; food and care for such farm animals as horse, poultry, cow, sheep, etc. Frequent field excursions are necessary in all this work to make i*^ valuable. Every nature-geography lesson should be made a lesson in expression. Simple laws of hygiene discussed and practiced. Class A. Temperature changes, read the thermom- eter. Compare soil, sand, and gravel. Observe phases of the moon. Study distances from Lewiston to the neighboring towns, the nearby hills and mountains. What useful or beautiful insects live in the neighbor- hood of Lewiston. Learn to recognize six additional birds; study their habits. Study hibernating animals of this region. Grade m. Class B. If pupils have actually had the training provided in the foregoing outline in the fundamental facts and laws of nature-geography, we can now easily introduce them to the work as outlined in the first two sections of Tarr and McMurray's First Book in Ge- ography, the book is not to be in the pupil's hands, but is a guide for the teacher. Remember, however, that you are studying nature and not the book, and more and more extended out-door excursions are now ad- vised. Visit the Snake river and note its drainage sys- tem, the basin drained, the slopes, soil, sand, gravel, loam, sandbars, islands, how they are formed and how the processes are actually going on. Make a study of mountains, lakes, deserts, plains, forests, gulfs, seas and oceans. Develop the meaning of mist, fog, cloud, rain, hail, snow and dew. Supplement the work out- lined in the first three sections of the Home Geog- 52 raphy by reading stories of other people, and manners, customs, and habits. Class A. Learn the history and workings of one local industry and several important products that we export. Visit peculiar physical features in the Lewiston locality: canyons, gorges, river delta, old shore line, rock quarries, water falls, etc. Make a col- lection of seeds that (a) fly, (b) float, (c) creep, (d) roll, (e) cling. Make a collection of moths, butterflies, grasshoppers, beetles, bugs, ants and wasps. Complete the work as outlined in sections three and four of the Home Geography. Again, be sure that frequent ex- cursions are made. Study plant and animal life. Grade IV. Class B. Tarr and McMurray's First Book in Geography. Book in hands of pupils. First month, review Home Geography, and during the remainder of the semester complete the work to p. 108. Class A. Tarr and McMurray's First Book. Complete the work as outlined in the text from p. 108 to p. 172. Grade V. Class B. T'^r and McMurray's First Book, pp. 172-216. Class A. 1 arr and McMurray's First Book. pp. 215 to end and review. Grade VI. Class B. Tarr and McMurray's Advanced Geog- raphy, to p. 119. Class A. Tarr and McMurray's Advanced Geog- raphy, to p. 198. Study State Supplement after completing study of western states. 53 SPELLING— WORD STUDY. Spelling is one of the essential tests of education — the failure in no other branch of learning is so apt to be regarded as an unmistakable sign of illiteracy as spelling. A regular plan should be provided on the program for persistent, daily drills in well selected and graded words — the number being kept down so that real teaching is possible. Some pupils are ear minded, or form a memory of the sound of letters ; some are eye minded, or must see the word written ; others are guided by motor mem- ories of the brain. In general it is found that the im- pression made through the ear is not so effective as that made through the eye. Oral spelling furnishes excellent drill in pronun- ciation and develops the memory and ear training and stimulates the competition instinct. Written spelling is more instructive than oral spelling, for it develops the power of paying strict at- tention, and each pupil is required to spell every word. The written and oral methods should be combined so that the best from each should be secured. Empha- sis should not be placed on one to the detriment of the other. The best arrangement would be to use the writ- ten method until several lessons have been completed and then have an oral recitation covering these lessons. Pupils should be taught to discriminate between the easy and the difficult words, to concentrate their efforts on the latter and not waste their time in me- chanically and monotonously studying words they al- ready know. Each grade above the second grade should be required to make a neat small booklet and 54 from time to time enter in this booklet all words mis- spelled. At stated times there should be thorough drills on this list. Use of the Dictionary. Since the first grade is the beginning of considerable independent work and the pupils in this grade are old enough to make intel- ligent use of the dictionary, its use should be care- fully taught here. After reviewing the alphabet in order, the pupil should be given rapid drills in turning to the part of a book where a certain word is found. Then select several words beginning with the same letter to show that the second, third and following letters help deter- mine the location of the words. This work should be followed by exercises in syllabication, pronunciation, and use of dicritical marks, by means of "key-words" at the foot of each page in the dictionary. Give care- ful supervision and drill in selecting proper defini- tions. In succeeding grades pupils will be trained in the skilful use of the dictionary, by calling attention to the derivation of words, by explaining the abbrevia- tions for the various parts of speech, and by instruct- ing them to interpret the definition to fit the context and to avoid the words marked "rare," "colloquial" and "obsolete." Grade I. Class B. For the first term the spelling should be confined to visualization exercises, i. e. the power of seeing the word correctly, and then reproducing its form in writing. The words for these exercises should be selected from those previously developed in the reading lessons and other class work; hence all 55 of them will be words with which the pupil is famil- iar as to prommciation, meaning and use. If possible keep a list of these words on the blackboard. Drill on their pronunciation at sight. Class A. Continue the plan of work outlined for Class B. Give short lessons and make the work thor- ough. Have oral spelling and make use of the alphabet cards at the seats. Grade II. Class B. At the beginning of the term the words of almost daily use — found in the course of spelling of the first grade — should be thoroughly reviewed. They are the most necessary words for sentences. Se- lections from poems taught should be dictated after the words are thoroughly mastered. Drill on only a few words at a lesson. Make the drill work interest- ing. Class A. Continue to base the spelling work on the reading and language vocabulary. Words com- monly misspelled should receive special attention. If possible keep a list of all new words on the board for one or two weeks for drill in pronunciation at sight and spelling from dictation. Give frequent drills on phonics as a separate exercise. Third Grade. B Class. During this term the teacher will sup- plement a spelling list taken from the reader with any of the material found in the first fifty lessons of "The Progressive Course in Spelling." Make use of the author's suggestions. Text in hands of teacher only. A Class. Teacher will supplant the spelling lists gleaned from the reading and other work with any of . 56 the spelling macerial found in the "Progressive Course in Spelling," Lessons 51 to 91. Text in hands of teacher only. Fourth Grade. B. Class. American Word Book to lesson 44. A. Class. American Word Book, lessons 44 to 110. Fifth Grade. B Class. American Word Book, lessons 111 to 149. A Class. American Word Book, lessons 150 to 189. Sixth Grade . B Class. American Word Book, lessons 190 to 228. A Class. 'American Word Book, lessons 229 to 270. ART WORK . As drawing is a means of expressing thought, the work should be closely related to language and other studies and should be utilized throughout the course. Its application to all forms of industrial work should not be overlooked. All grades study from na- ture — -which includes landscape — trees, and flowers, from object and life. In the primary grades much emphasis is placed upon the freedom of expression in story illustration and sense training in the seeing lessons. 57 In the upper grades there is more stress upon the formal work; perspective, lettering and design. Try to introduce the principles of good composition in the very lowest grade, but no formal instruction in this subject shall be given below the fifth grade. The materials used are water-color, charcoal, pen- cil, colored crayon and paper of different sizes and col- ors. Many "Special Days" throughout the year call for appropriate observance in the making of programs and gifts and the drawing time and materials are used for these things and the direct application of the lesson made. Eighty minutes a week are allowed for the draw- ing lessons. Detailed directions for the work of each grade are issued to the teacher in printed outlines and in- structions are given to the teacher at the regular grade meetings. The teacher will save each set or prepare as a whole and in the given numerical order so that the supervisor may follow the sequence of the work. When the lesson has to be repeated, save only the second. Op- tional or supplementary work should not be taken up by any teacher except by special instruction of the grade supervisor. Care and Use of Materials. Pencils : Pencils for drawing should never be used for other work. They should be kept well sharpened and collected at the end of the lesson. Color Boxes : Water-color boxes should never be put away soiled, clean carefully at the close of the les- son. 58 Brushes: The brushes must always be cleaned thoroughly and allowed to dry in a point. Marking. Teachers should see that the pupil's name is marked on each drawing. Six or eight repre- sentative drawings should be selected and saved from each lesson and sent to the supervisor at the end of each six weeks. Grade I. B. Class. Free-hand drawing viith much black- board work, in which the large muscles of the hand and arm are brought freely into play should be used. In form teach circle and square. Color. Teach spectrum colors. Teach use of the water-color materials, easy mixing of colors and simple washes. Representation. Represent general characteristics only, combining use of industrial work with drawing. Modeling should precede drawing when possible, use such objects as flowers, fruits, vegetables, birds and animals. A Class. Continue the suggestions for B. Class. Design. Many simple exercises in rhythmic repe- tition and good spacing should be used. Make use of easy line borders. Color. Easy landscape work from nature, from dictation and memory. Teach terms, distance, fore- ground. Teach mixing of colors to produce green, or- ange, violet. Correlate all drawing work closely with paper cutting and language work. Still Life. Draw and paint simple toys, garden utensils and other models interesting to the child. 59 Pose Drawing, Draw simple poses in shadow or color using- either brush, crayon or charcoal as medium. Insist upon free use of large muscles of hand and arm in drawing. Much free work at black- board will help wath this. Picture Study. As a specialty, study some one picture by a famous artist. Correlate all picture study with landscape work. Orade H. B Class. Continue suggestions for First Grade. Design. Study leaves of locality for form and color, as maple, catalpa and poplar. Conventionalize and use in decorating booklets and mounting borders. Make simple rug designs. Color. Continue easy landscapes work. Paint and mount apple, pumpkin, squash, tulip, autumn leaves. Printing, As preparation for making booklet covers, valentines, etc., teach simple alphabet, free hand. Figure or Pose Drazving. With tinted paper use crayons, charcoal or brush. Introduce easy animal fig- ures. Picture Study. Study two selected pictures from famous artists. Correlate with language work. A Class. Continue suggestions for First B Grade. — Design. Conventionalize in simple lines; tulip, dandelion, holly and various leaves, bse results in making borders, booklet designs, etc. In line designs and drawings teach triangle, semicircle, oblong. 60 Color. Teach mixing of shades in colors : gray- green, gray-orange, gray-violet. Make application of this in landscape work in which "sunset" and "even- ing," effects are introduced. Combine use of crayon and water-colors in painting spring or autumn flowers, on tinted or white paper, as best suited for harmonious results. Use grasses and leaves in shadow on gray paper. Picture Study and Printing. Follow suggestions outlined for First B Class. Stick Printing. Introduce easy surface design. Grade HI. B Class. Continue suggestions for Second grade giving exercises to develop appreciation of good pro- portion, shapes and grouping. Design. Make easy surface designs for face veil, calico, or paper to cover candy box. Conventionalize such flowers as daisy, horse-chestnut buds, and apple or cherry blossoms, using results for decoration of booklets and making borders. Color. Teach new color effecfts, as gray-red, gray-blue, gray-yelfow. Make landscape drawings with colorings of season. On gray paper draw with pencil, crayons, or brush, slender grasses with stems. Study the onion for beauty of color. Paint it as well as other vegetables and fruits, in mass. Size, shape and arrangement of planting should be carefully con- sidered. Pose Drawing from Life. Paint with black and one color, or brown and one color. Work for new dis- tribution of values. 61 Picmre Study. Study three selected pictures from some noted artist in connection with language work. A Class. Continue all lines of work suggested in Third B outline. Story Telling with Brush may be introduced in this grade, (suggestions in special outline will be given). Make graded water-color washes and deco- rate, for construction of lanterns. Grade IV. B Class. Continue suggestions for Third Grade. Design. Use block printing and paper cutting in tinted paper. Results may be used in construction work. Introduce some easy stencil work. (Special monthly outline for this work will be furnished). Lettering. Teach plain alphabet, on squared pa- per. Color. Give special attention to color, harmony, using colored crayons and water colors as medium. Use tinted paper for much of the work. Study growth and characteristics of such trees as maple, pine, pop- lar, oak. Make tree silhouettes on gray or tinted pa- per and mount. Use some simple grouping of vegeta- bles and fruits, giving special attention to group ar- rangement and spacing. Picture Study. Study three pictures selected from some famous artist in connection with language work. A Class. Continue suggestions for Third Grade and Fourth B. Grade. Pencil Work. Make sketches from nature of branches and buds, stems, grasses and flowers, as oats, 62 burr-grass, canterbury bells. Make simple landscape sketches, also sketches of groups of fruits. Design. Conventionalize with straight lines clover blossom and California poppy using results in con- struction of booklets. ' Stenciling. Have pupil make his own stencil by drawing and cutting out, also by free hand cutting. Use results for making borders. By repeated use of stencil make a surface design for matting or linoleum, Lettering. Continue work of Fourth B Class and use on book covers^ valentines and special programs. Grade V. B Class. Continue work of fourth grade. Design. Work out simple surface designs on tinted paper, which may be made into boxes for Christmas favors. Make other "allover" patterns suitable for per- cales, wall paper, and carpets. Stencils. Continue work suggested in Grade IV. Landscape Work. Use crayons as mediums on tinted, bogus and gray paper. Study tone in "sunset" and "cloud" effects. Lettering. Make alphabet on squared paper. Combine "designed units" on squared paper with let- tering to be used in construction work. Color. Continue work of lower grades in water color and crayons, teaching tint, shade and tone. Picture Sthidy. Three selected pictures from fa- mous artists. 6Z A Class. Continue work of outline for preceding- grades in color, design, pose drawing from life, and picture study work. Still Life. Draw groups of two related objects; study arrangement carefully. Perspective. Study foreshortening of a circle in different positions. Students should be well grounded in drawing ellipses, so that objects with circular tops may be well produced. Cylindrical shaped objects should be given special attention in this grade. Grade VI. , B Class. Continue work of preceding grades in design ; color work, using both water colors and cray- ons; picture study work correlated with language work. Landscape Work. Compositions in three values. Use as a medium, water colors, crayons and pencils. Perspective. Continue study of ellipse and cylin- drical objects. Give special attention to study of "rims and handles" from objects, also objects involving the principle of the cube. Still Life. Sketch with pencil or crayons, groups, of two or three objects which seem to belong together as, bowl with one or two apples or tomatoes. Animal ard pose drawings should be continued either in shad- ow with brush or pencil outline. Do not work in de- tail. Lettering. Continue the work on squared paper,^ of the previous grade. A Class. Continue work as outlined for B Class with suggestions for special or supplementary work from supervisor. 64 PHYSIOLOGY, HYGIENE, SAITITATION The work in this subject should be closely asso- ciated with physical training. The instruction should be along positive lines, rather than along negative lines. The thought should be impressed that the ideal is a strong healthy body, rather than dwelling on things to be avoided. The study of this subject will fall far short of its purpose unless it wins the individual to lead a life of intelligent conformity to the laws of the preserva- tion of health. Avoid extravagant statements in the teaching of effects of stimulants and narcotics. It is always safe to tell the truth based upon rational and scientific investigation, but unwarranted statements or exaggerations may do positive harm, when the pupil finds out later that the facts were misrepresented. In the elementary school the chief aims are : To interest the child in the proper care of his body. To interest him in simple facts concerning the house in which he lives, and to note its wonderful structure and its adaptability to daily use. To teach the simple laws of hygiene and sani- tation that will early in life lead to the formation of habits of cleanliness and neatness and temper- ance in all things ; so that he may enjoy a healthy, happy, useful life. Again let it be said that the primary purpose of the course should be to have the pupil form habits of right living and give him a clear conception of the laws of health. The present tendency in the teaching of physiology is to minimize the importance of anatomy 65 and to emphasize the side of sane living. In fact, the subject is only rightly taught when the teachings are reflected in the daily life of the pupils. The work of the first three grades should be confined to the inter- esting health talks, given by the teacher, who should encourage a general discussion on the part of the pu- pils. The topics outlined should be repeated from year to year, each year's work being adapted to the under- standing of the pupils. Only by repetition can right habits become fixed. Grades I, n and m. Care of Eyes: Protected by brow and Iid» joy of sight, positions regarding light in study and reading, avoid contagion, how to remove foreign sub- stances from the eye. Care of Ear: Importance of good hearing, use of the ear, care of the ear, cleanliness, foreign bod- ies, joy of hearing, hear good and not evil, avoid blows on the ear. Care of Teeth : Reasons for decay of teeth, bad effects of sweets, care of teeth, enamel may be broken by biting hard substances, tooth brush and cleaning teeth. Food and Eating: Sense of taste, proper choice of food — wholesome and unwholesome, harm- ful foods, necessity for slow eating, cheerful frame of mind while eating, table manners, bad effects of over- eating, food too hot or too cold, care of mouth and throat, dangers of common drinking cup. Bathing: Necessity of, when to bathe, how often, etc. Hot and cold baths. 66 Care of Hair : Brushing and combing the hair, keeping the scalp clean. Care of Nails: Avoid biting the nails, how- to remove hang-nails, cutting and cleaning. The Nose: Breathing — use of sense of smell for enjoyment, also for detection of foul gases, im- portance of pure air, ventilated rooms, outdoor sleep- ing, breathe through the nose not the mouth, why? chest measure and way to develop, avoid contagion, dangers of spitting. Clothing: Clearness, season changes, free- dom for play, deep breathing, etc. Compare with Es- kimo, etc. Shelter: Why needed, need of pure air em- phasized. Emergencies: In a simple way a number of accidents should be studied with a view to treating them. How to treat cuts, bruises, sprains, fractures, to the end that when these accidents occur the children may escape any fright or panic. What to do when the clothing of a person takes fire. What to do in such conditions as fainting, etc. Exercises: Importance of, best games and plays, dangers of over exercise, etc. Grade IV. Class B. Primer of Hygiene in hands of pupil. Two recitations a week. First half of book completed. Class A. Primer and Hygiene, completed. Two recitations a week. 67 Grade V. Class B. Primer of Sanitation in hands of pu- pils. Two recitations a week, first half of text com- pleted. Qass A. Primer of Sanitation in hands of pupils. •Two recitations a week, text completed. Grade VI. Classes B and A. Occasional talks by teacher on good health, sanitation, hygiene, with special attention to emergencies and preventative measures. ELEMENTARY MANUAL ARTS. The purpose of the course in Manual Arts is cultural, not utilitarian. The end sought is not so much skill as the development of the child through the exercise of his natural, spontaneous self-activity. The aims of Manual Arts may be briefly enumerated as follows: To develop habits of neatness and accu- racy. To bring the child in touch with the indus- tries of the world, and thereby to stimulate an inter- est in and respect for manual labor. To develop pa- tience and perseverence, emphasizing that it takes time to do a thing well. To develop the aesthetic and moral together with the practical side of the life of the child. To appreciate worthy products in constructive art as well as worthy products in literature, music, history and the like. (This point has the same relation to art that lit- erature has to language). 