. GIFT OF , 
 
MANUAL 
 
 OF UNIFORM COURSE 
 
 OF STUDY FOR THE 
 
 ELEMENTARY SCHOOLS 
 
 OF OHIO 
 
MANUAL 
 
 OF 
 
 UNIFORM COURSE OF STUDY 
 
 FOR THE 
 
 ELEMENTARY SCHOOLS OF OHIO 
 
 COMPILED UNDER THE DIRECTION OF 
 
 FRANK W. MILLER 
 
 [\\ State Commissioner of Common Schools 
 
 Columbus, O. : 
 
 The F. J. Heer Printing Co. 
 
 1912. 
 

PREFACE. 
 
 This uniform course of study for the Elementary Schools of Ohio 
 was written by representative school people, who are expert in their spe- 
 cial subjects. The schools that have but one teacher for the eight grades 
 will be greatly benefited, if the Boards of Education instruct their 
 teachers to follow the outlines as given in this manual. The elementary 
 teachers of the village schools, where no definite course of study is fol- 
 lowed, will also obtain good results by following these outlines. Many 
 teachers fail because they cannot distinguish the important facts to be 
 taught, from the trivial and un-important ones. Methods of presenta- 
 tion must be understood and definitely planned by the teacher, if the 
 teacher obtains the best results; therefore this manual is offered to the 
 Boards of Education and teachers of Ohio for their use. We do not 
 recommend any certain text books to be used, as this course was writ- 
 ten in such a way that any text book written for the elementary schools 
 in the different branches, may be used. The contributors of these courses 
 in the different branches of study gave their time and efforts to the 
 preparation of their work without compensation, and I take this oppor- 
 tunity to thank them for their excellent contributions. The course in 
 Agriculture is taken from the "Tentative Course" and Bulletins, previous- 
 ly issued. I take pleasure in recommending this course of study for the 
 elementary schools of Ohio. 
 
 Frank W. Miller, 
 State Commissioner of Common Schools. 
 
 (3) 
 
 292951 
 
. TABLE OF CONTENTS. 
 
 PAGE 
 
 Your First Administration T 
 
 Reading and Phonics 15 
 
 Analytic and Synthetic Reading Method 26 
 
 Language .. 36 
 
 Language and Grammar 47 
 
 United States History , 53 
 
 Arithmetic 129 
 
 Geography 140 
 
 Physiology 147 
 
 Music 153 
 
 To the Boards of Education, Superintendents and Teachers 165 
 
 Outline of a Course in Agriculture for the Elementary Schools 167 
 
 Suggested Topics in Agriculture and the Household Arts for the Girls 174 
 
 Agriculture 178 
 
 Primary Division 180 
 
 First Division 183 
 
 Second Division 192 
 
 Third Division 206 
 
 (5) 
 
YOUR FIRST ADMINISTRATION. 
 By Mrs. Pearl B. Harris, Clyde, Ohio. 
 
 Beginners in the teaching profession : You are young people of good 
 moral character, making an effort to raise your standard and broaden 
 your theory of life. You have hopes of being successful teachers. 
 Having for a background these principles, without which no person is 
 fit to enter the school room as teacher, it is not unfit that you have a 
 letter from another country school teacher, dealing with the practical 
 routine of launching a country school administration. In any method or 
 devise used in school, there must be the personality of the teacher — "the 
 human touch" — to give it vitality. 
 
 There is no universal rule for conducting a school, because human 
 nature cannot be reduced to a system. Many times your most cherished 
 and most carefully thought-out plans will be found out of order when 
 applied to concrete examples ; this comes alike to experienced and inex- 
 perienced. This, however, is one great attraction in teaching. You never 
 know what will happen next, and whatever does happen, you are not 
 expecting it. 
 
 I assume that you have an "already accumulated wealth" beside 
 what appears on the face of your certificate. You have attended your 
 county institute, and saturated yourself with enthusiasm, the chief product 
 of an institute. You have the Ohio Teachers' Reading Circle books ; at 
 least two educational papers, one state and one national ; and other papers 
 and magazines for information and culture. You possess a copy of each 
 text-book used in your school. Besides these, you are beginning a collec- 
 tion of books from the world's great writers. These are the teacher's 
 tools, without which no* person, however gifted, can successfully teach. 
 
 For some time you have been thinking of your first school and your 
 first day. You have been thinking for some years that you wanted to be 
 a teacher. I hope so. I wish I were writing to teachers who really felt 
 "the call" to teach., Probably you are without normal training, and your 
 last year in school has been the time of greatest preparation for teaching. 
 It is likely you have studied some text book on teaching, and have paid 
 attention to your teacher, criticized her work, planned to adopt some 
 of her methods and reject others. For your sake, I hope you have had 
 a succession of good teachers — teachers who were alive and using upto- 
 date methods. 
 
 You are going into all sorts of schools ; those made up of children 
 from the rich farming communities ; the iron and coal mining districts ; 
 and localities where the people are bowed with the weight of wresting a 
 bare living from the soil, and whose faces are ■ clouded with stolid 
 
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8 MANUAL OF UNIFORM COURSE OF STUDY 
 
 indifference. In all these schools there are different types of children, 
 and you will suit your instruction to their needs. 
 
 Beginning your administration, you will have to deal with three 
 elements: environment, mechanics of teaching, and real teaching. 
 
 If not acquainted with your district, a week or two before school 
 begins go there for a visit to investigate conditions at the school house 
 and get the records left by the last teacher. You will then know what 
 is necessary to make your school house a comfortable living place — for 
 that it must be. The Board of Education may have recently had the 
 school house well cleaned, and all you have to think of is the school work 
 proper. I understand that many Boards are not inclined toward that 
 branch of civic righteousness. It is not the aim of this article to find 
 fault — it is simply to help you meet the varying conditions of school 
 life. The time for objections is before you are hired. I have little 
 sympathy for the teacher who applies for a school without knowing the 
 conditions to be met and reckoned with. If so blind as to have done 
 this, then endure conditions, or better, quietly undertake to remedy them 
 without whining. 
 
 A teacher should board in the district, as closely to the school as pos- 
 sible, so her time and energy may be conserved for school work. It 
 is not the work of the school that enervates or kills ; it is worrying about 
 the school, or it is the things the teacher does out of school hours. If 
 the teachers of Ohio could bring themselves to look at their profession 
 from a business standpoint; if they could realize what they are doing is 
 an important part of the world's work, there would be a revolution in 
 teaching. The country schools would take on efficiency by leaps and 
 bounds. The teachers would be actual promoters and there would be 
 fewer time-serving dawdlers in the school room. A recent critic has 
 said, "Those who can, do: those who can't, teach school." 
 
 There are townships in Ohio where the teacher hires the janitor. 
 There may be persons that want to do the janitor work that are not to 
 be trusted. For instance, a boy or girl from certain families in the 
 district may bring objectionable characters for assistance. The pupils 
 may arrive before the teacher. There have been cases of serious and 
 far-reaching trouble from this cause. In such cases she would better do 
 her own work. Do not think I am advocating janitor work for 
 the teachers to take their minds off their troubles or any other interesting 
 thing. Far from it. Having heard this janitor business discussed for 
 a number of years, I have never known it maintained that there could 
 be the remotest possibility of its being a good thing for the teacher to 
 do that work. 
 
 Be that as it may, the necessary thing is that your school house be 
 swept, dusted and made comfortable and attractive as possible for the 
 first day of school. If it devolves on you to scrub your school house, you 
 can do that afterwards. It may be the older boys and girls will help, 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 9 
 
 but remember this, you have no right to compel a pupil to do any kind 
 of janitor work. If you state the conditions and call for volunteers 
 you will get plenty of help. Pupils will ask for work oftener than you 
 have work for them. In your preliminary inspection, if you are as re- 
 fined and modest at heart as you are superficially, you will investigate 
 the out-buildings. You will ascertain if they are fit for decent boys and 
 girls to enter. In many districts the out-buildings are cleaned when 
 the school house is cleaned. If this is not so, the teacher should not 
 neglect it. Do you know, my rural teacher friends, that many little 
 boys and girls get their first ideas of vulgarity, obscenity and vice from 
 the rude, lewd engravings and vulgar inscriptions found in out-buildings 
 at the school houses? 
 
 To a limited extent this is to be a "just how" paper. You may not 
 want to do as the writer has done. You may find a better way. I 
 hope so. One aim of this article is to give a point of view that will 
 enable you to see the importance of the organization of details. The 
 protection of children from immorality is not a small thing. To develop 
 decent, honorable, patriotic citizens is about as high an aim as a school 
 can have. So keeping the school out-buildings clean and decent is 
 an important thing. I hope these buildings have locks and keys for 
 reasons that may become too obvious after you have become ac- 
 quainted with your neighborhood. You owe it to your own self- 
 respect to see that this general cleaning-up is done. Do not lower 
 your standards of life to such a degree that you will permit yourself 
 to live in such environment. Paint and whitewash are cheap and 
 need no professional skill to apply. Then the engravings can be planed 
 off or so cut up with a knife that they mean nothing. The young man 
 teacher will dismiss the girls, then he and the boys will carry water and 
 scrub these buildings back to decency. Plenty of water, "elbow grease" 
 and Red Seal Lye .will do the work in fine shape. The young woman 
 teacher can have tubs brought and have the boys to fill them with water 
 and after dismissing the boys, she and the girls can do the work of 
 cleaning. If you are a good housekeeper, young woman, and know easy 
 ways of doing work don't leave all your talent in that line at home. I 
 know that Red Seal Lye, Bon Ami, Sapolio, Sanitary dust cloths and 
 many other sanitary and labor saving devices have their place in the 
 school room economy just as much as in the home. 
 
 If your yard has not been mowed, do not have it done. Heavy 
 stiff stubbles are dangerous for those sturdy bare feet. An unmowed 
 yard is not a thing of beauty and if it has been mowed have the big boys 
 or all children who wear shoes to make an effort to mash the stubble 
 down. A small thing? Yes. There are smaller things, however, than 
 care for human life and suffering. 
 
 Your windows are easily cleaned and kept clean. Doing the work 
 with Bon Ami is so like play that-the children insist on doing it. I allow 
 
10 MANUAL OF UNIFORM COURSE OF STUDY 
 
 them to do so. I want them to learn to like bright, shiny windows and 
 pretty clean things about them. Sash curtains are attractive if evenly 
 made and put up on rods or coiled springs. They are almost a necessity 
 if the windows open on a road, but do not leave them on sagging strings. 
 I once knew a teacher whose curtains always sagged and whose skirt 
 always refused to make proper connection with the waist in the back. 
 She may have been a good teacher but she was slovenly and unattractive 
 in person and work. 
 
 In this age of fear of dust and its probable attendant disease germs, 
 you will want the floor oiled. If you will heat the oil and apply with 
 an ordinary mop, it is very easy to apply and can be done in about the 
 time it takes to sweep. Any hardware store wll furnish floor oil. Five 
 gallons of oil makes three different applications (all that is needed for a 
 year) on a floor 27 by 35 ft. The first application will need about three 
 gallons. Put it on Friday evening. If you have the buying of window 
 shades or other such supplies, pay as much attention to harmony of color 
 as you would if you were buying for your home. I hope your walls 
 have a few copies of famous paintings or portraits of great men and 
 women and that they are framed. Of all the abominations in the way 
 of decoration (?) it is a lot of chromos carpet-tacked on the wall, and 
 then, as an added touch, some pieces of pasteboard of ungainly shape and 
 uncertain color prevent the picture (?) from tearing from under the 
 tacks. Better have a bare wall than such atrocities. 
 
 You will of course ask each pupil to get an individual cup. If you 
 have not been furnished with water tank with faucet you will find a 
 practical sanitary device in the use of long handled dippers irom which 
 the pupils fill their individual cups. Do not allow dippers to remain 
 in water pail, for when the pail is full of water you can readily see 
 that all the dirt on the handles from the children's hands will be washed 
 off in the water. We use our old pail as a dipper container. The indi- 
 vidual cups are of little value if each pupil plunges his cup into the 
 common pail. Have some definite place to keep the cups so the pupils 
 can not handle them more than necessary. I saw a boy diligently pat 
 the bottom of his dirty bare foot with the cup he was waiting to dip 
 into the common water pail. I assume, of course, that I am writing to the 
 young teacher of average intelligence who understands the germ theory of 
 disease — who not only understands it but believes it and has the enthu- 
 siasm to teach it. "The care of the public health is the first duty of 
 every statesman." If this be true, what is the first duty of every teacher? 
 It is a safely conservative statement that Half the deaths in the U. S. are 
 caused by the preventable disease. Sanitary science and public health is 
 of so great importance that I wish each young teacher would feel so 
 interested that she would take up this line of investigation and study 
 to the end that she can make it the most' important thing in her school 
 work. Send to the U. S. Bureau of Education, Washington, D. C for 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 11 
 
 the Bulletin, "A Course of Study for the Preparation of Rural Teachers." 
 In that read the article on Sanitary Science and the one on "Chemistry 
 Applied to Rural Life." Send to the U. S. Treasury Department for free 
 public health bulletins. Send to the Ohio State Board of Health, Colum- 
 bus, for their monthly bulletins. Send to the U. S. Department of 
 Agriculture for Farmers' Bulletin No. 375, "Care of Food in the Home" 
 and for other bulletins on the same line. Besides this free material there 
 are many valuable and inexpensive texts on the subject, that are easily 
 intelligible to interested persons. Corn's "Yeasts, Molds and Bacteria 
 in the Home," Bashore's "Sanitation of the Country Home," Price's 
 "Hand Book on Sanitation" and Ritchie's "Primer of Sanitation" are 
 excellent books. The latter is a text book for elementary schools. 
 Sedgwick's "Principles of Sanitary Science and Public Health" and 
 Harrington's "Practical Hygiene" are excellent advanced texts. 
 
 In that preliminary visit, you have consulted the last teacher's 
 record, learned the names of your probable pupils and their stage of 
 advancement. If there is no record, consult some of the older pupils in 
 the district. This will save much confusion the first day. Any amount 
 of time you spend planning your first day is well spent for your per- 
 formance must continue for eight or nine months after the first day. 
 
 You will, of course, be on the ground early that first morning, 
 but however early you are, you will be likely to find some child with- his 
 arm full of books waiting for the grand rush of selecting seats. Tell 
 them to take their choice for that morning but that you may have to 
 change the seating arrangements. Seat them alternately by grades or 
 by "readers" if possible. You can then occasionally hear recitations at 
 their seats and you can more easily supervise their seat work. You will 
 soon acquire the habit of glancing along a row of pupils to see what 
 work they are doing while other pupils are reciting. If you have never 
 realized the fact that governing a school is made much easier by proper 
 seating, or, if you have never seen troublesome pupils "managed" by 
 changing their seats the results of so doing will be a surprise to you. 
 The ordinary country-school seats are too high for beginners. Let them 
 stand up by their seats when they want to do so. Occasionally running 
 around the room on tip-toe is restful. 
 
 Before calling school the first morning, you will have written a 
 tentative program on the board and any other work for the forenoon 
 that needs board work. You may have stenciled the boards if you can- 
 not draw. 
 
 Here is a program that has been in use in our township for some 
 time. I am giving it, hoping it may serve as a tentative program Tor 
 you. I hope you will not have all the grades. No teacher, however ef- 
 ficient she may be or however imbued with the principles of scientific 
 management, can do justice to the pupils of all the eight grades at one 
 
12 MANUAL OF UNIFORM COURSE OF STUDY 
 
 time. She need not neglect the same pupils all the time so that each can 
 have a fair chance at what the teacher can do for him. 
 9 A. M. Opening Exercises. 
 
 Agriculture (Seventh and Eighth). 
 
 Beginning Class. 
 
 Fifth Reader (Sixth Grade). 
 
 Fourth Reader (Fourth and Fifth Grade). 
 
 Third Reader 
 9:55-10 Recess. 
 
 Second Reader. 
 
 Advanced History (Seventh and Eighth). 
 
 Elementary History (Sixth Grade). 
 
 Beginning Reading and Number class. 
 
 Second Number Class. 
 
 Elementary Sound Class (For those above third grade 
 that can sound). 
 
 Elementary Sound Class (For those above third grade 
 that have never had elementary sounds). 
 10:55-11 Recess. 
 
 Arithmetic Classes. 
 
 Advanced Spelling (Sixth, Seventh and Eighth). 
 12.M.-1 P. M. Noon Intermission. 
 I P. M. Orthography or Civil Government (Eighth Grade). 
 
 Beginning Class. 
 
 Second Reader. 
 
 Third Reader or Language. 
 
 Fourth and Fifth Language. 
 
 Sixth Language. 
 1 :55-2 Recess. 
 
 Grammar (Seventh and Eighth). 
 
 Primary Spelling (Third, Fourth and Fifth). 
 
 Writing. 
 
 Beginning Class. 
 
 Second Reader. 
 
 Third Reader. 
 
 Elementary Physiology (Sixth Grade). 
 2:55-3. Recess (Allow first and second grades to go home). 
 
 Advanced Physiology (Seventh and Eighth). 
 
 Fourth and Fifth Geography. 
 
 Sixth Geography. 
 
 Seventh and Eighth Geography. 
 
 Primary Spelling. 
 
 English Classics (Seventh and Eighth). 
 
 Song or closing pleasure of some kind. Send them home 
 happy. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 13 
 
 \ 
 
 Boards of Education usually furnish desk copies of the text-books 
 in use. If they do not, you will, of course, use your own books. You 
 cannot afford to do without them. For your first day you have planned 
 what you will assign for your first lessons and have studied it well. 
 
 You will have prepared some interesting thing for your first opening 
 exercise. You will continue each day to do so. This interesting thing 
 may be a story, a fly or a bug or a berry ; it may be a copy of a famous 
 painting or sculptural work ; it may be current events or sanitary science. 
 It may be any one of a thousand things of interest. To the children? 
 Yes, but first it should be interesting to you. The opening exercises 
 may be made the most vital thing in the day's work and should be an 
 example of the very best that is in you. One of your first problems to 
 meet is how to make a subject interesting to the different grades. It 
 works well to have kindergarten material and other seat work for the 
 little ones when one is giving oral work to the older pupils. I find a 
 small sewing table a great convenience to hold material for the little 
 folks. After you have completed your opening exercises, assign the 
 reading and history lessons and then take names, ages and grade of pupils 
 and then have your beginning class. That is definite enough for the 
 forenoon work. When noon comes if you have a temporary roll, have 
 lessons all assigned and have heard a few of the classes, that is reasonable 
 success. I am jealous for your recesses. Whatever other plans are 
 upset or whatever may have been omitted, do not omit the recesses at 
 each hour. That does away with so much confusion in leaving the room, 
 getting drinks and sharpening pencils. These are "strictly business" 
 recesses. If there is time for play after these things are attended to, it 
 is all right. The windows should always be raised by pupils who are 
 given that as their duty. They raise them as they march out at inter- 
 mission, and if the weather is fit, they stay up all intermissions except the 
 noon hour. 
 
 You will be able to follow your program the first afternoon. By the 
 end of the first week your pupils will have learned the program until 
 they move to and from class on signal without being called. By the 
 close of the first month you will have all the necessary cleaning of the 
 school house and many other improvements successfully finished. You 
 could have it all done in a week's time but it is better to make haste slowly 
 when it is such a tax on nervous energy. 
 
 I have found it to have a wholesome effect in my school to reduce 
 all the mechanical hurts of teaching to a system. Pupils form in line in 
 the yard and march into the school house when the weather is good. They 
 always raise windows and march out. In calling and dismissing classes 
 numbers are used. On one the class at recitation seat rises and the next 
 rises at their seats. On two they both pass over the floor, one from the 
 other to the recitation seat. There is no interruption of classes to ask 
 questions or get drinks unless it is absolutely necessary. One of the chief 
 
\ 
 
 14 MANUAL OF UNIFORM COURSE OF STUDY 
 
 results that come from this is an increasing self-control. Some pupils do 
 these things because they are compelled to do so hut with more it is a 
 joy. Your pupils are your most loyal supporters in any sane method 
 of securing best conditions for them. That is what you are there for: 
 to make better conditions for them. As your interest in them grows 
 and as you lose yourself in your work you will be surprised at the 
 returns you are getting individually. You cannot do good for others 
 without being greatly benefited yourself. 
 
 I cannot leave this article without saying something of the order in 
 the school room. You must have it. Do not let things go at sixes and 
 sevens at first, thinking you can straighten out the tangle later. Nothing 
 is farther from the resulting condition. If you control your school the 
 first weeks your trouble is over. You will be saved that unseemly loss 
 of dignity that comes about the middle of the term when you are trying 
 to control your school and cannot. We are chiefly to blame when our 
 pupils "throw us out" either literally or figuratively speaking. Stop any 
 impudence or undue familiarity instantly — the first day if need be — -or 
 the last. 
 
 I have purposely delayed speaking of the beginning reading until the 
 close of this article. If you have not already learned some definite 
 system of teaching beginners to read, you are now trying to do so. 
 Nothing so marks you as "a back number" or as unprogressive as lack 
 of preparation for the primary work. There are several good systems of 
 teaching reading. The important thing is to get a system and master it — 
 make it your own so that you can defend it against all comers if need be. 
 Maybe you yourself are not a good reader. That will not prevent your 
 successful teaching of the subject. The fundamental principle of all the 
 systems is a mastery of the elementary sounds as uttered by the human 
 voice in speech; after that, an attempt at conversational expression 
 and understanding just about sums up the process. It is a delightful 
 thing to get such remarkably permanent results in such short time. 
 
 Finally, my brethren, a word for you personally. I believe in the 
 young teacher. You have at least one thing ahead of us veterans — your 
 youthful enthusiasm. You will most likely take the keenest interest in 
 all that affects your school and its work. I hope you will soon be thrown 
 in contact with other optimistic teachers. There are those of our profes- 
 sion that are soured on young people chiefly because of jealousy. May 
 your path be clear of such folks. May you have good sense, judgment 
 and tact to conduct your school to a successful finish. If you are definite 
 in your daily preparation of your work, a year will find you possessing as 
 high certificate as your experience warrants. I hope your year's work 
 will be so successful that you will next summer attend summer school 
 for a season of enlarging your circle of illumination. Live every day 
 the best you can. It is all right to look forward to future attainments 
 but you will miss the best of your life if your mind is always fixed on 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 15 
 
 future living. Live now, this very minute. Take your life and talents 
 with you into the schoolroom. Live there too. Too many teachers just 
 barey exist in the school room. There is much expected of you in your 
 comiiunity besides "keeping" the school. 
 
 Ml this for forty dollars? Yes, and as much more loyal honest 
 servjce as you can give. I'll warrant you that you will not long remain 
 a forty dollar teacher. I wish, though, that your raise in salary could 
 comd to you in your country school work rather than going into town 
 or city schools to get it. But you are beginning in an opportune time. 
 There has never been a time when the country schools are receiving the 
 attention as now. There will be increasingly greater opportunities in the 
 country districts. I wish the very best for you. I wish for each day to 
 be happier than the last and may you have health and strength for a 
 year of devoted service. You must feel you are in the philanthropist 
 class for the service you will give cannot be paid for with forty dollars. 
 
 READING AND PHONICS. 
 By Miss Maude Moore, Canton, Ohio, 
 Superintendent of Primary Instruction. 
 
 Reading is a center around which the entire work of the primary 
 school should revolve, and, when taught in the light of the new century, 
 it includes sense-training, voice-culture, games and plays, imaginative 
 work, reasoning, and character building. The avenues leading to and 
 from reading are mainfold, and the best teachers of our country are 
 seeing and using them. 
 
 A taste for good reading is an acquisition the worth of which is 
 hardly to be overestimated. A wide difference exists, indeed, in children 
 in respect to their inclination for reading, but there are few in whom it 
 cannot be more or less developed by careful and judicious training. 
 
 No one will dispute, I think, that the acquirement of the art of read- 
 ing constitutes at least half of any education ; for, after all that may be 
 done for him by others, the main work of educating any individual must 
 be performed by himself ; and reading so multiplies one's powers for the 
 acquisition of both knowledge and culture that to over-rate its value would 
 be impossible. 
 
 Learning to read, then, is the child's all-important task when he 
 enters into school life. This task must be made enjoyable and interesting 
 or the child's work is drudgery. 
 
 Learning to read, even the thorough mastery of the mechanism of 
 reading, should be an exercise full of genuine pleasure for both the 
 learner and the teacher. 
 