68 To bring the school and the home into close har- mony through the construction of articles of value and use in the home. Grade I. B Class : Paper cutting and folding. Spool knitting. Paper mat weaving. Clay modeling. A Class : Mat weaving, continued, securing a variety of weaves. Making and furnishing a doll's house. Sand table used as aid to study of primitive life, as Eskimo, Arab, etc. Observing "Special Days" with paper cutting. Clay modeling, NOTES FOR GRADES I AND U Clay Moulding should be given once a week during October and November, then discontinued at a regular period after that date until the spring term. Model fruits or vegetables in the round, simple flowers and animals on a tile. Freehand Paper Cutting should be used as a means of expression of nature study, language, history and literature. It should also include some def- inite study of masses. Weaving. Tell the children something of begin- nings of weaving. (See "Occupations for Little Fin- gers"). Emphasize color and design feature of the work. 69 Grade U. - B Class. Hand loom weaving of hammocks (original de- sign or arrangement of color). Free hand cutting leading to illustration of stories, rhymes, games, etc. Observe ''Special Days" by paper cutting and con- struction. Making and designing cover for spelling booklet. A Class Rug weaving in wool. NOTE — Before beginning have each child work out design of his own rug on paper, then do wool work from this copy. Make and design booklet for language. Gay modeling — more difficult problem. Circus animals, on a tile. Story illustration. Ask for original idea in clay modeling. Freehand paper cutting. Grade m. B. Class: Making of a circular picture frame — wrapping cardboard with raffia. Stocking cap or Tam O'Shanter designed and woven. Making and designing of "Special Day" calendar. Clay modeling — hand pottery. Making and designing language booklet. A Class : Knotting of raffia — covering of bottle or jar with knotted raffia, knotting a shopping or school bag. 70 Making of book cover — simple clover design. Have each child work out an original design before taking up work on cover. Free cutting of scenes, memorized or stories re- produced. Mount. Make and design "Special Day" post card. Grade IV. B Class: Make and design cover for booklet in which small reproduction of famous pictures studies are mounted. Reed baskets, mat or tea tile. "Special Day" booklet with original block print or stencil design. Make and design book mark. A Class : Raffia baskets. Make and design book cover using original sten- cil for decoration. Make a blotter pad using design in block printing. Make "Special Day" calendar. Grade V. B Class: Make paper candy box; decorate with original surface design. Make raffia basket. Make and design cover for portfolio in which to keep drawings. Make and design whisk broom holder. A Class: Cardboard construction work. Introductory les- sons as specially outlined by supervisor. 71 Problems: Report care holder. Square box. Six pointed star. Pyramid. Candy box. Card basket. Grade VI. Girls, sewing, see High School outline. Boys, shop work, see High School outline. PHYSICAL TRAINING AND PLAY. It is important that the school set aside regularly- recurring periods when the mind can be rested and the body strengthened by pleasing, helpful exercise. In the selection of muscular exercises, the teacher should take those which tend to secure for the child : ( 1 ) ^ desirable hygienic effect on the body as a zvhole ; (2) certain desirable special effects, most important of which are the correction and prevention of faults of form or carriage of the body at rest or in motion. To obtain the first of these two results, nothing can take the place of the rollicking, romping games which are played out of doors. An abundance of ac- tive games of the sort ordinarily played by school chil- dren is perfectly safe and healthy, when not carried to extremes. A moderate amount of fatigue is not un- wholesome; but in general, exercise should stop short of severe fatigue. Each teacher should interest herself in the out- door activities of her children and seek to foster in her 72 pupils a wholesome interest in such forms of exercise, making for mental relaxation and fine physical tone. She will find that with thought and study, she can suggest many games and activities to her classes which will prove interesting and profitable, and at the same time, indirectly increase her hold upon the affections of the children. A number of books dealing with this important phase of education is available, and should be made use of by the teacher. The most important faults of form and carriage which the teacher should seek to correct and prevent (through special exercises, regularly given), through continually insisting that correct position in sitting, standing and walking be maintained, are as follows : (See Hough and Sedgwick, The Human Mechanism, Ginn & Co.) A. The failure to hold the neck erect (allowing it to bend forward). This comes from the fact that the weight of the head will carry it forward if the ten- dency is not corrected by the proper training of mus- cles of back and trunk. The position of the head usually taken in reading, writing and sewing in anoth- er cause of this bad habit. B. Round or stoop shoulders. This tendency may be due to various causes — to faulty posture, to weak back muscles, to contraction of the muscles of the breast and in some cases to hereditary structure. There is no excuse for round shoulders among healthy people. Through breathing exercises in which all portions of the lungs are filled and through exercises which will stretch the muscles of the breast and devel- op those of the back, this tendency can be corrected in a large measure. In order to succeed entirely, 7Z however, the teacher must insist that correct habits- of sitting, standing and walking be formed. Call at- tention to the absurdity of using shoulder braces for the correction of round shoulders. C. Too great curvature of the spine "outward'' in the region of the shoulders and "inward" in the region of the abdomen. A certain amount of curvature is normal in these regions, but there is us- ually a tendency to excessive curvature in these parts, owing to the weight which the spine supports. To sit erect requires an effort and this feeling of effort comes from the fact that the spine is kept in normal curvature by the action of a complicated group of muscles and ligaments of the spine. To sit, stand or walk erect involves activity of these muscles. When these cease to act the faulty curvature becomes more pronounced. Hence the great value of the exercises which tend to straighten the spine — exercises, for example, in which while standing on our feet, we try to make ourselves as tall as possible by our muscular efforts. An exercise such as this trains and strength- ens the muscles in use, and strengthens the other set of muscles which act in opposition. D. Lateral Curz'ature of the Spine. This is due to the muscles and ligaments on one side becoming shorter than those of the other. Nothing is more re- sponsible for this than improper positions at the school desk. Through careful attention to correct posture the teacher can do much to prevent this. Besides, give active exercises which will strengthen the muscles of the spine. Exercise shows that these movemnts are best in this connection which tend to elongate the spine. 74 E. Undue protrudence of the abdomen. This is due to weak abdominal muscles, to incorrect habits of breathing and to undue curvature of the spine, in the abdominal region. The correction lies in breathing exercises in which the abdominal muscles act at the same time as the ribs and diaphragm, and in move- ments to prevent undue spinal curvature. These, how- ever, like all corrective exercises must be followed by maintenance of the correct position of the trunk. In- deed, it may be said that the most important factor in securing a fine carriage of the body is to bring the conscious attention of the children a knowledge of the correct postures through sensations of position. The child who never carries his shoulders back, who doesn't draw his chin in, and carry the crown of his head high, knows nothing of correct position because his sensa- tions for correct position are lacking. Hence one of the first steps in correcting this and similar faults must be to experience the muscular sensations zvhich come from correct carriage ; and the more frequently these sensations are experienced, the more likely are they to replace his erroneous judgment. From what has been said it will be clear that tho physical exercises of the school room should be directed towards securing work for the big muscles of the back and neck, and in strengthening the muscles of the breast, rather than to the excFcising of the shoulder muscles of the arms and legs, which can be safely left to the activities of the playground. Teachers, there- fore, will be required to devise such suitable breathing and muscular exercises and to give them to the chil- dren in their classes at regular times every day. As far as possible when giving these drills, the windows 75 and doors should be thrown wide open to the fresh air ; and better still, have the drills, if it can be done at all, conducted out of doors in the open air. The best drills for correct carriage of which we know are the ''setting up" drills regularly given to the recruits of the United States army. Directions for these drills to- gether with all necessary explanations will be given from time to time by the physical director. Let it be remembered that each teacher is to conduct the physi- cal training and playground work for the pupils of her department under the supervision of the physical di- rector. Suggestions : 1. Not less than ten minutes daily are to be de- voted to formal gymnastics. The regular recess time must not be used for this work. 2. During all lessons never lose sight of the fact that if the time devoted to gymnastics is to be valuable to the pupil the work must be well directed and vigor- ous. 3. A new lesson outline will be begun every two weeks under the direction of the supervisor of physical training. 4. Recreation drills, breathing and relaxation ex- ercises are to be given several times every day between classes and they will not be supplanted by the exercises described heretofore, but are to conform to the direc- tions of the supervisor of physical training. 5. Preferences of place : First, school yard ; sec- ond, a special room or hallway ; last, the school room. 6. Ventilation. Under no circumstances should physical exercises be given without an adequate supply 76 of fresh air. Open the doors and windows and keep them open as long as conditions will allow. 7. Gymnastics performed indoors must of neces- sity be of a rather limited range, confirming them- selves to calisthentics, folk games, and similar tactics. 8. Extensive work in running, hopping games and similar exercises can be introduced only on the playground. In yards that are suitable track and field work should be taken as frequently as possible. NOTE. — Regular organized exercises will be fur- nished each teacher from time to time by the super- visor of physical training. ETHICS— MORALS AND MANNERS. The day is coming when man will be valued for what he is and not for what he has. In every depart- ment of teaching the most important aim is to develop character. Let it be forever borne in mind that what a child grows to be is of far greater importance than what he knows. The children of today must be so trained and taught that they will develop the type of character that will lift humanity to a higher plane of living. Of those who start in business for themselves, it has been calculated that at least one-third sooner or later fail. Worse than that, many who succeed in making a living fail in life. They may be what the world calls successful and yet find life more or less a bitter disappointment. It has always been the purpose of the American school system to prepare for success- 77 ful living, and to supply to the pupil the necessary knowledge by training his powers through effective exercise, and by developing and strengthening the interests and tastes that will enrich both his leisure ^nd his working hours. Frequently there is not enough conviction in the minds of parents and teach- ers that the responsibility of the child's acts, either good or bad, rests on their shoulders — that the final outcome of the child's life depends almost entirely up- on environment and influence which the authority of teachers and parents provide. Who primarily is re- sponsible for the formation of the child's character? The parents and teachers are the guardians of the child's future herit^e and should the parents fail in their duty, the teacher's responsibility is doubled — pity the child if both parents and teachers fail him. In presenting this work in the nature of lessons to children, great care should be taken on the part of the teacher that right impressions are made. Extrava- gant statesments, sentimentally, and controverted points should be avoided. Teachers should take ad- vantage of circumstances that arise on the playground or in the rooms to point out the importance of right doing. It is very important that this training be not presented in stilted, formal manner, otherwise, it will be worse than useless. The teacher who fails to make use of the playground work as a means of cultivating character, misses a rare opportunity. Watch the child at play. It is a golden opportunity for you to learn the real child, his likes and dislikes, his strong and weak traits. In his games and play you have an al- most ideal condition for cultivating and enthroning right ideas and ideals of honesty, fairness, firmness, 78 fthe square deal, protection of his own rights and con- sideration for the rights of others, proper and just championship. Unobtrusively take note of him in assemblies, in crowds — is he bold and assertive, or weak and timid ? Make wise use ot every opportunity to teach him how to behave in such places. Teach him to abhor attracting attention to himself by noise, or misbehavior. Teach him how to walk, to pass noiselessly over the floor; how to regulate the pitch of his voice to his surroundings. These suggestions Hoosier School Master. Earle — Customs of Colonial Times. Greene — Pickett's Gap. Hawthorne — House of Seven Gables. Inman — The Old Santa Fe Trail. Pyle — King Arthur and His Knights. Parkman — The Oregon Trail. Parkman — The Jesuits in North America. Rice — Lovey Mary. Stevenson — Treasure Island. Wiggin — Bird's Christmas Carol. Wyss — Swiss Family Robinson^ JUNIOR II, ^B. Emphasis — ^American Short Story. Correlation — General Science. Read: Longfellow — Tales of a Wayside Inn. Lowell — The Vision of Sir Launfal. Hawthorne — :Wonder Book. Ruskin — The King of the Golden River. Selected poems with emphasis on patriotism, loyalty, bravery, as to content^ Library List: Aldrich — For Bravery on Battle Field. Barbour — The Crimson Sweater. Barbour — ^The Captain of the Crew. Bolton — Girls Wno Became Famous. Bolton — Poor Boys Who Became Famous. Hughes — Ton^ Brown's School Days. Jewett — A White Heron Keller — The Story of My Life. London — The Call of the Wild. Roosevelt — The Wilderness Hunter. Seton — ^Wild Animals I Have Known. Wiggin — ^Timothy's Quest. JUNIOR II, A. Emphasis — American Short Story. Correlation — General Science. Read: Longfellow — Evangeline. Poe — Short Stories, (Selected). 98 Shakespeare — As You Like It. Irving — Sketch Book. (Selected). Selected lyrics and ballads^ Library List: Andrews — The Perfect Tribute. Burrows — Squirrels and Other Furbearers. Cooper — The Last of the Mohicans. Hubbard — a Message to Garcia. Kipling — Hearts Courageous. London — ^White Fang. Porter — Captains of Industry. Roosevelt — Outdoor Pastimes of an Ameri^n Hunter, Stevenson — Kidnaped. Grace Seton — A Woman Tenderfoot. -yVTiggin — Rebecca of Sunny Brook Farm^ JUNIOR III, B. Emphasis — ^The mythological element. Correlation — -Ancient History. Read: Homer — The Odyssey. Gueber — Myths of Greece and Rome. Macaulay — Lays of Ancient Rome, Shakespeare — Midsummer Night's Dream. Library List: Bulwer — The Last Days of Pompeii. Dickens — Tale of Two Cities. Irving — The Alhambra. Blackmore — Lorna Doone^ ' Cervantes — Don Quixote. Bronte — Jane Eyre. Buchanan — The Shadow of the Sword* o JUNIOR III, A. Emphasis — The Mediaeval Element. Correlation — ^Ancient History. Read: The High History of the Holy Grail. Tennyson — The Idylls of the King. Arnold — Sohrab and Rustum. Bunyan — Pilgrim's Progress Shakespeare — Julius Caesar.* 99 Library List: Little Flowers of St. Francis and Life o1 Francis. Stevenson — New Arabian Knights. Aucassin and Nicolette and Other Mediae- val Romances. When Knighthood was in Flower. The Knights of the Nineteenth Century. Scott — The Talisman Wallace — Ben Hur. SENIOR I, B. Bulwer— The Last Days of Pompeii. Dickens — Tale of Two Cfities. Irving — The Alhambra. Blackmore — ^Lorna Doone. Cervantes — Don Quixote. Bronte — Jane Eyre. Buchanan — The Shadow of the Sword^ Emphasis — More complex story form. Read : Scott^ — Ivanhoe. Addison — Sir Roger de Coverly Papers. Goldsmith — Vicar of Wakefield. Thackeray — Henry Esmond. Library List: Davis — Soldiers of Fortune. Bachellor — Eben Holden! Churchill — Richard Carvel Connor — The Sky Pilot, s Farmer — ^A Girl's Book of Famous Queens. Ford — Janice Meredith. Francis Little — The Lady of the Decoration. Hughes — Tom Brown at Rugby. Scott — Kenilworth. SENIOR I, A. • Read: Dickens — David Copperfield. Elliott — Silas Marner. Hugo — Les Miserables. Library List: Connor — The Man from Glengarry^ Eltzbacher — Modern Germany. 100 Fox — The Little Shepherd of Kingdom Come. Horte — Electricity for Boya. Prescott — Conquest of Mexico. Mulock— John Halifax Gentleman. Jameson — Girlhood of Shakespeare's Heroines. Wister — The Virginian. • Smith — The Fortunes of Oliver Home. Scott — Quentin Durward^ Holmes — Elsie Venner. SENIOR, n, B. Emphasis — English Poetry. Anglo-Saxon Prose and Verse. Read: Chaucer — Canterbury Tales. Spenser — Fairy Queen, I and II. Shakespeare — King Lear, Hamlet. Milton — Minor Poems Dryden — Selected Poems. Pope — Selected Poems; Rape of the Lock. Burns — Selected Poems. Goldsmith — Selected Poems. • Gayley and Young — Principals and Progress of Eng- lish Poetry. Library List: Malory — Morte D'Arthur. Oliphant — Jeanne D'Arc. Scott — Rob Roy. Deland — Old Chester Tales. Froude — English Seaman of the Sixteenth Century^ Bulwer — Harold, Last of the Saxons. Stevenson — Dr. Jekyll and Mr. Hyde. Van Dyke — ^Little Rivers. Ainsworth — Old St. Paul's; The Tower of London. SENIOR II, A. Emphasis — The Essay. Read: Bacon — Selected Essays. Lamb — Essays of Elia. Macaulay — Essay on Addison; Warren Hastings. Carlyle — Essay on Burns. Emerson — Selected Essays. Ruskin — Seasame and Lillies. Arnold — Selected. 101 Library List: Allen — A Kentucky Cardinal. Austen — Pride and Prejudice. Dickens — Oliver Twist. Eliot — Mill on the Floss. Hawthorne — The Scarlet Letter. Thackeray — Henry Esmond. Van Dyke — ^The Blue Flower. White — ^A Certain Rich Man^ Quick — On Board the Good Ship Earth. SENIOR III, B. Emphasis — Civic Prose. Read: Burke — Conciliation of American Colonies. Macaulay — Speech on Reform Bill. Washington — Farewell Address. Lincoln — Selections. Webster — Reply to Haynes. Curtis — Public Duty of Educated Men. Patriotism in Verse: Selected. Library List: Addams — Newer Ideals of Peace. Addams — Twenty Years at Hull House. Allen — The Life and Letters of Phillips Brooks. Kennan — Siberia and the Exile System. Riis — The Making of an American * Tarbell — The Life of Lincoln. SENIOR III, A. Emphasis — Nineteenth Century Poets. Read: Wordsworth. Coleridge. Scott. Shelley. Keats. Byron. Browning. Tennyson Kipling. Gayley and Young — Principles and Progress of Eng- lish Poetry. Library List: Dawson — The Makers of Modern Prose. Dawson — The Makers of Modern Poetry. 102 Howells — My Literary Passions. Harrison — Choice of Books. Crothers — The Gentle Reader. Mabie — Shakespeare, Poet, Dramatist and Man. COMPOSITION The aim is to develop in the pupil the power of ex- pressing himself clearly and simply so that it may be for him a natural, agreeable form of self realization and social expression. Methods for developing and perfecting this power must be based upon the principle of creating inter- est and desire for special self expression, and provide for the greatest possible freedom and spontaneity. Methods and tools should be subordinate to creating freedom, power, and satisfaction. Make matter first; manner sec- ond. All methods should emphasize the utility of the work. The following schedule is based upon adopted texts: JUNIOR I, B. Two periods per week. Live Language Lessons — Driggs^ Book II, Part II. Channels of Expression. How to Tell a Story. How Stories are Constructed. Local History Stories and Sketches. A Sketch Book. How to Draw Word Pictures. Study of the Sentence. JUNIOR I, A. Two periods per week. Live Language Lessons, Driggs. Book II, Part II. Sentence Clearness. Homes and Home Making. Home Pleasures. Wbrds and Their Ways. The Poet and His Art. The Newspaper^ Writing Stories.