16 MANUAL OF UNIFORM COURSE OF STUDY 
 
 First Year. 
 
 The teacher of First Grade pupils, little tots starting to scohol for 
 the first time, should studiously prepare her daily task, for, than hers, 
 there is no teaching more important from the Kindergarten to the 
 graduation class in the University. There are no more trying days for a 
 teacher than those first weeks, when a number of medium and bright 
 minds — as yet unaccustomed to formal learning of any kind — are having 
 opened up to them a new life. The experienced and conscientious teacher 
 is fearful lest she may not proceed in just the right way ; the inexperienced 
 teacher is at an utter loss to know what or how to do. 
 
 How Do You Teach Beginners to Read? 
 
 No one question has been asked oftener by teachers than "How do' 
 you teach beginners to read?" 
 
 Reading is not always taught correctly in any grade, but the most 
 difficult place of all to teach it (or any other branch, in fact), is in 
 the First Primary Grade, and the hardest part of that year, the very 
 beginning. It is not an easy task for the experienced teacher, and it 
 is positively overwhelming to the inexperienced teacher^ 
 
 Self-activity is the law of growth. The child's inborn desire is 
 to act, and his love of play should be provided for by the introduction 
 of lessons that are to be read silently and acted before being read orally. 
 These action-lessons serve the double purpose of giving freedom and of 
 creating the desire for silent reading. The children delight in action 
 and conversation work, and it promotes spontaneity and relieves of self- 
 consciousness. 
 
 A child's life is largely made up of action, and his birthright is 
 free motor-activity. It is believed that games furnish a better field for 
 the development of child nature than any other exercise ever employed 
 in a school course. By means of them the power to think quickly, to 
 judge, to act, as well as to learn politeness and self-restraint, can be un- 
 consciously acquired. 
 
 That which spontaneously holds the child's attention will be the line 
 of least resistance; therefore his play interests should be correlated with 
 the school work. 
 
 The reading matter, then, should be full of action — the action of 
 real life. Believing this to be true, the first sentence presented to the 
 child should be one for him to act. 
 
 BLACKBOARD READING. 
 
 In teaching beginners to read, it is imperative that much time be 
 spent in preparatory lessons upon the blackboard. No teacher of any 
 experience at all, anywhere in this vast domain of action, would think 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 17 
 
 for a moment of placing a book in the hands of beginners until this 
 blackboard reading had been thoroughly, conscientiously, and well done. 
 
 Believing, as before stated, that much of the work of children should 
 be based upon action — the action of real life — the first sentence pre- 
 sented to the child should be one for him to act. For instance, begin 
 with the imperative sentence "Come." Proceed something like this: 
 Write, in a very large hand, the sentence above mentioned, on the black- 
 board, and call upon some child to do what it commands. If you happen 
 to have in your class a pupil who was in the first grade the year before, 
 call upon him to act the command. If you have no pupil in the class 
 who knows the word, you may call one of the pupils to the front and 
 have him be the teacher, and have him tell you to do what the sentence 
 commands. Then you act the command by going to the "teacher". The 
 "teacher" says, "What did the sentence tell you to do ?" You say, "Come" 
 Have another pupil act as teacher and repeat. Then have one of the 
 pupils act the command. By this time many of the pupils will be ready 
 to act the command. Have all the pupils in the class act this command 
 before taking up -another. When a child has finished acting a sentence, 
 say, "Thai will do, thank you" He will know he is dismissed, and you 
 will be incidentally teaching him manners. Erase a sentence every time a 
 child acts it, and write it anew for each and every child. This gains 
 their attention better, and the very fact that they watch you write it so 
 often, causes them to visualize the quicker and better. 
 
 In all the commands remember to first, have the pupil read the 
 sentence to himself, second, have him act the sentence, and third, have 
 him read the sentence aloud. NEVER neglect to write your one-zvord 
 commands with a capital letter and a period. Always be extremely carev 
 ful in writing ^your sentences on the blackboard to write not only in a 
 large, legible hand (an absolute necessity), but to ALWAYS have the 
 capitals and the correct punctuation marks in and at the end of the 
 sentence. Call attention to these marks constantly, for it will help 
 wonderfully in getting expression and, meaning from not only the black- 
 board work, but from the book later. (It is also incidental language 
 work.) 
 
 At the second lesson take another command such as "Go." Have two 
 or three pupils act the command of the first lesson before introducing 
 the command of this second lesson. In introducing this second command, 
 have the first acted by a last year's pupil (or act it yourself as directed 
 in Lesson i), and while this pupil is standing by you — in obedience to 
 the first command — write the sentence in this second lesson on the board 
 and tell him to do what it commands. He says, as he proceeds to his 
 seat "Go" Many others will be immediately ready to play these words. 
 Have all the pupils in the class play this lesson, too. 
 
 In the third and other lessons proceed in the same manner with more 
 action-words, such as play, run, walk, fly, sing, etc. When these words 
 s. c. — 2. 
 
18 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 have been used in one-word commands, make sentences of three words 
 by using simply "and" as "Come and go." "Come and play." "Go and 
 walk." etc., etc. Then, enlarge these sentences by introducing one or 
 two proper names, as, "Jack, come and go." "Rim and play, Frank." 
 "Come, May and sing." In arranging lessons for beginners the teacher 
 should be careful to preserve the continuity of thought. Mere isolated 
 sayings scatter the interest, directing the mind first to one subject and 
 then to another, thus diverting the attention instead of holding it. 
 
 After taking up about a dozen or fifteen words, the sentences should 
 be largely sequential or conversational. This is done to bring out expres- 
 sion, and it is at the same time working from that which they know and 
 can do to that which they do not know and cannot do. Nothing brings 
 out expression and creates interest like conversational work — dialogues, 
 some would call it. Have the pupils look at each other while talking the 
 sentences. If you call it talking instead of reading the pupils will do 
 better. This may seem strange, but it is true. Use the word "read" as 
 little as possible at any time. Do every thing you can to make the 
 children natural. Very frequently, have the pupils, taking part in the 
 conversations, or dialogues, come to the front of the room while talking. 
 
 Such conversations as these are used : 
 
 
 (Reading and Phonics.) 
 
 I 
 
 . May Jack go with me? 
 
 2 
 
 Jack may go with you. 
 
 I 
 
 May Frank play with me ? 
 
 2 
 
 . Frank may play with you. 
 
 I 
 
 Jack, may I sing? 
 
 2 
 
 You may sing. 
 
 (The figures indicate the speakers.) 
 
 Later, when more words have been learned, the conversations are 
 
 longer, as, 
 
 
 i 
 
 Is sugar good to eat? 
 
 2 
 
 Sugar is good to eat. 
 
 I 
 
 Is sugar sweet? 
 
 2 
 
 Yes, sugar is sweet. 
 
 I 
 
 Are apples sweet, too? 
 
 2 
 
 Well, some apples are sweet. 
 
 I 
 
 Have you much milk? 
 
 2 
 
 I have not any. 
 
 I 
 
 Has Jack much milk? 
 
 2 
 
 He has a 'little, not much. 
 
 I 
 
 Did May sing? 
 
 2 
 
 I did not hear her. 
 
 I 
 
 She sings well. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 19 
 
 2. Yes, I like to hear her sing. 
 
 2. I like to hear Jack sing, too. 
 
 1. Is sugar dear? 
 
 2. It is dear. 
 
 3. It is too dear. 
 
 4. It is too dear for us to eat. 
 
 This blackboard reading continues until the pupils have a reading 
 vocabulary of about one hundred words. To some teachers this may 
 seem to be taking too much time for the blackboard reading, but it more 
 than pays in the^ end, as it gives the pupils greater power upon taking 
 up the Primer or First Reader. "Make haste slowly" is a splendid motto 
 for the teacher of beginners, especially during the first half of the year. 
 
 (The Educational Publishing Co., Prairie Ave., Chicago, III., pub- 
 lishes a book called "Blackboard Reading" which contains all the sen- 
 tences that are necessary for this reading from the blackboard, and 
 which will very materially aid the busy teacher in this preliminary work 
 necessary for reading ANY Primer or First Reader. It cosis but jo 
 cents. ) 
 
 When this blackboard work has been thoroughly done, the pupils 
 are ready for the Primer or First Reader of any good system that you 
 may care to use in your school, such as the *Ward or Rational Method, 
 the fNew Education, or the ** Aldine. I would recommend that the basic 
 books be those that are founded on a good system of phonics, as the more 
 systematically the phonetic work is done the greater the power of the 
 pupils to help themselves. This phonetic work should be begun the first 
 day of school. It goes hand in hand with the blackboard reading from 
 the very first, and continues with the work from the readers. All the 
 systems before mentioned have Teachers' Manuals that fully explain 
 just how to take up this work in phonics. This phonetic work should 
 be most conscientiously taught during the first three years of the child's 
 school life, at the very least. It gives him power by giving him a key 
 to the English language ; and, the better a child reads, the better he will 
 do everything else, because he cannot study anything unless he can read; 
 unless he can intelligently read the problems in arithmetic he cannot 
 solve them ; the better he can read, the easier it will be for him to get his 
 language, grammar, geography, history, etc. 
 
 phonics. 
 
 Just a hint as to how to begin with this work! As before stated 
 this work begins simultaneously with the blackboard reading. 
 
 ♦Published by Silver, Burdett & Co., Chicago, 111. 
 t Published by American Book Co., Cincinnati, Ohio. 
 * Published by Newson & Co., New York City. 
 
20 MANUAL OF UNIFORM COURSE OF STUDY . 
 
 The first step in this phonetic work is the teaching of the sounds of 
 the letters, or combinations of sounds. Naturally, the the easiest sounds 
 should be taught first, and the easiest are those that can be prolonged in- 
 definitely, such as f, 1, m, a, 6, s, etc. A good order in which to take 
 up these single and compound sounds would be something like the fol- 
 lowing: 
 
 (f, ph, gh) 1, m, (a, e) (6, eau) eaux, r, (s, c) n, (e, I) at, an, in, 
 ing, ings, ight, ights, (I, y) ail, ails, ill, ills, ate, (z, s) (k, c, q, ck) (t, d) 
 (er, ar, ir, or, ur, ear) ers, p (6, a) a, (ic, ick) ip, im, ish, (i, y) ly, d, 
 (u, o) ch, e, ed, est, less, ness, sh, qu, v, (w, o, 66, u, ew) (j, g) (a, 6) 
 g, h, wh, (ou, ow) th, b, (n, ng) (o, 66, u) ful, (oi, oy) (u, ew) ure, x, 
 ex, ex, (air, ar, ear, eir) a, a. 
 
 I have found by years of experience that it pays, in this phonetic 
 work, to teach at the same time, all sounds that are alike, as (f ph gh), 
 (e i), (s c), (z s), etc. A good device, or schoolroom help, is to write 
 or print on cards, to be tacked on the wall, these combinations of like 
 sounds, having a separate card for each group. The pupils will be con- 
 stantly visualizing these. Much time would be saved if more things than 
 are, were placed on the schoolroom walls for visualization. Pupils could 
 almost unconsciously learn many things if given the opportunity. Of 
 course, these sounds are to be taught in class before they are placed on 
 the walls. These are taught by means of cards, containing both the 
 script and the print sound. Any company that publishes a phonetic 
 system, prints these cards and sells them in sets, or packages, at a very 
 small sum. 
 
 HOW TO CONDUCT A PHONOGRAM DRILL. 
 
 All Grades. 
 
 (I shall, below, tell you a good way to conduct a lesson or drill in 
 the sounds, or phonograms,) 
 
 The entire class stands. The teacher stands in the middle of the 
 front of the room, with the cards held straight in front, rather high. 
 Place these cards from back to front of the package held in the hand, as 
 quickly as possible to not jerk the cards. These cards are named by the 
 pupils individually — not as a class. As soon as a pupil pronounces a 
 sound he is seated. When all have finished the entire class stands again. 
 If a pupil hesitates and does not say his sound at once, the teacher must 
 not wait for him to think about it, but immediately call out "Tell" when 
 the whole class tells the sound at once. If a sound is given incorrectly 
 the same thing is done. This exercise should be conducted briskly!! 
 Teachers must learn all these sounds well before trying to use them in 
 this drill. Be absolutely sure of the sounds you present ! ! Use both 
 the print and script sides of these cards from the very beginning ! ! 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 21 
 
 Be very careful in holding these cards not to turn them to the right 
 or to the left — hold them perfectly straight — so that all of the pupils in 
 the class can see all of the cards all of the time. Be careful that the 
 fingers of the hand holding the cards do not cover any of the letters. Do 
 not move across the front of the room while giving this drill. Stand 
 perfectly still, and as far in the front of the room as you can get. 
 
 EAR-TRAINING. 
 
 Simultaneous with the teaching, of the sounds should be the train- 
 ing of the ear to blend sounds to form words. (Many teachers make 
 the mistake of beginning to blend words from the blackboard before the 
 ear has had sufficient training in this running of the sounds together to 
 form words. This impedes progress.) 
 
 I will illustrate by giving you a few ear-training sentences. 
 
 (The word to be blended — / an.) 
 
 Have these sentences acted. 
 
 Please hand me that /an. 
 
 Give the / an to the little girl. 
 Use the /an. 
 
 Give the /an to the little boy. 
 
 You may use the /an, too. 
 Give John the /an. 
 
 Mary, tell him to use the / an. 
 
 Bring the /an back to me. 
 
 Why do I say to have these sentences acted? Simply because if 
 the pupils are able to perform the commands, they have mentally blend- 
 ed the word. And, as children like to do things so very well, you can 
 at once get their interest and attention by beginning with action sen- 
 tences. 
 
 (The word to be blended — /old.) 
 
 Have these sentences acted by the entire school first — then by in- 
 dividuals. 
 
 .Fold your arms. 
 
 F old your hands 
 
 Rise, and /old your arms. " ■ 
 
 F old your arms behind you. 
 
 F old your hands over your head. 
 F old your hands behind you. 
 
 Sif down and / old your hands. 
 
22 MANUAL OF UNIFORM COURSE OF STUDY ■ 
 
 (The word to be "blended — /han.) 
 Look at that m an. 
 
 What m an do you mean ? 
 
 That m an at the window. 
 
 Oh yes, I see the m an. 
 
 Tha£ m an is my father. 
 
 My father is a very good m an. 
 
 (The word to be blended — w eat.) 
 
 Frank is in the m EAT-shop. 
 He likes m eat. 
 
 Do you like meat? 
 .Yes, I like m eat. 
 
 What kind of meat do you like? * 
 
 I like any kind of m eat. 
 This weat is tender. 
 
 Who cooked the m eat ? 
 
 .Mamma cooked the m eat. 
 
 She cooked 'the m eat well. 
 
 (The word to be blended — sing ing.) 
 
 May is j ing ing a song. 
 
 Jack is s ing ing, too. 
 
 The children are s ing ing sweetly. 
 They like s ing ing. 
 
 The bluebird is ^ ing ing. 
 
 The robin is sing ing. 
 
 All birds are sing ing in the spring. 
 We like to hear their ^ ing ing. 
 
 After hundreds of these sentences have been used, and the pupils' 
 ears seem to have been pretty well trained to run the sounds together, 
 spend some time in pronouncing the phonetic zuords alone — not in 
 sentences — and have the pupils tell what the words are. When you 
 have done this for perhaps a week or two begin the blackboard blend. 
 This consists in writing the phonetic words on the blackboard and hav- 
 ing the children blend and pronounce the words. In a very short time, 
 the actual blending part of this process should be done inaudibly. 
 
 These blackboard blend words should be taken up in groups, or 
 families, first. Here are a few families. 
 
 ight ail ate 
 
 f ight f ail f ate 
 
 1 ight m ail 1 ate 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. / 23 
 
 m ight nail m ate 
 
 night vail rate 
 
 r ight s ail s ate 
 
 s ight p ail K ate 
 
 t ight t ail , p ate 
 
 pi ight tr a*/ pi ate 
 
 f r J£r/*f f r ai/ pr ate 
 
 gr at/ cr ate 
 
 After having taken up a dozen or more families, write the words 
 promiscuously, on the blackboard, and have them blended by the class. 
 
 I'll give you an idea as to the best way to conduct a blend drill. 
 
 HOW TO CONDUCT A BLEND DRILL. 
 
 All Grades. 
 
 Have written on the blackboard before the opening of school each 
 day, the phonetic words to be blended. (These words may be obtained 
 from any of the Manuals that go with any of the Phonetic Systems.) 
 They should be written neatly, in rows, and not too small. * When 
 the time comes for the blend drill, have the pupils stand and pronounce 
 the words as fast as they possibly can, each child pronouncing but one 
 word, and then being seated. These words should not be SOUNDED 
 aloud except in extreme cases. They must be pronounced very dis- 
 tinctly and accurately. Do not pronounce the words after the children; 
 they should be pronounced by the pupils so as to* be heard by every one 
 in the class. If a pupil comes to a word that he cannot pronounce, do 
 not tell him the word, and do not allow any pupil to' tell him the zuord, 
 but let him stand until you have gone around the class ; more than likely 
 that by the time you have gone around the class, he having been quietly 
 studying his word, can now tell you what it is without any help from 
 you. If, however, he is unable to do this, have him sound the word 
 aloud, running the sounds together as fast as he can, when he will soon 
 be able to tell the word. If the word contains some sound that he does 
 not know tell him the sound only. After helping all those that are stand- 
 ing, to get their words, begin over again and go around the class in the 
 same manner. Go around the class in this manner as many times as 
 time will allow. The teacher must watch closely throughout this drill. Do 
 
 not accept a word that is almost right — it must be absolutely correct. 
 
 i 
 
 BOOK READING. 
 
 Having finished the blackboard reading the pupils are now ready 
 for some Primer or easy First Reader. Some teachers will ask "How 
 can the children read from the book when they have had nothing but 
 writing from the board?" This transition from script to print is easy 
 
24 MANUAL OF UNIFORM COURSE OF STUDY 
 
 if the teacher has had the " Sight- Word" Drill each day. This is con- 
 ducted in the same manner as the Phonogram Drill, previously described. 
 These "Sight-Words" can be purchased from the same companies that 
 publish the phonetic systems. If you have a box of large rubber type 
 you can make them. Cards of Manila paper, 5-J x 8J inches are used. 
 But it is cheaper to buy them already printed. The words used in this 
 Sight- Word Drill are those used in the reading from the blackboard. 
 Add the words to the package for the drill only as fast as they are used 
 in sentences in the blackboard reading. Use the script and print sides 
 of these cards from tne very beginning. 
 
 Do not stop the phonogram and blend drills when the pupils begin 
 to read from the book — this work should continue for two or three years 
 at least. If this work is conscientiously done you w T ill be amazed how 
 much and how well the pupils will read. The reason? They have a 
 means of helping themselves. They have a "key to the language." 
 
 How many books shall the pupils read, in the first year, the second 
 year, the third year, etc.? Who is wise enough to say? How can a 
 limit be placed either as to the minimum or as to the maximum? One 
 school reads many books, another few ; there may be the same amount 
 of time used by both. One school may be taught by an experienced 
 teacher, the other by an inexperienced, teacher. One school may be large, 
 the other small. 
 
 One school may be made up of children from good homes, children 
 that are well cared-for, well-fed, comfortably clad, children who get 
 plenty of sleep. The other may be made up of children who have almost 
 no care and attention, children under-fed. poorly clad, and who sleep on 
 a pile of rags or straw in a corner of the room, or in a store-box on the 
 street. Should as much be expected of the latter as of the former? One 
 school may read twenty books, another five or two. If children can read 
 twenty books well and with pleasure and enjoyment, should they be 
 forced to read over and over again the same old few? Would it be as 
 enjoyable, as interesting, as beneficial? It is really wonderful how much 
 children can read after they have been given the power to help them- 
 selves. How are they given this power? By the systematic study of 
 phonics, and by reading. Reading gives power for more reading ! ! It 
 is no harder on teacher and pupils to read many books than it is to read 
 few. To drag along reading a few books, the interest — if any exists — 
 is so half-hearted that it becomes monotonous. If many books are read 
 the interest and enthusiasm are always at high-tide with the consequent 
 happiness attending. 
 
 After the pupils begin to read from books, the manner of conducting 
 a reading lesson is about the same in all the grades. About the only 
 difference is that during the greater part of the first year the pupils read 
 but a sentence at a time, while after that they read a paragraph at a time. 
 (We crawl before we walk, you know.) 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 25 
 
 I shall give some general directions to follow in conducting a read- 
 ing lesson in any grade. 
 
 GENERAL DIRECTIONS TO FOLLOW CAREFULLY. 
 
 1. It should not be necessary for a teacher to stand in conducting a 
 reading recitation from the book. {During the period when pupils are 
 reading from the blackboard a teacher cannot sit during the reading 
 period.) It pays better to put your strength into an enthusiastic tone 
 of voice and facial expression than to put it into your feet. 
 
 2. When hearing a reading lesson (or any other lesson for that 
 matter) do not say "Now, who can read so and so?" or "Who can tell 
 me this?" etc., and then wait and wait before calling upon some one. 
 More time is often wasted between times that pupils recite than is really 
 used in recitation. Call upon pupils quickly ! ! 
 
 3. Be sure, always to have a copy of the book from which the chil- 
 dren are reading. Otherwise you cannot detect errors. 
 
 4. Get the proper expression from a sentence or paragraph before 
 leaving it. Never read through and through a lesson regardless of ex- 
 pression. It is better to read only part of a lesson and get the correct 
 expression than to read it through several times with poor expression. 
 
 5. Some teachers are prone to read for the pupils in order to show 
 them the correct expression. This should be the very last resort. The 
 pupils can almost always get the correct expression if the right kind of 
 questions are asked by the teacher. Reading for the pupil is perhaps 
 quicker at the time, but he does not gain power for he simply imitates 
 you, thereby becoming parrot-like. .If he gets the expression himself 
 he understands what he reads; if he gets the expression by imitation, 
 you cannot know whether he understands or not 
 
 6. Do not use the word "read" any oftener than is absolutely 
 necessary. Instead of saying "Read the next paragraph, John," ask a 
 suitable question or offer a fitting suggestion, that will call forth the cor- 
 rect expression of the next paragraph, or stanza. This helps to keep 
 up the interest, too. Get into the spirit of the lesson — be enthusiastic — 
 for it is contagious and the pupils will "catch" it. 
 
 7. Do not read "around" a class — call upon pupils in different parts 
 of the class, or room. 
 
 8. Pupils are supposed to be reciting to and for the entire class — 
 consequently they should speak loudly and distinctly enough to be heard 
 and understood by every member in the class. 
 
 9. Be sure that the pupils stand straight — not leaning against any- 
 thing — with the book held down from in front of the face. 
 
 10. Before beginning to read any reader, study carefully the direc- 
 tions for its use — given either in the front or back of the book — and 
 then as carefuly follow these directions in using the same. Every good 
 read is written with a specific purpose in view. v 
 
26 MANUAL OF UNIFORM COURSE OF STUDY 
 
 The subject of reading is being emphasized more and more, and 
 rightfully so. The teacher of reading has a rare opportunity to project 
 his influence into the years to come. Whatever else we do, we should 
 see to it that the subject of reading is well taught. This is the test of 
 good teaching, and the teacher who can do this successfully, is doing a 
 work whose importance cannot be overestimated. 
 
 The advantages of reading — and of reading many books — is obvious. 
 The child's vocabulary is increased gradually but surely, his store of 
 literature is enlarged, his imagination is fed and strengthened, his ability 
 to comprehend the subject-matter is increased, and he has, above all, 
 cultivated a love and a desire for good reading, because he knows the 
 happiness which may be his for the taking. 
 
 If books are read only as books, and the aim is simply quantity, the 
 reading is simply a farce, and its value is practically nothing. If books 
 are used that are beyond the comprehension of the pupil, the reading is 
 worthless. But when the work is properly done, the material suited to 
 the age and understanding of the child, the greater the number of books 
 read, means a greater and a. constant development of power in the pupil, 
 an ability to find out for himself the beautiful in the world about him, 
 •the heavens above him, and in his fellow-creatures. And, above all, he 
 can skillfully use the key which can unlock every door which leads to 
 right living and a successful ending. 
 
 ANALYTIC AND SYNTHETIC READING METHOD. 
 
 (Copyrighted, 19 12.) 
 
 By Frank S. Fox, 
 
 President of the Capitol College of Oratory and Music, Columbus, Ohio. 
 