* Travelers' Sketch Books. JUNIOR II, B and A. No text. Material may be selected from reading matter or from any source the teacher may desire. The method of teaching 103 should be a continuation of that of the Live Language Les- sons or adopt the method and material of Book VII of Progressive Composition Course. (Silver, Burdett Co.). JUNIOR III B. Two periods per week. Scott and Denny — Elementary English Composition, Chapters I and II. Extensive work in Oral Composition, followed by drill in written forms. JUNIOR III, A. Two periods per week. Scott and Denny — Elementary English Composition, complete. Description — Oral and written. Narration — Oral and written. Explanation. Argument. Figures of speech. SENIOR I, B. Two lessons per week. Scott and Denny — New Composition — Rhetoric, com- plete text^ Narration. Exposition. Argumentation. Poetry. Figures of Speech. SENIOR II, A and B. One period per week. This year's composition should be in close touch with the Psychologj^ and Ethics and should be in the form of concrete and abstract exposition, based upon experience, observation or reflection, with such de- scription, narration, argumentation as their reading and study may suggest^ Exercises in essays and ora- tions. SENIOR III, B and A. One period per week. Correlate with the History-Civics work. Thorough review of Business Forms. Exercises in briefs — mak- ing and using. A thesis will be required of all graduates and will be done in the English department under guidance of the department from which the research is made. This should be planned for early in the twelfth year 104 ORAD ENGLISH. "Of equal honor with him who writes a grand poem is he who reads it grandly." In every lesson in English the pupil must be trained to read and speak distinctly, and with sincere feeling and intelligent appreciation, the finest passages in the master- piece being studied. Much of this will bear previous assignment, perhaps memorizing, before reading to the class. An occasional clipping of indicated passages to be read offhand is a good test of word power, but is apt to bring poorer expression. The test of the pupil's comprehension of a passage is made to depend upon his oral rendering of it; and the test of the success of his reading is the ability of the other pupils to follow him with interest and composition. Good reading implies: (1) right thinking and feeling; (2) a voice trained to be flexible and responsive to thought and feeling; (3) a will taught to control the mind, the heart, and the voice. It is worth while to give frequent drills in breathing and voice work, and to give an occa- sional period to expression. The teacher must emphasize careful articulation, pro- nunciation, good breathing and posture, voice building and much reading aloud. Much memorizing of choice English must be encour- aged so that the pupil may acquire a habit of making the beautiful English he hears or reads his poems and prose excerpts must be demanded every semester. These may be selected by pupils or teachers and a separate grade in Oral English recorded each half semester. WORD ANALYSIS. Text: Swinton. The child's power of expression is no greater than the words he has at his command, and any English exercise will warrant a careful study of words — their origin and shades of meaning. This course is to be given in the tenth year after the child has had some Foreign Language work. Two periods a week are devoted to it during the entire year. VOCATIONAL GUIDANCE. The widening of educational opportunities and the in- troduction of industrial training has forced the boy and 105 girl to come to a decision regarding their life work several years earlier in life. It is as much the function of the teacher as of the home to aid the youth in this decision. The choice of course in High School must not be based upon whims and hobbies, not be hastily chosen, but by and with the council of both parents and teachers. To meet this rising need a regular course of vocational guidance is here outlined, and in order to reach all the pupils it is made the basis of some of the English study. This guidance is not intended to place a youth in a trade, but to fit him for a better, bigger future by opening his eyes to see the wide field of opportunity that is before him and by developing in him the elements of character that make a successful life. The plan is to arouse self analysis and compare his own abilities and opportunities with those of successful men and women and thus stir his ambition and give a purpose to his future efforts. The following outline suggests the type of themes and discussions to be used as well as reading along ethical and vocational lines. Teachers who are in sympathy with the plan and with the youth's outlook on life will readily carry out the plan with their own ideas, or as occasions may suggest. But the one thought of preparation for life and life's work through the chosen vocation should be the dom- inating purpose underlying the whole scheme. JUNIOR I, B and A. Content — Patriotism. Follow outline work of seventh year in "Ethics for Children." Cabot. JUNIOR II, B and A. Content — Choosing a calling. Follow outline work for eighth year in "Ethics for Children." Cabot. JUNIOR II, B. Content — Elements of Success. Themes and Discussions: (1). In the group — the school, the home, in ath- letics, in the town. (2). In the individual — purpose of life, habits, happiness, self control, work, health. Such introspection as "my habits," "my likes and dislikes," "my self control" 106 I Reading List: Hubbard — A Message to Garcia. Liorimer — Letters of a Selfmade Merchant to His Son. Iligginson — Things Worth While. Marden — Pushing to the Front. JUNIOR II, A. C<»nteni; — Biography of Successful Men and Women. Themes and discussion: (Franklin, etc.) at my age^ Ho'v (I'^dison, etc.) succeeded. Mv opportunities compared with — Have I some qualities found in (great man or woman). Reading List: Ballon — Genius in Sunshine and Shadow. I'olton — I'amous Leaders Among Men. Bolton — Famous Leaders Among Women. SENIOR I, B. Content — The World's Work. Themes and Discussion: The world's vocations for men; for women. The kind of employment I could get now. Wages of those leaving school at eighth grade com- pared with High School graduates. Child labor. Reading List: Stoddard — What Shall I Do? Beveridge — The Young Man and the World. Richardson — The Long Day. Van Vorst — The Woman Who Toils. Condee — How Women May Earn a Living. Cochrane— Modern Industrial Progress. SENIOR I, A. Content — Choosing a vocation. Themes and discussion: Making use of my ability, opportunities, etc. Why I should like to be — The law of service^ Reading List: Eggleston — How to Make a Living. Fiske — Choosing a Life Work. Shaw — The Outlook of the Average Man. Lyttleton — Women and their Work. 107 SENIOR II. B. Content — Preparation for life's work. Theme and discussion — Character. Character vs. reputation^ WTiat are business habits? The manly man. Environment vs. associates. The kind of employee the business man wants. Heading: List. Thwing — College Training and the Business Man. Conwell — The New Day. Hall — How to Get a position and How to Keep It^ SENIOR II, A Content— Duty and obligation. Theme and discussion: Keeping faith with self and others. "What is the reward of duty done? Am I the architect of my own character? Employer and employee. Integrity as a business asset. Morals in modern business methods. Business courtesy. Reading List: Brooks — ^The Conflict Between Private Monopoly and Good Citizenship. Hadley — Standards of Public Morality. Ross — Sin and Society. Wood — Natural Law in the Business World. SENIOR III, B. Content — ^The Individual and Society. Themes and discussion: Why should I be interested in public schools? Slums? Public charities? The church? Settlement Work? The relation of the business man to the community. My avocations. Reading List: Addams — Democracy and Social Ethics. Davey — School and Society. Riis — The Battle with the Slum. Roosevelt — ^The Square Deal. Shaler — The Neighbor. 108 SENIOR III, A. Content — Citizenship. Themes and discussion: What is public spirit? Why obey the law? What is my duty to the state? Should business interfere with public welfare? Property rights. Right use of money. The responsibility of power. Reading List: Bailey — The State and the Farmer. Brewer — ^American Citizenship. Cleveland — Good Citizenship. Jordan — The Nation's Need of Men. Taft — Four aspects of Civic Duty. FOREIGN liANGUAGES. Modem IJaiigxiage. The study of modern languages is growing in import- ance every year. Under the influence of easier, cheaper means of travel there is an universal interest in other lands and peoples, consequently in languages. The chief purpose in studying a modern language is to give the pupil a command of the language in speaking, reading and writ- ing; to make him familiar with the manner and customs of the people using the language he is studying; to interest him in its literature; and to create in the pupil such a sym- pathetic interest in the foreign language studied that it will be a lifelong source of pleasure and profit. Very few pupils require a speaking ability in High School language work largely because it is begun so late in the course. In order to correct this, the work may be begun in the first year of the Junior High School. General Methods. (1). Pronunciation: The ability to pronounce clearly and correctly is of such importance that great stress shonld be placed upon it throughout the entire course. (2). Conversation: The foreign language under study should be as far as possible the language of the class room. Imitation is a strong factor in the child's future ability to speak the language and it is of extreme importance that the instructor speak the language well. 109 (3). Reading and translation. During first year the teacher should read and study the lesson with the pupils and gradually lead them toward independence. Translation should be used to clear up difficult passages rather than to test the pupil's knowledge. As the work progresses writ- ten translations may be required, then give attention to good choice of words and clear, idiomatic English. (4). Grammar. Is studied throughout the course. Make the sentence the basis for grammatical drill. All cd.se endings and verb forms are learned in the complete sentence. (5). Composition: During the first two years all written work is to be based upon the material read, spoken, or discussed. Formal composition is then emphasized and finally supplemented by original theme, essay, letter, etc. International correspondence in modern languages is en- couraged on account of the interest it adds. 6. The watchword of all beginning classes should be "make haste slowly." It is better to cover less ground with comparatively easy subject matter where accuracy and flu- ency are possible than to bring discouragement ty making: it too difficult. Also bear in mind that the first month's work is vital and largely determines the pupil's? future in- terest, self-confidence and accuracy. Spanish. Among modern languages, the only one that rivals the English in use on the American continent is the Spanish. Our Spanish possessions, our proximity to Mexico and South America, together with the completion of the Pan- ama canal and the rapid increase in commercial relations between these countries and the United States, make Span- ish of first importance for us as a commercial language. For these reasons we aim to familiarize the pupil with the culture and commercial phases of the Spanish language. Junior I, B. No text book is used during this term. Special stress i3 laid on correct pronunciation. Oral method is used to secure greater accuracy in hearing and reproduction. Pu- pils are encouraged to use Spanish from the beginning that they may learn to express themselves easily rnd fluently on topics of every day life. Vocabulary — Developed by conversation from follow- ing topics: school — class room, yard building, studies, 110 persons; home — family, members, every day experiences, house — furnishings, meals, gardens, animals; city — streets, buildings, amusements ;body — parts of common sentences concerning clothing; weather — seasons; time — days, dates, etc. • Grammar — 20 Incidental adjectives, adverbs, preposi- tions, 20 verbs, emphasizing present and past, indicative and Imperative modes of regular verbs and a sufficient number of irregular verbs to form the sentences needed in conversation. Special stress upon use of "ser, estar, haber, tense, hacer, Ir, erse." Drill on other parts of speech. Junior I, A. During this semester the pupil must learn to read and write what he has learned to speak in previous term. De- velop the vocabulary more fully. Encourage expression in connected discourse. Put text book In hands of pupil. Give Spanish games, songs, stories. All reading and stor- ies must be reproduced by the pupils. Conversation — Stores, streets, buildings, vehicles, ani- mals, clothing, serving. Grammar — 50 phrases, adjectives, adverbs, 40 verbs, present and past with "haber," Gerund with "estar." Future — Regular verbs only. Reading — Worman's First Spanish Book, the first ten lessons. Junior I, B. Exercises in story telling continued. Reproduction of stories of life and customs in Spanish-American states as told by instructor. Conversation — Traveling, tradesmen, professions, di- visions of land. Grammar — Parts of speech such as the conversation requires. Verbs, preterite tense, imperfect tense, future. Reading — ^Worman's First Spanish Book, complete. Supplementary — Cyr's "Dibre Primero de Lrectura." Composition — ^^Written exercises based on oral work and stories read. Dictation. Junior II, A. Story telling work continued. Conversation — Geography of Spanish nations. Re- view vocabulary of previous terms and drill giving such additional words as found necessary. Ill Grammar — Parts of speech and syntax as needed. Verbs, entire indicative mode, present subjunctive, imper- fect subjunctive (optional). Reading — Harrison's Reader. Composition — Continue work of previous term. Junior III, B. Conversation — Continued. Grammar — "Introduction a La Lengua Castellana." Three conjunctions completed. Reading — "Portuna." Junior III, A. Conversation — Upon subjects relating to commercial Interests; railroading, banking, shipping, mining, etc. Give attention to business correspondence. Grammar — Review of all previously taught principles, including work of text. Reading — "Zaragueta." Supplementary (suggested). Worman's Second Spanish Book, C^j-r's Libro Segundo de Lectura or a selection of short stories. Senior I, B. The pupil is now expected to have a speaking and writing command of Spanish upon simple, commonplace matters. Conversation — Based upon reading material and the study of the geography, history and natural resources of Cuba, Puerto Rico, South America and the Philippines One play will be learned and presented by the class — "El si de las Ninas" is suggested. Reading — Selected stories and articles from modern Spanish periodicals, literature pertaining to Spanish cus- toms and home life, national characteristics, a short sketch of some author's life and his works studied. Special em- phasis is layed upon business and formal letters. Grammar — Continue the study of formal grammar. Senior I, A. Reading — (1) A novel of great literary value, prefer- ably one depicting 16th century life, (2) a comedy, making a study of characters, motives, developments, purpose; and the memorizing of parts and presentation. — "Tres Comedias Modernas" is suggested. Continue reading current period- icals. Continue study of systematic grammar. 112 Senior H, B. Some modern fiction is read during this term. A novel is studied intensively, discussed and summarized. Composition work as occasion suggests and a contin- uation of the study of business forms. Continue study of important principles of grammar. Senior II, A. As a climax to this course one of the choicest pieces of Spanish literature and one of the best dramas are stud- ied, also a study of the history of the Spanish language and its relation to other languages. German. The Germany of today is a very practical nation. No other nation has accomplished so much in the fields of science, music, a.nd art. No other foreign language has a richer and more varied literature. In fact, German can hardly be called a foreign language by those who call Eng- lish their mother tongue. The older and more forceful part of the English is Germanic, establishing a close rela- tionship between the two languages. Junior I, B. Drill in accurate pronunciation of vowels and con- sonants, printed and written alphabet. Conversation — School, home, family, body, dress, ani- mals, daily tasks, expressions of greeting and farewell^ table, play, days, seasons, etc. Memorize simple songs and poems. No text book used. Grammar — No formal lessons attempted but the fol- lowing are developed inductively as is done in Dreysprings "Eaay Lessons" — declension of nouns and articles; present^ past and indicative of verbs; inverted order. Written work — Copy and then reproduction of words and simple sen- tences, filling in the blanks, simple answers. Junior I, A. Continue conversation of previous term and enlarge upon it. Reading — Foster, Gescmchten and Maerchen. Fick, Dies und Das. 113 Grammar — Dreyspring — declension of nouns and pro- nouns, use of common prepositions with dative and accu- sative, articles, adjectives, conjugation of verbs in the present and perfect. Junior II, B. Conversation — Elaboration of materials used in pre- vious year, material from the reading. Oral work is still the most important part of the instruction. Stories read are retold and dramatized. Poems and conversational sec- tions memorized. Reading — Gronow, Jung Deutschland supplementary- text — Grimm, Maerchen. Grammar — Constant review of grammatical principles learned in previous year. Develop lessons from 1 to 14 inclusive in Spanhoofd's "Elementarbuch der Deutschen Sprache.' Junior II, A. Conversation — ^Work of previous term continued. Mem- orize poems and songs. Reading— Altes und Neues. Grammar — Develop lessons 15 to 23 inclusive in Span- hoofd. Junior II, B. Conversation — Trades, occupations of Germany de- veloped through picture study and other illustrative ma- terial. Reading — Bacon, Im Vaterland. Continue memorizing from sections of the text. Grammar — Spanhoofd completed. Junior III, A. Conversation — Work of previous term continued. Reading — Im Vaterland completed. Selections from "Geschichten vom Rhein. Grammar — Drills and thorough review of all previous grammatical principles including text. Much of this may be done through dictation of simple sentences involving the principles heretofore developed. 114 Senior I, B. At this time the pupil should have sufficient command of the language to be able to express himself easily on or- dinary topics and be able to write simple German sentences correctly. Reading — A drama and a prose work carefully studied. Biography of authors studied. Memorize poems and bits of dialogue. Grammar is reviewed by topic and a formal composi- tion book used. Each pupil is required to read privately at least two selections of about three dozen pages from stories connected with town life of Germany, history, or le- gend. Composition — Dictation, composition on conversation and reading. Study of the idioms of texts. Text: Pope's Prose Composition. Senior I, A. Conversation — Geography, history and legends of typi- cal selections of Germany, making good use of illustrative material. Reading — One drama, one prose work. The develop- ment of a literary appreciation should be emphasized. Composition — Consists of descriptions, letters, writ- ten reviews of sections from the reading. Pope's Compo- sition completed to Part I. Two selections required for private reading as in previous term. Senior II, B. Conversation — Biography of famous Germans from such reference as "Beruehmte Deutsche." Current events and news. Short talks in German. International corres- pondence recommended. Make regular use of some good German newspaper or magazine. Continue private read- ing. Reading — Selective. Composition and Syntax — Synopsis of syntax under general heads. Essays based upon the conversation and reading. Translation into German from Pope's Composi- tion in Part II. Senior II, A. conversation — A study of the History of the German Language and Literature and the historical events con- nected with it developed by teacher in talks and reproduced by pupils. 115 study political institutions of Germany. Current events from periodicals. Reading — Selective — classics and scientific. Private reading continued. Composition — Pope completed. Previous work in translation continued and amplified. liatin: The study of Latin may be begun in seventh year» thus devoting two years to laying the foundation of Latin for the reading of Latin authors. To attain the desired results, it is necessary that much attention be given to oral practice in translation and a considerable quantity of very simple Latin be read. ^ Junior I, B. Nutting's Latin Primer. Oral work, reading of sentences, translation drill on forms. Forms — nouns and adjectives first and second de- clension — ^verbs, conjugation, active voice; 1st and 2nd» present, future, perfect; Subjunctive, pres., imperfect, plu- perfect; pronouns, "ego, tu"; numbers to 20. Syntax — Rules for agreement of nouns and adjectives; nouns and verbs. Uses of cases. Simple uses of subjunc- tive. Junior I, A. Nutting's Latin Primer. Oral work as in previous terms. Forms — Nouns and adjectives 3rd declension. Pro- nouns — is ea, id, qui, quae, quod. Verbs — 1st, 2nd, and 3rd, conjugations, active voice, in- dicative and subjunctive modes. Irregular verbs, eo, fero, volo, nolo, malo, possum. Numbers to 100. Syntax — Ablative of means; hortatory subjunctive; ac- cusative of extent of time and space. Junior U, B. Nutting's Latin Primer completed Supplementary reading — D'Ooge's Colloquia Latina. 'Oral work continued. Forms — nouns — 4th and 5th declension. Pronouns — demonstrative, interrogative, reflexive. Comparison of adjectives and adverbs. 116 Verbs — Passive voice and imperative of all conjuga- tions. Deponent verbs and participles. Syntax — Agreement of pronouns, negative command, ablative of agent, indirect discourse, ablative absolute, the simple conditional. Junior II, A. Oral work continued. Nutting's First Latin Reader and exercises in English Latin I to XII. General review of Syntax. , Junior III, B. In this term selections will be read from Nepos, pre- ferably Militades, Themistocles, Pausanias, Epaminondas, Pelopidas, Agesilaus, Cato, and Hannibal. Prose Composition — D'Ooge. Latin Grammar — Bennett. Junior HI, A. Selections from Caesar's Gaelic war amounting to two Books will be read. The following selections are recom- mended: Book I. 29 chapters. Book IV. Chapters 20-36. Book III. Chapters 12-16. Book V. Cliapters 8-22. Book VL Chapters 9-28. Book VII. Chapters 68-89. and as much additional reading as ability of class and time may warrant. Prose Composition and Latin grammar continued as in previous terms. Senior I, B. Cicero's Manilian Law, Catiline I and III. Syntax will be studied with appropriate references in the grammar. Composition — Continued. Texts: Cicero. D 'Ooge. Composition — D'Ooge. Grammar — Bennett. 