 Pupils at first enter the school to learn to read, having accom- 
 plished this they then read to learn; or in fact to educate themselves. 
 Education is drawing out the mind powers. To educate, it is necessary 
 to feed the mind. As the seed in the ground must have proper food put 
 into it, so it will develop and draw out more seed ; so the elements of the 
 mind must be fed so they will grow and produce more mind. The feed- 
 ing process of the mind is Reading. You may classify the food as litera- 
 ture, science, mathematics, history, language, nature study or what you 
 will but in the final analysis it is Reading. 
 
 Since mental life and growth depend on reading and its twin, think- 
 ing, it is important that the feeding process, reading, shall be the best. 
 For this reason the best reading ability possible should be developed. 
 Pupils should have positive instruction in Methods of study and practice, 
 so as to attain a high degree of intellectual reading power. 
 
FOR THE ELEMENTARY SCHOOLS OF" OHIO. , 27 
 
 Proper reading instruction and practice carefully drilled into the 
 pupil's habits of study will develop rapid as well as accurate and re- 
 tentive reading power. The present methods of reading require alto- 
 gether too much time scanning the page to get what is there and thus 
 the pupil has no time left for thinking, and digesting. These latter are 
 necessary for education and are conducive to mind growth. 
 
 Nearly all pupils give more than enough time to the page to get per- 
 fect lessons; the trouble is they have no positive, concentrated method 
 of procedure. After the pupil ljias once learned the art of how to read, 
 from one to two minutes ought to put the thoughts of any ordinary well 
 written page of history, literature, civics, pedagogy, psychology, etc., 
 into the mind. 
 
 This method of reading when once mastered will bring this result. 
 No artisan tolerates such haphazard methods of learning a trade as 
 are now used in some schools for studying a lesson. 
 
 It is not less in courses of study we need so much to relieve the 
 pupils, as it is better training in "How to Study." 
 
 The suggestions in this article have, been successfully used by the 
 writer in his teaching in the country district school, the academy, the 
 college, the theological seminary, and the special school. 
 
 METHOD. 
 
 To be a good gatherer of thought from the book the Reader must 
 have his observation trained to see accurately at a single glance a lan- 
 guage unit. This language unit is a Thought Sentence, that is, a word 
 or group of words conveying a single thought. 
 
 This Thought Sentence has at least one word in it which is of more 
 importance than any other word. 
 
 When, expressed orally this word or words always receive the Em- 
 phasis. It is called the emphatic word. 
 
 The following familiar poem by William Christopher Sayrs entitled 
 "Papa's coming," will illustrate the principle : 
 
 He swung on the gate | and looked down the street j 
 Awaiting the sound | of familiar feet | 
 Then suddenly | came to the sweet child's eyes | 
 The marvelous glory | of morning skies | 
 For a manly form | with a steady stride | 
 Drew near to the gate | that opened wide \ 
 As the boy sprang forward | and joyously cried ( 
 "Papa's Coming." \ 
 
 The wasted face | of a little child | 
 Looked out at the window | with eyes made wild j 
 By the ghostly shades 1 in the failing light | 
 And the glimpse \ of a drunk man | in the night \ 
 
28 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Cursing | and reeling | from side to side | 
 The poor boy | trembling | and trying to hide \ 
 Clung to his Mother's skirts | and sighed \ 
 "Papa's Coming." \ 
 
 The Author's reason for writing this poem is to present to the 
 reader two pictures in sharp contrast. To do this the words must be 
 grouped around the emphatic or monumental word in such a way as to 
 carry the lines of contrast through the two stanzas so that each suc- 
 cessive emphatic word will add a new consistent important element to 
 the picture. In the first stanza the words that paint the picture of the 
 boy directly are "swung," "looked," "awaiting," "sweet," "sprang," "joy- 
 ously," "Papa's Coming." Those of primary importance in painting the 
 picture of the man are "manly" and "steady." The words of secondary- 
 importance in giving background and tone to the picture as a whole are 
 "familiar," "suddenly," "marvelous," "morning," "near," "wide." The 
 word grouping for each of these emphatic words is shown in the poem 
 by the perpendicular lines. * 
 
 In good, rapid reading the mind must be trained to make these 
 groupings, at once accurately and without hesitation, and the eye must 
 be trained to see them instantly, and in their entirety. There can be no 
 good, rapid, accurate reading, either silently or orally without this mental 
 and visual education. 
 
 In the second stanza the Thought Sentence and emphatic words 
 are those which will produce a picture in striking contrast with the one 
 to which the first stanza points. 
 
 The Thought Sentences are indicated by the perpendicular lines. 
 The emphatic words of primary importance which bring out the picture 
 of the helpless child are "wasted," "little," "wild," "poor," "trembling," 
 "Papa's Coming." Those of primary importance which paint the man's 
 picture are "drunk," "cursing," "reeling," and "side to side." The words 
 of secondary importance which give background and detail to the pic- 
 ture are "window," "wild," "ghostly," "failing," "glimpse," and "night." 
 
 The words primary and secondary will suggest that all emphatic 
 words are not of equal importance and so they are not and the reader 
 then must not treat them of like importance. If the reading is silent 
 the emphasis is a mental impulse; if oral it is a vocal contrast. Since 
 the emphatic words are not of equal importance it must follow that the 
 Thought Sentences are not of the same grade. Here the contrast i£ 
 made by mental discrimination, if the reading is silent; and by modula- 
 tion and stress, if the reading is oral. 
 
 To illustrate the principle further take these familiar lines from 
 Longfellow's poem "The Day is Done." 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 29 
 
 The day is done | and the darkness | 
 Falls from the wings of night | 
 As a feather is wafted downward | 
 From an eagle in its flight | 
 
 I see the lights of the village 
 Gleam | through the rain | and the mist \ 
 And a feeling of sadness comes o'er me | 
 That my soul can not resist, i 
 
 A feeling of sadness | and longing \ 
 
 That is not akin'\ to pain \ 
 
 And resembles sorrow only | 
 
 As the mist | resembles the rain. \ 
 
 There are only three distinct thoughts in these three stanzas. They 
 are "time," "weather," and the "man's condition." The time is night 
 as expressed by the phrase, "the day is done ;" and weather as suggested 
 by "rain" and "mist," and his feelings as told by "sadness." All the 
 rest are auxiliary; that is, they help to augment these three thoughts. 
 
 The minor emphatic words are "darkness," "falls," "feather," 
 "eagle," "lights," "gleams." They help to emphasize the thought 
 "night." There are no auxiliary words describing the weather. The 
 auxiliary words describing his feeling are "can-not-resist," "longing," 
 "not-akin," "pain," "sorrow," "mist," "rain." The perpendicular lines 
 show the divisions into Thought Sentences. In order to read and get 
 the thought accurately it is necessary to make these word groupings 
 correctly. 
 
 We speak of the "Thread of Thought," of" "Line of Thought." In 
 other words we mean the author has a story to tell and he uses the words 
 of the composition to tell that story. To read his story one must be 
 able to travel the writer's mental road; and travel it accurately. If the 
 reader is unable to travel this mental road he is not able to read the pro- 
 duction. 
 
 This mental road is marked by the monumental words, or emphatic 
 words. These emphatic words with their auxiliary words constitute 
 divisions on this mental road. 
 
 This division I have called a "Thought Sentence," and this Thought 
 Sentence must be seen at a single, quick glance. This Thought Sentence 
 is sometimes called an "oratorical word," because this group of words 
 is used to express a thought. 
 
 You can not be a quick accurate reader unless you can see the group 
 of words which constitute the Thought Sentence, quickly and accurately. 
 It is just as easy to educate yourself to do this as it is to educate your- 
 self to see a word with several syllables. 
 
 For example your eye takes in at a glance the word "disinterested- 
 ness." Now this word is larger than the Thought Sentence "The day 
 
30 MANUAL OF UNIFORM COURSE OF STUDY 
 
 is done." Also the Thought Sentence "and the darkness" is just as 
 large as the word "geographically." The word you see as a complete 
 picture; why not the Thought Sentence? It is a matter of education, 
 that is all. 
 
 Pupils should be trained in reading to use this larger vision. This 
 will lead to accuracy and a larger capacity for work; and by the time 
 they reach the High School they can get the Thought of the text by a 
 single reading of the lesson; and will then have some time left to think 
 it over. 
 
 OBSERVATION. 
 
 First : 
 
 The usual way of expressing thoughts is affirmatively. When we want 
 to speak negatively the words of negation "no", "not", "neither", "nor", 
 etc., are used. These words are then as a rule always emphatic and are 
 joined to the word or words they modify thus constituting the emphatic 
 part of the Thought Sentence. 
 
 Second : 
 
 Advance Reading cannot be taught in its entirety, say from the 
 Fourth Grade up, unless the teacher understands some rhetoric. Fig- 
 ures of Speech are used to express more accurately and positively the 
 thought and hence they are important factors in determining the^ word 
 groupings for the thought sentence. The figures of speech that most 
 frequently affect grouping are simile, metaphor, personification and cli- 
 max. 
 
 PAUSES. 
 
 Pauses in reading or speaking are addressed to the ear of the auditor. 
 They are for the purpose of making clear and impressive the thought. 
 These pauses are determined by the Thought Sentence and the emotions ; 
 not by the punctuation marks. The comma, semicolon, colon and period, 
 mark grammatical divisions in the composition; and the dash, interro- 
 gation point, and exclamation point determine the emotion and inflect- 
 ions; and the underscore, and quotation marks show emphasis. It # is 
 true that many pauses are made where the grammer points are; but the 
 Thought Sentence determines the place of the pauses, the grammar points 
 do not. There must be a pause made after each Thought Sentence, for 
 this determines the word grouping for the auditor. These are the pauses 
 for the thought. Pauses for effect or impressiveness may occur almost 
 anywhere. The judgment of the reader or speaker determines these. 
 They vary greatly, as does the length of the pause. The Interrogation and 
 Exclamation Points determine inflection to show the writer's meaning and 
 emotions, as said above and do not mark lengths of pauses. The Dash, 
 Interrogation, Exclamation, Quotation Marks and Underscore belong to 
 oral reading. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 31 
 
 SELECTING LESSONS. 
 
 Lessons for the reading class should be selected with reierence to 
 teaching a certain principle. I have not found a school book in which 
 the lesson could be assigned one after the other beginning with the first 
 and do each class justice. Some lesson had to be put first in the book but 
 this is no reason for reading it first. Before the lesson is read the pupils 
 should be questioned as to the line of thought to be developed, and pic- 
 tures in it. For example take the following extract from Thanatopsis. 
 
 The hills rockribbed and ancient as the sun, 
 
 The vales stretching in pensive quietness between 
 
 The venerable woods, rivers that move in majesty 
 
 The complaining brooks, that make the meadows green 
 
 And poured round all, old oceans, gray and melancholy waste 
 
 Are but the solemn decorations all of the great tomb of man. 
 
 Here is a picture, complete, beautiful and comprehensive. It was 
 not penned as a grammatical specimen to be parsed. Nor are the words 
 of so very much importance; it is to teach a great truth. If the pupil 
 does not get the picture of this great painting and its import the lesson 
 is lost. 
 
 • TJhe outline of the picture is a figure of speech — a climax. The 
 steps of the climax are the hills, the vales, the venerable woods, the rivers, 
 the complaining brooks, old ocean's, all. These steps are colored as fol- 
 lows: The hills is modified, by, rockribbed and ancient as the sun; the 
 vales, by stretching in pensive quietness between; the venerable woods is 
 not modified; the rivers, by that move in majesty; the complaining brooks, 
 by that make the meadows green, old ocean's, by gray and melancholy 
 waste; and all the preceding are modified by poured round all, 0I4 ocean's 
 gray and melancholy waste; and these all taken together comprise, ' f the 
 solemn decorations of the great tomb of man." In short the picture 
 drawn is one of the continents and islands with their varied colors and 
 chiseled faces, constituting the last resting place of all that is mortal of 
 man. This must be grasped as a complete picture then it will be remem- 
 bered and can be described. When you look at a great picture painting 
 you look at it as a whole, then it is studied minutely, or in its parts. And 
 so you should enjoy the great word paintings of literature. In reading 
 this great word picture from Thanatopsis it should be grasped first as a 
 whole and then the principal steps and their modifiers should be noted. 
 
 In reading it orally the step divisions should be noted by pauses, their 
 progress as a climax and the modifiers of the steps should be pointed out 
 by modulations. In oral reading the noting of these steps and their mod- 
 ifiers is addressed to the ear of the auditor, in perusing they are address- 
 ed to the eye. A good oral reader is a good silent reader, but the reverse 
 is not always true. All the vocal elements of oratory are necessary 
 for good oral reading. 
 
32 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 READING AS A FINE ART. 
 
 There is no greater accomplishment than to be a fine reader. The 
 ideal should be oral reading; for in traveling to this ideal you acquire 
 every element for perusing or silent reading. 
 
 In oral reading the whole of the individual's trinity life must be 
 trained; voice, body and breathing; intellect, will, and feeling; mind, 
 soul, and spirit; and also art, science, and literature. The education of 
 the whole individual is demanded ; as well as every kind of study is re- 
 quired. 
 
 What accomplishment equals this? Yet, there are still a few so- 
 called educators who depreciate the idea of emphasizing oral reading as 
 a Fine Art. 
 
 Then there is its place by the fireside and community gatherings. 
 Good readers in the home promote home life. It is even as important 
 as music, if not of greater. Music appeals to the emotional life almost 
 entirely ; while reading appeals to the intellectual volitional and emotional, 
 if it is used in its entirety. Only a few seem to be able to use music 
 acceptably, while almost every one can be a good reader. And thus 
 every life in the home is touched. Bishop Simpson says reading has 
 twenty times more use than music. To get the best results in training 
 for good reading, if you do not begin till the Fourth, or Fifth Grade 
 you must go slow. 
 
 The Writer when teaching in the district school began in the Fifth 
 Grade. The first poem we used was Longfellow's classic, The Village 
 Blacksmith. Two weeks with a lesson a day were spent in finding the 
 Thought Sentences, and the Thought Monuments; and then drilling on 
 the emphasis, pauses, modulations, inflections, etc., and grasping the 
 pictures which the poet artist has drawn in the poem. And when we 
 left it the eight boys who constituted the class would revert again and 
 again during the term to this poem. They enjoyed the poem. 
 
 What can be done with this selection can be done with other litera- 
 ture. The Village Blacksmith is in fact quite a perfect production. 
 It has an introduction, a discussion, and a conclusion. It begins with 
 the physical and ends with the metaphysical. It begins with the con- 
 crete and ends with the abstract. The following is its analysis. The 
 Thought Sentence divisions are indicated by the perpendicular lines and 
 the Monumental or emphatic words by the italics. 
 
 The introduction is, 
 
 "Under the spreading chestnut tree, 
 
 The village smithy stands | 
 The smith" \ 
 
 The important pictures in the introduction are suggested by the 
 words "smithy" and "smith". The former is the shop and your fancy 
 can paint this as you may wish. The latter is the man and this is the 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 33 
 
 subject for discussion and the poet paints this picture for you. The 
 first line of thought describing the man, is that of physical strength, the 
 following being used by the poet artist to paint the picture for you. 
 
 "a mighty man is he | 
 With large | and sinewy hands | 
 And the muscles of his brawny arms 
 Are strong | as iron bands." | 
 
 "Mighty", "large", "sinewy", "strong" and "iron" are the monumen- 
 tal words denoting strength. Note that "strong" which is a weak word 
 is built up as it were with the simile "as iron bands." This is the author's 
 evidence that strong is preferred to brawny as the monumental word. 
 
 The line of thought now changes from physical strength to physical 
 appearance. The section is, 
 
 "His hair is crisp | and black | and long \ 
 His face is | like the tan \ 
 
 Here "crisp" needs attention. It means curled; that is, the Man 
 had long, black, curly hair. 
 
 In the next line "brown" is a weak word understood after "is." 
 Were it there the simile, "like the tan", would modify it but since it is 
 not there the simile modifies face, giving to us a more accurate picture. 
 
 The line of thought now changes to the metaphysical life of the 
 man. The author discusses his character, beginning with his honesty. 
 The words used are 
 
 "His brow is wet with honest sweat | 
 
 He earns whate'er he can | 
 And he looks the whole world in the face | 
 
 For he owes not any man \ " 
 
 In this line of thought "whate'er" is the weakest monumental word. 
 Notice also that "whole world", and "not any" are phrases comprising 
 the monumental words. Where there is a phrase two or more words 
 used and the phrase means what a single word would mean and that 
 single word would be the monumental word, then the phrase is the 
 monumental word. In the above phrases "all" could be used instead 
 "whole world" and "no" instead of "not any". 
 
 Again the line of thought changes, the character of the man is de- 
 scribed with reference to his industry. The words used for this de- 
 scription are 
 
 "Week in, week out, from morn till night 
 
 You can hear his bellows blow | 
 You can hear him swing his heavy sledge, | 
 
 With measured beat | and slow \ 
 Like a sexton ringing the village bell | 
 When the evening sun is low." | 
 
 s. c. — 3. 
 
34 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 The first monumental word in this line of description is 
 "Week in, week out, from morn till night," 
 
 The idea is that he labors during all the working hours, that he is 
 not a loafer; and these words mean constantly, or continuously and 
 since this word would be the monumental word the whole line is em- 
 phatic. The next monumental, "swing," is a figure of speech, it is a 
 trope. 
 
 This is poetry; and he is the best poet who is the best suggester. 
 Next the poet proceeds to tell how he swings the sledge, with "measured" 
 and "slow" beat. But these words would not bring out the picture very 
 forcibly so the poet uses another simile 
 
 "Like a sexton ringing the village bell," 
 
 at a certain time, "when the evening sun is low." 
 
 He borrows his figure from the colonial times when there were very 
 few timepieces and so the bell was used to tell time as well as announce 
 certain news; such as a fire, a child lost, a wedding, a death, a funeral, 
 time to go to bed, time to get up in the morning, time to quit work, 
 "when the evening sun is low." These were all told to the people by a 
 certain kind of ringing of the bell. And so the sexton was an important 
 personage. 
 
 The line of thought now changes and the poet gives the reader a 
 picture of the "smith's" social standing as estimated by the children of 
 the community who are often the best of judges. 
 
 The words used are: 
 
 "And the children | coming home from school 
 
 Look in at the open door | 
 They love to see the flaming forge | 
 
 And hear the bellows roar \ 
 And catch the burning sparks that fly \ 
 
 Like chaff from the threshing floor." 
 
 Here is confidence in a good man ; the children may well be trusted 
 in his presence. A man honest, industrious, no profanity, no smutty 
 stories, no lout. When it was more dangerous for children to be away 
 from home than now, and their going and coming had to be watched 
 closely, and the last admonition of the teacher was "Children go straight 
 home," because men were not as much to be trusted as now, and there 
 were dangerous prowlers, and great forests in which to get lost, it was 
 necessary to know just where the children were, hence they heard "Go 
 straight to school" and "Go straight home." But Longfellow intimates 
 that the children were accorded here a special privilege, because the man 
 was trusted and the children liked to see him work. The first monu- 
 mental word is "love" ; it shows the children's attitude. The next monu- 
 mental word is "roar" ; and the next monumental word is "fly." This is 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 35 
 
 a weak word, it is not accurate enough for the poet's picture so he builds 
 a simile on it, "Like chaff from the threshing floor." The children do 
 not try to catch the sparks that are hot and heavy, that drop near the 
 anvil and would burn; but those sparks that fly to the uttermost parts 
 of the shop. The poet sees his simile in the old threshing floor; when 
 the grain was knocked off the stalk with flails or tramped off; and there 
 were no fanning mills ; and so the farmer had to wait till the wind blew 
 strong through the barn and the chaff would be blown far away from 
 the grain, when with shovel the farmer tossed grain and chaff togethei 
 high into the air. A beautiful and' instructive picture. 
 
 The thread of thought now describes his religious life, and the 
 language used is 
 
 "He goes on Sunday to the church \ 
 
 And sits amongst his boys | • 
 He hears the parson pray | and preach \ 
 
 He hears his daughter's voice | 
 Singing in the village choir \ 
 
 And it makes his heart rejoice. \ 
 
 The monumental word "church" shows where he spent part of the 
 Sabbath to develop his eternal life. He was not a street corner loafer 
 nor lazy Sunday morning lounger. "Amongst" shows he was interested 
 in others besides himself. Instead of taking his place in the "amen cor- 
 ner" as was done in those early days by most of the religious leaders he 
 still was interested in the boys. Not necessarily the boys alone of his 
 immediate family, but rather the boys of the community who visited him 
 at the smithy. "Pray" and "preach" show he was attentive to the ef- 
 forts of the parson, which attention is a cardinal virtue. "Parson" is 
 not a monumental word because that is implied in the word "church." 
 "Daughter's" and "choir" tell us he was attentive to this part of the 
 service also. The author here shows us that a good man's family is 
 honored, for it was an honor to sing in the choir. 
 
 We are now given a glimpse of his sympathetic life as shown by 
 the lines of the poem: 
 
 "And it makes his heart rejoice. \ 
 
 "It sounds to him like his Mother's voice | 
 
 Singing in Paradise \ 
 
 He needs must think of her once more \ 
 
 How in the grave she lies | 
 
 And with his hard, rough hand 
 
 He wipes a tear from out his eyes." | 
 
 "Rejoice" shows he has a fatherly feeling for his daughter's success, 
 and that she resembles her Mother. "Sounds" is the next monumental 
 word as indicated by the simile "like her Mother's voice." The monu- 
 
36 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 mental word "Paradise" tells the reader that the Mother was a good 
 Mother and that she has been called to her heavenly reward. "Once 
 more" means again which would be the monumental word and so "once 
 more" is the emphatic word. He has thought of the wife and Mother 
 many times since he put her in the "grave" ; but on hearing the daughter 
 sing he is reminded of her again. The next emphatic word is "tear" 
 this shows a beautiful lingering sympathy for his life companion who 
 has left him all too soon. "Hard" and "rough" are already implied in 
 the picture of the man and need not be given prominence here. This 
 ends the discussional division of the poem. The next part is the con- 
 clusion, or summing up of the picture parts. 
 
 Toiling \ rejoicing \ sorrowing 
 
 Onward through life he goes | 
 Each morning sees some task begun \ 
 
 Each evening sees its close \ 
 Something attempted | something done \ 
 
 Has earned a night's repose. 
 
 This conclusion is not as complete as if it were an argumentative 
 discourse. It deals only with his industry and then with his sympathetic 
 life, and omits all the other lines of thought. The monumental words 
 summing up his industrious life are "toiling," "onward," "begin," 
 "close," "attempted," "done." His sympathetic life is in the monumental 
 words "rejoicing," "sorrowing." "Night's" suggests a reward. The 
 rest of the poem is an addendum. A good lesson has been taught; the 
 reader has been benefited by a study of the work and life of the smith. 
 It is quite befitting that the recipient should show gratefulness for the 
 help bestowed. 
 
 Thanks | thanks to thee my worthy friend | 
 
 For the lesson thou hast taught | 
 Thus at the flaming forge of life \ 
 
 Our fortunes must be wrought | 
 Thus on its sounding anvil shaped \ 
 Each burning deed | each thought \ 
 
 Thus the poem has been completed; the smith's worth has been set 
 forth ; the picture has been painted ; the lesson has been taught ; the story 
 has been told ; and the readers will be benefited. Blessings on our great 
 poet! 
 
 LANGUAGE. 
 
 By Miss Lillie A. Faris. 
 
 The Standard Publishing Co., Cincinnati, O. 
 
 Language in the elementary school, more especially in the first 
 two years, is so closely related to all other subjects as to become a part 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 37 
 
 of each period. No lesson in any line of work can be given without be- 
 coming a lesson in language. It, therefore, behooves the teacher in these 
 early years- to be careful in the choice of sentences. At all times, in the 
 presence of children, the teacher should use clear, concise and elegant 
 English. 
 
 The Wise Man has said, "Words fitly spoken are as apples of gold 
 in pictures of silver." 
 
 Dr. Hinsdale gives this beautiful thought, "The artist in words is 
 the greatest of all artists." 
 
 Dr. Rurick N. Roark adds his tribute to the study of English when 
 he says, "Drill in fluent correct and refined English should begin for each 
 pupil the day he enters school and should be the last thing done for him 
 when he leaves the university." 
 
 If all thoughts, however, of great writers, save one, were to be 
 eliminated from our minds in connection with the treatment of language, 
 we would perhaps be constrained to cling to the sentiment of Cooley 
 when he says, "To keep close to the heart of a child, and to encourage 
 the expression of his own vital thoughts and feelings is real language 
 teaching." 
 
 Our teaching of language to-day is weaker than that of any other 
 study, and if we teachers would keep before us this thought ot Dr. Cool- 
 ey's, surely greater success would crown our efforts. 
 
 There is perhaps no one single element that has so much to do with 
 the refinement of English as that of literature. And so, through this 
 simple course outlined for the first four grades in school, we are cor- 
 relating the language and literature and nature study, — one Is a com- 
 plement of the others, — neither complete in itself. 
 
 There are two aims for the teacher to keep in view. First, she 
 must seek to enlarge and enrich the child's thought-power. Secondly, 
 to beautify and refine his language. Every word added to the vocabu- 
 lary in the teaching of reading, every thought which a sentence imparts 
 is of the greatest importance in the treatment of this subject. Every 
 word spoken in the hearing of children tends to uplift or degrade. Then 
 how careful must the teacher be in her own choice of words ! 
 
 OUTLINE FOR FIRST YEAR. 
 
 Of the mechanical work here, little need be said, as it will all be 
 devoleped in connection with the work in reading; the punctuation, cap- 
 italization, etc., will be taught as necessity demands. 
 
 A teacher, in writing simple sentences upon the board tor the chil- 
 dren's reading, will of "course always begin these sentences with a capital 
 and close with the proper punctuation. Much depends here on the 
 teacher's carefulness as it will react in the child. If the teacher in a 
 careless manner writes sentences upon the board omitting the punctua- 
 
38 MANUAL OF UNIFORM COURSE OF STUDY 
 
 tion, it follows as certain as the night the day that what written work 
 is required of the child will come without the necessary punctuation. 
 All necessary mechanics may be taught in connection with reading. 
 
 When, for instance, in reading the sentence is, "This is John's 
 sled", the child sees for the first time the word "John's". Then it is 
 that the teacher should take time to explain what the apostrophe and s 
 mean. Then it should be used in connection with the names of the 
 children in the room and practical application of it should be made until 
 there be no doubt as to the children's understanding its meaning. 
 
 Mechanical Work : Teach the use of the capital as the beginning of 
 the first line of every sentence, its use in the beginning of proper names ; 
 the period, the comma in its simplest use, the interrogation point, quota- 
 tion marks, the apostrophe in its use of an omitted letter such as would 
 naturally come in the child's vocabulary in the words don't, hav'n't, can't, 
 etc., etc. By the end of the first year, then, the child should be able 
 to master all the words used in the ordinary first reader; that is, he 
 should be able to read intelligently this first reader and any number of 
 supplemental readers, he should be able to use in oral and written sen- 
 tences any word of the vocabulary employed in this reader. This need 
 not limit the teacher in any way as to the number of words in the child's 
 vocabulary because the up-to-date teacher will at all times be using from 
 stories employed for the season, certain words which the child would 
 not have gained from the use of a reader, such as the words, Pilgrim, 
 Mayflower,, Thanksgiving and others from the stories of the Pilgrims; 
 Christmas, Wise-men, shepherds, angels and others from the stories of 
 Christmas time, so there is no limit to be set. 
 
 As to cultural work, it is necessary for the teacher to keep before 
 her the Child, the Aim, the Material and the Method. 
 
 i. The Child. The child needs to be kept in mind, because ex- 
 pressions concerning things which come in his own environment will 
 more readily come to him than those which are foreign to this environ- 
 ment. Hence, a study of the things that he especially loves will be of 
 the most vital importance. "I will study the child and he will teach 
 me how to teach him." 
 
 II. The Aim, as already given is to increase and refine the child's 
 vocabulary and to develop his thought-power. 
 
 III. The Material : Many and varied are the sources of ma- 
 terial for this work. The seasons, as they come and go, indeed all 
 nature stands with overflowing hands offering abundance and all sorts 
 of material and saying, "Come, take what you want." 
 
 History is resplendent with rich material for character-buifding, 
 biography and stories that will not only give the child food for thought 
 but will also have its effect upon his life. 
 
 Literature abounds with the most beautiful in thought and senti- 
 ment and there is nothing that so strongly appeals to little children. 
 
FOfc THE ELEMENTARY SCHOOLS OF OHIO. SO 
 
 Children love beautiful thought, hence from literature we choose the 
 best in song, in story and in poem. 
 
 IV. The Method: 
 
 The study of the child will largely determine the method. Children 
 love to talk and when the teacher gets "close enough to the heart" to 
 introduce free and easy conversation with him about the things in which 
 he is particularly interested, she will have opened wide the door of this 
 cultural subject. 
 
 We mention some plans which bear the stamp of experience and 
 which will help to refine and increase the child's vocabulary. 
 
 a. Conversation lessons : Talk with your children about sea- 
 sonable things. For instance, the day is rainy. Urge them to tell you 
 what good the rain does; where it comes from; help them to under- 
 stand the great need for water and that without rain this need could not 
 be met; get them into the spirit of smiling instead of frowning at the 
 rain, and at the close of the conversation lesson, lead to the memoriza- 
 tion of such a verse as 
 
 "The little raindrops only say- 
 Pit, pitter, patter, pat, 
 When we play on the outside 
 Why can't you play on that?" 
 
 Or to the singing of such a song as 
 
 "Two little clouds one summer day 
 Went flying through the sky 
 They went so fast they bumped their heads 
 And both began to cry." 
 
 Flowers, birds, bees, animals, sun, moon, stars, clouds, anything 
 in the environment of a child is a fit subject for this conversation lesson. 
 
 b. Stories for reproduction : With real little children, the stories 
 should be simple, full of life, containing a few sentences, such as the 
 story of "The Fox and the Grape," "The Dove and the Ant." How- 
 ever, very soon, longer stories with more detail may be given. (See 
 list at close of the grade work for suggested Story Books.) 
 
 c. Memory gems : The selection of gems for the school is largely 
 a matter of individual taste of the teacher. Some of these may have 
 moral tendency, such as the golden rule and 
 
 "Children, do you love each other. 
 Are you always kind and true, 
 Do you always do to others, 
 As you'd have -them do to you?" jj 
 
40 MANUAL OF UNIFORM COURSE OF STUDY 
 
 "If you're fretted and cross. 
 And quite at a loss 
 To really know what is worth while, 
 Find somebody who 
 Is worse off than you, 
 And see if you can't make him smile." 
 
 Or they may contain some thought of the time and season : as 
 short thanksgiving selections and Christmas, or it may be something 
 from nature that will create wonder in the child's mind as, 
 
 "There is a silvery moon, a-floating, floating up so high 
 There is a fairy crew a-boating, boating in the sky." 
 
 or 
 
 "Tell me, sunny golden rod, 
 Growing everywhere 
 Did fairies come from fairy-land 
 And make the dress you wear?" 
 
 During the year it is well for the children to commit some one or 
 more beautiful poems from Robert Louis Stevenson, from Field, Long- 
 fellow or from any of the classics that one may choose. 
 
 d. Blackboard sentences: These may be written by the child as 
 any new word is added to his vocabulary. Any blackboard lesson ar- 
 ranged in simple sentences from the stories which the teacher has told 
 or from any connection with the Nature Study or Agriculture which 
 she may be giving. Sometimes these sentences are composed by the 
 children themselves ; sometimes by the teacher, but always they should 
 be read and whenever possible copied by the children. 
 
 e. Imaginary pictures : Have children close eyes, give some bright 
 bit of description, either in poem or prose, have them open eyes and tell 
 what they "saw." 
 
 f . Dreams : Have children lay heads on desks, close eyes and 
 dream, wake up and tell dreams. 
 
 g. Pantomime expressing true thought: Tell a short story or 
 read a short poem and have children impersonate the characters of it 
 and in pantomime the thought of the selection. 
 
 h. Study of pictures: Oral description of pictures which are 
 placed in the school-room or which may be handed to the child just be- 
 fore recitation period. 
 
 i. Dramatization of stories: Stories may be either short or long; 
 let the children impersonate the people or objects and express the 
 thought of the stories by words and actions also. Stories of animals or 
 inanimate objects may be given in this way and children love to imper- 
 sonate them. 
 
 j. Politeness: Play games representing children talking to their eld- 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 41 
 
 crs, asking and answering questions, calling for telephone connection games 
 for correcting such expressions as "haint got." Teacher proposes play- 
 ing a new game today. Call the game "I have none or I hav'n't any," 
 or the "game of borrow and lend" and open the game by saying, "Let's 
 play a little game of borrow and lend. I am going to ask you to lend 
 me something. 'J ames > may I have your red coat?' " And James' cor- 
 rect reply is, "I have no red coat." Other games correcting misused 
 words may easily be planned and the effect is so much more gratifying 
 than is merely the correcting of wrongly used words. The games, "It was 
 I," "Was it He?" etc., may be used to the same good end. 
 
 k. Birds, animals, flowers : arrange other games in which children 
 describe themselves as some particular kind of animals, bird or flower and 
 other children guess their names. For instance, a child says, "I am a 
 big bird, my feathers are brown, I have great round eyes, I fly out at 
 night." By this time every child in the room will be ready to answer, 
 "Owl" and the one that is called first and answers correctly is the one 
 to stand up and picture himself as some kind of a bird or animal. • 
 
 A Term's Work: Aside from the plans here given there is af- 
 forded by each season its own particular line of thought-development. 
 In the fall of the year, the study of Indian life naturally comes in order 
 that the teacher may show to pupils the condition of our country, and 
 the people inhabiting it when discovered by Columbus (which subject 
 suggests our study for October), and later, when settled by the Pilgrims 
 (this in turn suggests our language study for November). 
 
 For Indian study there is nothing that equals the Song of Hiawatha, 
 however not all of it is usable, and not all is needed. It remains for 
 the teacher to use her judgment in adapting such parts as meet her 
 pupils' needs. As a usual thing, the study includes all thought through 
 the childhood and up to the time when Iagoo, after Hiawatha has killed 
 the deer says, "Hiawatha, you are a man now." 
 
 Children love Indian lore and for that reason studies and stories 
 which will come in connection with the Song of Hiawatha will not only 
 add to the great store of thought but will also help in the expression of 
 the same. Nature stories as "How the Robin Got Its Red-breast", "How 
 the Beaver Got Fire From the Pines", "How the Wood-pecker Got His 
 Red Head", and "The Gift of Corn", (this last story and others of like 
 character may easily be turned into splendid lessons on agriculture), 
 will afford material for language work for many days. Fairy tales, myths, 
 legends should be used in order to cultivate the child's imagination; 
 history stories, such as "Little People of Other Lands", the stories of 
 Pilgrims and of the Indians will be the most beneficial when he comes 
 to study real history and geography. 
 
 In the treatment of all our language work, let us keep this thought 
 before us, that there is no expression without impression. Let us 
 remember this, in the giving all our work to the little people of the first 
 
42 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 grade, that we are to enlarge and refine the child's vocabulary and thus 
 to beautify his language. 
 
 Suggested Books. 
 
 Sarah Cone Bryant's "How To Tell Stories to Children." 
 
 Sarah Cone Bryant's "Stories To Tell to Children." 
 
 "Stories in Season." 
 
 "Fifty Famous Stories Retold." 
 
 Laura E. Richards' "The Pig Brother." 
 
 Longfellow's "Hiawatha." 
 
 Whittier's "Child Life." 
 
 Kate Douglas Wiggins' "Story Hour." 
 
 Lansing's "Fairy Tales." 
 
 "Hiawatha Primer." 
 
 "Seven Little Sisters." 
 
 "Around the World." Book I. 
 
 Lovejoy's "Nature in Verse." 
 
 Suggested Poems for the First Year. 
 
 "Wynken, Blynken and Nod", Eugene Field. 
 "My Shadow", Robert Louis Stevenson. 
 "The Children's Hour", Longfellow. 
 
 SECOND GRADE. 
 
 The outline here is only an extension of first grade work and all 
 plans there used may be emphasized and extended in this grade. More 
 of the formal needs to be added here, the stories for reproduction may 
 be longer, and some of this may be done in writing. This work is also 
 correlated with Nature study, with agriculture, with literature and vlien- 
 ever one of these lessons is given, the reproduction of it in oral or writ- 
 ten language will prove to the teacher whether the impressions made 
 have been the right ones or not. 
 
 a. Formal work: Writing of sentences from dictation. These 
 should be based, of course, on words in the child's vocabulary. 
 
 b. Teach the capital letter in all its uses, names of persons, places, 
 people, cities, towns, days of the week, months, first lines of poems, etc. ; 
 all the work in punctuation from the first grade reviewed and strength- 
 ened by the teaching of the comma in more of its uses, the exclamation 
 point, etc. Teach here correct usage of verbs and words frequently mis- 
 used, and do some real letter writing. Abbreviations of days of the 
 week, months, Dr., Mr., Mrs., A. M., P. M. and others as necessary. 
 
 c. Dramatization: Stories from the reader, or those which are 
 told by the teacher afford plenty of opportunity for dramatization and 
 there is no avenue of expression which delights and aids the pupils 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 43 
 
 more. Whittier's, "In School Days", Longfellow's, "The Children's 
 Hour", "A Leak in the Dike", "The Little Sandpiper" and "Liberty 
 Bell" and other poems that are full of life are easily dramatized. 
 
 d. Pictures: Wide use of pictures in this grade to aid power of 
 description. Allow children to occasionally write descriptions of pic- 
 tures and often orally describe them. Often also read or quote bright 
 bits of verse or description to them and let them imagine the picture. 
 
 e. Stories containing the simpler words of the child's vocabulary 
 should be reproduced in writing. 
 
 f. Watch the language of the playground in order to correct all 
 misused words. 
 
 g. Short memory gems appropriate to the season or the day may 
 be given frequently and many beautiful poems read and a few of these 
 memorized during the year. 
 
 The following are all splendid for this grade: 
 
 "How Do Robins Build Their Nests." 
 
 "The First Snowfall." 
 
 "The Bare-foot Boy." 
 
 "The Children's Hour." 
 
 "Out to Old Aunt Mary's." 
 
 "In School Days." 
 
 "Fawn-footed Nannie." 
 
 "Jack Frost." 
 
 "Caterpillar." 
 
 "Little Boy Blue." 
 
 Suggested Books for the Teacher. 
 
 Those mentioned in first year. 
 
 "The Pig Brother," by Laura E. Richards. 
 
 "Our Country in Poem and Prose." 
 
 "Black Beauty." 
 
 "The Strike at Shane's." 
 
 "In Mythland." 
 
 "Around the World," Book 2. 
 
 "Robinson Crusoe." 
 
 "The Tree Dwellers" 
 
 "The Cliff Dwellers." 
 
 "Early Cave Men." 
 
 "How Plants Grow." 
 
 "Short Stories of Our Shy Neighbors." 
 
 THIRD GRADE WORK. 
 
 The work in this grade also will be correlated with that of other 
 studies and will be a continuation of that done in the first and second 
 
44 MANUAL OF UNIFORM COURSE OF STUDY 
 
 grades. Different material as to subject should be given but the same 
 general aim kept in mind — that of directing and aiding the child's 
 thought-power in its development and helping him to gain easy control 
 of expressive and refined English. 
 
 a. The reproduction stories continued : While much written work 
 may be asked for in this grade, it is not best to require too much of it. 
 The teacher should devote just as much time as is possible to the oral 
 expression, hence the oral reproduction and dramatization of stories 
 should be encouraged. All lines of work given in argriculture, Nature 
 Study, literature should be discussed frequently and extensively. 
 
 b. The memory gems here should become just a little bit more 
 closely related with the child's developing thought and vocabulary and 
 more of them required. It is a splendid plan here to allow the child to 
 select his own memory gems, for part of the time at least. 
 
 c. Imagination: Children tell or write imaginary stories. A 
 most valuable exercise for cultivating the imagination consists in using 
 an easy story such as "Three Little Cotton Tails," (or another that the 
 children are not familiar with) in the following manner: Teacher be- 
 gin reading the story; read to a keenly interesting place; stop reading 
 and say, "Now, boys and girls" you may tell me what you think Mother 
 Cotton Tail did," or "What do you think Snubby Nose was going to 
 do ?" Then let the boys and girls write the rest of the story. This may 
 be used repeatedly without tiring the children. 
 
 d. Pupils in this grade should have considerable dictation exer- 
 cises given, short sentences using words with contractions, and frequent 
 use of quotation marks so that they may become accurate in the applica- 
 tion of these and in the proper punctuation. In the formal drill, all 
 the punctuation marks should be reviewed and emphasized. Use of 
 dictionary introduced. 
 
 e. All the new words of the lessons from day to day should be 
 selected and pupils required to write original sentences containing these 
 words. 
 
 f. Many short compositions or story-reproductions should be re- 
 quired during the term. These should deal with most familiar objects. 
 
 g. Letter writing: Children should be encouraged to write letters 
 to each other, to the teacher, to the parent, and very careful attention 
 should be given to neatness and form and accuracy of all this work. 
 Many poems from the classics should be studied in this grade, some in 
 connection with Nature Study, as "Telling the Bees," "The Barefoot 
 Boy," etc. ; some with agriculture, as Whittier's, "The Corn Song," "The 
 Huskers" and others. In this grade also may be given a delightful study 
 of Whittier's classic — "Snow Bound." 
 
 The following poems should be read during the year and three or 
 four choice ones memorized. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 45 
 
 'The Village Blacksmith." 
 
 "Robert of Lincoln." 
 
 "Liberty Bell." 
 
 "Barefoot Boy." 
 
 "The Pied Piper of Hamelin." 
 
 "The Leak in the Dike." 
 
 "The Old, Old, Old, Old Lady." 
 
 "The Flag." 
 
 "The Arrow and the Song." 
 
 "The Brown Thrush." 
 
 "Out to Old Aunt Mary's" and 
 
 "Little Brown Hands." 
 
 Suggested Books to Be Added to the List Already Given. 
 
 Some of the harder stories that may be received forw this third 
 grade work are: 
 
 "Famous Men of Greece." 
 
 "Heidi." 
 
 "Lisbeth Longfrock." 
 
 "Patsy." 
 
 "White Patch," Angelo Patri. 
 
 "Ten Boys," Jane Andrews. 
 
 "Ways of Wood Folk." 
 
 "Friends and Helpers." 
 
 "Book of Birds." 
 
 "Our Birds and Their Nestlings." 
 
 "Outdoor Secrets." 
 
 "Diddie Dumps and Tot." 
 
 "Story Tell Lib." 
 
 Otis' books, "Ruth of Boston," etc., etc. 
 
 McGovern's "Nature Study and Literature." 
 
 FOURTH GRADE. 
 
 Not many new plans are to be introduced in the fourth grade but 
 the work as outlined for the first three grades should be reviewed 
 thoroughly and extended over new points which the children of the 
 fourth grade are well able to understand. 
 
 a. Punctuation. Children in this grade should be able to meet 
 and understand almost all forms of punctuation and this work should be 
 reviewed with them so frequently that they will not think of writing a 
 sentence without using the proper punctuation, and for this purpose a 
 great deal of dictation work may be given. Stanzas of poems in which 
 they are required to capitalize and indent and punctuate should often 
 be given. 
 
46 MANUAL OF UNIFORM COURSE OF STUDY 
 
 b. Letter writing should be continued and practised and much care 
 given to margin, to punctuation, paragraphing, etc. Up-to-date letter 
 forms should be part of the practice work of this grade. 
 
 c. Memory work here should be continued and some of the class- 
 ics should be the basis of the study of work in literature and quotations 
 from these largely used throughout the grade. Children in this grade are 
 particularly fond of poems, such as Whittier's "Telling the Bees", 
 "Corn Song", "The Huskers", "Horatius at the Bridge", "Sheridan's 
 Ride", The Ride of Paul Revere", "Barbara Frietche", and "Snow 
 Bound". These are so beautiful and helpful in the cultivation of good 
 English and they should find place in this grade. 
 
 d. Formal work. As to this, any good elementary book in lan- 
 guage may be used as a guide. Children should know all the different 
 forms of verbs, nouns, pronouns, etc., that appear in their readers. They 
 should be taught the parts of speech, the noun, pronoun, adjective, verb, 
 etc. They should also be taught to use rightly the singular and plural 
 verbs and the use of the personal pronoun. Much attention should be 
 given here to the correction of wrongly uitd pronouns. "Between you 
 and I" is one of the common expressions of the day and children in the 
 Fourth grade should be so thoroughly drilled in the correct use of these 
 words that it will become second nature to them. Another error quite 
 as gross as the one mentioned is the expression so commonly used, "He 
 don't", "She don't". Elsewhere has been mentioned the need of show- 
 ing children the use of the apostrophe in contractions. In order to avoid 
 such errors as this, it is necessary for them to know just what words 
 have been contracted. "Don't" is the contraction for "do not" and if 
 we but show the children the correct words to use with "do not", much 
 time will be gained for them, and much bungling of English be eliminat- 
 ed. 
 
 e. In this grade the common errors of the school-groana should be 
 corrected, e. g., "aint", "done" for "did", "have did" for "have done" 
 "seen for saw", etc., etc. 
 
 f. Abbreviation taught as necessary. 
 
 g. Written reproduction of stories, also short compositions on 
 familiar subjects. 
 
 h. Oral reproductions and dramatization of stories. The question 
 of encouraging oral expression must not be dwarfed in this grade by 
 requiring too much written work. Quite a little attention must be of 
 course given to form, but we must needs look to the thought of help- 
 ing the children to express themselves freely on any subject with which 
 they are familiar. Thus, a good exercise for the day would be to men- 
 tion some topics of local or national interest and through the medium 
 of conversation urge the children to give their thoughts concerning the 
 subject mentioned. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 47 
 
 LANGUAGE AND GRAMMAR. 
 
 FIFTH, SIXTH, SEVENTH AND EIGHTH YEARS, 
 
 By J. L. Clifton, Columbus, 0. 
 
 The most important factor in the growth of language power is im- 
 itation. The environment of the child has a great influence in the choice 
 of the language used by the child; therefore it is necessary for the chil- 
 dren to hear the best possible language in the school room. All lan- 
 guage teachers agree that the fifth and sixth grade work should be con- 
 fined to the multiplication of ideas, free thought and power of express- 
 ion, oral and written. Formal grammar should be studied in the seventh 
 and eighth grades, but useless old distinctions and classifications should 
 be given but slight attention. The end in view in the study of English 
 is, by the use of good models, to stimulate a natural choice of correct 
 words, and to understand the fundamental principles that are necessary 
 in all composition. In the first four years of the "Suggestive* Outline 
 for Language Work" are found repeated suggestions concerning the 
 necessity of developing language power by the child's practice in the 
 use of oral expression. This should be continued in the fifth and sixth 
 years work. Encourage the children to relate their experiences in see- 
 ing, hearing, doing and thinking, and do not consider the recitation a 
 failure because the children have done almost all the talking. The 
 teacher is a great factor in the results obtained. When the teacher 
 speaks correctly and habitually uses good language, the children gain a 
 great advantage by imitation. Most language books have pictures, that 
 appeal to the life and experiences of the child. The teacher must be 
 the guiding hand and the results of the picture lesson depend on the 
 ability of the teacher. As the work progresses, more written work is 
 expected and required, but the oral expression must not be slighted. 
 During the fifth and sixth years the study of troublesome words and 
 idioms should be encouraged. Model words and sentences should be 
 chosen and repeated until the children are able to use correctly in sen- 
 tences such words as, "shall", "will", "lie", "lay", "he", "him", "I", "is", 
 "are", etc. Guessing must not be tolerated or all good results will be 
 lost. The ability to correct mistakes in composition is the final test of 
 the child's knowledge of the subject. Letter writing is encouraged in 
 all language books and while correct natural expression is the most es- 
 sential, a knowledge of the mechanical elements is necessary. These ele- 
 ments, such as punctuation, capitalization and abbreviations, are not' 
 most readily learned by rules and special illustrations, but practice, under 
 the careful guidance of the teacher is necessary. 
 
48 MANUAL OF UNIFORM COURSE OF STUDY 
 
 FIFTH YEAR. 
 
 Plan: ist. Observation lessons. 
 
 2nd. Picture studies (Offer additional pictures from the ones 
 
 in the language books). 
 3rd. Study stories and poems. 
 4th. Study Invitations, Notes and Letters. 
 
 Remember: "Language and Literature must be correlated for best 
 results." 
 