117^ Senior I, A. Text: Vergil's Aeneid, Knapp. Emphasize correct metrical reading of the poem. A minimum amount of syntax and composition. Text: Virgil's Aeneid, Knapp. Senior II. B. Virgil's Aeneid — Book IV, V and VI. Composition and grammar as before. Senior H, A. Cicero — Archias and DeAmicitia. Suggested Supplementary reading — "Roman Life in Prose and Verse," Peck and Arrowsmith. Composition and grammar continued. SCIENCE. Introduction : The new spirit of democracy is demanding that the science work of the secondary school be taught in a usable form — that is to say, in the form that will serve the stu- dent's vocational needs — that will connect the student with life. We are beginning to see that intellect applied to a dairy plant, operating a cannery, grading a road bed, or constructing a building is quite as respectable as when applied to a "profession." One of the chief purposes of introducing science in the public schools is to lead the student into a love of nature; to create an interest in neighborhood phenomena. Science teaching can readily be made to serve the double purpose of developing general culture and promoting ef- ficiency in vocational occupations. Science studies make for accuracy and instill in the pupil a love for the truth. Civilization has been achieved through man's observation of natural phenomena and through processes of experimentation. For a long time the schools went astray from the natural way of obtaining knowledge and the result was error and confusion and a great protest arose against the inefficiency of the schools; but we are now going back to the foundations of knowl- 118 edge and the pupil is taught to observe for himself and to test out his conclusions in the laboratory. The Science Department of the Lewiston Schools is as well equipped with laboratory apparatus as any school in the state. Ample facilities are offered for the carrying Dut of numerous and various experiments along with the regular courses and the student may arrange with the in- structor for special work in photography, wireless teleg- raphy, electricity and agriculture and thereby receive cred- it toward graduation. General Science: This work is given early in the course to awaken a lively interest in the topical study of the phenomena of our individual environment, giving due attention to the physi- cal, the chemical and the biological phase of each topic, and coordinating these aspects as much as possible. The purpose and aim is to give simple, practical, scientific in- formation sufficiently organized to be helpful in the future study of the sciences. The chief points of each topic are introduced and emphasized by demonstration experiments by the teacher, assisted whenever possible by the members of the class. A written record of the work from day to day should be systematically kept — due attention belns given to the English as well as to the science material. It is the purpose of the course to give the pupil a general view of the field of science, especially in the world out- side the school-room. A'bove all things, let it be remem- bered that this is a study of things as they exist in nature, and not of facts as stated in a textbook. All the work cen- ters around five great themes (1) The air, (2) water, (3) work and energy, (4) the earth's crust, (5), light upon the earth. Each of these themes is studied at some length, involving many related topics, each theme calling for a number of experiments. Nature is viewed as a unit; the facts of science are presented as clearly as possible; much of the information is given directly in class during demon- strations and discussions. Some reports are assigned pupils for reference. The chief aim is to create an abiding inter- est in the common thihgs as we find them about us, so that the pupil may "find tongues in trees, books in the running brooks, sermons in stones, and good in everything." Biology: If properly presented, there is no subject in the high school that can be made of more service to the growing 119 youth than biology. Biological problems are confronting him at every turn, and it is important that he be able in a fair way at least, to cope with their solution. It is an obvious truism that education prepares for living and there is no doubt that the fundamental phases will receive more and more attention in the preparatory process. The average man uses his history perhaps once a day, and his arithmetic somewhat oftener, and even his English grammar is on trial only a part of his waking hours, but he is living all the time. He may be innocent of syntax and the multiplication table and yet be a fairly useful and contented citizen, but he cannot be either very long unless he observes the laws of life — sanitation and hygiene. The work in biology presents the interrela- tions of plants and animals; the function, excretion, res- piration, reproduction — these elements are so presented as to make man and his welfare the central theme. These fundamental functions are first studied in plants; as ma- terial for laboratory work is easily secured and the pro- cesses readily made apparent in vegetable life. The same activities are traced through the lower animals and at last it is shown that these same fundamental processes make possible the human life. The living cell is made to stand out as the ultimate unit of all living things and holding the secret of life. Chemistry : Chemistry as an educational subject is equal to any other subject in the High School, if properly taught. It must not be presented as a lot of formulas and facts to be committed to memory, but rather as a series of truths which can be discovered by the pupil by experiment and observation; then these truths can be generalized and the general knowledge applied to the world beyond the school- room. A study of local industries is insisted upon and em- phasis is placed upon the principal application of chemical work to the life of the pupil and the community. Chemistry as chemistry is one thing, but chemistry made applicable to the home, to agriculture and other pur- suits is quite a different thing. A knowledge of chemis- try as understood for practical usefulness, might not,- on examination day, receive a passing mark; while another's knowledge of chemistry would pass at 100 per cent and yet have but a trace of real value. This is true of science in general. 120 Chemistry touches the life of every individual at a thousand different points. The slightest movements, as bending the arm or closing the eye, cannot be made with- out involving chemical processes and this largeness and importance of the subject must be made apparent to the student. Physics : Physics, when first introduced into the secondary school course of study was regarded as a doubtful experi- ment. It was then made up largely of abstract theories and complex mathematics. In the revolution that has been taking place in recent years in the school system, the sub- ject matter has gradually been changed until now it is not only practical, but is one of the most interesting sub- jects in the High School curriculum. In the adolescent period more than at any other time, the youth is hungry for knowledge of the things about liim and craves explanation of the mysteries of natural phenomena he sees on every hand. Physics as now taught meets the natural desire of the pupil in the highest man- ner. A century ago, the first rude steamboats, locomotive and telegraph lines were being regarded as objects of won- der, the atomic theory was just being enunciated and elec- tricity was still a toy of the scientists. The twentieth cen- tury is ushered in with the ocean liner and the dread- naught, the mogul locomotive, and the gas engine, wire- less telegraph and telephone and heavier than air flying machines, so common that every school boy knows some- thing about them. The scientist talks familiarly of the electron which is one-thousandth the size of an atom and electricity lightens the labor of man in a thousand differ- ent ways. The accomplishments in mechanics and applied science during the last century are greater than that of all previous history, and this great advance was made possible largely through the study and application of the laws of physics. It is certain that this progress will continue and be accelerated during the coming years and that we are on the threshold of the age of Science when the men and the women will be considered ignorant indeed, without at least an elementary knowledge of the principles of Physics. Chemistry and Physics of the Home: A year's work is offered Domestic Science girls in spe- cial phases of Chemistry-, Physics and Bacteriology. The 121 purpose of the course is to give the girl a thorough knowl- edge of certain fundamental principles of these subjects that are especially applicable to the home and to supple- ment and reenforce the regular Domestic Science work. Some of the topics studied will be water, atmosphere fuel, illuminants, chemistry of foods, food products, food values, food adulteration, antiseptics, disinfectives, common poisons and their antidotes, soaps and cleaning compounds, examination and care of textiles, dyes and mordants, per- fumes, flavors, study of the proteids and carbohydrates. Along the line of mechanics will be studied the plumbing of the house, vacuum cleaners, sewing machines, electric stoves, flatirons and the efficiency of various kinds of cook- ing utensils, and electric lamps. Heat and its application to warming and ventilating the home refrigerators, cold storage and water heaters, the principle of light and its absorbing power of various kinds of wall surfaces, and colors, will be studied. Bacteria, yeasts and molds will be prepared and their relation to the household economy and to sanitation will be pointed out. Physiology : Some of the greatest achievements of modern science have been along the lines of sanitation, hygiene and sur- gery. The surgeons prolong many lives of usefulness and reduce suffering. A knowledge of hygiene enables an in- dividual to add to his years of useful activity and thereby to increase the sum total of human wealth and happiness. Sanitation saves yearly to the world thousands of babies and adults from germ diseases and has made possible the carrying out of great industrial enterprises of which the Panama canal is an example. These achievements of sci- ence were made possible by a knowledge of the structure and functions of the human organism. In this course special stress will be laid upon organic processes and the preservation of bodily health. Anatomy will be dwelt upon only in so far as it is necessary for an understanding of the essential processes. Astronomy : The purpose of the course in astronomy is to acquaint the pupil with the more important facts that are known concerning the heavenly bodies. The student also learns to locate the planets and some of the distinctive stars. The subject as outlined is largely what might be termed Astron- omy by Observation, rather than Mathematical Astron- 122 omy. Without expensive apparatus, the student gets a very usable knowledge that is a source of pleasure and of practical value throughout life. The starry heaven was probably one of the first ob- jects of wonderment and speculation of primitive man and the race has ever been attempting to fathom the secrets hidden there. The subject has that peculiar fascination that is always associated with the creation and man's re- lation to the infinite. The modern telescope and spectro- scope have opened up vast fields of new knowledge which is of great interest and of great benefit as a broadening experience to the pupil's mind. Agriculture: More and more, society is coming to realize that sub- jects vitally related to the life of the community should be taught in the public schools of the community. Every- where the efficiency test is being applied. Lewiston is lo- cated in one of the greatest agricultural and horticultural districts in the world, and there is every reason for the introduction of a study of the subjects of agriculture and horticulture into our public schools. The course offered is designed primarily for the students who will probably make some use of ahe practical knowledge and scientific training it affords them. Its purpose is to clearly and brief- ly present the principles that are fundamental in agricul- ture, horticulture and animal husbandry, and to give as much first hand observation and actual field work as pos- sible. The approach on every hand is by labratory work in which the facts and processes in question are ascertain- ed by experiment, observation and field tests, supplement- ed with discussions, texts and reference books. COMMERCIAIi WORK. This course is designed to meet the needs of stu- dents who desire to enter the commercial world to make a livelihood after graduation from the high school. The standard maintained in this department is such that, af- ter its completion, the wideawake boy of girl will have no difficulty in entering a modern business office and grasp- ing the methods and office routine followed therein. A definite amount of work is required regardless of the time spent; an amount of work which will produce accuracy through the concentrated effort necessary to complete it within schedule time. 123 ARITHMETIC Junior IH B Purpose: To develop efficiency in handling such arithmetical problems as will be met in business life. The methods are those approved by best business us- age. Accuracy is the prime essential combined with speed, and both are developed through constant drill. Fundamental operations, decimals and fractions. Ali- quot parts and billing. Only such short methods as are of practical value and easily remembered. Practical meas- urements and billing. Percentage and its application to profit and loss, trade discount and simple interest. Banic discount; partnership and adjustments of losses and gains in partnership; stocks and bonds; bank balance; prop- erty, fire and marine insurance; financial statements; commission and brokerage; and the use of tables in com- puting compound and annual interest. GEOGRAPHY. Junior rn A. Commercial Geography treats of the geographic con- ditions affecting trade routes, trade centers, and commer- cial products, with the object of pointing out, in a sugges- tive manner, man's economic dependence upon natural phenomena, and the interdependence of the different parts of the civilized world. Much attention is paid to the study of resources, processes of production and the movement of commerce. This includes an investigation of the local situation. BUSINESS PENMANSHIP. All Grades. Purpose: The purpose of penmanship is to teach the pupil to write a good, rapid style, combining ease, legibility and en- durance. Method: The Palmer Method of presenting Muscular Movement Writing is used. Two things are essential to success in 124 learning to write, study and practice. Study is necessary to learn the forms of letters, to detect mistakes and to de- termine the remedies. Practice is necessary to produce the form which study evolves. The Palmer method is used throughout the schools. Scope: The work consists of: First; a study of position and its mastery. Second; gaining control of the forearm move- ment, promoted by drills in straight line and oval exer- cises and capital letters. Execution of capital letters, small letters, figures, and their combinations. Rapid writing from dictations. Rapid writing from dictation in order to acquire the ability to write and to think at the same time. Business correspondence and business forms. BOOKKEEPING. Senior I B and A. Purpose: Mental development, the ability to read and understand what has taken place in transactions, to think out the re- sults of transactions and reduce the results to the form of entries and accounts. Independent thinking on the part of the pupil is the aim of all the work. Methods: The study of bookkeeping as a whole, emphasizing it from the ledger account standpoint, then a study of jour- nalizing as an intermediate step between the business transaction and the ledger account. The study of the theory and practice, and the routine of posting. The trial balance, why and how obtained. Financial statement, why and how made. The figuring of interest and disco\;nt by the sixty-day, or bankers' method. Billing and extensions. Scope: The study of accounts; purpose, method and result. Journalizing, posting, trial balance, financial statements. Handling of business forms; incoming papers; outgoing papers. Filing. Extended work so as to include the sales book, invoice book, cash book with special columns, pur- chase book, and auxiliary books, and such books as are used in wholesale and corporation accounting. 125 LAW. Senior III A. The purpose of the course in Commercial Law is to lay the foundations for correct reason as to the ••ights and privileges that one has and the corresponding duties and obligations that one owes in business transactions. It is the aim to acquire a knowledge of law, not for the purpose of litigation, but to avoid the necessity for it. Therefore, technical rules of procedure are omitted and the basis rights emphasized which most frequently arise in transactions of everday life, in contract and in the trans- fer of interests in real and personal property. It is believed that the memt rjzing of rules or defini- tions should be subordinated to leasoning from principles deduced. Hence, the metho^l followed is to study actual typical cases to which rules of i:iw apply. An attempt is made to pursue the history of the development of law in so far as the past explains e.'isting rules of loday. STENOGRAPHY AND TYPEWRmN<5. SenicHT n B and A and Senior HI B and A. Purpose: To develop the power of concentration and expression of thought in clear, forceful and correct English, and to give pupils a practical knowledge of these subjects. Method: Presentation of Theory; learning principles of execu- tion, writing of simple words in correct outlines, writing sentences and reading back; reading exercises in shorthand from text and from the Gregg Writer to fix principles of theory. This method is followed until the text, consisting of eighteen lessons in completed, after which a thorough review is made, using a great deal of new material for dic- tation and reading. Emphasis is laid upon students read- ing everything written, whether from practice or dictated for immediate reading back. Dictation for transcription on machine. Shorthand penmanship is given from the be- ginning. Scope: The course is presumed to fit young people for the position of office stenographer, and business standards 126 and requirements must be met by students before cred- it for graduation will be given. The demands of the busi- ness world are kept ever before the student. These de- mands are to be met as nearly as possible in the course. Accuracy in the key note, combined with a speed of at least one hundred and twenty-five words per minute for a five mipute take on extracts from different literary articles con- sisting of good quality. Daily dictation of correspondence and its transcription on the typewriter. Sufficient amount is dictated to keep the student keenly concentrated on his or her work in order to get it out in a specified time. A graded dictation is used after the first semester's work. TYPEWRITIXG. Purpose: When not taken with stenography, this course is for those who want to learn to use the machine for their own purposes. It is made the means of developing a power of concentration and self control. Method : The Rational Typewriter Instructor is use as a text. Touch operation is the goal. Close supervision is given. Dictation of words, sentence, letters, and articles. A def- inite speed and ACCURACY are required for thirty minute copy. Ninety per cent accuracy on international contest matter and a net speed of fifty words per minute required for credit. Care of machine is taught from the first. Scope: The work covers simple and polysyllable words, sen- tences, figures, letters, tabulating, legal documents, making carbon copies, and mimeographing. OFFICE TRAINING FOR STENOGRAPHERS. Senior III A Purpose: To give the student some definite knowledge as to what will be expected of an amanuensis. The last six or eight weeks are devoted to this office training. Method: Office Training for Stenographers, by The Gregg Publishing Company, is the text used in this work, supple- 127 mented with work obtained from the Superintendent's and Principal's offices and from other sources. Scope: Imptortance of Business Training, arrangement of business letters. Applying for a position, written and per- sonal applications. Necessity for thorough preparation. Position secured. Dictation and transcribing, office rou- tine, outgoing mail — preparation of same, postal informa- tion. About inclosures, forms of remittances. Incoming mail, banking, dictation covering tl*ansactions. Filing systems, forms and follow-up letters, transferring corres- pondence. Office appliances. Commercial expressions. Shipping, freight and express, parcel post. Deportment and business ethics, meeting callers; office reference books, the pay roll; billing, extensions, invoices, statements, ac- count sales, business and legal papers, insurance, contracts, manuscript covering. Telegrams and cablegrams, the telephone, editing dictated matter, printing and proof- reading. A Day's Work — Being Co-ordination of the work of previous day's into an organized whole. THE SOCIAL SCIENCES History, civics, geography, sociology, and economics are chiefly concerned with the story of human progress and the formation of moral character. The essence of these subjects is to be found in what may be termed the ethics of citizenship — with an application immediate and per- sonal, as well as future and social. Properly taught, this line of work affords a great op- portunity for developing judgment, discrimination, charity, sympathy, and appreciation. Biography is indispensable in studying the move- ments of society, and geography, (a knowledge of physi- cal environment) is the handmaiden of history. In addi- tion to oral and written exercises, the study of the text and of reference works, the making of outlines and maps; make the widest possible use of pictures, illustrated lectures, current magazines, and industrial exhibits. Beware of kil- ling the spirit and purpose of history with too much note- book and outline work. Use every means to stimulate the interest and vitalize the work — ^give it a present day mean- ing. History is not chronology — it is the living, pulsating story of human endeavor, human achievement and human 128 progress. The prime purpose is to fire the ambition of youth to he up and doing something worth while. American History and Geography. •" Texts: Bourne and Benton's United States Tlistory. Tarr and McMurray's Advanced Geography. History: In the beginning history, let special ci.re be exercised in forming the habit of reading thoughtfully — getting the content. To this end, the earlier lessons should be studied by teacher and pupils together until the pupils are taught what adequate preparation of history means. Don't confine the work to the textbook too closely. There is an abundance of illustrative material easy of access and adapted to the pupil's ability and understanding. In the recitations, encourage pupils to express themselves freely so that self-reliance and facility may be developed, and use every possible device to sharpen the edge of curi- osity and illuminate the subject. Quality in the product^ rather than in the learning of a long list of historical facts is the aim. Civics. One of the most important functions of the work of the public schools is to produce a good type of citizenship — in fact this is the prime reason for their very existence. The entire course of study should be directed to this end. The qualities of good citizenship will never be -levoloped from a study of dry-as-dust and more or Ifess unrelated facts, nor from abstract generalizations about -whese facts; they must arise from a live, intelligent interest which can be cultivated only by direct contact with the '^tudy cf com- munity action, the elements of which are the home, the church, the shop, the city, the county, the stace, the na- tion — all types of community life, and all who participate in the life of the community are its citizens. The object is the development of a clean civic spirit — a social