 The mechanical study may be classified: 
 ist. Capitalization, Punctuation and Abbreviation. 
 2nd. The Sentence — its simple elements ; modifiers ; classification 
 of sentences. 
 
 3rd. Parts of speech; illustrate in sentences. 
 
 Observation lessons : 
 
 Choose subjects for oral and written recitations, such as "The Cat", 
 "The Dog", "My Father's House", "The Cow". Note for oral ex- 
 ercises : the name words or % nouns ; the sentences that relate facts ; 
 the sentences that ask questions. (The teacher should direct the reci- 
 tation in such a way that only one child talk at a time, and that all are 
 listening; also attempt to have several anxious to relate their stories.) 
 
 Trees, fruit, berries, houses, woods, fields, hills, streams and squir- 
 rels or other subjects that are appropriate for oral and written lessons. 
 (The children should be constantly impressed with the fact that they 
 are expected and required to express themselves in sentences. In oral 
 recitations discourage the constant use of "and.") 
 
 Na».jire poems may be written from dictation or copied. 
 
 "Down in a greei art! shady bed 
 
 A modest violet grew; 
 Its stalk was bent, it hung its head, 
 As if to hide from view." 
 
 Picture studies: 
 
 At least six pictures should be studied. The class should not be 
 given more than one picture study for a recitation. Require the chil- 
 dren to have a foundation in the picture for each statement they make 
 concerning it. Encourage the development of the story expressed in 
 the picture. Usually the "child is able to apply the picture to his own 
 experience. 
 
 Teach in connection with picture studies, the proper way to indicate 
 abbreviations, and the correct use of capitals. 
 
 These studies should be continued at intervals through-out the fifth 
 year. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 49 
 
 Stories and Poems: 
 
 "Great, wide, beautiful, wonderful world, 
 With the wonderful water round you curled, 
 And the wonderful grass upon your breast, 
 World, you are beautifully drest. 
 
 The wonderful air is over me, 
 And the wonderful wind is shaking the tree, — 
 It walks on the waters, and whirls the mills, 
 And talks to itself on the tops of the hills. 
 
 You friendly earth, how far do you go 
 
 With the wheat-fields that nod and the rivers that flow, 
 
 With cities, and gardens, and cliffs, and isles, 
 
 And people upon you for thousands of miles? 
 
 Ah, you are so great, and I am so small, 
 
 I tremble to think of you, World, at all; 
 
 And yet, when I said my prayers, today, 
 
 A whisper inside me seemed to say, 
 
 "You are more than the earth, though you are such a dot; 
 
 You can love and think and the earth cannot." 
 
 This poem is a model for study. 
 
 The teacher should require the class to answer questions suggest- 
 ed by the poem. The following poems may also be studied the same 
 way: 
 
 "The Sword of Bunker Hill", by William R. Wallace. 
 
 "A Life Lesson", by James W. Riley. 
 
 "The Arrow and the Song", by Henry W. Longfellow. 
 
 "The Cloud", by Percy B. Shelley. 
 
 "Jack Frost", by Hannah F. Gould. 
 
 As these poems are studied, simple sentences and easy parts of 
 speech may be noted. 
 
 Notice the use of punctuation marks and require the children to 
 recognize each mark and know its functions. 
 
 INVITATIONS, NOTES AND LETTERS. 
 
 Follow the outline for letter- writing given in your text-book. Short 
 invitations may be written by the teacher for models. Imitation in 
 writing notes and letters is necessary in order that the children acquire 
 the correct ideas and forms at once. Skill and accuracy are easily de- 
 veloped under the careful guidance of the skillful teacher. 
 
 Note: The teacher should study the outline for the fifth year and apply 
 these suggestions in the order given by the text in use. The intention of these 
 suggestions is simply to point out the fundamentals to be taught during this 
 year. 
 
 S. €. — 4. 
 
50 MANUAL OF UNIFORM COURSE OF STUDY 
 
 SIXTH YEAR. 
 
 The plan outlined in the fifth year should be followed. Each topic 
 should be given thorough consideration. Observation lessons must be 
 more intense and practical, bringing out the best expression from the 
 teacher and pupils. The tendency is to have too many written lessons. 
 The children enjoy oral expression and while such work is more taxing 
 on the teacher, for best results this oral work must be continued. The 
 teacher must not harangue the children by superflous criticisms but by 
 example, teach correct English. During the entire period of the "Ob- 
 servation Lessons" the teacher should keep in mind the mechanical study. 
 The time spent in each lesson on capitalization, punctuation, parts- of 
 speech, etc., must be brief. Never allow this period to drag and keep 
 alive the spirit of the class. 
 
 Additional topics for oral and written composition are : "Saturday," 
 "Sunday," "The Base Ball Game," "Fourth of July," and other kindred 
 subjects suitable to the community. Allow the children free expression 
 and do not tolerate a dry, prosaic, style, as such work is unnatural and 
 destructive. 
 
 Frequent picture studies should be continued throughout the year, 
 conversation lessons are valuable both to the teacher and pupil. In the 
 study of pictures the teacher must be active as the child has the per- 
 ception and imagination. The skillful teacher will develop these talents 
 in the child as they are fundamentals in the language work. 
 
 Poems and stories suggested in the first four years work may be 
 studied and many memorized. 
 
 The only way to successfully teach a memory exercise is for the 
 teacher to commit the poem, and by quoting it, stimulate a desire in the 
 children to know the poem. The poems suggested in the fifth year's 
 work are good samples, but the work must not be limited to these few 
 selections. 
 
 Letter writing and business forms, notes and invitations, should be 
 continued, as suggested in the fifth year. The teacher must expect the 
 children to know the correct form of all kinds of letters. Develop this 
 knowledge a«d tit* not allow this part of your work to become mechanical. 
 
 *Note. 
 
 As suggested in the fifth year, the outline should be applied in the 
 order the lessons come in your text-book. The elementary teacher in 
 language should base his work on the text-book used. These suggestions 
 point out the principles that must be mastered and the ends in view as 
 the result of fiith amd sixth grade work. 
 
 SEVENTH AND EIGHTH YEARS. 
 
 Before beginning the study of formal Grammar the teacher should 
 review thoroughly, the text-book to be studied. The results of the 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 51 
 
 year's work should be apparent to the teacher before the work is be- 
 gun, if the best teaching is done. The most important factor in seventh 
 and eighth grade work in Grammar is correct use of language by the 
 teacher and pupil. Written thoughts are more nearly correct than 
 spoken thoughts ; therefore it is necessary for best results, to have many 
 of the lessons oral rather than written. The teacher must 
 realize that the book is only a guide and that the teacher is the real life 
 of the recitation. Many Grammars are divided in order that Orthog- 
 raphy and Etymology be taken up as separate parts, but by following 
 the outline for the fifth and sixth grades, the pupils are now ready to 
 study the development of their language by applications. Usage is the 
 only authority for the rules of Grammar; then, when you understand 
 the usage, you appreciate the rules. The inductive method of develop- 
 ment is necessary for best results, and as before stated, the teacher must 
 be the leader. Men, women, and children are judged by the language 
 they speak. One's speech indicates the degree of his culture and re- 
 finement. The development of the power to think is a greater factor 
 than memory work. The end in view is to know the difference between 
 correct and incorrect English and unless you attain this end, you will 
 find Grammar dull and difficult. 
 
 The following outline may be applied to any text-book in Grammar. 
 To know what to teach and how to teach it, is necessary, therefore the 
 outline in Grammar precedes the one on composition but in the discus- 
 sion, and in practice the two subjects (Grammar and Composition) 
 should be treated as one. 
 
 Grammar. 
 
 A. The Sentence. 
 i. Declarative. 
 
 2. Imperative. 
 
 3. Interrogative. 
 
 4. Exclamatory. 
 
 B. Subject and Predicate. 
 
 C. Parts of Speech. 
 
 Nouns, Pronouns, Adjectives, Verbs, Adverbs, Prepositions, Con- 
 junctions and Interjections. 
 
 D. Phrases and Clauses. 
 
 Composition. 
 
 A. The Correct Expression in Written Composition. 
 
 B. The Paragraph. 
 
 C. The Sentence. 
 
 D. Words of the Sentence. 
 
 E. Narration and Description. 
 
 F. Style. 
 
 A. The Sentence. 
 
52 MANUAL OF UNIFORM COURSE OF STUDY 
 
 The classification of the sentence has been taught in previous years 
 (fifth and sixth), therefore it is only necessary to give additional work 
 in this study by using more difficult sentences. Do not get mechanical 
 in this study, but keep life and spirit in the work. 
 
 Take your model sentences from the works of the best speakers and 
 writers. The class should always note the choice of words in these sen- 
 tences. Two models are here suggested: 
 
 "I shot an arrow into the air, 
 It fell to earth I knew not where: 
 For, so swiftly it flew, the sight 
 Could not follow it in its flight." 
 
 — Longfellow. 
 
 "Here on this beach a hundred years ago, 
 Three children of three houses, Annie Lee, 
 The prettiest little damsel of the port, 
 And Phillip Ray, the miller's only son, 
 And Enoch Arden, a rough sailor's lad 
 Made orphan by a winter's ship-wreck, played." 
 
 — Tennyson. 
 
 B. Subject and Predicate. 
 
 Develop the idea of what the subject is, and also the predicate. Do 
 not require your class to commit the set rules, but remember always 
 the application. Have several sentences as models and soon all the 
 pupils of the class are able to distinguish the subjects from the predicate, 
 even in complex sentences. 
 
 Parts of Speech. 
 
 In the seventh year the fundamental office of each part of speech 
 should be mastered, also its relation to other parts of speech, leaving 
 only a growth in this study for the eighth year. There is no worthy 
 txcuse for not knowing the ordinary usage of all words in sentences, 
 at the completion of the seventh year. Then the teacher must increase 
 and encourage the pupils work along the line during the eighth year. 
 
 The introduction of long and detailed outlines of the parts of speech 
 has a tendency to confuse rather than help the conception of the parts of 
 speech. 
 
 Conjugation of verbs is necessary, but only by development. Me- 
 chanical memory work must be avoided. The skillful teacher is able 
 to have parsing exercises that are beneficial to the pupils, but long weary 
 recitations on parsing must not be tolerated. Cramming pupils or teach- 
 ers with the technicalities and rules of Grammar, that they may be able 
 to pass the pupil's or teacher's examination, means destruction to their 
 growth of language power. They should be better prepared for the 
 examination if they avoid this cramming process, and they would Be 
 if the examination were pedagogical. The value and importance of in- 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 53 
 
 finitives and participles are shown by their constant use by the best 
 speakers and writers. Model sentences should again be used, and in 
 this way the infinitives and participles cease to be "stumbling blocks" 
 to the pupil's progress, but a decided addition to their power of expres- 
 sion. The Orthography of Grammar must be a part of every lesson, 
 and the teacher should constantly keep in mind that correct spelling is as 
 important as correct expression. Capitalization, punctuation and all the 
 other fundamentals of Orthography are acquired best by critical ap- 
 plication. 
 
 Note, therefore, in your teaching, that the end in view in the study 
 of language and Grammar is, power to express your thoughts in the best 
 possible English and a knowledge of the principles of the English lan- 
 guage. * » 
 
 UNITED STATES HISTORY. 
 By James T. Begg, •Ironton, Ohio. 
 
 INTRODUCTION. 
 
 The aim in teaching History in the public schools should not be so 
 much a memorizing of facts and figures but a study of the character 
 of the civilization in which the event occurred and of the people that 
 caused it to occur. Observe the causes that led up to this particular 
 event and the results that followed it. Compare the event studied and 
 its surrounding conditions and people, with like conditions in the pres- 
 ent; then make deductions, draw conclusions, discover morals, observe 
 mistakes, emphasize examples of bravery and patriotism, and, by so doing, 
 lay the proper foundations for good citizenship, for, if we fail to develop 
 good citizens, a strong citizenship and to infuse the coming generation with 
 a spirit of patriotism, our efforts in the teaching of U. S. History will 
 avail nothing. We must have our pupils see that the aim of the people 
 of today has materially changed from what it was when the Puritan 
 fathers landed in 1620. Then they had to combat nature in all her weird 
 forms and only by resorting to physical strength and warfare could this 
 be accomplished. Hence the Indian Wars, the struggle with foreign 
 countries and our own Civil War when the U. S. Government was 
 trying to free itself of those bonds of slavery that had been so tho'tless- 
 ly placed there in Colonial times and had been allowed to strengthen until 
 they were strong enough to menace the life of the Nation. But now it 
 is vastly different, man has virtually conquered nature in all her forms ; 
 he has made the fertile valleys bear rich harvest ; the barren deserts 
 give forth their portion, cleared the trackless forests, drained the 
 swamps, discovered the rich secrets of the hills and mountains, has pene- 
 trated the most remote places with his vast railroad systems, has taken 
 electricity from the air and made it do work, and has even made the 
 
54 MANUAL OF UNIFORM COURSE OF STUDY 
 
 old saying "A Bee Line" an actual condition in Aerial navigation. In 
 short he has multiplied thousands of times the complexity of society 
 in the relation of man to his fellowman so that no longer are we to con- 
 sider wars of conquest and extension but rather we are confronted with 
 the mighty problems of government in all its phases, with the relations 
 between capital and labor, the control of corporate wealth, the care of 
 the Nation's unfortunate, how to feed and provide for our rapidly in- 
 creasing population, etc., etc., ad infinitum. 
 
 To do all this is the stupendous task of tne public school teacher 
 and to lay the proper foundation for this it appeals to us, that there is 
 but one way and that is to begin when the child first enters school to 
 read and tell to him the best stories of the accomplishments of the mak- 
 ers of history ; to teach poems that inculcate lessons of patriotism and true 
 citizenship; teach him to read only the best that is written in history. 
 With that aim in view the following outline with suggestive references is 
 given in such a way we hope, that not only the city and village school 
 may find something of value but also the rural school may find it of 
 service in selecting material. 
 
 Directions to teachers. Whenever any event is being studied such 
 as Washington and his campaigns in the Revolution, have the children 
 make a map of the country and show the part affected. Geography both 
 physical and political should be carried along with the history. Many 
 references have been given that will not be accessible to all schools but 
 some of them can be had in every school. Start your history library 
 by purchasing a few books other than the regular school text book. 
 Some of the best ever written on the various subjects have been given. 
 In teaching the history stories in the first two classes advantage may be 
 taken of the story period in the morning, the reading lesson, the language 
 lesson, or the Geography. Have the pupils reproduce the story both 
 orally and in writing. Fasten a few of the fundamental facts of eaci 
 event. Details of battles have been eliminated and more biography, 
 social, economic and political history put in. The work has been so 
 divided that by closely following the outline it will be an easy task 
 to accomplish the work as outlined, in nine months and in all schools 
 having only the eight months term, time can be gained by giving less 
 attention to some of the topics. When time is short, details may be 
 omitted and one cut off of the review. Each teacher should look up 
 every event and the accessible references so that in assigning the work 
 for the next day she may give the children the references by title, vol., 
 number and page. This will greatly assist the pupil, also conserve his 
 time. 
 
 In the first class it may not be advisable to use all the stories refer- 
 red to but many just as applicable may be substituted. Those given are 
 only to serve as a guide. The teacher should have her story carefully 
 worked out before giving it to the pupils. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 55 
 
 The school can well be divided into three classes or grades, viz. the 
 primary, consisting of the first three grades; the intermediate consisting 
 of the fourth and fifth grades, and the grammar or book grades contain- 
 ing the sixth, seventh, and eighth grades. 
 
 The history taught to the first and second classes must necessarily . 
 be by story and selected by the teacher, while in the third class use can 
 be made of the book and library. Some attention can also be given to 
 the library work in the middle class. 
 
 It is impossible in this outline to include everything that might be 
 of importance in the history of U. S. but enough has been suggested to 
 give the student a good understanding of the history of the country and 
 its relation to world history. 
 
 In the first two classes Stories of Indian life to teach (a) manner 
 of living, (b) habits and customs, (c) occupation, (d) location, (e) 
 explain relation of conditions at formative period of our country to the 
 present times, (f) show advancement in civilization, etc. 
 
 References: — Wigwam stories by Judd, Story of Hiawatha, lines 
 64-235, Lovewell's Fight anonymous, Fox's Indian Primer. Pocahontas 
 by Eggleston, Tecumseh — Eggleston, Conspiracy of Pontiac — Parkman, 
 Stories of our Country — Johnnot. 
 
 In Ohio much interesting history can be linked around the stories 
 of the mound-builders. Whenever possible localize the story. 
 
 Celebrations: — These should be observed by appropriate exercises 
 in the school so far as possible by recitations, stories, (both original and 
 copied) suitable songs, in order to teach the patriotism of country and 
 humanity, to introduce the nation's history, to arouse the interest of the 
 pupils and to vary the regular routine of school work. 
 
 Lincoln's and Washington's Birthdays; References — Like Wash- 
 ington, Beth Howard, The Flag Salute, Hurrah for the Flag, Your 
 Flag and My Flag, Being Like Washington — -Gould, Stories of Washing- 
 ton and Lincoln's Boyhood, President, Revolutionary War, and Civil 
 War Stories, Lincoln and Young Birds, Lincoln Carries a Little Girl's 
 Trunk to the Station, Rescue of a Pig, How Lincoln Paid for Life of 
 Washington. 
 
 Sayings and Maxims of Lincoln. 
 
 Broken eggs cannot be mended. 
 
 All that I am or hope to be, I owe to my angel mother. 
 God must have liked the Common People or he would not have 
 made so many of them. 
 
 How Betsy Ross Made the Flag. 
 
 Poems: — There are many Flags in many Lands, America, Co- 
 lumbus, Battle Hymn of the Republic, Song of Marion's Men, Bunker 
 
56 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Hill, Taylor's Star Spangled Banner, The True Patriotism, Never Give 
 Up, The Flag Goes By— Bennett, We Thank Thee— Margaret Sangster. 
 
 Appomattox Day References: — With Lee in Virginia, The Young 
 American, Anti-Slavery Poems — Whittier, Little Shepard of Kingdom 
 Come — Fox, Poems of American Patriotism — Matthews, American War 
 Ballads — Eggleston, In War Times — Holmes, Two Little Confederates — 
 Page, Hospital Sketches — L. M. Alcott, etc. 
 
 Memorial Day and Fourth of July References : — What constitutes a 
 State? — Jones, The Bivouac of the Dead — O'Hara, Warren's Address 
 to American Soldiers at Bunker Hill — Pierpont, The True Patriotism, 
 Stories of Great Americans for Little Americans, Story of the Thirteen 
 Colonies, Story of the Great Republic, Stevens of Philadelphia — Otis, 
 The Story of our English Grandfathers, Declaration of Independence, 
 Liberty Bell, God is Great and Good, Paul Revere's Ride, Gettysburg 
 Speech — 'Lincoln, The Perfect Tribute, Grandfather's Chair — Haw- 
 thorne, Green Mountain Boys — Thompson, Ode for the Fourth of July 
 — Lowell, The Crisis — Churchill, also many that have been suggested 
 in the other celebrations can be used. 
 
 Columbus Day: — Purpose (a) Show difficulties of undertaking, 
 (b) Explain degree of civilization, (c) Show limited amount of scientific 
 knowledge at that time, (d) Introduce the American Indian, (e) Lay the 
 foundation for the study of Colonial History. 
 
 References : — America, Columbus — Tennyson. Stories of Co- 
 lumbus, H. G. Reiter; Hurrah for the Flag — Nesbit; Beginners of a Na- 
 tion — Eggleston; Voyage to Vinland — Ballantyne; Westward with Co- 
 lumbus — Gordon Stables; Young Folks Book of American Explorers — 
 Higginson; Life of Columbus — Seelye; Columbus' Letter to St. Angel 
 — American History Leaflet No. I, Fisk's Discovery of America and 
 Adam's Christopher Columbus. - • 
 
 Thanksgiving Day: — (a) Why observed, (b) The First Thanksgiv- 
 ing Day, (c) Pilgrims in England, (d) Life in Holland, (e) Crossing 
 the Ocean, (f) Arrival at Plymouth, (g) Building Homes, (h) Making 
 Friends with the Indians, (i) Method of Securing a Living, (j) Kind 
 of Government. 
 
 References : — The Story of the First Thanksgiving — Kate Wiggins ; 
 Christmas, The Birth of Christ — Bible; The Christ Child — Andrea 
 Hofer; Story of our English Grandfathers, Little Stories of England; 
 Landing of the Pilgrims' Fathers in New England — Mrs Hemans; 
 Standish of Standish — Austin; Why the Pilgrims Left Holland — Hart; 
 The Compact — Hart; Life in Plymouth — Bradford; The Colonies — 
 Thwaites. 
 
 Christmas: — (a) Study of the Story of the Birth of Christ, (b) 
 The Life of Joseph and Mary, the Story of the Hebrew Nation, The 
 Life of Abraham and Isaac, Jacob and Esau, Saul and David. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 57 
 
 References: — The Bible, Guerber's Story of the Chosen People, 
 Tales and Customs of the Ancient Hebrews — Herbert. The Life of 
 Jesus of Nazareth. 
 
 At other times in the year than at the celebrations teachers of the 
 second class may profitably use the following stories: 
 
 Hawthorne's Wonder Book; American Life and Adventure — Eg- 
 gleston; Myths of Greece and Rome — Guerber; Greek Heroes — 
 Kingsley; Mythology — Bulfinch; Stories from Homer — Church; Greek 
 Myths — Hawthorne; Stories from English History for Young Amer- 
 icans — Harper Brothers ; Classic Myths — Gayley. 
 
 Story of the Colonies and Colonial Life. 
 
 (a) John Smith. 
 
 (b) Pocohontas. 
 
 (c) Roger Williams. 
 
 (d) William Penn. 
 
 (e) John Endicott. 
 
 (f) John Carver. 
 
 (g) Miles Standish. 
 (h) Governor Berkley, 
 (i) Bacon's Rebellion, 
 (j) Slavery in Va. 
 
 (k) Cotton and Tobacco in the Colonies. 
 
 (1) Peter Stuyvesant. 
 
 (m) Lord Calvert. 
 
 (n) Clayborne. 
 
 (o) The Grand Model 
 
 (p) The Great Law. 
 
 (q) Story of Oglethorpe. 
 
 (r) Story of Evangeline. 
 
 (s) Story of Benjamin Franklin. 
 
 (t) Story of King Philip. 
 
 (u) Story of the Charter Oak. 
 
 (v) Story of Home Life. 
 
 (w) Story of Religious Life. 
 
 (x) Story of School Life. 
 
 Explorations and Discovery. 
 
 Christopher Columbus — His home, his education, his difficulties in 
 securing help; the voyage, his discovery. Story of Balboa, Desoto, 
 Ponce. 
 
 Graph showing time to be spent on each subject. 6th Grade. 
 
 One inch represents one week. 
 
58 
 
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FOR THE ELEMENTARY SCHOOLS OF OHIO. 59 
 
 EUROPEAN BASIS OF AMERICAN HISTORY. — 6TH GRADE. 
 
 As a proper background to American History the student should 
 know about the following: (a) Story of the Crusades, to show the 
 beginning of commerce between Europe and Asia, (b) Story of Richard 
 I of England, (c) Story of Norse Sagas, (d) Stories of Turkish In- 
 vasion, Marco Polo, Sir John Mandeville, Ferdinand and Isabella, Tas- 
 canelli, John Gutenberg, Printing, James I of England and Colonization, 
 William and Mary, Charles I and Civil War, Oliver Cromwell and Civil 
 War, George III and American Revolution. 
 
 References — For Teachers. 
 
 West — Modern History. 
 
 Harding — Mediaeval and Modern History. 
 
 Atkinson — European Basis of American History. 
 
 Cheney — History of England. 
 
 Andrews — History of England. 
 
 Larned — History of England. 
 
 Robinson — History of Western Europe. 
 
 Christopher Columbus. 
 
 (a) Birth and boyhood; Becomes a sailor; Has a sea-fight; Goes 
 to Lisbon. 
 
 (b) His plan for reaching the Indies. Trys to get help to carry 
 out this plan; Gets help. 
 
 (c) Sails; First voyage; What happens on the voyage; Discovers 
 land; His return to Spain. 
 
 (d) Other Voyages; Discovers continent. 
 
 (e) Old age; Death and burial; Result of discovery. 
 
 (f) Claims that Spain based on his discoveries. 
 
 References'. — Montgomery's Primary History; Eggleston's "History 
 for Beginners" ; Abbott's "Life of Columbus" ; Gordy's Elementary His- 
 tory; Our Country's Story — Tappan; Elementary History — Thomas; 
 The World's Discoverers — Johnson ; Discovery of America, — Fisk Vol. I 
 Poem — Columbus — Joaquin Miller; Famous Voyagers — Bolton. 
 
 Explorers and Discoverers. 
 (A) English. 
 
 (a) The Cabots-Discover the continent; voyages not followed up 
 but later made the basis of English claim to a part of North America. 
 
 (b) Sir Walter Raleigh — Sends ships to America; Two Amer- 
 ican plants sent to Europe; Makes a settlement; Returns to England; 
 Loses Colony. 
 
60 MANUAL OF UNIFORM COURSE OF STUDY 
 
 (c) Sir Francis Drake — Early life; Description of fleet; Passage 
 of straits; Cape Horn rounded, loss of vessels, exploring west coast 
 of America; completion of his voyage around the globe; infleunce of 
 his voyage. 
 
 (B) Spanish. 
 
 (a) Ponce De Leon — Magic fountain; Discovers Florida. 
 
 (b) Balboa — Discovers Pacific Ocean; Proved that America was 
 not a part of Asia. 
 
 (c) De Soto — Discovers Mississippi River; His death and burial. 
 
 (d) Magellan — Greatest voyage up to this time; Gave positive 
 proof that the earth is round; Changed the geographical ideas of the 
 time. 
 
 (e) Vasco De Gama compared with Columbus. 
 
 (f) Cortez — Explorations and conquests in Mexico. 
 
 (g) Coronado and Cabrillo — Explorers. 
 
 (C) French. 
 
 (a) Champlain — Discovers Lake Champlain; Established the claim 
 of France on the banks of the St. Lawrence. 
 
 (b) Father Marquette and La Salle — Explore the Upper and Low- 
 er Mississippi, and established the claim of France to the Louisiana 
 Territory. 
 
 (D) Dutch. 
 
 (a) Henry Hudson — Discovers Hudson Bay and Hudson River; 
 Gives the Netherlands a claim in North America. 
 
 (E) Portuguese. 
 
 (a) Americus Vespucius — Explores coast of South America for 
 Portugal. Names the country. 
 
 References: — McMaster's History, Montgomery's Primary History, 
 Eggleston's History for Beginners, Famous Voyagers — Bolton; Dis- 
 covery of America— Fisk ; The World's Discoverers — Johnson; The 
 Story of Magellan — Butterworth; The Conquest of Mexico— Prescott ; 
 Pioneer Spaniards in South America — Johnson ; The Struggle for a Con- 
 tinent — Parkman. 
 
 Colonial History. 
 (A) New England Colonies. 
 
 (a) Massachussetts— Plymouth ; Captain Miles Standish; Pil- 
 grims; King Philip's War; Salem Witchcraft. 
 
 (b) Rhode Island— Roger Williams; Providence; First settlement 
 to open its doors to everyone. 
 
 (c) Connecticut— Thomas Hooker; Windsor; Pequod War; First 
 written constitution. 
 
 (d) New Hampshire— Mason and Gorges; Portsmouth. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 61 
 
 (B) Middle Colonies. 
 
 (a) New York — New Amsterdam; Dutch Governors; Taken by 
 England; Name Changed; Fur Trade. 
 
 (b) Maryland — Lord Baltimore; St. Mary's; Home for Catholics; 
 Religious Liberty for all Christians; Baltimore Founded. 
 
 (c) New Jersey — Elizabethtown ; Lord Berkley and Sir George 
 Carteret. 
 
 (d) Pennsylvania — William Penn; Quakers; Philadelphia Found- 
 ed; Treaty with the Indians. 
 
 (e) Delaware — Wilmington; Swedes. 
 
 (f) Virginia — Jamestown; Captain John Smith; Cold-water Cure; 
 Starving Time ; Bacon's Rebellion ; Introduction of Slavery ; House of 
 Burgesses. 
 
 (C) Southern Colonies. 
 
 (a) North Carolina — Albemarle; Grand Model; John Locke; 
 Population mostly indented servants. 
 
 (b) South Carolina — Introduction of rice and indigo; Charleston 
 founded; No bond servants. 
 
 (c) Georgia — James Oglethorpe; A home for debtors; No slaves; 
 Manufacture of silk attempted; Savannah. 
 
 References: — Montgomery's Primary History, Fiske's "Old Virginia 
 and her Neighbors", Courtship of Miles Standish by Longfellow, Land- 
 ing of the Pilgrims by Hemans, Richard of Jamestown — Otis ; Calvert of 
 Maryland — Otis ; Ruth of Boston — Otis ; Stephen of Philadelphia — Otis ; 
 William Penn — Hodges; The Struggle for a Continent; Pananan; Ele- 
 mentary History — Gordy; Our Country's Story — Tappan; Elementary 
 History of the United States — Thomas ; French Pathfinders in America 
 — Johnson; Stories of the Thirteen Colonies — Guerber, Betty Alden — 
 Austin; Standish of Standish — Austin; Colonial Days in Old New 
 York — Earle. 
 
 Colonial Wars. 
 
 (a) Causes, (b) Treaties, (c) Results, (d) Time, (e) Parties at 
 War, (f) Part played by Indians, 
 i. King William's War. 
 
 2. Queen Anne's War. 
 
 3. King George's War. 
 
 4. French and Indian War. (a) Conflict between England and 
 France for Territory in America, (b) Fort DuQuesne — Braddock and 
 Washington, (c) The Albany Congress, (f) Niagara, {g) Quebec, 
 (h) Why each of these places were important, (i) Wolf and Mont- 
 calm. 
 
 Results: — French lost hold on America; (b) England gets Florida; 
 (c) Americans learn the art of Independent warfare; (d) Had a tendency 
 
62 MANUAL OF UNIFORM COURSE OF STUDY 
 
 to unite the colonists; (e) Made possible the Revolutionary War; (f) 
 Confined the Indians to smaller areas of territory. 
 
 References: — Grandfather's Chair— Hawthorne ; Struggle for a Con- 
 tinent — Parkman; The Virginians — Thackary; McMaster's Montgom- 
 ery's, Gordy's, and Thomas' Primary Histories of the United States ; 
 Evangeline — Longfellow; The Conquest of the Old North West — Bald- 
 win; Conspiracy of Pontiac — Parkman. 
 
 Great Men of Revolution. 
 
 (a) George Washington — Home life, Anecdotes of, Education, deeds 
 of heroism, Commander in Chief of army, President of Constitutional 
 Convention, First President of the United States. 
 
 (b) Benjamin Franklin — Home Life, Anecdotes of, Education, deeds 
 of heroism, Member of Committee to draft Declaration of Independ- 
 ence, Secures aid from France, Bottles Electricity, As a printer. 
 
 (c) George Rogers Clarke — Home life, Anecdotes of, Education, 
 deeds of heroism, Capture's Forts Kaskaskia and Vinceenes, Gains 
 country west of Alleghany mountains for United States. 
 
 (d) Patrick Henry — Home life, Anecdotes of, Education, deeds of 
 heroism, Member of Legislature from Virginia, Makes speech opposing 
 taxation of colonies. 
 
 (e) James Otis — Home life, Anecdotes of, Education, Deeds of 
 heroism, Opposes writs of Assistance, Sounds trumpet of Revolution, 
 Leader of Patriots. 
 
 (f) Samuel Adams — Home life, Anecdotes of, Education, deeds of 
 heroism, Opposes Stamp Act, Arouses people by patriotic speeches; 
 Signs Declaration of Independence. 
 
 (g) John Hancock — Home life, Anecdotes of, Education, deeds of 
 heroism, President of Continental Congress, Signs Declaration of In- 
 dependence, Stirs the people by speeches, Great Leader. 
 
 (h) Robert Morris — Home life, Anecdotes of, Education, deeds of 
 heroism, Patriot Financier, Signer of Declaration of Independence and 
 Constitution, Founded bank of North America. 
 
 (i)John Adams — Home life, Anecdotes of, Education, deeds of 
 heroism, Defended soldiers connected with Boston Massacre, Member 
 of First and Second Continental Congresses, Member of committee to 
 draft Declaration of Independence, Minister to France and Holland, 
 Signer of Treaty of Peace with Great Britain. 
 
 (j) John Paul Jones — Home life, Anecdotes of, Education, deeds 
 of Heroism, Assisted in founding our navy, Bonhomme Richard, Cap- 
 ture of Serapis. 
 
 (k) Thomas Jefferson — Home life, Anecdotes of, Education, deeds 
 of heroism. Drafts Declaration of Independence, etc, 
 
fcOR THE ELEMENTARY SCHOOLS OF Ottt4 63 
 
 References: Washington — Scudder, The Men who made the Na- 
 tion — Sparks, Benjamin Franklin — Moore, Thomas Jefferson — Merwin, 
 Paul Jones — Hopgood, Historical Americans — Brooks, The American 
 Revolution — Fiske, How George Rogers Clarke Won the North West — 
 Thwaites, See References to Colonial History, and Explorers and Dis- 
 coverers, Washington — Abbott, Franklin — Abbott. 
 
 • 
 Social Conditions. 
 
 (A) New England Colonies. 
 
 (a) Characterized by thrift, piety, and love of liberty; Town 
 meetings; The clergy led all public affairs. Witchcraft. 
 
 (b) Some manufacturing; Fisheries profitable. 
 
 (c) Natural advantages to these industries. 
 
 (d) Present condition of these same industries. 
 
 (e) Start of the cities. Story of Indian experiences. 
 
 (f) Common school in each town; Puritan simplicity of dress, 
 manner and morals. 
 
 (g) Very little literature; Religious writers, Cotton and Increase 
 Mather; John Cotton; Roger Williams. 
 
 (B) Middle Colonies. 
 
 (a) Mixed population — Dutch; Quakers; Clergy less prominent. 
 
 (b) People engaged in agriculture or trade. 
 
 (c) Natural advantages to these industries. 
 
 (d) Present condition of these same industries. 
 
 (e) Start of the cities, Story of Indian experiences. 
 
 (f) Social life less sober — dances, husking bees, races. Quaker 
 influence as strong as Puritan against Sabbath breaking. 
 
 (g) Educational advantages fair even in large towns. Mixed 
 system of town meeting and Parish committee. 
 
 (C) Southern Colonies. 
 
 (a) Planters, men of good birth and excellent manners; aristo- 
 cratic. 
 
 (b) Independent planters. 
 
 (c) People engaged in agriculture and commerce. 
 
 (d) Natural advantages to these industries. 
 
 (e) Present condition of these same industries. 
 
 (f) Start of the cities. Indian experiences. 
 
 (g) No towns; few schools; Clergy illiterate; Parish Committee 
 managed local affairs. 
 
 References: See Colonial History, Great Men, and Industrial Ev- 
 olution of the United States — Wright. 
 
64 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Causes of Revolutionary War. 
 
 (A) Remote Causes. 
 
 (a) Settlers treated as inferior class of people. 
 
 (b) Colonies to be kept independent. 
 
 (c) Laws framed to favor manufacturer and merchant of Eng- 
 land at expense of colonists. 
 
 (d) American farmer compelled to send his products to England 
 and to buy his goods in England. 
 
 (e) Iron works denounced as nuisance. 
 
 (f) Effect of French and Indian War. 
 
 (B) Direct Causes. 
 
 (a) Passage of Stamp Act. 
 
 (b) Mutiny Act. 
 
 (c) Boston Massacre. 
 
 (d) Boston Tea Party. 
 
 Results of Revolutionary War. 
 
 (A) Independence of United States acknowledged; Treaty- of Paris; 
 Benjamin Franklin; John Adamis; Thoma& Jefferson; Henry 
 Laurens to negotiate treaty. 
 
 (B) Articles of Confederation inadequate; Lack of Power (i) for 
 enforcing law; (2) for raising money; (3) for regulation of com- 
 merce. 
 
 (C) Constitutional Convention in Philadelphia; Washington presiding 
 officer ; Madison and Hamilton leaders ; Constitution adopted ; 
 Federalists ; Anti-Federalists. 
 
 References: Montgomery's, MpMaster's, Gordy's, Thomas' and 
 Barnes', Primary Histories, History of the United States — Scudder, 
 The American Revolution — Fiske, The French War and the Revolution 
 — Sloan, Essentials in American History — Hart, Conquest of the Old 
 Northwest — Baldwin. 
 Daniel Boone: 
 
 (a) Boone's life in North Carolina. 
 
 (b) Boone's wanderings in Tennessee. His bear tree. 
 
 (c) Goes to Kentucky; Indian tricks; Makes the "Wilderness 
 Road" and builds a fort at Boonesboro. 
 
 (d) Daughter stolen by Indians; How he found her; Boone cap- 
 tured by the Indians; They adopt him as a son; Escapes but 
 is found ; What tobacco dust did. 
 
 (e) Boone's old age'; He moves to Missouri; Begs for a piece of 
 land. His grave. 
 
 References: Montgomery's Primary History, Elementary History 
 of United States — Gordy, Daniel Boone — Abbott. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 6S 
 
 Purpose of Stories: To show great achievement and sacrifice of 
 man, to show growth of country, to show inventions, explain Patriotism, 
 to the young child, arouse an interest in historical characters. 
 
 George Rogers Clarke — Kentucky life, Indian Ravages, Trip to 
 Virginia, His visit with Patrick Henry, His trip to Pittsburg, His trip 
 down the Ohio to the Falls, Training his men, His march to Kaskaskia, 
 Capture of Kaskaskia, Treating with the Indians, Strategy at Vincennes, 
 March from Kaskaskia to Vincennes. 
 
 Stories of Washington — His boyhood, his mother, as a surveyor, 
 as a general, as a President, at Valley Forge, Assuming command of the 
 Army, Crossing the Delaware ; Sent to the French Fort. , 
 
 Stories of Putnam, Morse, Fulton, Jefferson, Wm. H. Harrison, 
 Sam Houston, Robert Gray, Captain Sutter. 
 
 References: Our Country's Story — Tappan, The Beginner's Amer- 
 ican History — Montgomery, McMaster's Elementary History, Pioneers 
 of the Mississippi Valley — McMurray, Elementary History of United 
 States — Gordy, Famous Men of Modern Times — Haaren and Poland,. 
 Washington and His Country — Fiske — Irving, The Crossing — ChurchilL 
 
 Abraham Lincoln and the Civil War. 
 
 (a) Early life — Family moves to Indiana; Death of his mother," 
 Her influence; School life; Books read. 
 
 (b) A young man — What he was at nineteen; His strength;: 
 Makes a trip to New Orleans; Moves to Illinois; Faithful- 
 ness in little things; Honest Abe. 
 
 (c) A soldier — Black Hawk War; What Lincoln did. 
 
 (d) A lawyer — Becomes a postmaster and surveyor; How he 
 studied law; What the people thought of him as a lawyer; 
 Armstrong murder trial. 
 
 (e) A statesman — Elected to Congress; Convention in Illinois;, 
 Two fence-rails; The Chicago meeting; Elected President. 
 
 (f) As President — 
 
 (a) Civil War. 
 
 (i) Cause — Southern States secede; Set up Independent gov- 
 ernment; Jefferson Davis President; North and South 
 like two different countries; Labor in North done by 
 white men, while in South by slaves, South favored slav- 
 ery, North opposed.. 
 
 (2) Result — Slaves freed; North victorious; Union stronger; 
 No slavery to dispute over. 
 
 (b) Death of Lincoln; Ford's Theatre; John Wilkes Booth; Ef- 
 fect on the Country. 
 
 References: See following subject. 
 
 s. c. — 5. 
 
336 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Condition of Country following Civil War. 
 
 <<(A) In the South — Great distress; Country laid waste; Luxuries 
 given up, necessaries of life scarce; Prices high; Confederate 
 money depreciated; Commerce and trade ruined; destruction 
 of railroads, farms, plantations, crops and private property not 
 fully estimated, btit great; Loss of life; Great debt; Slaves free 
 without provision for them; Reconstruction. 
 
 '(B) In the North — People suffered little if any hardships; Great 
 loss of life; War debt in every state, county, and town. 
 
 References: McMaster's History, A Fool's Errand by A. W. 
 "Tourgee, Red Rock by Thomas Nelson, The Perfect Tribute — Page, 
 Elementary History of United States — Gordy, Montgomery, and Thomas. 
 "The True Abraham Lincoln — Curtis, Lincoln — Brooks. 
 
 William McKinley. 
 
 (a) Early life; Educational advantages. 
 ' (b) A soldier; Civil War; A private, Lieutenant, Major. 
 
 (c) Statesman; Member of seven congresses; Governor of Ohio; 
 President of United States. 
 
 (d) President — War with Spain; Rebellion in Cuba; American 
 trade with Cuba interrupted ; American money invested in Cuba 
 in danger ; American ports used by Cubans in fitting out expedi- 
 tions which our government was forced to stop; Sympathy for 
 Cubans. 
 
 (e) Destruction of Maine; War declared; Battle of Manila; Ad- 
 miral Dewey. 
 
 <f) Blockade of Cevera's fleet; Lieutenant Hobson. 
 (g) Battle of Santiago; Rough Riders; Colonel Roosevelt, 
 (h) Peace; Porto Rico; Philippine Islands, 
 (i) Death of McKinley; Pan American Exposition. 
 Read article by Lieutenant Hobson in Century Magazine for Decem- 
 ber 1898 to March 1899. 
 
 Development of Industries and Commerce. 
 
 Purpose — (a) To show increase in wealth, (b) advantages of the 
 ipresent as compared with the past, (c) relation of the present civiliza- 
 tion to the past,, (d) establish basis for understanding the present laws 
 and customs. 
 
 Inventions. 
 
 (1) Cotton gin— Eli Whitney; His father's work-shop; Makes 
 nails; Goes to Georgia; Invents cotton-gin; Increase production of cot- 
 ton; Effect. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 67" 
 
 (2) Steamboat — Robert Fulton; Boyhood; The old scow; Goes to 
 England and France; His iron bridges; His diving boat; What he said 
 about America; First steamboat; Trip up the Hudson; First boat in the 
 West; Brought about the settlement of the West. 
 
 (3) Steam locomotive — Stephenson; First line in United States;: 
 Peter Cooper; Aid to commerce; Railroad systems of United States. 
 
 (4) Canals — Erie Canal; Greatest work of kind; How the news 
 was sent to New York when completed; Value to commerce. 
 
 (5) Telegraph — Samuel Morse; Alfred! Vail; First line*; First 
 message; Great aid to commerce. 
 
 (6) Telephone — Bell; Improvement over telegraph. 
 
 (7) Other inventions; Trolley systems; Electric lights; Electric- 
 motors ; Gas engines ; Steel mills, etc. 
 
 (8) Works of engineering; Jetties constructed by Eads in Mis- 
 sissippi; Eads bridge at St. Louis over the Mississippi; Roebling sus- 
 pension bridges at Cincinnati and New York; Atlantic Cable; Cyrus W.. 
 Field; Value of inventions to commerce. 
 
 (a) Exports — Cotton, grain, flour, meat. From what section?' 
 Value. 
 
 (b) Imports — Sugar, coffee, tea, rice, silk; Countries; Ports of 7 
 Entry; Value. 
 
 References: Montgomery's Primary History, McMaster's Primary- 
 History, Town and City of Jewett, Thomas' Elementary History, In- 
 dustrial Studies — Allen, Gordy's Elementary History, Industrial Evolu- 
 tion — Wright, Men of Achievement — Hubert, and Westward Expansion.. 
 — Garrison. 
 
 History of Ohio: Purpose (a) To show Location, (b) relation to 
 rest of country as to origin, (c) Condition of Country when white men< 
 first Settled it, (d) Natural wealth, (e) Growth of Towns and Cities,. 
 (f) Advancement in Education, (g) Position maintained among other 
 states, (h) Present opportunities, etc. 
 
 The Indians: Location, Part in French and Indian War, Pontiac, 
 Lord Dunmore's War, Logan, Elizabeth Zane. 
 
 The Ohio Company: (a) Gen. Tupper, (b) Rufus Putnam, (c) 
 Manasseh Cutler, (d) Winthrop Sargent, (e) John Mills, (f) John* 
 Brooks, (g) Thomas Cushing, (h) Crocher Sampson, (i) Jelaliel Wood- 
 bridge, (j) John Patterson, (k) Abraham Williams, (1) Purchase of 
 land, (m) Provided for schools, (n) Establishes a college, (o) Why it 
 was called the Buckeye State. 
 
 Cities founded: — Cincinnati, Marietta, Columbus, Cleveland. 
 
 Great men of : — Sheridan, McClellan, John Sehrman, Wm. T. Sher- 
 man, McDowell, Buell, Chas. H. Browne, William Dean Howells. 
 
 Presidents from: — Wm. H. Harrison, U. S.. Grant, R. B. Hayes,. 
 Jas. A. Garfield, Wm. McKinley, and Wm. H. Taft. 
 
*88 MANUAL OF UNIFORM COURSE OF STUDY 
 
 State Newspapers: — Cincinnati Commercial, The Enquirer, The 
 Wolksblatt, The Times Star, The Ohio State Journal, The Columbus Dis- 
 ipatch, The Cleveland Plain Dealer, The Toledo Blade, The News. 
 
 University: — Oxford, Kent Normal, and Bowling Green Normal. 
 (Two latter in process of establishment.) 
 
 References: — History of Ohio — Annie Cady, Montgomery's Prim- 
 ary History, McMaster's Primary History, Gordy's Elementary History. 
 
 The Making of the Ohio Valley States — Drake, Stories of Ohio — 
 Howies, Ohio History Sketches — Pearson and Harlor. 
 
 civics. 
 Organisation of Federal Government. 
 
 The President and Cabinet — How elected; when elected; the elec- 
 tors when inaugurated ; principal duties. 
 
 The Cabinet — The different Cabinet officers; how chosen; for how 
 long; a few duties of each. 
 
 Congress — Two Houses, Senate and House of Representatives ; how 
 Senators are chosen; for how long; how representatives are chosen; for 
 how long chosen ; by districts ; in what district you live ; where Congress 
 meets ; laws for the whole country are made by Congress. 
 
 Ohio Government. 
 
 1. State government, (a) The principal state officers, (b) how 
 chosen, (c) for how long, (d) duties. 
 
 2. County government, (a) The principal county officers, (b) how 
 chosen; (c) for how long, (d) what each officer does. 
 
 3. Township. Same as (2) applied to township. 
 
 4. City or town. Same as (2) applied to city. 
 
 Appendix. 
 
 Law — (a) What laws are, (b) difference between federal and state 
 laws, (c) city or town ordinances, (d) what courts are for. 
 
 References : 
 
 Ashley, American Government, Revised Edition. 
 Boynton, School Civics. 
 Andrews, Manual of the Constitution. 
 
 Fiske, Civil Government, (good on historical development of civic 
 institutions). 
 
 James and Sanford, Government in State and Nation. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 69 
 
 Advanced References : 
 
 Ashley, The American Federal State. 
 Hinsdale, American Government. 
 Hart, Actual Government. 
 Wilson, The State. 
 
 On Ohio: 
 
 Siebert, Government of Ohio. 
 
 Graph showing time to be given to each subject in 7th Grade His- 
 tory. One inch equals one week of time. 
 
70 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 X 
 
 W 
 
 W W f-rl 
 
 3 o a c 
 
 wuww 
 
 C bo 
 
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 Soo 
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 Sfe-3 S 
 
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 be 
 
 
 
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 CO erf 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 71 
 
 EUROPEAN BASIS OF AMERICAN HISTORY. 7TH GRADE. 
 
 (a) Review Sixth Grade European History, (b) Story of Charle- 
 magne, (c) Character of the Feudal System, ZdX Story of the Hundred 
 Years War, dealing only with causes and results, and naming only four 
 or five important battles, (e) The Crusades, (f) Revival of learning, 
 (g) Reformation and religious troubles especially in England, (h) Con- 
 quest of the Moors. 
 
 References for pupils: — 
 
 Yonge's — History of Germany. 
 
 Creighton — First History of France. 
 
 Guerber — Story of the English. 
 
 Church — Stories from English History. 
 
 Tappan — World Hero Stories. 
 
 McMaster's — Brief History of United States. 
 
 Towle — Marco Polo, His Travels and Adventures. 
 
 Beazely — Prince Henry, The Navigator. 
 
 Atkinson — European Beginnings of American History. 
 
 Christopher Columbus — See Sixth Grade. 
 