hygiene to keep in healthy condition the "body politic"-^the spirit rather than the form of our govern- ment. The study of civics should give the student an under- standing, not only of the political functions of government, but also of its relation to the general welfare of society. It should note the tendency toward democracy in some 129 things, and administrative control in others, and should call particular attention to the present day awakening of the social conscience. All work in Civics should be closely correlated with the work of American History. Every effort should be made to give concreteness and applicability to the community life in which the student lives. Sociology. The work in sociology should enable the student to see clearly the applicability of the social science studies to the practical problems of everyday life — and stimulate him to take an active part in bettering social conditions. Economics. The. study of economics is virtually the summary and interpretation of all the pupil's civic and historic knowl- edge. Recent years have seen much emphasis laid on the economic aspects of history. The study of economics aims to put the student in touch with the problems of the day. Only enough theory is insisted upon to make the questions at issue understood. The banking problem, the tariff problem, railroad questions, monopolies, trade unions and prices are carefully and thoroughly studied in this course. Economics aim at more than a material presentation of law and business. It is the purpose of the work to endow the student with a larger spirit of citizenship and a nobler sympathy for the struggles of humanity. Consequently, this course is more than text book work; it emphasizes spe- cial papers and reports, furnishes opportunities to visit local industries, thus bringing the student in direct contact with the application of economic theory. Outline: American History and Geography. Junior I B — History text to page 163. Three recitations a week. Geography, two recitations a week. a. A review and study of the larger facts of the geog- raphy of South America. b. A review and study of the larger facts of the geography of Europe. c. A review and study of the larger facts of the geog- raphy of Asia, Africa and Australia. Junior I A — History text to page 322. Three recitations a week. Geography, two recitations a week. •130 a. A review and study of the general geogrraphy of the world. b. A careful study of the United States by great In- dustrial sections rather than by state boundaries, giving prominent attention to products, soils, forests, minerals, fisheries, water ways and railroads. Study the commercial development and commercial expansion of the United States, together with the underlying causes. Make good use of government reports, descriptive railroad circular* and other current sources of information on the study of each section. Spend several lessons in making compari- sons of the United States with other countries. c. A careful industrial study of the Pacific North- west, the State of Idaho and the Lewiston country. American History and Citizenship. Texts: Bourne and Benton's United States History. Beard's American Citizenship as supplemen- tary text. Junior II B — History text completed. Three recita- tions a week. Citizenship text completed. Two recita- tions a week. Ancient History. Text: Webster's Ancient History. Junior III B — Greek History, Junior III A — Roman History. European History. Texts: Myer's Mediaeval and Modern History. Senior I B — Mediaeval History. Senior I A — Modern History. American History and Government. Texts: Muzzey's American History. Ashley s American Government. 131 Senior II B — American History to page 226. American Government to be used as a supplementary text in studying Part III of Muzzey's American His- tory. Senior II A — History text completed. Economics. Text: Bullock's Elements of Economics. Senior III B — Entire text with such eliminations as may be necessary. Sociology. Regular Text: Ellsworth's Sociology and Modern So- cial Problems. Supplementary Text: Henderson's Social Spirit in America. Senior II A — 'Entire texts. Mu\THEMATICS Mathematics is both a practical and a cultural sub- ject. No considerable attainment is possible in any of the exact sciences, or in many of the arts, without a knowledge of its principles and processes. The number of occupations making use of the results of mathematics is great, and is continually increasing. It cultivates the powers of ap- plication, concentration, and the weighing of results as hardly any other subject does. Its methods of reasoning and drawing conclusions are similar to those necessarily employed in the successful conduct of the everyday af- fairs of life. It is a part of the common stock of knowledge of all peoples and of all times, essentially the same every- where; while in the orderly arrangement, harmony, and symmetry of its parts it is almost unapproached. The first :*>ear's work in algebra should largely be con- cerned with the subject as a tool, giving a knowledge of and skill in the use of the equation that will be an aid in the elementary study of science and in the solution of many practical problems; and it should lay a foundation sufficient for those who wish to continue their course in mathematics. 132 Algebra should grow naturally out of arithmetic, and the equation should early appear to the pupil as a great I onvenience, if not a necessity, in the solution of .problems more difficult by the less generalized methods of arith- metic. He should see the equation as a very brief and convenient way of expressing conditions that would re- quire long and involved English expressions in arithmetic, and should acquire the ability to translate general truths into algebraic formulas with considerable ease. The use of the graph has become almost universal in the practical affairs of life, and it should receive some attention in an elementary course in algebra. A third half-year's worl^ in algebra, in the junior or senior year, should give a thorough review of the work of the first year, from a broader view point, and more facil- ity on the technical side of algebra. Greater emphasis than in the first year's work should be placed on the stand- ard algebraic forms that will be of further use in the study of mathematics or of science. There is no subject that is better than geometry, prop- erly taught, to give effective drill in clear thinking and ac- curate expression. A feeling of reverence for truth is cul- tivated in a pupil by the necessity of giving exact author- ity for every statement. The study of geometry should do much to correct a general tendency toward slovenliness and inaccuracy of expression. A demonstration in geometry, beginning with a few simple known truths and reasoning to a necessary conclusion, gives a most valuable training. Solid geometry is especially valuable as an aid to the cul- tivation of space intuition, and in training the imagination. A knowledge of it is essential to the worker in many lines. Trigonometry is an extremely practical and interest- ing subject, especially to one who ends his mathematical training with it. It affords good training in accuracy, and gives much practice in numerical computation. An ele- mentary knowledge of it is a great aid in the study of some of the sciences and is indispensable to the engineer. This course as outlined presents a wide range of work in arithmetic, algebra, geometry and trigonometry and aims to give the pupil much of both the cultural and vo- cational. It aims to give the methods and history of math- ematics, develop power and interest and the idea of use- fulness of mathematics in the world of business, science, and industry. The distribution of the algebra and geom- etry strengthens the idea of continuity. Considerable at- 133 tention will be given to mental arithmetic and the teacher is expected to do much in holding the idea of the abstract before the pupils until they learn to think in terms of the abstract. It is planned to arrange the work so that in the near future considerable algebra work can be done in the Jvr ior II A Class. The text is not yet written that will unify these subjects as they should be unified. In Germany, France and some other nations they do not differentiate these as we do, but have a course in mathematics that is a whole. Their superiority in this line leads us to believe they have the correct idea and it is hoped that in the near future we shall be entitled to do likewise. Coiir.se. JUNIOR I B. Text: Stone-Millis Arithmetic, (Advanced). General Review of whole numbers; fractions; decimals; denominate numbers. JUNIOR I A Mensuration. Percentage — its various forms; applications in profit and loss, commission, trade discount, and simple interest. JUNIOR II B. Text: Stone-Millis Arithmetic, (Advanced). Practical measurements — surfaces; volumes; in- direct measurements. Applications of percent- age in insurance; taxes; discount; compound inter- est. JUNIOR II A Proportion and its applications. General review exercises based upon vocational problems; also a thorough course in mental arith- metic, giving it half the time in this semester. JUNIOR III B. Text: Kent Algebra. During the first few weeks give a thorough re- view and drill on the fundamental processes as they have been learned in arithm.etic. In 134 all this ninth year's work correlate ii closely with knowledge gained in the previous arith- metic study. Teach fundamental processes and factoring. JUNIOR III A. Greneral quadratic expression, common fractions, one system in simultaneous equations, graphic representation, evolution. SENIOiR I B. Text: Ford and Ammerman. Plane geometry — two books. SENIOR I A. Plane Geometry — three books. SENIOR II B. Advanced Algebra — complete the text. SENIOR II A. Solid Geometry — complete text. SENIOR II B. Plane Trigonometry. Text: Wentw^orth-Smith. HOME ECONOMICS. Domestic Science. The aim of this course is to give a thorough knowl- edge of foods, cookery and the general problems of house- hold management; in other words to develop intelligent and efficient home-makers, and to instill a love for the work of the home and an appreciation of its value. Junior I Junior I 120 minutes per week. 1. Care of room and furniture. a. General plan of arrangement. b. Cleaning. (1) room, (2) dishes and utensils, (3) sink, (4) stove, (5) cupboards, (6) ic» chest. 2. Combustion and ventilation. a. Principles taught by experiment. b. Making fire. 135 3. Water. a. General uses and characteristics, t). Means for purification, c. Municipal system. 4. Cooking staple articles of food. a. Cooking food containing starch, fiber and aluminum or similar compound. b. Making sauces with water, stock and milk. c. Making biscuit, muffins, cakes and yeast bread. d. Miscellaneous — beverages, salads, candy, ice cream. 5. Study of food products. a. Vegetables. (1) history of use, (2) how cul- tivated, (3) how sold, (4) part of plant used for food. b. Cereals. (1) corn, reading poems, study of plant, study of products, (2) wheat, wheat growing sections, time and man- ner of planting and harvesting, manufac- ture of flour. c. Milk industry. (1) local dairies, (2) dairy farms, (3) care in homes, (4) milk prod- ucts. d. Tea, cocoa, coffee, (1) history of use, (2) study of plant, (3) preparation for mar- ket, (4) products. e. Condiments. (1) part of plant used, (2) where grown, (3) how prepared. f. Meat. (1) animals used, (2) relative cost of parts. 6. Service of food. a. Laying table. b. Family service Junior II Junior II 120 minutes per week. 1. Review principles of combustion and ventilation. 2. Review study of water. 3. Study how to protect food from action of bacteria and molds. 4. Determine presence of starch, sugar, fat, water, fiber and albumen or similar compounds in food materials. 5. Cooking vegetables and meats. 136 6. Makinj;; soups, breads, cakes, salads, pastry and desserts. 7. Service of simple meals. Junior III B. Course I. Cookery. One period daily for one-half year. Laboratory work, lecture and recitation. The compo- sition, food values, and cooking of all classes of foods, with the scientific principles involved. Special attention is giv- en to the proper and attractive serving of foods. Near the close of the course considerable time is given to planning and serving of meals. Junior III A. Course I, continued. One period daily for one-half year. This course aims to give additional practice in serving of meals and to deal with the more difficult problems of cookery under the following heads: Canning and preserv- ing of foods, and other problems of household bacteriolo- gy, adulterations and the pure food problem, the phycholo- gy of digestion, the functions of various foods in the body, dietary calculations and the food requirements. Senior II. Course II. Cookery and Household Management. Invalid Cooking and Infant Feeding. Two periods a week throughout the year alternating with domestic art. This course will aim to give a general knowledge of the feeding of infants and the diets suitable to various diseases, study of household accounts, marketing and buying, reg- ulation and management of household work, and home nursing. Elective iu Either Senior II or m. Household Chemistry and Physics. (See outline in sci- ence course). One period daily for one year. DOMESTIC ARTS. The practical purpose of this course is to give skill in the clothing processes; knowledge of materials; intelli- gence in the economic and artistic use of clothing; appre- ciation of the mechanical and artistic results of textile workers in particular and of all workers in general. 137 Sixth B Grade. I. Problem: Tea Towels. 1. Material: White striped linen (toweling), 1 yd; cotton No. 50; needle No. 7, blue marking cotton; white linen tape, No. 4 or 5 — 6 inches. 2. Lesson: Drawing threads, turning hem (pa- per model), basting (even), hemming, mark- ing. 3. Discussion: Use, durability, suitability of dif- ferent materials; cost (approximately 15c). 4. Three reasons for hemming tea towels: econ- omy, sanitation, neatness. 5. Application of domestic art in kitchen: hold- ers, cooking cloths, towels, sash curtains, aprons. II. Problem: Crochet bedroom slippers. 1. Material. 2. Lesson: How to hold hook and thread. Work on sample, chain stitch, single crochet, double crochet, picot. 3. Slippers, discussion: Christmas spirit, giving of simple gifts, making for others, 4. Repair work: "A stitch in time saves nine." Darning. III. Problem: Christmas Gifts. 1. Satchets, pincushions or needle cases. Sixth A Grade, I. Problem: Napkins. 1. Material: From old linen. 2. Lesson: Hems (paper model), drawing- threads, turning one-fourth inch, second turn- ing one-fourth corners (blackboard drawings), basting (even), French or nappery hem, be- ginning and joining threads. 3. Discussion: Linen industry and weaving; table linen: Napkins, table cloth, silence cloth, doilies: durability, cost, suitability, economy, laying of table. II. Problem: Cooking towel or short kimona jacket. 1. Materials: Turkish towel, ribbon, silkaleen. 2. Lesson: Blanket stitch, catch stitch, French knots. 138 III. Repair work. Cotton hemmed patch, application to garments. 1. Material: Two 8-inch squares of gingham; needle No. 8, cotton No. 60. Lesson: Cutting, creasing, cutting hole, turning edges, fitting and matching, stripes, basting, hemming, overcasting edges. 3. Gingham: Warping, weaving, washing, starching, stretching and ironing. Kinds of gingham (1) domestic, (2) Scotch, (3) prints, weaving, varnishing and stamping rollers, Ink in design, stamping. IV. Problem: Cooking apron. 1. Materials: Indian head cotton, 2 yards (45 inch), at 20c; cotton No. 50, needles Nos. 7 and 8; four buttons. 2. Lesson: Discussion of kitchen, aprons. Use, materials, laundering. White — economy in kitchen, durability, cost. 3. Making — taking measures, planning of ma- terial and pattern, pinning on pattern, cutting. 4. Bib, hemming, gathering, band, buttonholes and buttons. V. Problem: Christmas gifts. 1. Towels, hemstitched or scalloped. 2. Runner for dresser or table — course linen. Junior I Junior I Sewing, 120 minutes per week. Introductory: Sewing in the home. Dower chest, household linen: Use and decoration; economy, cost, dura- bility, amount and sizes. Personal linen: material and decoration, suitability to age and station, hygiene and san- itation of undergarments. L Problem: Pillow slips (hemstitched). 1. Material: Two pillow slips, 42 Inch unbleach- ed muslin. 2. Lesson: Tearing, drawing threads, pinning and basting, overhanding seam, finishing? off opposite end, turning, pinning and basting hem, hemstitching, monograming. II. Problem: Combination suit. 1, Material two and one-half yards long cloth, four and one-half yards edging at 5c, spool cotton No. 70, tape. 139 2. Lesson: Discussion of style and patterns, i-im- plicity, comfort and looks. Measures and al- teration of patterns. Pinning and planning pattern. Cutting (warp and woof). Basting. Machine practice. Combining machine and handwork. Bias facings. Lace, buttons anr" buttonholes. III. Problem: Sewing Bag (cross stitch). 1. Material: Aida cloth, 9x14 inches; two skeins silk; two yards cord; needles; sewing No. 8, crewel. No. 7. 2. Lesson: Discussion and plan of bag and de- sign, straightening material, overcasting raw edges to prevent fraying, folding and finding center for design, application, cross stitch, sewing up sides, and end (back stitch), hem- ming top, eyelets, drawing in of cords. Junior II Junior II Sewing 120 minutes per week. Introductory: How a young girl should dress, ap- propriateness of style, material, etc. Individuality ex- pressed in clothes. I. Problem: School dress, (cotton). Appropriateness, style, materials, trimming, pos- sibilities of a girl in making her own dress. Simplicity keynote in style, material, finish. Sample discussed, style selected. Cost, under $2.00. Senior l. Dressmaking: One period daily for one year. A review of girls' clothing, study of wool and silk, the study of the care of the wardrobe, the problem and the practice in handling woolen goods. Senior II. Domestic Art. Two periods a week throughout the year, alternating with cookery and household management. This course aims to give a general knowledge of clothing for children, and the making of an evening or party dress, and an infant's wardrobe. Senior III, A. Millinery and costume making. Daily for one year. 140 INDUSTRIAIi ARTS. This course has been arranged with the aim of giving the pupil the greatest opportunity of realizing on his latent abilities, to enlarge his scope of usefulness, and to make him master of himself. It is necessary to broaden his course of training and direct it in such a way that his abili- ties can be made marketable. It is the desire of this department to be of service to the other departments of the school, and to keep in close touch with the best methods of the industrial world. In this day of sharp competition it is the duty of the school to prepare the boy and girl to successfully meet the prob- lems of life. No effort has been spared to place before the student a practical course. Every project in the grades and in the H. S. is in itself a useful article for the home, school, or play ground. The exercises consist of pieces of work in various forms, and are so arranged that each new exercise brings into use either a new tool or a new method of using a tool, and so graded that the develop- ment is gradual. Supplementary exercises are offered in all grades in shop work, in addition to those required for a grade; there- by provision is made for the fast worker, and some oppor- tunity offered for individual choice. That manual train- ing is a forerunner of industrial work is clearly recognized. We hope to be in a position to offer a course in practical forging in the near future, thereby enabling the boys to continue in industrial training. Drawing is closely correlated with shop work, both in the Junior and in the Senior High School. Advanced classes are required to do sketching and blue printing, using the best and most practical methods. Each pupil who finishes the course in architectural drafting will draw plans for a two story house with detS,ils complete, or its equivalent. All students of this department above the Junior II class, in order to receive credit, will be required to spend at least one fourth of their time making or repairing ap- paratus for the school. Our boys learn by doing and this department aims to be of service. Students are invited to bring from home such repair work as can be successfully handled. The students of cabinet making will be taught to repair as well as to make furniture. We hope to be able to give the boys an opportunity to do some house construc- tion work. One of our aims is a neat, substantial, well ar- 141 ranged cottage planned and built by the boys of the L»ew- iston High School. Outline of S hop Courses. Grades 6-B 6-A 1 Pencil sharpener 11 Sled 2 Plant marker 12 Whisk broom 3 Tree tag 13 Doll's chair 4 Thread winder 14 Doll's table 5 Stand for paper file 15 Bird house 6 Buzzer 16 Cart 7 Key board 17 Wind Mill 8 Darts 18 Nail Box 9 Picture Frames . Four required fo Sword 1 d; , 2, 3, 4 and 6 requir- must finish seven for holder a grade. 8 10 11 Junior High School. Junior I-B Junior I-A. Cutting board Cake board or Crock cover Bread board Sleeve board Coat and hat rack Spool holder Ring toss Water wheel Handkerchief box Knife polishing box Stationery box (First six projects re- quired for a grade). 12 Wall pocket 13 Letter box 14 Bench hook 15 Towel roller 16 Rod towel roller 17 F'olding towel rack 18 Foot stool 19 Kite string wheel 20 Pile driver (Projects 12, 13, 14 re- quired, must finish four' for grade). 142 Junior II-B Junior II-A 1 Book rack 10 Single tree 2 Magazine rack. 11 Canoe paddle 3 Foot stool 12 Test tube 4 Necktie rack 13 Umbrella stand 5 Desk tray 14 Eread moulding 6 Screen board 7 Cliicken coop 15 Flower box 8 Milk stool 16 Tabouret 9 Waste basket 17 Step ladder (Four required for a 18 Jumping standard grade). 19 Hurdle 20 Clock shelf (Five required for grade) Other approved work may be substituted for some of the above projects. Junior Hi (Joinery) The object of this course is to familiarize the student with the most common practical joints used in construc- tion work. After successfully making the joint some proj- ect will be constructed which will demonstrate its appli- cation. In the second semester some time will be given to the making and finishing of simple articles of furniture. Junior III-B. Mechanical drawing is required of £lll students of this course. The student will attain proficiency in the use of instruments and the conventions of drawing through lines, circles, isometric, oblique and cabinet projections. Atten- tion will be given to the making of working drawings for use in the shop. 1 Kalf joint, project — Bicycle rack, saw buck or drying rack. 2 Mortise and tenon joint — blue print frame. 3 Miter joint — miter box, triangles, screen. 4 Rabbit joint — glove or handkerchief box. 5 Tongue and groove — drawing board. 6 Exercise involving the combination of rabbit and "T" joints — letter file or drawer. 143 Junior m-A. This term's work will be a continuation of the above. The student will take up the revolution of solids, intersection of surfaces, development of patterns and blue printing. The work of this year will be closely as- sociated with the shop when possible and accuracy of work neatness of lettering- will be insisted upon. 7 Feather or slip joint, project, box or hopper. 8 Butt hopper joint, project, box or hopper. 9 Dove tail joint, project, drawer. 10 Wedge-tenon joint, project, foot stool or book rack. 11 Small library table or center table. 12 Telephone stand. All of the above joints must be made, but the projects may be supplemented by other approved exercises. Senior High School. Senior 1 Cabinet Making. This year's work will consist of the construction of the best and most up-to-date pieces of furniture and cabinet work. Much emphasis will be placed upon finish during the second semester of this year's work. Senior I-B classes will be required to take furniture drawing and designing. Senior I-A students may continue the drawing of the previous term or they may elect in ar- chitectural drawing. Senior I-B Senior I-A 1 Dictionary stand 7 Davenport 2 Morris chair 8 Rocker 3 Writing table 9 Piano bench 4 Sewing table 10 Book case or cabinet 5 Dining room chair 11 Library table 6 Settee 12 Chest Each student must finish at least one of the above for grade. Senior II-A Advanced Forging. This course is a continuation of the previous term's work and consists largely of the making of tools for the 144 shop and a study of the various grades of iron and steel. Attention is given to the working of tool steel and spring- steel. Machine drawing is required of Senior II-B and II-A students and will consist of development of helix, "V" and square threads, bolts, nuts, regular and Irregular machine parts, cams and .gears. Exercises: 1 Pick up tongs 8 Eye punch 2 Swivel 9 Hcimmer 3 Door clasp 10 Hot cutter 4 Heading tools 11 Shovel 5 Screw driver 12 Single tree hook 6 Punch 13 Hay hook 7 Cold chisel 14 Chain Senior U-B Forging. The work of this semester will consist of study of the forge, how to manage and make a fire, the various heats, drawing out, bending and making the articles listed be- low or their equivalent will constitute this term's work. Exercises: 1 Drawing square stock 11 Upsetting 2 Making of wedge 12 Upset corner bend 3 Drawing out flat 13 Angle piece 4 Solid eye brace 14 Scarf welding 5 Drawing out 15 Ring weld 6 Staple ^^ Making of bolts 7 Eye and point 17 Shackle bolt 8 Meat hook 18 Flat tongs 9 Cate hook 19 Double eye bolt 10 Punching exercise Senior H-B Wood Turning The student will be taught the use and care of turn- ing tools, turning of beads, boarding, face plate and chuck work. The first thirteen of the following exercises must be finished for a grade unless similar work can be substit- uted. 145 Exercises: 1 Chisel exercises (cyl- 10 Dumb-bell inder) 11 Gavel 2 Gouge exercise 12 Hallow tray 3 Gouge exercise 13 Vase 4 Skew chisel exercise 14 Collar and button box 6 Potato masher 15 Napkin ring 7 Screw driver handle 16 Sphere 8 9 Indian club Rolling pin 17 Croquet set Senior H-A Pattern Making. Such exercises have been selected as will enable the student to become familiar with the principles of pattern making, and by actually making the pattern, placing and pulling it from the sand he will better understand the process of machine construction, machine drawing and their relation to the iron industry. The class should make one or two trips to the foun- dry to enable the students to understand the correlation of the pattern shop with the foundry. Exercises: 1 Cylindrical casting pattern, 2 Cast iron discus pattern. 3 Grooved pulley pattern 4 Pipe elbow pattern 5 "T" casting pattern. 6 Pulley pattern. 7 Gear wheel pattern. 8 Cone pulley pattern. Six exercises required for a grade. Senior High School ni-B. (House Construction) The students of this course will be given practical training in the construction of buildings and estimating cost of construction work. Senior III-B (House construction or Cement work). Students may continue the work of previous term or may take up practical work in cement construction. 146 Architectural drawing is required of all Senior III students and will consist of detail drawings of doors, win- dows, roof and floor plans. Elevations will be drawn and blueprints made. ART The aim of the art instruction in the Junior High School is to develop an appreciation of what is good and beautiful in nature and art. Considerable time will be given to the study of the great masterpieces, the lives of the glrtists, and masterpieces of art application in design and composition. The pupil's power to express himself will be encouraged and the habit of using drawing as a mode of expression of ideas will be emphasized. This worlc is given as a supplement to the Domestic Economy and Manual Training work and is required for full credit in those classes. One hour per week will be devoted to this study. Junior I. Design — Simple principles — applications in stencil, wood block printing, book binding. Emphasis is placed upon color harmony. Drawing of still life, flowers, fig- ures. Art study — Selected masterpieces. Junior II. Design — Study line, space, tone and color harmony, free hand lettering. Drawing — Type solids; flowers, fruits, etc., outlined and then conventionalized; landscapes. Emphasis on judg- ing space, proportion, blocking, perspective. Art study — Selected masterpieces. Junior III. Design — Continue work of previous year giving more emphasis to composition. Drawing — Continue work in line and color. Enlarge work on perspective. Art Study — Selected masterpieces. 147 MUSIC. Junior I. 1 hour per week. Voices — Careful classification. Study songs — Selected — Codas or Alternate Third Book, Modern Music Series. Singing unison, two part and three part work. Cho- rus singing — selections from Codas or School Song Book. Introduce bass clef. Review major and minor keys studied during previous years and introduce D minor, P sharp minor, C minor and C sharp minor in melodic and harmonic forms studied with their relative majors. Review chord progressions of tonic dominant, and sub- dominant in major mode. Musical appreciation — Story and music of "II Trova- tore" and "Martha." Use Victrola. Study lives of authors. Junior II. 1 hr. per week. Voices — Careful classification. Selected songs studied as in previous year. Singing in unison, two part, and three part. Thorough mastery of bass clef. Chorus singing (Selected), Review all the major scales with their relative minors dnd introduce P minor and G sharp minor in their melo- dlec and harmonic forms. Review chords of previous year. Follow chord progressions found in outline. Tones of tonic, dominant and sub-dominant in minor mode. Musical appreciation — story of "Faust" and "Tannhauser." Use of Victrola in connection. Study lives of authors. After the eighth year the music in the High School is optional and only chorus work is offered. Girls and Boys' Glee Clubs and mixed choruses will be organized as well as band and orchestra for which one-fourth credit will be given for a year's work. PHYSICAIi EDUCATIOX. ' (See note on Physical Education for Elementary School) 148 Girls: The purpose of the work in physical education is pro- gressive and is planned to train the girl physically in ac- tivities which will give her self control and self direction and lead her to the full realization of health and happi- ness. Because of the immense importance of the trans- itional period from childhood into early adolescence, the physical director will see that special care is exercised in selecting and carrying out the activities of those grades. Girls who for any reason cannot take the regular work are given special and corrective work according to their individual needs. The practical physical work will consist of: marching, running, tactics, free hand exercises, rythmic work, exer- cises with light apparatus, free play and running, gym- nastic games, athletic games, organized games. Outdoor work: volley ball, baseball, basket ball, hand-ball, hockey, tennnis, track, interclass games. Talks and attention will be given to instruction in personal hygiene, sanitation, first aid and bandaging, physical examinations and special individual corrective work. Boys: Special effort will be made to develop the habit of out- door exercise and maintain an active interest in those athletic games that are sources of organic vigor, of vitality, of physical and mental efficiency. It is the aim in this work to provide every boy the opportunity to engage in those physical activities that are known to be of value in developing strength, skill, co- ordination, good posture, and certain desirable traits of character as courage, confidence, sound judgment and will power, limitation and control of the human body. Par- ticular care will be exercised in selecting and adapting the work to the various periods of adolescent life. Any boy who for any physical reason cannot take the general work will be given special corrective work suited to his needs. The following general work is suggested: Marching and tactics, free hand exercises, light ap- paratus, free play and short outdoor races, organized games, floor maneuvers, free arm calisthenics, dumb bells, Indian clubs, military marching and drill, setting up ex- ercises, apparatus work, indoor and outdoor gymnastic and athletic games and play, wrestling, boxing, track work, baseball, basketball. 149 HIGH SCHOOL ENROLLMENT GIRLS 125 BOYS 100 TOT>^L ZZ8 Lewiston High School January, 1914. AVERAGE DAILY ENROLLMENT OF LEWISTGN HIGH SCHOOL 'leciaJ Supervisors. Supervisors shall under the direction of the Super- intendent of Schools have general charge of the work of their specific departments^ There are several subjects in the course of study which" though minor in point of time units in teaching, are just as important as any other sub- ject in the course in the development of the child. In order to bring these subjects down to the same systematic presentation given other subjects in the program, the Board of Education has employed specialists to give their complete time to such subjects and to furnish their work to the teachers in useful form, assisting by demonstration teaching and explicit direction wherever possible. Each supervisor is expected to furnish full and specific outlines to the teachers supervised, weekly, monthly or yearly as the case may demand and a copy of these out- lines furnished must be filed in the superintendent's office for inspection. The supervisor may apply for duplicates of these outlines to the head of the Commercial Depart- ment, who is hereby directed to have such duplicates made by his classes. For the purpose of directing teachers in the use of the work outlined, the supervisor is authorized to call such meetings of teachers as may be found necessary, and ab- sence from such meetings on the part of the teacher shall be reported to the superintendent by the supervisor and will operate against the teacher in her reemployment, un- less such absence has a reasonable excuse. When the supervisor finds that a teacher is not carry- ing out instructions and directions faithfully and to the best of her ability, he shall report such teacher to the superintendent. If a teacher fails to carry out the work outlined by the supervisor and at the end of the year the class is found deficient in the said work, and such teacher has not been reported to the superintendent, then the su- pervisor will be held responsible for the class' delinquency, 167 and it shall operate against the supervisor for reemploy- ment^ Each supervisor is expected to make regular reports to the superintendent for which purpose blanks will be furnished early in the term. Regular daily, weekly^ bi-weekly, or fortnightly peri- ods must be set aside in th*e program for the visits of each supervisor, and failure to appear at such time will be reported by the teacher to the principal and by the prin- cipal to the superintendent. Principals are directed to assist supervisors in every way possible, in securing the best results for their work. Grade teachers are reminded that supervisors are not teachers, but supervisors, and primarily their work is not to teach directly to the pupils the subjects given over to them, but TO ORGANIZE the teaching of these subjects, and to give this organization to the grade teacher to give to the child. Teachers under supervisors have a golden opportunity to become specialists. PRINCIPALS General Management. Principals shall have supervis- ion of their respective buildings and shall be held respon- sible for the general management of the schools under their charge. They shall see that the rules and regulations of the board and superintendent are entorced, and with the approval of the superintendent make such rules as may be necessary for the preservation of good order in the buildings and on or about the school grounds. Principals' Hours. They shall be in their respective buildings not later than 8 o'clock a. m. (High School) or 8:15 a. m. (grades) and 12:45 p. m.; and see that leachers are punctual in attendance and have their rooms in proper order for the reception of the pupils. Pupils' Hours. They shall see that pupils do not come on or about the school premises before the proper hours, that good order is preserved on the playground; and at all times in the halls and on stairways, and that pupils do not remain on or about the school premises after dis- missal unless under the direct supervision of a teacher. The Principal of the Senior High School shall, under the direction of the Superintendent, have general charge of all Senior High School work, the Central High School building, and athletic grounds and be responsible for the discipline therein and thereon. 168 The Principal of the Jimlor High School shall under the direction of the Superintendent have general charge of all Junior High School work; and shall cooperate with the Senior High School principal in maintaining uniform discipline throughout the building and on the grounds. Care of School Property. They shall see to the safe- keeping of the buildings, the furniture, the apparatus and libraries and to the cleanliness and sanitation of the build- ing.* Reports and Records. They shall make such reports and keep such records as the superintendent requests. Standard Tinie. They shall see that Standard time is kept. Classification of Pupils. With the aid and advice of the superintendent the> shall classify pupils at their en- tran''fc into school and a.? necessity may require during the year. Kepaii's. Whatever repairs are needed that the jani- tors cannot make, the principals shall give notice thereof in writing to the superintendent and in case of injury to school propert/. shall leport the name of the offender and extent of the injury. Instructions to Janitors. They shall give instructions to janitors as to their specific duties. Principals' Meetings. Principals shall assemble the teachers of the various departments under their charge for counsel and instruction as often as once every two weeks. It is a good thing to get together frequently for counsel and advice. Contagious Diseases. They shall not permit any pupil to remain in school whom they have reason to believe is afflicted with any contagious disease or who is known to have been exposed to such disease. They shall see that all the rules and regulations made by the health officer are strictly enforced. Supervision of Work. They shall, as far as their other duties permit, note methods, instruction, and govern- ment of the teachers under their charge and advise the superintendent of any incompetency and neglect of duty. Fire Drills. Principals will be held responsible for observance of regulations in regard to fire drills. 169 Records. They shall carefully review all records of teachers under their charge, and see that they are accu- rately and properly kept and the work neatly done. Supplies. They shall have charge of all supplies, maps„ globes, charts, and apparatus, belonging to their respect- ive schools and shall be responsible for same, and in every case when an article has been broken or lost or has become useless, they shall send a written report to the superin- tendent. Inventories. At the opening of each school year, prin- cipals shall make an inventory of all furniture, books or supplies and apparatus in their respective buildings, and at the close of the year, the same inventory, carefully checked and corrected, shall be filed with the superintendent. They shall also return all keys of the buildings, properly labeled. Desk Copies. They shall keep a correct record of the number and names of the various desk copies issued to each teacher, holding them responsible for the proper care and return of same. Playgrounds and Recesses. They shall require the aid of the teachers in securing constant oversight and direc- tion of every part of the playgrounds, during the recesses and before the opening of school, and they shall see that order is maintained by the pupils in passing through halls and in the school rooms during intermissions. They shall make regular assignments of teachers for the purpose of se- curing thorough supervision of the buildings and grounds. Other Duties. In all other respects their duties and responsibilities are the same as other teachers. TEACHERS Obey Instructions. Teachers shall begin work at the appointed time, devote themselves during school hours ex- clusively to the instruction of their pupils, maintain good order, and strictly adhere to the course of study, the regu- lations of the Board, and the directions of the superin- tendent. Control of Pupils. They shall exercise a kind, firm and judicious control over their pupils, giving special at- tention to their habits, morals and manners, avoiding cor- poral punishment when good order can be maintained and obedience secured by milder means. When corporal pun- ishment is administered, it shall, as a rule, be at the close 170 of a session in the presence of a principal or other teacher, and out of the presence of the rest of the school. A report of such punishment shall be made at once to the super- intendent. Absence and Tardiness. They shall at the close of each day's session notify the principal of any pupil who may be absent or tardy. Errands. They shall not send pupils on errands, nor permit them to pass to other rooms during school hours. Detention of Pupils. Any teacher detaining- a pupil more than fifteen minutes after time for dismissal shall notify the parents of such detention, stating length of time the pupil was detained, with reason for same. Presents. They are prohibited from making presents in the school room or from receiving valuable presents from pupils. Medals, Prtzes, Etc. Teachers shall avoid awarding any medals or prizes to pupils unless especially authorized to do so by the superintendent. Responsibilities of Teachers. They shall be respon- sible for the order and discipline and teaching of the pu- pils of their respective rooms and for their conduct on and about the playgrounds. Study Periods. During the study periods throughout the day, the teachers' duty shall be to direct and super- vise the pupils' study — a most important work — no teach- er should be found guilty of using this time for grading papers, writing letters or preparing school work. Teachers' Hours. They shall take charge of their rooms not later than 8:30 a. m. (grades), (8:10 High School), and 12:45 p. m. when they shall give strict attention to ventilation, blackboard work, and preparation of such materials as may be in use dur- ing the session. They shall also hold themselves in read- iness for conferences with superintendent, supervisors, and principal on matters pertaining to their work. Tardiness on the part of a teacher shall operate to cause the loss of one-half day's salary, unless such absence is excused by the principal. Absence or Tardiness. When teachers are unable to be in school, they shall immediately inform the superintend- ent of such inability and send to the principal a statement of the work of the day for the use of the supply teacher. 171 Teachers absent for other causes than sickness shall forfeit all pay for time lost. When teachers are absent on account of illness, the pay of such teachers for ten days shall be one-fourth the regular salary, and at the end of ten days the whole of such salary shall cease. Teachers' Meetings. Teachers are expected to be pres- ent at all teachers' meetings. Absence from these meet- ings unless excused for valid reasons will work a forfeit of a day's pay. Not to Dismiss Scliool. They shall not dismiss school earlier than the appointed time, nor for any day or part of a day without consent of the superintendent. Other Occupations. They are not to engage in other occupations that will interfere with the duties of their profession. Visits. Teachers may take one day in every school year to be designated by the superintendent to visit any department of the public schools of neighboring cities or in other departments in the city schools. When teachers are thus permitted to visit other schools, they shall devote the entire time to visiting during all the school session, observing the work of the school visited and shall make an accurate written report designating the time, place and content of the observations to the superintendent, within one week after the time of the visit. When schools are dismissed on account of any state, district,, or local teach- ers' meeting teachers will be required to attend such meet- ing during the time the school dismisses. Knowledge of Course. They are expected to be thor- oughly acquainted with the course of study, the rules of the school and the requirements of their respective depart- ments and use every effort to secure success in their school work. Teachers' Preparation. In the elementary school, no teacher, while conducting a class in History, Physiology, Grammar or Arithmetic shall be permitted to use a text- book except as a reference. Teachers may make extracts of the lesson to be used during recitations. A thorough mastery of the matter contained in each lesson as well as a definite method of presenting it is expected of each teacher. For teachers to do the work in this manner, a thorough preparation of the work for each day is necessary. Any failure on the part of the teacher to faithfully comply with this rule will not be tolerated. 