 (a) Early life and preparation, (b) Leaves Italy and settles in 
 Portugal, (c) Routes of trade with the East, (d) Studies Marco Polo's 
 books, maps, charts, globes, etc., (e) His appeal to Portugal, Spain, and 
 England for help to finance his voyage, (f ) His misfortunes. 
 
 References: — See Sixth Grade. 
 
 Explorers and Discoverers — (a) King or Queen under whose au- 
 thority they sailed, (b) Number of vessels starting, (c) Nature of men 
 and equipment, (d) Purpose of the voyage, — (i) Adventure, (2) Ex- 
 ploration for Crown and Country, (3) Replete financial conditions, (4) 
 Colonization, (e) Incidents of the voyage, (f) Place of landing, (g) 
 Discoveries, (h) Territory explored and incidents of trip, (i) Fate of 
 expedition, (j) Value to country of sending out expedition, (k) Value to 
 civilization in general. 
 
 All these things should be known of every man making a voyage 
 during the period of Exploration and Discovery. 
 
 Spanish Explorers and Discovers — Vasco de Gama, Cabal, Americus 
 Vespucius, Ponce De Leon, Balboa, Magellan, Menendez, Espejo, Cor- 
 tez, Coronad, DeNarvaez, Cabrillo, De Soto, and Father Marcos, Es- 
 tevnico, and Pizarro. 
 
 English and Dutch Explorers and Discovers — John Cabot, Sebastian 
 Cabot, Frobisher, Gilbert, Davis, Gosnold, Weymouth, Drake, Raleigh, 
 Hudson, and Hawkins. 
 
72 MANUAL OF UNIFORM COURSE OF STUDY 
 
 French Explorers and Discoverers — Verazzano, Cartier, Coligny, 
 Champlain, De Monts, La Salle, Joilet, Marquette, Allonez, Hennepin, 
 and Roberval. 
 
 References :— McMaster's School History, Barnes's, Montgomery's, 
 Eggleston's Forman's, James and Sandford's, Gordy's, Ashley's, and 
 Thomas' United States Histories, Discovery of America — Fiske, The 
 World's Discoverers, Vol. II-^Johnson, Pioneer Spaniards in North 
 America — Johnson, Fernando Cortez — McNutt, Conquest of Mexico — 
 Prescott, Spanish Pioneers — Lummis, Henry Hudson — Bacon, English 
 Seamen in the Sixteenth Century — Froude, English Voyages of the Six- 
 teenth Century — Raleigh, Struggle for a Continent — Parkman, Story of 
 Magellan — Butterworth. 
 
 Virginia — Origin of Name. * 
 
 Present Boundaries. 
 
 Area and Population. 
 
 Principal rivers, cities, and products. 
 
 Climate. 
 
 Nickname, why so-called. 
 
 History. 
 
 A. Grant. 
 
 Extent, to whom, date. 
 
 B. Settlement, 
 i. Cause. 
 
 2. Date. 
 
 3. Location. 
 
 4. Name, why so-called. 
 
 5. Settlers. 
 
 (a) Number, voyage. 
 
 (b) Classify and characterize. 
 
 (c) Occupations. / 
 
 (d) Gold excitement. 
 
 (e) Leader. 
 
 1. European life. 
 
 2. Dealings with colonists. With Indians. 
 
 3. Capture by Indians. Release. 
 
 4. Writings. 
 
 5. What did he do for the colony? 
 
 6. What aid did he give to geographers and explorers ? 
 
 6. Second Immigration. 
 
 (a) Voyage. 
 
 (b) Settlers — Kind and character. 
 
 (c) Effect upon the colony. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 73 
 
 C. Government. 
 
 B. 
 
 I. Character. 
 
 (a) 
 
 Number, dates and provisions of each. 
 
 2. Council. 
 
 (a) 
 
 Number of members. 
 
 (b) 
 
 President. 
 
 (c) 
 
 Duties. 
 
 gislative Assembly. 
 
 (a) 
 
 Name, why so-called? 
 
 (b) 
 
 Date 
 
 (c) 
 
 By whom authorized. 
 
 (d) 
 
 Number. 
 
 (e) 
 
 Election or choice. 
 
 (f) 
 
 Powers. 
 
 4. First written constitution in America. 
 
 (a) 
 
 Date. 
 
 (b) 
 
 Provision. 
 
 5. Citiz 
 
 enship or suffrage. 
 
 6. Royal Province. 
 
 (a) 
 
 Cause. 
 
 . (b) 
 
 Date. 
 
 (c) 
 
 Change in government. 
 
 (d) 
 
 Starving time. 
 
 
 ( 1 ) Cause. 
 
 
 (2) Time. 
 
 
 (3) Result. 
 
 (e) 
 
 Pocahontas. 
 
 
 (1) Regard for settlers. 
 
 
 (2) Marriage, result, reception in England. 
 
 
 (3) English name. 
 
 (.*) 
 
 Introduction of slavery. 
 
 
 (1) When 
 
 
 (2) Where. 
 
 
 (3) By whom. 
 
 
 (4) Number. 
 
 
 (5) Result. 
 
 (g) 
 
 Troubles. 
 
 (0 
 
 Indian Troubles 
 
 (a) 
 
 Cause. 
 
 (b) 
 
 Events 
 
 (c) 
 
 Length of Peace 
 
 (d) 
 
 Massacre. 
 
 (e) 
 
 Result. 
 
74 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 2. 
 
 Domestic Troubles. 
 
 (a) Bacon's Rebellion, 
 i. Cause. 
 
 2. Date. 
 
 3. Leader. 
 
 4. Events. 
 
 5. Relics to be seen today. 
 
 6. Punishment of rebels by Berkley. 
 
 7. Charles IPs opinion. 
 
 (b) Period of Oppression. 
 
 1. Navigation Acts. Time and Places. 
 
 2. Enforcement of Navigation Acts. 
 
 3. Action of Colonial Assembly. 
 
 (h) Ohio Company Chartered. 
 
 (i) 
 
 When. 
 
 By whom. 
 
 Composed of whom. 
 
 Surveyor. 
 
 How much land. When? 
 
 Prosperity and Growth. 
 
 1. Habits of settlers. 
 
 2. Products. 
 
 3. Location of settlement. 
 
 4. Importation of wives — cause, result, price. 
 
 5. Population in 1622. 
 
 6. Founding of William and Mary's College. 
 
 7. Founding of free schools. 
 
 8. Condition at the beginning of the Revolution. 
 
 Maryland — Origin of Name. 
 Present boundaries. 
 Area and population. 
 Principal rivers, lakes, and products. 
 Climate. 
 
 Nickname or other items of interest. 
 History. 
 
 A. Grant. 
 
 1. From whom obtained. 
 
 Extent. 
 
 By whom obtained. 
 
 Date. 
 
 Name of colony. Why? 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 75 
 
 B. Settlement. 
 i. Cause. 
 
 2. Location. 
 
 3. Name and why so-called. 
 
 4. Date. 
 
 5. Charter — its provisions. 
 
 6. Purchase from Indiana. 
 
 7. Settlers. 
 
 (a) Kind and character. 
 
 (b) Religion. 
 
 (c) Landing. 
 
 (d) Occupation. 
 
 (e) Attitude toward Indians. 
 
 (f) First winter. 
 
 C. Government. 
 
 1. Type. 
 
 2. In whom vested. 
 
 3. Right of suffrage — To whom given. 
 
 4. Legislative Assembly. 
 
 (a) Composed of whom. 
 
 (b) Powers. 
 
 D. Toleration Act. 
 
 1. Date. 
 
 2. Provisions. 
 
 3. Effect upon the settlement. 
 
 E. Mason and Dixon Line. 
 
 1. Location. 
 
 2. By whom surveyed. 
 
 3. When. 
 
 4. How marked. 
 
 F. Troubles. 
 
 1. Indian Troubles, 
 (a) Susquehannos. 
 
 (1) Cause of War. 
 
 (2) Length. 
 
 (3) Events. 
 
 (4) Results. 
 
 2. Domestic Troubles. 
 
 (a) Clayborne's Rebellion. 
 
76 MANUAL OF UNIFORM COURSE OF STUDY 
 
 (b) 
 
 (c) 
 
 (i) Cause. 
 
 
 (2) Date. 
 
 
 (3) Action of 
 
 Legislature. 
 
 (4) Appeal to 
 
 crown. 
 
 (5) Decision. 
 
 
 (6) End of contest. 
 
 Religious Strife. 
 
 
 1 Cause. 
 
 
 2. Result. 
 
 
 3. Discovery by 
 
 Catholics. 
 
 Corde's Rule. 
 
 
 1. Cause. 
 
 
 2. Termination. 
 
 
 3. Success. 
 
 
 4. Abolishment 
 
 of religious tolerance. 
 
 G. Growth and Prosperity. 
 
 1. Effect of English Civil War in colony. 
 
 2. Growth in population. 
 
 3. Advent of Quakers under Fox. 
 
 4. Condition and government of colony at time of revolution. 
 
 Massachusetts — Origin of Name. 
 Present boundaries. 
 Area and population. 
 Principal rivers, cities, products. 
 Climate. 
 
 Nickname, why so called? 
 History. 
 
 A. 
 
 Original grant. 
 
 
 1. Extent. 
 
 
 2. To whom given. 
 
 
 3. Date. 
 
 
 4. From whom obtained. 
 
 
 5. First attempt to settle. 
 
 
 6. Result. 
 
 B. 
 
 Captain John Smith's explorations — Result 
 
 C. 
 
 Second Grant. 
 
 
 1. Charter. 
 
 
 2. From whom obtained. 
 
 
 3. To whom given. 
 
 
 4. Extent of territory. 
 
 
 5. Date. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 77 
 
 D. Settlements. 
 
 i. First Settlement. 
 
 a. 
 
 By whom. 
 
 b. 
 
 Cause. 
 
 c. 
 
 Date. 
 
 d. 
 
 Location. 
 
 e. 
 
 Name, why so called. 
 
 f. 
 
 Location of intended settlement. 
 
 g- 
 
 Why did it materialize. 
 
 2. Second Settlement. 
 
 a. 
 
 Where. . 
 
 b. 
 
 By whom. 
 
 c. 
 
 When. 
 
 d. 
 
 Leader. 
 
 e. 
 
 Indian name. Meaning. 
 
 3. Third Settlement. 
 
 a. 
 
 By whom. 
 
 b. 
 
 Cause. 
 
 c. 
 
 Date. 
 
 d. 
 
 Name, why so called. 
 
 e. 
 
 Location. 
 
 f. 
 
 Number. 
 
 g- 
 
 Charter. 
 
 
 1. Provisions. 
 
 
 2. From whom obtained. 
 
 
 3. Results. 
 
 h. 
 
 Growth. 
 
 4. Settlers. 
 
 a. 
 
 Ships. 
 
 b. 
 
 Kind in each colony. 
 
 c. 
 
 Character of each colony. 
 
 d. 
 
 Number. 
 
 e. 
 
 Compare with those of Virginia 
 
 f. 
 
 Distinguish between Pilgrims, Puritans, 
 
 
 Independents, Non-conformists. 
 
 g- 
 
 Leaders in each. 
 
 
 1. Character. 
 
 
 2. Influence in Colony. 
 
 
 Influence in History. 
 
 
 Influence in Literature. 
 
 h. 
 
 Governors. 
 
 Separatists^ 
 
18 MANUAL OF UNIFORM COURSE OF STUDY 
 
 E. Mayflower compact. 
 
 1. Provisions. 
 
 2. When and by whom signed? 
 
 F. Growth of Plymouth of Old Colony, 
 i. Result of 2 ist winter. 
 
 2. Attitude of Indians. 
 
 3. (a) Massassoit. 
 
 1. His messenger. 
 . 2. Treatment. 
 
 3. Warning and its result. 
 
 (b) Cononicus. 
 
 1. Message. 
 
 2. Answer. 
 .3. Results. 
 
 (c) Treaty. 
 
 ^<j. Government. 
 
 1. Union of Colonies. 
 
 (a) Date. 
 
 (b) Cause. 
 
 (c) Name. 
 
 (d) Length of time it continued. 
 . 2. Type. Wliy ? 
 
 ;3. Blue Laws — Governor Winthrop's evasion. 
 
 4. Suffrage — to whom granted. 
 
 5. Legislation — In whom vested. 
 
 a. Appointment of commissioners. 
 
 b. Meeting 
 <c. Powers 
 *d. Numbers 
 
 H. Troubles. 
 
 1. Indian troubles. 
 
 a. King Philip's War. 
 
 1. Cause. 
 
 2. Date. 
 
 3. Events. 
 
 4. Results. 
 
 5. Cost to each side. 
 .2. Domestic troubles. 
 
 .a. Pilgrim Disturbances. 
 "7 1. Cause. 
 
 [T 3L. Roger Williams. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 
 
 79^ 
 
 3. Anne Hutchinson. 
 
 4. Quaker. 
 
 5. Salem witchcraft. 
 
 a. Date. 
 
 b. Leaders. 
 
 c. Events. 
 
 d. Results. 
 
 b. Oppression. 
 
 1. Made a Royal Province. 
 
 2. Enforcement of Navigation Acts. 
 
 3. Refusal to obey. 
 
 4. Result. 
 
 5. The new governor — His attitude. 
 
 Growth of the Colony. 
 
 1. In population. 
 
 2. In commerce. 
 
 3. Industries. 
 
 4. Productions. 
 
 5. First Thanksgiving. 
 
 6. Schools. 
 
 7. a. Free or public. 
 
 b. College — Name, when and by whom founded, date, 
 how supported at first. 
 
 8. Condition at time of Revolution. 
 
 Supplementary Questions on Virginia, Maryland, and Massachusetts^ 
 
 1. Tell what mission the following boats had: "Ark", "Dove*^ 
 "Mayflower", "Speedwell", and "Sea Venture". 
 
 2. First coinage of money. Where? When? Why? 
 
 3. Tell of the first printing press. 
 
 4. What is meant by "Body of Libertus"? 
 
 5. Who was the "Apostle of the Indians"? 
 
 6. Who was the man who spoke with silver tongue? 
 
 7. How did Bloody Brook get its name? 
 
 Maine and New Hampshire. 
 Date. 
 
 Granted by whom? 
 Granted to whom ? 
 
 Extent of land — from Merrimac to Kennebec. 
 Division of — Piscataqua river. 
 Settlements. 
 
~so 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 7- 
 
 Maine — New Hampshire. 
 
 York — Portsmouth. 
 
 Wells — Dover. 
 
 Kittery — Exeter. 
 
 Hampton. 
 
 Union with Massachusetts. 
 
 S. Government — charter. 
 
 Rhode Island. 
 
 i. Granted to whom? 
 
 2. Granted by whom? 
 
 3. Date. 
 
 4. Cause of settlement. 
 
 5. Teachings of Roger Williams. 
 f 6. Teachings of Anne Hutchinson. 
 ;7. Settlements. 
 
 1 . Providence. 
 
 2. Portsmouth. 
 
 3. Newport. 
 '8. Government. 
 
 1. Independent. 
 
 2. Charter Colony. 
 9. Indian Wars. 
 
 1. Pequot. 
 
 2. King Philip's. * 
 10. Union with New England. 
 
 1. Date. 
 
 2. Other members of Union. 
 .3. Purpose of union. 
 
 Connecticut. 
 
 'Origin of Name. 
 Granted to whom ? 
 Granted by whom? 
 
 Claims of Dutch. 
 Connecticut valley by exploration of Block. 
 
 Cause of settlement. 
 
 Settlements. 
 
 1. Windsor. 
 
 2. Wethersfield. 
 
 3. Hartford. 
 
 4. Springfield. 
 7. Dates. 
 
 1. 
 
 4. 
 
 5- 
 6. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 81 
 
 8. 
 
 Leaders. 
 
 
 Thomas Hooker. 
 
 9- 
 
 Government. 
 
 
 1. Part of Massachusetts. 
 
 
 2. Republic of Connecticut. 
 
 
 3. Charter of Colony. 
 
 10. 
 
 Connecticut Blue Laws. 
 
 11. 
 
 Pequot War. 
 
 12. 
 
 Union with New Haven. 
 
 13. 
 
 Charter Oak. 
 
 
 New York. 
 
 1. 
 
 Early explorers. 
 
 
 1. Hudson/ 
 
 
 2. Block. 
 
 
 3. May. 
 
 2. 
 
 Claims of Dutch. 
 
 
 1. Hudson Valley. 
 
 
 2. Connecticut. 
 
 
 3. Delaware Valley. 
 
 3- 
 
 Claims of English. 
 
 4- 
 
 Dutch West India Company. 
 
 
 1. Purpose. 
 
 
 2. Power. 
 
 5- 
 
 Patrons. 
 
 6. 
 
 Dutch Rule. 
 
 7- 
 
 Duke of York. 
 
 8. 
 
 Government. 
 
 
 1. Under Dutch. * 
 
 
 2. Under Drake of York. 
 
 
 3. Royal Colony. 
 
 ?• 
 
 Settlements. 
 
 
 1. Fort Orange. 
 
 
 2. New Amsterdam. 
 
 10. 
 
 Granting of New Jersey. 
 
 11. 
 
 Education. 
 
 12. 
 
 Leisler's Rebellion. 
 
 13- 
 
 Indian Wars. 
 
 
 1. By Gov. Jieft's attempt to tax. 
 
 
 2. Betrayal of Indians. 
 
 
 New Jersey. 
 
 1. 
 
 Granting of. 
 
 2. 
 
 Extent of New Jersey. 
 
 
 1. Delaware to Hudson. 
 
 •s. c. 
 
82 MANUAL OF UNIFORM COURSE OF STUDY 
 
 3. Sold to Quakers. 
 
 4. Settlements. 
 
 1. Burlington. 
 
 2. Elizabeth-town. 
 
 5. Date. 
 
 6. Government. 
 
 1. Under Drake of York. 
 
 2. Under Berkley and Carteret. 
 
 3. As royal colony. 
 
 Pennsylvania. 
 
 1. Granted to whom? 
 
 2. Granted by whom? 
 
 3. Granted why? 
 
 4. Date. 
 
 5. Origin of name. 
 
 6. The Quakers. 
 
 7. Swedes claim to land. 
 
 8. Penn's treaty with Indians. 
 
 9. Rush of all nationalities to. 
 
 10. Mason and Dixon line. 
 
 11. Settlements. 
 
 1. Philadelphia. 
 
 2. Chester. 
 
 12. Government. 
 
 1. By Penn. 
 
 2. Great Law. 
 
 Delazvare. 
 
 1. Granted to whom? 
 
 2. Granted by whom? 
 
 3. Claimed by Lord Baltimore. 
 
 4. Bought by Penn. , 
 
 5. Bought why? 
 
 6. Settlers. 
 
 7. Government. 
 
 1. By Penn. 
 
 2. Separation from Pennsylvania. 
 
 8. Settlement. 
 
 1. Wilmington. 
 
 2. New Castle. ;.-"' ! 
 
 The Car Unas. 
 
 1. Granted to whom? ' 
 
 2. Granted by whom? 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 83 
 
 3- 
 
 Groups of settlements. 
 
 
 1. Albermarle. 
 
 
 2. Carteret. 
 
 4- 
 
 Classes of setlers. 
 
 
 1. In North Carolina. 
 
 
 2. In South Carolina. 
 
 5- 
 
 Government. 
 
 
 1. By proprietors. 
 
 
 2. Grand Model. 
 
 
 3. As royal colony. 
 
 6. 
 
 Date, f 
 
 7- 
 
 Settlements. 
 
 
 1. North Carolina. 
 
 
 1. Wilmington. 
 
 
 2. Newbern. 
 
 
 3. Eden ton. 
 
 
 2. South Carolina. 
 
 
 1. Charleston. 
 
 8. 
 
 Indian Wars. 
 
 9- 
 
 Spanish Invasion. 
 
 
 Georgia. 
 
 1. 
 
 Date. 
 
 2. 
 
 Founder — Oglethorpe. 
 
 3- 
 
 Purpose of founding. 
 
 4- 
 
 Extent. 
 
 
 1. Savannah to Altamaha. 
 
 5- 
 
 Class of settlers. 
 
 6. 
 
 Government. 
 
 
 1. As part of Carolinas. 
 
 
 2. As Royal Colony. 
 
 7- 
 
 The Moravians. 
 
 8. 
 
 The Wesleys. 
 
 9- 
 
 The Spanish Invasion. 
 
 10. 
 
 Settlements. 
 
 
 1. Savannah. 
 
 11. 
 
 Occupations. 
 
 Reference Histories: McMaster's and Barnes' Brief History of 
 United States, McMaster's School History of United States, Guerber's 
 Story of the Thirteen Colonies, Ridpath's History of United States. 
 
84 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Colonial Government. 
 i. Local Government. 
 
 A. General Classes. 
 
 i. Town meeting type. 
 
 2. County type. 
 
 3. Mixture of the two types. 
 
 B. The Three types. 
 
 1. The town meeting — Mass. 
 
 2. a. How composed. 
 
 b. Time when called. 
 
 c. Regular and special meetings. 
 
 d. Powers. 
 
 e. Town officers. 
 
 2. County type. Virginias. 
 
 a. County officers. 
 
 b. Duties. 
 
 3. Mixed type. Pennsylvania. 
 
 a. Both town and county officers. 
 
 C. Colonies possessing each type. 
 II. Central Government. 
 
 A. Royal — Example Virginia. 
 
 1. Governor appointed by King. 
 
 2. Legislature — two houses, 
 a. How chosen. 
 
 d. Duties. 
 B. Courts. 
 
 B. Proprietory — Example; Penn. 
 
 1. Governor — appointed by proprietor. 
 
 2. Same as A 2. 
 
 3. Same, as A 3. 
 
 C. Republican — Example — Rhode Island. 
 
 1. Governor elected by the people. 
 
 2. Same as A 2. 
 
 3. Same as A 3. 
 
 D. Colonies possessing each kind of government. 
 
 References : Fiske — Civil Government. 
 
 Ashley — American Government. Revised edition. 
 Hart — Essentials in American History. 
 James and Sanford — Government in State and Nation. 
 Colonial Indians — (a) Ancestors, (b) homes, (c) dress, (d) gov- 
 ernment, (e) religion, (f) education, (g) method of warfare, (h) loca- 
 tion, (i) occupation, (j) myths and legends, (k) present abode, (1) re- 
 lation to the United States government at present, (m) Wars of Tribes. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 85 
 
 The Iroquois — New York. 
 
 The Mohawks— New York. 
 
 The Algonquins — North East. 
 
 The Muskogees — South East. 
 
 The Seminoles — Southern. 
 
 The Ottawas — Pontiac. 
 
 The Greeks — Southern. . 
 
 The Illinois, etc. — Western. 
 
 Pequot — Mass. 
 
 Tuscaroras — Southern. 
 
 Yamassees — Southern. ■ > 
 
 Wampanoogs — King Philip, New Eng. 
 
 Narragansetts — New England. 
 
 References : Redway's, McMaster's, Mace's, McLaughlin's, 
 Gordy's, Montgomery's, and Ashley's Histories of the United States, 
 Indian Boyhood — Eastman, Old Indian Days — Eastman, Indian Song 
 and Story — Fletcher, American Indians — Starr, Wigwam Stories — Judd, 
 Old Indian Legends — Zitkala-Sa., Indian Stories Retold from St. Nich- 
 olas, The Story of the Indian — Grinnell, Hart's History of the United 
 States. 
 
 French and French Posts in Ohio Valley. 
 
 (a) Trip up the St. Lawrence and through Great Lakes. 
 
 (b) The buried plates, (c) Flat Presque Isle, (d) Forts Le Boeuf 
 and Venango, (e) Ft. Du Quesne, (f) Washington builds Ft. Necessity, 
 (g) The Ohio Company and the English Claim to this, (h) Washington's 
 first public service, (i) Why built, (j) Territory controlled. 
 
 References: See French and Indian War. Pioneers of Missis- 
 sippi Valley — McMurry. 
 
 Intercolonial Wars : 
 
 (a) Countries in Europe involved, (b) Causes in Europe that 
 brought on the war, (c) Principal events in each, (d) Time, (e) Parties 
 at war, (f) Part played by Indians, (g) Results, (h) important men. 
 
 i. King William's War. 
 