172 Registers, Reports, Meetings. Teachers shall keep records, make reports and attend teachers* meetings as di- rected by the superintendent. They shall post their regis- ters at the end of each week and see that all records are neatly and accurately kept. Tests. They shall promptly respond to any test the superintendent desires to make touching the prescribed course of professional reading. Outline Work. Teachers shall carefully outline their work at least one week in advance, said outline to be in accordance with work arranged by the superintendent, and make themselves familiar with improved methods in teaching and governing. Teachers* Programs. Teachers of the elementary school shall have a working program ready to submit to the grade supervisor at the end of the first week of each semester, and shall place it in some conspicuous place in the room and follow it strictly. Announcements. No teacher shall announce or allow to be announced any show, lecture, or entertainment, or allow any agent or other person to display in the school any book or article of apparatus, or to consume the time of teacher and pupils without the consent of the superin- tendent. Subscriptions and Contributions. It shall be the duty of each teacher to prevent any contributions or subscrip- tions or sales of any sort in their school for the purchase of supplies, or other articles, unless ordered by the super- intendent. No person shall be permitted to take picures of the school building or the pupils without writ- en order from the superintendent. Telephone Calls. Under ordinary circumstances, no teacher will be called from her class-room to answer tele- phone calls. Teachers will not use the school telephone for private business or social affairs. Care of the School Room. It shall be the duty of the teacher to see that all chalk, erasers, etc., are removed from the chalk rack each day before the close of school and that all books and papers are removed from the pupil's desks, to assist the janitor in his work. Ventilation and Temperature. They should give vig- ilant attention to the temperature and ventilation of their rooms. The temperature of the school room shall be kept uniformly at about 68 degrees F. 173 / Occupation of Room. The teacher may occupy her room 30 minutes after close of the session without dis- turbance from the janitor if necessary to complete her work. Inventory of School Property. All teachers at the beginning of the school year shall make an inventory of the school property belonging to their respective rooms and deliver the same to the principal. At the close of the school year they shall check the inventory, making neces- sary corrections and deliver the same, together with the keys of the room, to the principal. Care of Property. They shall see that pupils do not injure or deface the school building, furniture, apparatus or other school property. But should any of the school apparatus or property be injured the same shall be reported at once to the principal of the building. Notice of Resignation. No teacher shall resign without giving four weeks' notice to the superintendent, in default of which all compensation for that length of time may be forfeited, unless such resignation shall be accepted by the Board of Education. PUPILS Admission. Children of actual residents of Independ- ent School District No, 1, who are of school age at the beginning of school and who are not afflicted with any contagious or infectious disease shall be admitted to the public schools, provided that no class for beginners shall be organized after the close of the third Monday of school of each half year. Beginning pupils may be admitted af- ter the third Monday of each semester only on written order of the superintendent who is authorized to give such orders for good and sufficient cause. Children becoming six years old during the first half school year may be ad- mitted by special permission of the principal. A Tuition Fee of $25 per annum or $12.50 per semes- ter in the High School and $16.00 per annum or $S.OO per semester in the Elementary School, payable in advance, will be required of the following: 1. Students over twenty-one years of age. 2. Students whose legal residence is outside of Inde- pendent School District No. 1. Attendance and Deportment. Pupils are required to be punctual and regular in their attendance; diligent in 174 study and faithful in the observance of every rule; to avoid whatever is contrary to good deportment, both In school and on the way to and from school; to be obedient and respectful at all times to their teachers; to pursue the regular course of study and to discontinue no subject with- out the written consent of the Superintendent. Absence. When a pupil is absent from school more than three consecutive days for sickness or any other cause, his name shall be stricken from the roll and he shall not be considered a member of the school until he has been reinstated. No pupils shall be permitted to remain in school who are afflicted with any contagious, infectious or communicable disease, or while liable to transmit such disease, after having been exposed to same. A pupil who has been absent from school under the above conditions shall be reinstated only upon the certificate from the health officer that the children are in no danger of transmitting such disease and that the premises where the disease had existed have been properly disinfected. When a member of a family is afflicted with a contagious or infectious dis- ease, all children living in the same house or v» ho are known to have been exposed to such disease must be ex- cluded from school until they shall have been reinstated by certificate from the health officer. Required Studies. All pupils are required to take all the studies in their grade unless excused In writing by the superintendent. Teachers are authorized to require ex- cuses from the parents and guardians of the pupils, either in person or by written note in all cases of absence or tardiness or of dismissal before close of school. They are authorized to send immediately for such excuses or wait until the next session of the next day, but no pupil shall be sent immediately for an excuse when the weather or other circumstances are such that it would occasion exposure to health. Cleanliness. Any pupil that comes to school without proper attention having been given to his person or dress shall be sent home until properly prepared for the school room. Excuses. Sickness of the child or in the family or some urgent necessity shall be regarded as the only legitimate excuses for absence. No pupil having been enrolled in one school shall be admitted to another school during the school year without presenting to the principal a certifi- cate of honorable discharge from the principal of the for- 175 mer school or a permit from the superintendent. An ex- «nsc ff.r t:irrliness niu^rt l-e givor up . . Toti est of the teacher, and upon failure to comply with the request, the pupil may be sent for the same. Tobacco and Intoxicants. The use of tobacco in any form or of any stimulants or narcotics in the school build- ing, on or about the school premises or while the pupil is under the authority of the school is strictly prohibited. Violation of any Principles of Right. For the viola- tion of any principles of right or of good conduct the pupils are held to as strict an account as though it were one of the written rules, and pupils may be disciplined or sus* pended for violation of the same. Injury to School Property. All injury done to school property, buildings, yards, furniture, etc., shall immediately be made good in money or satisfactory repairs by parent or guardian of said pupils. Suspensions. Pupils may be suspended by the prin- cipal for a specific time. The parents and superintendent shall be at once notified as to the cause of suspension. Suspended pupils may not be reinstated except by written permission of the superintendent. JANITORS. Moral Character. No one shall be employed as janitor who is not a person of good moral character. Term of Service. The janitor for the school building shall enter upon his duties at such times as may be pre- scribed and may be subject to removal at the pleasure of the board. Responsibilities. They shall remain in and about their respective buildings and devote their time to the cleaning, heating and care of the buildings. They shall guard all property on school premises, and shall take proper care of all supplies furnished for their use and shall be held responsible for the proper care of all furniture and appa- ratus of the school, except while the rooms are occupied by the teacher. They shall promptly make such repairs as they are able to make, and report to the principal of other repairs needed. Duties. It shall be the duty of the janitor to attend personally to the closing of windows and outside doors of the building under their charge. They shall be required to 176 have their respective buildings swept, dusted, and heated at least thirty minutes before the opening of the school session, and shall see that the heating apparatus is in proper order and that the temperature of the rooms dur- ing the school session is kept uniformly at 68 degrees. They shall allow no children in the building or on the grounds before or after regular school hours or during vacations, unless especially directed to do so. In no case shall they permit persons not connected with the schools to enter the buildings after school hours. Once each month and at such other times as may be necessary to insure cleanliness the janitors shall attend to the washing of the seats, desks, doors, wainscoting, stairs and windows. They shall set all panes of glass V7hen broken; shall water and care for all trees and shrubbery; shall thorough- ly clean blackboards, at least once a week; shall sweep sidewalks daily; shall keep the snow off the steps find walks in and around the school grounds; shall remove pa- pers and other waste material from the school premises before school; and after school hours they shall thorough- ly flush with hose the floors, furniture and walls of toilet rooms daily; and shall thoroughly clean and disinfect all toilet seats at least once each week. They shall clean drinking fountains daily, shall disinfect the buildings be- fore school begins each semester and at such other times as may be directed by the superintendent. They shall at- tend to the clocks and keep them regulated according to Standard time; shall clean ink-wells as often as required by the principal; shall sweep school rooms, halls, cloak- rooms, etc., every day after school, and dust them every morning before school. The chalk-dust in the trough, or in the chalk rack under the blackboards shall be carefully removed each evening. Paper and other waste material must not be allowed to accumulate in or about the base- ment or on the ground. Janitors shall assist principals in maintaining cider in closets and outhouses. The superintendent shall have general supervision over the janitors of the various buildings and, in case a janitor becomes delinquent in his duty, it becomes the lu.y ut the superintendent to report the case to the board of education. Janitors are held rigidly responsible for damage done to school property arising from any negligence, careless- ness or violation of these regulations. Janitors may re- port to the principal failure to receive a room in any of the 177 elementary schools at four o'clock, but they are not in any case to disturb a teacher engaged in work. Janitors shall keep an accurate account of all coal, wood and kindling and other supplies delivered to them and shall file all checks with the school board at the close of each school month. Janitors shall not be permitted to leave the building while school is in session. They must at all times keep a careful watch over their furnaces. They must not be sent upon any errand that takes them away from their building during school hours, except with the direction of the superintendent of schools. Janitors shall not make any alteration in the build- ing or remove or change seats, desks or other school fur- niture without permission from the superintendent. Janitors, sick or absent, must report to the superin- tendent who will designate a substitute with the same sal- ary as the regularly appointed janitor. Under no circum- stances shall a janitor appoint his own substitute. Janitors shall not sweep or dust any room or adjacent hallway while school is in session. The hanging of any pictures or charts on the walls or the pasting of any papers or designs on the walls or wood- work of the room is expressly forbidden unless permission shall have been given by the principal. The use of nails, thumb tacks, etc., in the walls and woodwork is also for- bidden and janitors are instructed to remove anything fas- tened to the walls or casings and report to the principal any violation of this rule. They must not permit matches to lie around the build- ing but must keep them in a tin or iron box provided for the purpose. They must keep all doors and all outside doors or double doors unfastened at all times during school hours or as long as children remain in the school building, under penalty of immediate dismissal from the service. Janitors shall report to the clerk at least five days be- fore needing supplies of coal or wood. The use of tobacco in any form on or about the school grounds during school hours will not be permitted, and the use of intoxicating liquors are strictly forbidden. FIRE DRILLS. Fire drills must be practiced at least twice each month, and without neglect, so that all teachers, pupils and jan- itors alike, may know in case of actual fire what to do, 178 No one, not even the teachers, is expected to know whether it is simply a drill, or an actual fire. Principals will see that these fire drills are conducted in such a manner as to insure their serving- their purpose. All outside doors must be kept constantly unlocked while school is in session, and the principal should appoint larger boys whose duty it shall be to open all doors at the first ringing of the fire gong, and also appoint boys whose duty it shall be to assist primary pupils in escaping from their rooms. Since pupils do those things well and best which they are accustomed to do, conduct the fire drill as nearly as possible after the plan that the pupils regularly follow when leaving their rooms. Occasionally talk to the pupils concerning prevention of fire. Fire Signals: (a). Several loud rapid taps of the fire gong — All Attention: (b). Interval of three words. (c). Two taps — pupils rise and march from the room and building. In passing from the building, pupils should be warned not to run, simply walk rapidly. Make the drills as realistic as possible, as they furnish a valuable means of discipline, aside from safety in case of fire. d. Under no circumstances permit disorder or pas- sing from the room faster than a walk. (e). Teachers and janitors should be assigned defin- ite positions and duties. Certain pupils should be taught how to use the fire extinguishers that will be found in the building. ELEMENTARY SCHOOIj, PROMOTIONS, ETC. A school survey committee consisting of several of the most prominent educators in America recently issued a re- port in which they stated that nearly a week's time is vir- tually lost at the close of each semester — half a month each school year — in holding final examinations to deter- mine promotions. Examinations, tests and reviews, both written and oral are valuable phrases in the educational process, but 179 care must be taken lest they be considered and treated as ends in themselves. To hold "final" examinations simply to determine fitness for promotion is certainly a wasteful abuse of valuable time and gives the child a grossly exag- gerated notion of the importance of final examinations. Such a process inevitably results in concentrating the ef- forts of both teacher and pupils on passing the "final" ex- aminations. Under these conditions the best of teachers can scarcely avoid adjusting her efforts, not in the way she thinks will best serve the interests of her pupils, but in the way she thinks will best prepare them for making a cred- itable showing in the final examinations. Any competent teacher ought to know, thinks she knows, and probably does know as much about the ability of her pupils before as after a "final" examination. By all means give examinations, tests, and reviews in abundance, both written and oral, but give the work throughout the sem- ester at times when it will prove most effective, not merely as a mechanical operation. The wise teacher will always use her best judgment in evaluating all the child's efforts; daily work tests, reviews, outlines, etc., in the determining of grades, not forgetting that the nature of the work from day to day is the safest, surest index to true progress and that after all our real victories are in our daily work. The closing days of the semester offer a rich, ripe time to definitely review, co-relate, and outline the great lesson truths that have been developed and taught during the term. Be sure that you use this most valuable time in building these truths into the child's very life, so that he leaves the work, imbued with the fact that it is a real pos- session, a personal gain. Promotions in the elementary school shall be made solely on the recommendation of the teacher and grade supervisors, based on the daily work and general ability of the child, all promotions being made subject to the advice and approval of the superintendent. Grades of not less than Fair may be accepted for pro- motion and pupils making a general average of Good with no grade less than Fair will be entitled to promotion with the designation "Honor Promotion." Pupils with no grade liess than Good and one-half or more of all grades Excel- lent will be entitled to the designation "Promoted with Highest Honors." But in all cases conduct, attitude and general deportment must be satisfactory and there must be no unexcused absence or tardiness. 180 HOME COOPERATION AND CREDITS. One of the most vital problems of school administra- tion today is that of securing a closer cooperation between school and home life. When a child learns that educa- 'tion is living and worldng in the best way he has made considerable on the educational road. Our school curri- culum should encourage this wholesome attitude toward every day tasks. Children must have time for real play and plenty of it, but let us not forget that real work is also a part of the child's rightful heritage, and that when rightly directed, children like to work — they are eager to take part in some of the real activities of life, however, they must not be permitted to attempt too much — a reasonable amount of work well done, regularly and suited to the child's age and ability is what is desired. No grade on the quality of the work done by the child is required, but merely the approx- imate time regularly devoted to that task or set of tasks. Merely note the time, one hour, or two hours in the proper column on the card. Your filling out -and signing this card will be taken as your guarantee to us that the work was well done regularly and satisfactorily. The work may in- clude any one or more of the many home tasks or any work done regularly, as sewing, ironing, washing dishes, preparing meals, baking, cutting kindling, gardening, milk- ing, caring for poultry, feeding stock, making beds, music lessons, tending furnace. Some tasks are performed daily, others weekly, as regular Saturday chores, music Ifessons, and the like. Nothing less than an hour's work is to be rec- ognized, although two or more tasks may be grouped to make an hour's work daily or weekly. The average child will be anxious to figure his home services in the large but a reasonable conservative "statement of account" will have a greater disciplinary value and will make for effi- ciency. The unit of home credit will be one hour's daily work throughout the month. Time spent on regular weekly tasks will be adjusted by the teacher on this basis. If the work in quantity, quality and regularity is deemed worthy, the teacher will credit the pupil with the number of home credits earned, which will add to the pupil's standing at the end of the semester in determining pro- motion. Each unit of home credit will have the effect of raising the monthly grade in some subject one step, as from Poop to Fair or Fair to Good. By means of home credits the pupil has an opportunity to raise his promotion stand- 181 ing to "Promoted with Honor" or "Promoted with High- est Honor" as the case may be, if he should lack a point or two and have earned considerable home credits to off- set this. HOME STUDY The proper place for learning lessons is in the school under the supervision of trained experts, not in the home amidst more or less confusion and without proper aid. The growing child needs his hours out of school for mental relaxation and physical development. It is as much the duty of the teacher to train the child In how to study ef- fectively and to worlv rapidly, accm*ately, and with undi- vided attention as it is his or her duty to instruct. Moreover, a child should be trained in doing some- thing useful and helpful in the home, which serves at once to develop the child's resourcefulness and independence, and serves as a needed change from the restrained condi- tions of the school room. In the elementary schools and in the Junior High School, pupils will be expected to prepare all assigned les- sons in school under the supervision of the teacher. The object of the lengthened period is to afford opportunity for supervised study and drill. However, collateral reading may be advantageously carried on at home as outlined by the teachers. Pupils in the Senior High School are expected to de- vote such time to their studies at home as is necessary to make satisfactory progress. Parents are urged to coop- erate with the school in this matter and see that such pupils have a proper study place and that ^hey apply themselves properlj% and study regularly. HIGH SCHOOL. Pupils may be admitted to the various classes of the Lewiston High School upon the following conditions: A. Junior High School — (1). Presentation of certificate showing com- pletion of work outlined for the Lewiston Elementary Schools, or of any public or private school, held to be the equivalent of the Lewiston Elementary School. (2). Passing a satisfactory examination under the direction of the principal of the Junior High School. 182 B. Senior High School. — (1), Satisfactory completion of eleven units of work outlined for Junior High School. (2). Certificate of work done in other schools held to be the equivalent of the work done in the Lew- iston Junior High School. (3). Passing a satisfactory examination under the direction of the principal. Special Students. Pupils over age, who through some misfortune fail to meet technical requirements for admission, but who ex- hibit an earnest desire, will be given L-pecial consideration, and may be admitted to such cli.3sos as the Superintendent may direct. Satisfactory won? shall result in tlie pupil's receiving regular classification witn full credit for ail pre- ceding work. Daily Sessions: Each recitation period is sixty minutes long, including time for readjustment of classes and the schedule is ar- ranged to give as much flexibility as possible. The school day is divided into seven periods, each sixty minutes long, except morning exercise period, which is twenty-five min- utes. General Exercise — 8:30 to 8:50. F4rst period — 8:50 to 9:50. Second period — 9:50 to 10:50. Third period — 10:50 to 11:50. Noon intermission — 11:50 to 1:00. Fourth period — 1:00 to 2:00. Fifth period — 2:00 to 3:00. Sixth period — 3:00 to 4:00. Pupils not occupied at any hour will remain in sssem- bly room for study or be assigned to the cymnisium for special drill in physical work under the diraction of a teacher. Recitation Periods: After careful consideration the traditional forty minute period has been abandoned and sixty minute periods aie offered all secondary work. By this arrangement the t?me requirements of all subjects are as nearly as possible made equal. In a subject involving laboratory work five daily recitation periods a week are scheduled — a total of three 183 hundred minutes, twenty minutes more per week than under the former plan. The amount of time devoted to laboratory exercises and other forms of class room activities is left to the teacher. The same plan is to be carried out in the work in manual arts, home economics and drawing. With the understanding that these courses are to be so administered as to require appropriate supplemental activities outside the recitation period. The sixty minute period offers a splendid opportu- nity for a most fruitful organization of class room work. In general school work the first portion of each period will be devoted to recitation work and the latter portion to supervised study. Pupils need to be taught HOW TO STUDY, under the supervision of the teacher. Definite problems and situations may thus be clearly presented and methods of attack definitely organized so that study may be economically conducted. This study-lesson-period — that portion of the recita- tion period to be devoted to supervised study in which the teachers directs thought and activities in the solution of problems and situations — constitutes the basis for further independent study and verification. This arrangement of time will no doubt prove a valua- ble factor in the school economy. It saves time wasted in the frequent class changes, simplifies program making and best of all offers daily drill in each subject in learning how to study. HIGH SCHOOL CREDITS— GRADUATION. The amount of work required for graduation from the Lewiston High School shall be twenty-four units. A unit represents a year's satisfactory work in any subject, pur- sued five days per week. The High School period is the plastic period of youth in which powers are discovered and developed, and habits fixed. The ideas formed during this period measure the degree of success and happiness in later life. The activi- ties of the High School should seek to promote the dis- covery and development of each pupil's dominant interest and for this reason the stereotyped High School course must give way to differentiated work which offers the boys and girls an opportunity to find themselves. Each grade in the High School consists of two classes, designated as B and A, respectively and regular promotions take place twice each school year, based upon the number of units 184 earned. Special promotions, however, may be made at any time when deemed advisable. Diplomas of graduation will be granted pupils who have secured a total of twenty-four units of credit, in- cluding all required studies and work, and whose conduct and general standing would entitle them to this recog- nition. Pupils who are enrolled for the first time in classes above the first year in the Junior High School are to be credited with the equivalent of the studies pursued else- where. Students of good ability or who are very indus- trious shall have the privilege of pursuing five subjects a year, and thus shortening the High School course to five years. Many schools have shortened their elementary course to seven j^ears. This, with four years of High School work would permit a pupil to graduate in eleven years. This shortening the time devoted to elementary and high school work is quite generally demanded. We believe, how- ever, that this can be more wisely done by offering six years' elementary work, followed by six years of secondary work in the Junior and Senior High Schools, where an ex- cellent opportunity is offered industrious pupils the privi- lege of taking an extra subject occasionally, which to- gether with outside industrial credit would enable them to earn enough credits to graduate in five years, thus placing a premium on industry and initiative. Of the twenty-four units required for graduation, nine are in especially pre- scribed subjects and fifteen units in electives. Prescribed Subjects: English — 5 units. Mathematics — 2 units. History-Geography — 1 unit. History-Citizenship — V2 unit. General Science — V2 unit. There are certain studies which all pupils are expect- ed to take, as they are fundamentally important and af- ford an introduction to the great departments of human knowledge, with the elements of which every person who proceeds with formal education should have some acquaint- ance. In addition, drills in physical training, singing, pen- manship and memory work, etc., will be required. Beginning with the first senior year's work, English is the only required study, and the work of the third senior year is entirely elective, a sufficient number of electives must be taken to earn at least four credits each school 185 year, unless the student is granted special permission to take a fewer number of subjects by the principal. The choice of subjects is determined in part by the sequence of the subjects themselves, and in part by the purpose which parents and child may entertain In regard to the school work. The schedule and time of classes and arrangement of study will be so planned that a pupil may elect the sub- jects most desired or those required for admission to col- lege or university. Pupils preparing for college or uni- versity should make known as soon as possible ihe par- ticular school which they expect to enter so that entrance requirements for that particular institution may be met. The Lewiston High School offers work iie( essary to pre- pare for entrance without -xamini.ion to the '.fading col- leges and universities. As a further guide in the selection of studie.^ let it oe remembered that each pupil beginning v/ith the junior third year will be required to complete, for graduation, in addition to the prescribed work at least three unit< of elective work in one of the following groups; and at least two units of elective work in one >f ')ie remaining groups: A. Mathematics. B. Science, C. History. D. Foreign Languages. CONTINUATIOX AND SUPPLEMENTAL WORK. Young people are or should be interested in pursuing some line of work through their own initiative. Any num- ber of laudable educational activities are not listed in the work offered, but under wise and stimulating guidance these border-land pursuits may be made most fruitful m the lives of pupils and worthy of school recognition: Wireless telegraphy, photography, conspicuous work in school enter- prises, special achievement in the application of manual or artistic skill. The industrial pursuits will suggest many op- portunities for work of this character. Many of these pur- smts may be continued throughout the summer vacation, the amount of credit earned will be determined with ref- erence to the individual applicant. It is entirely feasible and possible for pupils to earn one-half unit of credit a year in leisure hour pursuits, and graduate much stronger students than were such work not attempted. 186 Pupils desiring to receive credit for such activities must make definite arrangements before beginning the particular line of work, so that clear understanding may be had as to requirements. In giving credit for this line of work, it should be understood that mere routine work involving no progress in learning or skill will not be considered. It is the purpose, however, to provide a way for giving credit for earnest effort and definite attain- ment, so long as these activities carry with them some educational value. Pupils will be encouraged to select some pursuit which will serve to organize their various interests about a cen- tral purpose. The essential characteristic of the voca- tional motive is its tendency to lead forward — therein lies its value. A wide range of meaning attaches to the term and it must not be restricted to a narrow view. It may be that the dominant motive is an ambition to enter college or a keen desire to enter some occupation early in life, or a delight in excelling in the sense of mastery of what- ever is undertaken. Whatever it may be if wisely directed^ later in life this dominant motive may develop into a par- ticular vocation, whereby a living is made, or it may be an avocation whereby an increased opportunity is afforded for obtaining relief from the stress of business and a better opportunity to appreciate values in life. Parents' cooperation in all things pertaining to the youth's welfare and work is earnestly solicited. A maximum of three units is available for continua- tion and supplemental work. The following list is intend- ed to indicate a few of the many lines of work for which credits may be given: Regular weekly piano, violin, cornet, pipe organ, or voice lessons under an accredited instructor, one-fourth unit per year, not to exceed four years. Active membership in any High School band or or- chestra or approved city musical organization, one-fourth unit per year, not to exceed four years. Regularly organized High School Glee Club or Chorus work, one-fourth credit per year. Credit for music work is limited to two units. Regularly organized weekly literary work, public speaking, expressive reading, one-fourth unit per year, if under the direction of a High School teacher. Satisfactory work in any regularly organized High School athletic organization or gymnasium work will entitle 187 the student to a credit of one-fourth unit per year, not to exceed four years. The foregoing list enumerates only a few of the lines of supplemental work that may be offered for a credit during the year. During the summer vacation, regular, systematic work in agriculture, horticulture, gardening, poultry raising or definite faithful work in the home, etc., followed by a satisfactory outline and discussion, so that careful planning, preparation and thinking were introduced into the execution of the work, may receive one-fourth unit of credit. SYSTEM OF MARKING RESULTS. The scholarship records and all reports to students and parents will be indicated by the words given in full: Excel- lent, Good, Fair and Poor. These words may be abbre- viated in the permanent records to E. G, F. and P. Promotion is determined primarily on the scholar- ship record, but account will also be taken of the rating in the following traits: Industry, attention,' attitude and im- provement. The meaning which the school attaches to these traits is as follows: Industry represents working power applied contin- uously and actively in the mastery of assignments. It is the quality of response a pupil exhibits in the daily prepara- tion of lessons, either under self-direction at home or un- der partial supervision in the school. The test of industry lies in the character of the results of study as revealed in the recitation. The boy who has learned to place a proper value on industry will develop into the man who places an adequate value on his moments. Such a man will have time, not only for the occupation necessary to self-support but for active participation in worthy forms of service, and for in- dulgence in those refined pleasures for which the purely cultured training has prepared him. Initiative represents the ability to plan and execute, the ability to go forward without detailed oversight. The pupil who works with a purpose, more or less independ- ently, gives evidence of initiative. The boy, who, under careful supervision and purpose- ful guidance, has developed his powers of initiative, will be the man capable of intelligent self-direction and inde- pendent action. 188 Attention consists in withholding thought from divert- ing subjects and fixing it upon the problem in hand. Prac- tically, attention means thoughtfulness. It is the ability to stick to a subject, to think it through and to test con- clusions. The boy who has acquired the habit of attention to the problems in hand will be the man with the power of concentration, that power essential to the deepest enjoy- ment and to the highest success. Attitude represents the disposition of a pupil toward the work of the school. Questions like the following are raised in determining the character of a pupil's attitude: Does he show a willingness to respond to the demands of the teacher? Does he regard the preparation of his lessons as serious business? Does he cooperate in advancing the interests of the class? The boy who has been trained to place himself in a wholesome attitude toward his work and toward his fellows will be the man of the sane, oroad vision and of whole- some attitude toward life. He will have the foundation for the broadest culture — culture interpreted as the ca- pacity to understand the problems of modern life, and the ability to assist in solving them. Improvement represents the amount of progress and accomplishment. The student should be trained to demand of himself constant improvement in his work as an indication of growth of his powers. A student so trained will become a man who is never satisfied except with the consciousness that he is in the line of progress. He will not only demand progress in self-development, but he will ally himself with the progressive forces which make for the elevation, the refinement, and the inspiration of a democratic society. As the High School period is the plastic period of youth, the powers discovered and developed, the habits fixed, the ideals formed during this period largely deter- mine the measure of success and happiness in later life. The activities of the school should especially promote the discovery and development of each pupil's dominant inter- ests. The method of rating pupils establishes a standard by which they estimate their own work and the work of their fellows. 189 oeneraij notes. The High School student's fitness to receive credit for work will be evaluated by the teacher from the student's daily work, and such tests, drills, and examinations as may be given from time to time to develop power and skill in expressing the content of knowledge gained. Moreover, the pupil's general standing in industry, attention, attitude, initiative and improvement will have much weight in de- termining the student's rating. As a rule final examinations will not be given at the <;lose of the term. Given at this time they are mechanical and lose nearly all educational value; moreover they give the pupil an exaggerated notion of their value and re- lieve the teacher of educational responsibility. Make good use of the closing days of the term in systematic reviews and discussions that will clarify, unify and classify the work of the term so that the student may leave it with a sense of mastery and power that would otherwise.be lacking. The student must be impressed from the beginning with the importance of making a good record every day; that the best preparation for good work tomorrow is good work today; that the twelfth hour effort of "cramming" will not be accepted in lieu of satisfactory work. Earnest work and regular, punctual attention are absolutely neces- sary for the best grade of satisfactory work. Should a student fail to maintain a satisfactory fctand- ing of work to the close of the term, he will be denied credit unless excused by the principal for a good and satis- factory reason. Students whose average term standing in all subiects represented on the report card is "good" or better ond no grade less than "Fair" will be designated on the penna- nent records as "Honor" students. Students having no grade less than "good" and one- half or more of all grades "Excellent" will be designated ■"Highest Honor" students. The world's estimate of the pupils' work will probably be expressed as Excellent, Good, Fair or Poor. The same form of expression will be used by the teacher in desijjnat- ing the pupils' standing. On reports to parents the words are to be used in full; on the permanent records of the school they are to be abbreviated as E, G. P and P. At the close of each school year the pupils are to re- ceive a card indicating definitely the number of credits 190 earned during the year; and, if the standing is Honor or Highest Honor, the fact is to be stated thereon. All promotions in the High Schools shall be by units of credit, taken together with the students' general ability and attitude. Grades of not less than Fair ui.iy be a«^cepted for credits; providing, there is no unexcused absence or tar- diness charged to the student and that his general conduct and progress are satisfactory." A single case of tardiness or absence may be held inexcusable and may forfeit all claims to honor promotion; while in another case, several days absence on account of illness or absolute necessity might be held excusable. Of course, in all cases lost work must be made up us nearly as possible, bearing in mind that it is almost impos.sible to recover lost opportunity. Each student is required to carry four periods of v/ork, unless excused for a cause by the principal. Students who maintain a scholarship standing of 0. Introductory American History — Bourne & Benton; D. C. Heath & Co., 60c. Arithmetic: Primary — Stone-Millis; Benj. H. Sanborn Co., 35c. Intermediate — Stone-Millis; Benj. H. Sanborn Co., 40c. Geography : Elementary, — Tarr & McMurray; Macmillan Co., 60c. Advanced — Tarr & McMurray; Macmillan Co., $1.00. Physiology: Primer of Hygiene — Ritchie; World Book Co., 40c. Primer of Sanitation — Ritchie; World Book Co., 50c. Writing: Palmer Method, Primer — Palmer; A. M. Palmer Co., 15c. Palmer Method, Advanced — Palmer; A. M. Palmer Co. 25c Spelling: American Word Book — Patterson; American Book Co., 25c. 194 High School Text-Books. German: German Grammar — Bacon; Allyn & Bacon, $1.2o. In Vaterland — Bacon; Allyn & Bacon, $1.25. A Practical German Grammar — Thomas; D. C. Heath & Co., $1.25. Easy Lessons in German — Dreyspring; American Book Co., 60c. Dies und Das — Fick; American Book Co., 25c. Geschichten von Rhein — Stern; American Book Co., 85c. Geschichten und Maerchen — Foster; D. C. Heath & Co., 25c. Elementarbuch der Deutchen Sprache — Spanhoofd;D. C. Heath & Co., $1.10. Yung Deutchland — Gronow; Ginn & Co., 90c. Altes und Neues — Seeligmann; Ginn & Co., 35c. Prose Composition — Pope; Henry Holt & Co., $1.00. Latin: Latin Primer — Nutting; American Book Co., 50c. Latin First Reader — Nutting; American Book Co., 60c. Caesar's Gaellic War — Walker, Scott, Foresman & Co. $1.25 Latin Grammar — Bennett; Allyn & Bacon, 80c. Cicero — 'D'Ooge, Benj. H. Sanborn Co., $1.25. Latin Composition; Caesar — D'Ooge; Ginn & Co., 50c. Latin Composition; Cicero — D'Ooge; Ginn & Co., 60c. Colloquia Latina — D'Ooge; Ginn & Co., 40c. Nepos — Roberts; Ginn & Co., 75c. Vergil's Aeneid — Knapp; Scott, Foresman Co., $1.00. Spanish: Elementary Spanish Reader — Harrison; Ginn & Co., 55c. Fortuna — Escrich;Ginn & Co.y 55c. Libro Primero de Lectura — Cyr; Ginn & Co., 35c. Libro Segundo de Lectura — Cyr; Ginn & Co., 40c. First Spanish Book — ^Worman; American Book Co., 45c, Second Spanish Book — Worman; American Book Co., 45c. Introduction a La Lengua de Castellana — Marion Y Des Garennes; D. C. Heath & Co., $1.00. Zaragueta — Carrion & Asa; Silver, Burdett Co., 55c. English : Elementary English Composition — Scott & Denny; Allyn & Bacon, 80c. New Composition-Rhetoric — Scott & Denney; Allyn & Bacon, $1.20. 195 New History of English Literature — Halleck; American Boole Co., $1.30. History of American Literature — Long; Ginn & Co., $1.35. Advanced English Grammar — Kittredge & Farley; Ginn & Co., 80c. Grammar, Revised — Beuhler; Newton & Co., GOc. New-Word Analysis — Swinton; American Book Co., 35c. Mathematics: A B^irst Course in Algebra — Kent; Longmans, Green Co., $1.00. A Second Course in Algebra — Hawkes, Luby & Touton; Ginn & Co., 75c. Plane and Solid Geometry — Ford and Ammermann; Mac- millan Co., $1.25. Advanced Arithmetic — Stone-Millis; Sanborn & Co., 45c. Modern Business Arithmetic — Sweet; Sweet Publishing Co., $1.00. New Intellectual Arithmetic — Stoddard; American Book Co., 35c. Plane Trigonometry — Wentworth-Smith; Ginn & Co., Science: A First Course in Physics, Revised — Millikan & Gale; Ginn & Co., $1.25. Physics Laboratory Manual — Cavanah and others; Glinn & Co., 70c. First Principles of Chemistry — Brownlee and others; Allyn & Bacon, $1.25. Laboratory Manual — Allyn & Bacon, 50c. Elementary Biology — Peabody and Hunt; Macmillan Co., $1.25. New Astronomy — ^Todd; Am. Book Co., $1.30. Advanced Physiology — Conn and Buddington; Silver, Bud- dett Co., $1.10. Elements of Household Chemistry — Snell; Macmillan Co., $1.00. Elements of General Science — Eikenberry and Caldwell; Ginn & Co. Agriculture — Hilgard & Osterhout; Macmill.in Co., SI. 00 History, Economics and Sociology: Ancient History — Webster; D. C. Heath & Co., $1.50. Med. and Mod. History — Myers; Ginn & Co., $1.50. American History — Muzzey; Ginn & Co., $1.50. 196 History of the United States — Bourne and Benton; D. C. Heatli & Co., $1.00. American Citizenship — Beard ;Macmillan Co., $1.00. American Government — Ashley; Macmillan Co., $1.00. Elementary Economics — Bullock; Silver, Burdett Co., $1.00. Sociology and Modern Social Problems (for regular text) — Ellwood; American Book Co., $1.00. The Social Spirit in America (for supplementary text) — Henderson; Scott, Forseman Co., $1.50. Drawing: Mechanical Drawing — Mathewson and Steward ; Manual Arts Press, $1.00. Commercial : Complete Bookkeeping — Lyons; Lyons and Carnahan, $1.00. Bookkeeping Blanks, Part I — Lyons; Lyons and Carnahan, $1.20. Bookkeeping Blanks, Part II — Lyons; Lyons & Carnahan, 80c. Shorthand Manual — Gregg; Gregg Publishing Co., $1.50. Shorthand Dictation — Eldridge; American Book Co., 65c. Rational Typewriting — Cutter and So Relle; Gregg Publish- ing Co., $1.00. Elements of Business Law — Huffcut; Ginn & Co., $1.00. Office Training for Stenographers — So Relle; Gregg Pub- lishing Co., $2.00. Commercial Geography — Brigham; Ginn & Co., $1.30. General: Basic Principles of Domestic Science — Lila Frich; Muncie Publishing Co., Everyday Ethics — Cabot; Holt & Co., $1.25. Psychology — Halleck; American Book Co., $1.25. Practical Ethics (Jr. I) — Hyde; Holt & Co., $1.00. --^luiu nros. Makers \vracuse, N. V ^"- JM. 21, ,9M ^uoU29 UNIVERSITY OF CAUFORNIA WBRARY