 2. Queen Anne's War. 
 
 3. King George' War. 
 
 4. French and Indian War: — See Sixth Grade butline. Study 
 Geography of country. 
 
 References: See Sixth Grade— The Old North West— Hinsdale, 
 American Government — Hinsdale, Student's History — Channing, The 
 Border Wars of New England — Drake, The Story of Washington — 
 Seelye, Montcalm and Wolf — Parkman, The French War and the Rev- 
 olution — Sloan, Expansion of the American People — Sparks. 
 
86 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Causes of the Revolutions and Conditions of the Colonies at the 
 time. — (a) Effect of the French and Indian War, (b) Writs of assistance 
 (c) Speech of James Otis, (d) Troops sent to America, (e) The Stamp 
 Act, (f) The Virginia Resolutions, (g) The Stamp Act Congress, (h) 
 Non Importation Agreements, (i) The Declaratory Act, (j) The Town- 
 hend Acts, (k) The Intolerable Acts— (i) Boston Port Bill, (2) Mass- 
 achusetts Act, (3) Quartering Act, (4) The Quebec Act, (1) The Burn- 
 ing of the Gaspen, (m) The First Continental Congress, (1) Time, (c) 
 Place, (3) Purpose of meeting, (4) Results of meeting, (n) The Boston 
 Tea Party, (o) Boston Massacre, (p) The failure of George III, of Eng- 
 land to appreciate the nature and disposition of the colonists, (g) America 
 being located so far from England. 
 
 Condition of the Colonies — (a) Colonists determined and firm in 
 their demands, (b) agriculture just becoming profitable, (c) Manufac- 
 turing just in its infancy. Necessities brought about by the war gave an 
 impetus to manufacturing (d) Colonists had begun to demand a voice 
 in the government and to respect the governors sent to the colonies 
 by the King, (e) Growing discontent as shown by Boston Tea Party 
 and Continental Congresses. 
 
 References: See results of the War. 
 
 Prominent Men and Events. 
 
 Washington, George (born in West Moreland County, Va., in 1732; 
 died at Mt. Vernon, Fairfax County, Va., in 1799), first president of 
 the United States. The most careful researches trace his ancestry to 
 the north of England. His grandfather, John Washington was in Vir- 
 ginia in 1658. George lost his father when he was very young, and 
 little is known of his boyhood. At the age of sixteen he was employed 
 as a surveyor in the Shenandoah valley and his older brother gave him 
 a military training. At the age of twenty he was sent by tjie Governor 
 of Virginia to warn off the French who were establishing a chain of 
 posts on the Ohio. As the warning was unheeded a military force was 
 sent, of which Washington was second in command, and this was de- 
 feated. Then he accompanied Braddock's expedition against Fort Du- 
 quesne, as a member of Braddock's staff, and when the obstinate leader, 
 refusing to listen to Washington's advice, was defeated and slain, the 
 young lieutenent conducted the retreat. In 1759 he married Martha 
 Custis, a wealthy widow, whose estate, joined with his own, made him 
 the wealthiest man in the country. He lived at Mt. Vernon, conducted 
 his plantations, was fond of hunting, was a member of the Legislature, 
 and represented his state in the first and second Continental Congresses. 
 When the War of Independence began in 1775, he was called to the 
 chief command which he assumed under the famous elm at Cambridge, 
 Mass. The struggle that ensued was long and varied. Sometimes it ap- 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 87 
 
 peared hopeless ; but the steadfast courage and unfailing wisdom of 
 Washington were large elements among the forces that led to success. 
 When independence had been secured, he retired to his home till he was 
 called to preside over the convention that framed the national Constitu- 
 tion. Under that Constitution he was President, 1789 to 1797; 
 his skirmish with French (1754), accompanies Braddock's expedition, 
 his account of Braddock's defeat, present at meeting of Virginia legis- 
 lature (1765), at Valley Forge, captures Cornwallis's army at Yorktown, 
 confers with Rochambeau, receives Cornwallis's surrender, his comments 
 on the conduct of the war, comments on the state of the army, presides 
 over the Constitutional Convention. 
 
 Jefferson, Thomas (born in Shadwell, Va., 1743; died in Monticello, 
 Va., 1826), third President of the United States. He was- educated at 
 William and Mary College, where he was a devoted student. He stud- 
 ied law and became an industrious practitioner. At the age of twenty- 
 six he became a member of the House of Burgesses, and in 1775 he took 
 his seat in Congress. He was chairman of the committee to draw up a 
 declaration of independence — the other members being Benjamin Frank- 
 lin, John Adams, Roger Sherman, and Robert R. Livingstone — and the 
 immortal document that resulted from their labors was mainly his work. 
 Soon afterward he resigned his seat and set himself the task of reorganiz- 
 ing the government of Virginia. He succeeded in abolishing primogeni- 
 ture and entail, and establishing religious freedom. He was Governor 
 of the State in 1779-1781, and in 1783 was again in Congress, where he 
 carried through the plan for decimal currency. In 1784 he was sent to 
 France to negotiate commercial treaties, where he remained five years, 
 and there he published his Notes on Virginia. He was Secretary of 
 State in Washington's Cabinet, but resigned in 1794. He was a candi- 
 date for President, against John Adams, in 1796, but gained only the 
 Vice-Presidency. In 1800 he was elected President by the House of 
 Representatives, and in 1804 was reelected by the electoral college. The 
 most important event of his administration was the purchase of Louisiana 
 territory from France for $15,000,000. 
 
 He and John Adams died on the same day, July 4, 1826: writes the 
 Declaration of Independence ; his view of the Union ; writes the Kentucky 
 Resolutions ; elected President ; inaugural address ; on the purchase of 
 Louisiana; originates the Lewis and Clark expedition. 
 
 References'. His Biography has been written by Henry S. Randall 
 and George Tucker. 
 
 Franklin, Benjamin (born in Boston, Mass., 1706; died in Philadel- 
 phia, 1790), an American Statesman and philosopher. He was appren- 
 ticed to the printing trade, but (1723) ran away, first to New York, then 
 to Philadelphia; founded the Philadelphia library (1731); established 
 the American Philosophical Society 1743; was active in the founding of 
 the University of Pennsylvania; while postmaster of Philadelphia (1737- 
 
;88 MANUAL OF UNIFORM COURSE OF STUDY 
 
 1753) he made that town the center of the postal system of the colonies; 
 was made deputy post master general for the continent 1753; at the Al- 
 bany Convention 1754 he proposed the first scheme ever proprounded for 
 union of the colonies ; was sent to England as special commissioner from 
 the colonies 1757 and in 1762; was sent to Paris to obtain the aid and 
 cooperation of France 1776; his experiments with electricity; his corre- 
 spondence with Charles Thomson on the Stamp Act ; his testimony before 
 the House of Commons on the impolicy of that act; one of the framers 
 of the Declaration of Independence; his scheme for a confederation of 
 the colonies 1775 ; a member of peace commission; member of the Consti- 
 tutional Convention. 
 
 Reference: Bigelow edited his Autobiography and his Works. 
 
 Henry, Patrick (born in Studley, Va., 1736; died in Red Hill, Va., 
 1799), an American lawyer and statesman; was admitted to the bar in 
 1760; general attention was called to his ability by means of "The Par- 
 son's Cause" 1764; elected a member ot the House of Burgesses 1765; 
 was first Speaker of the General Congress at Philadelphia 1774; retired 
 to private life 1794; opposed the passage of the Virginia and Kentucky 
 resolutions 1799; his opposition to the Stamp Act; elected Governor of 
 Virginia; opposes the adoption of the Constitution. 
 
 References: Tyler, Patrick Henry; W. W. Henry, Patrick Henry; 
 Life, Correspondence, and Speeches. 
 
 Jones, John Paul (born in Arbigland, Scotland, 1747; died in Paris 
 1792), an American naval officer. His name originally was John Paul, 
 to which he added Jones for some reason of his own. He made several 
 voyages to the West Indies, and visited Virginia, where his father was a 
 planter. He was there when the War of Independence began, and en- 
 tered the American naval service as a lieutenant. It is said that he 
 -raised on the ship Alfred the first American flag that ever floated, the 
 one bearing the pine-tree and rattlesnake. In the sloop Providence he 
 made a cruise of six weeks and took sixteen prizes. After other sim- 
 ilar exploits, he sailed into European waters, harassed the British coasting- 
 trade, attacked the town of Whitehave in Cumberland, and captured a 
 sloop-of-war superior to his own. He took his prize and 200 prisoners, 
 -in the harbor of Brest, and asked his Government for a better ship. 
 After much delay he obtained an old Indiaman, fitted her as a warship, 
 and re-christened her Bon Homme Richard, the French equivalent of 
 Franklin's famous Poor Richard. In August, 1779, he sailed with a 
 squadron of five vessels, and in a month made twenty-six captures of 
 British vessels. Then followed the famous battle with the Serapis, off 
 Flamborough Head. Congress voted a gold medal for Jones, and Wash- 
 ington wrote him a congratulatory letter. But his after-life was not 
 successful or happy, though he was offered a rear-admiral's commission 
 ;in the Russian navy, and he died in poverty. In 1905 his remains were 
 
FOR THE ELEMENTARY SCHOOLS 01- OHIO. 89' 
 
 brought to the United States ; His exploits ; his victory over the Serapis ; 
 descends on European coasts, biographies by Sherbourne, Taylor. 
 
 George Rogers Clarke — (a) Saved the North West to the colonies, 
 
 (b) States afterward formed out of territory, (c) Principal forts cap- 
 tured, (d) His early life and training, (e) His equipment for the ex- 
 pedition, (f) His route, (g) His treatment of the Indians, (h) Shows 
 strategy, (i) See Clarke in Sixth Grade. 
 
 Benedict Arnold — (a) Expedition against Canada, (b) At Saratoga, 
 
 (c) Turns traitor. 
 
 Colonel Moultrie— (a) At Fort Moultrie, (b) Places flag staff on 
 fortifications. 
 
 Anthony Wayne at Stony Point. 
 
 Lafayette — (a) His home, (b) His enlistment in the American 
 Army, (c) Becomes Washington's Aid, (d) Visits America in 1844. 
 
 Green — (a) His retreat into Virginia, (b) At Guilford C. H., (c) 
 Regains South Carolina. 
 
 Pulaski's and Kosciusco's services to the Colonies. 
 
 John Stark at Bennington. 
 
 Morgan and Schuyler (a) At Bemis Heights, (b) At Stillwater, (c) 
 At Saratoga. 
 
 Gates, (a) Command of the army of the South, (b) Capture of 
 Burgoyne. See Sixth Grade for James Otis, Samuel Adams, John Adams, 
 John Hancock, and Robert Morris. 
 
 Results of the War and Condition of the Country at its close. — (a) 
 Colonies had contracted big debts and had no way of paying them, (b) 
 There was no central government, (c) Everyone had a different opinion 
 as to the kind of government that should be set up, (d) Plans proposed, 
 
 (e) Colonists had been reduced to greatest poverty, (f) Had no factories 
 to compete with rest of world in a" commercial way (h) Natural re- 
 sources of colonies were as yet undiscovered, (i) Financial system was 
 on an unsecure basis, (j) Colonists had gained absolute independence, 
 (k) Made possible the present United States with her advantages, (1) 
 Brought out forcefully the importance of the man as an individual and 
 his responsibility to the government. 
 
 Conditions of the Country, (a) Colonies disorganized, (b) No 
 schools nor means of education, (c) Agriculture had been allowed to run 
 down, (d) .No manufacturing or commerce, (e) People eager and en- 
 thusiastic to improve their opportunities and establish a good government, 
 
 (f) Began to organize a school system, (g) made plans for inter colony 
 trade, (h) Met at Albany to formulate some place for a central govern- 
 ment. 
 
 References: Washington — Abbott, The Men who Made the Na- 
 tion — Sparks, Benjamin Franklin — Moore, Paul Jones — Hapgood, His- 
 torical Americans — Brooks, The American Revolution — Fiske, How 
 
90 MANUAL OF UNIFORM COURSE OF STUDY 
 
 George Rogers Clarke Won the North West — Thwaites, Montgomery's, 
 McMaster's, Gordy's, Mace's, Redway's, Ashley's, Hart's, Thomas', 
 Channing's, and James, and Sanford's Histories of the United States, 
 The True History of the American Revolution — Fiske, The War of In- 
 dependence — Fiske, The American Revolution — Van Tyne. 
 
 Declaration of Independence. 
 
 I. Causes. 
 
 i. Continued friction between England and Colonies. 
 '2. Influence of Samuel Adams, John Hancock and Patrick 
 
 Henry. 
 3. Gradual growth of feeling of independence. 
 4. Thomas Payne's "Common Sense". 
 
 II. Resolution of Richard Henry Lee. June 7th, 1776. 
 
 III. How drawn up. 
 
 1. Committee appointed. 
 
 2. Members of Committee. 
 
 3. Written by Jefferson. 
 
 4. Reported to Convention July 2, 1776. 
 
 IV. Adoption and signing July 4th, '76. 
 
 1. Debates. 
 
 2. Principal Signers. 
 
 V. Analysis of Declaration. 
 
 1. Statement of primary principles. • 
 
 2. Grievances against George III. 
 
 3. Final Declaration. 
 
 References: Fiske — American Revolution. 
 
 Hart — Essentials in American History. 
 Wilson — History of American People, Vol. II. 
 Hart — Ed. Am. Nation Series. 
 
 Second Continental Congress and Articles of Confederation. 
 I. Second Continental Congress. 
 
 1. Called by First Congress. 
 
 2. Time when called. May 1775. 
 
 3. Purpose. i 
 
 a. To provide a system of defence. 
 
 b. Raise an army. 
 
 c. Raise money. 
 
 d. Provide military equipment. 
 
 4. Important men who were members. 
 
 5. Places of meeting. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 91 
 
 6. How organized. (By electing Pres. and Sec'y.) 
 
 7. Why the Congress became the only government for the col- 
 onies. 
 
 8. Powers exercised by the Congress. 
 
 a. Issued money. 
 
 b. Borrowed money. 
 
 c. Raised troops and appointed generals and officers. 
 
 d. Carried on relations with foreign countries. 
 
 e. Passed general laws for the country. 
 
 f. Built a small navy. 
 
 g. Issued Declaration of Independence. 
 
 9. Termination of the Congress in 1781 when Articles of Con- 
 federation were adopted. 
 
 II. Articles of Confederation. 
 
 1. How Articles were drawn up. (By a Committee). 
 
 2. When. 1777. 
 
 3. Purpose. , 
 
 4. Ratification in 1781. (Reason for Delay.) 
 
 5. The government under the Articles. 
 
 a. A central Congress. 
 
 b. How the Congress was chosen. 
 
 c. Number. (Not less than two nor more than seven 
 delegates from each state.) 
 
 d. The Committee of States. 
 
 6. Powers. 
 
 a. Levy taxes. 
 
 b. Regulate trade. 
 
 c. Borrow money. 
 
 d. Raise and equip an army and navy. 
 
 e. Carry on foreign relations. 
 
 7. Defects. 
 
 a. No executive power. 
 
 b. No system of courts. 
 
 c. No way of enforcing the raising of troops. 
 
 d. Congress poorly organized. 
 
 e. No way of enforcing the collecting of taxes, payment of 
 debts. 
 
 f. No way to enforce regulation of trade, 
 h. No way to compel obedience of states. 
 
 8. Articles terminated in 1789, when Constitution went into 
 effect. 
 
92 MANUAL OF UNIFORM COURSE OF STUDY 
 
 References : — 
 
 A. For pupils. 
 
 Elementary Histories, of the United States by McLaughlin and Van 
 Tyne, Montgomery, Foremen, McMaster, Gordy, Mace, Redway, and 
 Thomas. 
 
 B. For Teachers. 
 
 Hart's Essentials in American History. 
 McLaughlin, History of the American Nation. 
 Adams and Trent, History of the American Nation. 
 Wilson, History of the American Nation. 
 McMaster's History of the United States, Vol. I. 
 James and Sanford's American History. 
 Ashley, American History. 
 
 Social and Industrial Conditions in the Colonies at the Close of the 
 Revolution. 
 
 I. Character of the population. 
 
 i. Principal nationalities and where located. \ 
 
 2. Energy and enterprise of the people. 
 
 II. Occupation of the People, 
 i. Agriculture of the people. 
 
 a. In North — free labor. 
 
 b. In South — slave labor. 
 i. Slave life. 
 
 2. Plantation system. 
 
 3. Character of agriculture. 
 
 c. Life of the pioneers. 
 
 1. Habits. 
 
 2. Dress. 
 
 3. Dwelling and furnishings. 
 
 4. Neighborhoods. 
 
 d. Principal products. 
 
 1. North. 
 
 2. South. 
 
 e. Farming tools. 
 
 2. Manufacturing. 
 
 a. Household manufacturing. 
 
 b. Attempts to manufacture but forbidden by England. 
 
 c. The spinning wheel and making of cloth. 
 
 d. Making of tools. 
 
MANUAL OF UNIFORM COURSE OF STUDY 93 
 
 3. Commerce. 
 
 a. Colonies engaged in commerce. 
 
 b. The inter-colonial trade. 
 
 c. Trade with Africa and West Indies. 
 
 d. Trade hindered by foreign wars. 
 
 4. (Very little carried on.) 
 
 III. Transportation. 
 
 1. Roads. 
 
 a. Indian trails and pack horses. 
 
 b. Corduroy roads. 
 
 c. Plank roads. 
 
 d. Beginning of macadamized roads. 
 
 2. River trade and sail boats. 
 
 IV. Education and Schools. 
 
 1. In North. 
 
 a. The Massachusetts law. 
 
 b. The district schools. 
 
 c. Character of the school houses. 
 
 d. Studies. 
 
 e. The school master, 
 f. Colleges. 
 
 2. In South. 
 
 a. No schools. 
 
 b. The private tutors for children of aristocrats. 
 1 c. Colleges. 
 
 V. Literature — The principal writers. 
 
 VI. Religion. 
 
 1. The principal religious sects and where located. 
 
 2. Religious toleration. 
 
 References. 
 
 For teachers. 
 
 Hart, Essentials in American History, Chapter XIV. 
 
 Bogant, Economic History of the United States. 
 
 Webster, History of Commerce. 
 For pupils. 
 
 Elementary Histories of United States by — Forman, Thomas, 
 
 Montgomery, McLaughlin and Van Tyne, McMaster, Gordy, 
 
 and Redway. m 
 
 EIGHTH GRADE. 
 
 Graph showing time to be given to each subject in the Eighth Grade 
 History. One inch equals one week of time. 
 
94 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
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j MANUAL OF UNIFORM COURSE OF STUDY 95 
 
 The Constitutional Convention. 
 I. Calling of Convention — Annapolis Convention. ■ 
 II. Time when called and place. May 1787, at Philadelphia. 
 
 III. Purpose and number of members. 
 
 IV. Prominent men. 
 
 V. Sources of the Constitution. 
 
 1. Custom and form of the English Government. 
 
 2. The colonial government. 
 
 3. State Constitutions. 
 VI. Plans submitted. 
 
 1. Hamilton's. 
 
 2. Virginia. 
 
 3. Connecticut. 
 
 4. New Jersey. 
 
 5. Pinckney. 
 
 VII. Parties in the convention. 
 
 1. Large state. 
 
 2. Small state. 
 VIII. Compromises. 
 
 Connecticut on representation. 
 
 2. Representation — Slavery. 
 
 3. Taxation — Slavery. , 
 
 4. Regulation of commerce. 
 
 a. Slave trade. 
 
 b. No duties on exports. 
 
 IX. Officers and Committees. v 
 
 1. Pres. — Washington. 
 
 2. Secy. — Jackson. 
 
 3. Committees. 
 
 a. Detail. 
 
 b. Style. Gouverneur Morris wrote final draft. 
 
 X. Termination of Convention. Sept. 1787. 
 References : 
 
 Fiske — Critical Period of American History. 
 
 McMaster — History of United States, Vol. I. 
 
 Hart — Essentials of American History. 
 
 Ashley — American Federal State. 
 
 Ashley — American Government. 
 
 Wilson — History of American People, Vol. III. 
 
 Washington's Administration: — (a) Time,, (b) Vice President, (c) 
 Creates a cabinet, (d) Amendments to the Constitution, (e) Organizes 
 
96 MANUAL OF UNIFORM COURSE OF STUDY 
 
 courts, (f) Decides on a permanent place for the Capitol, (g) Hamilton's 
 plan for raising money with which to start the new government, — 
 (i) Important duties. 
 
 (2) An excise on the manufacture of whiskey. 
 
 (3) The United States debt to be funded. 
 
 (4) The National government to assume the State Debts. 
 
 (5) A national bank to be established. 
 
 (6) Protective import duties. 
 
 (h) The Western Indians, (i) Proclamation of neutrality, (j) Citizen 
 Genet, (k) Jay's Treaty, (1) Whiskey insurrection, (m) The Spanish 
 Treaty, (n) The First Census, (o) Western Emigration, (p) Cotton Gin 
 invented. 
 
 References'. Montgomery's Leading Facts of American History; 
 McLaughlin and Van Tyne's History of the United States, Hart's Es- 
 sentials in American History, Alexander Hamilton — Lodge, The Men 
 Who Made the Nation — Sparks, The Making of the Nation — Walker, 
 The Federalist System — Bassett. 
 
 Adam's Administration. 
 
 A. Introductory Remarks. 
 
 1. Date. 
 
 2. No. terms. 
 
 3. Native State. 
 
 4. Vice Pres. 
 
 5. Nickname. 
 
 B. Domestic Affairs. 
 
 1. Alien and Sedition Laws. 
 
 2. Virginia and Kentucky Resolutions. 
 
 3. Death of Washington. ■ 
 
 4. Removal of Capital. 
 
 5. Frie's Rebellion. 
 
 6. Election of Jefferson. 
 
 C. Foreign Affairs. 
 
 1. The X. Y. Z. Affair. 
 
 2. Preparation for war with France. 
 
 3. Naval war with France. 
 
 Jefferson's Administration. 
 A. Introductory Remarks. 
 1. Date. 
 
 No. terms. 
 Native State. 
 Vice Pres. 
 Nickname. 
 
I MANUAL OF UNIFORM COURSE OF STUDY 97 
 
 B. Domestic Affairs. 
 
 i. Purchase of Louisiana. 
 
 2. Lewis and Clark Expedition. 
 
 3. Hamilton — Burr Duel. 
 
 4. Burr's Treason. 
 
 5. Invention of Steamboat. 
 
 C. Foreign Affairs. 
 
 1. War with the Barbary States. 
 
 2. Trouble with England., 
 
 (a) Orders in Council. 
 
 (b) Impressment of Seamen. 
 
 3. Trouble with France. 
 
 (a) Berlin Decree. 
 
 (b) Milan Decree. , 
 
 4. Embargo and Non-Intercourse Act. 
 
 5. Chesapeake and Leopard Affair. 
 
 1. McMaster's Brief History of United States. 
 
 2. Montgomery's Leading Facts of American History. 
 
 3. Eclectic History of United States. 
 
 4. Mace's, iGordy's, McLaughlin's and Van Tyne's History of 
 
 United States. 
 
 5. Territorial Growth — Mowry. 
 
 James Madison's Administration: (a) Time, (b) Vice President, 
 (c) Macon Bill No. 2, (d) Indian Wars, (e) Madison's Effort to make 
 a treaty, (f ) Attitude of Congress, (g) Deception of Napoleon, (h) The 
 War of 1812 — Causes, (1) Impressment of seamen, (2) The Henry 
 Letters, (3) The Indian Ravages. Events. (1) Importance of Detroit 
 — Hull's surrender, (2) Constitution & Guerriere, (3) O. H. Perry on 
 Lake Erie, (4) Burning of Washington, (5) MacDonough's Victory 
 on Lake Champlain, (6) Jackson's Victory at New Orleans, (7) The 
 Hartford Convention — (a) Purpose, (b) Prominent men, (c) Results of 
 meeting. , 
 
 Results of the War : ( 1 ) Gave the United States independence on 
 the sea, (2) Served as a lesson to foreign nations, (3) was an impetus 
 to local industries, (4) Encouraged a protective tariff, (i) Star Spangled 
 Banner written — 1814. 
 
 References: Poem "Perry's Victory" — Percival, Old Ironsides — 
 Holmes, McMaster's Brief History of the United States, Montgomery's 
 American History, Gordy's History of the United States, Hart's Es- 
 sentials of American History, McLaughlin and Van Tyne's History of 
 the United States, The Rise of American Nationality — Babcock, Win- 
 ning of the West — Roosevelt. 
 
 7 s. c. 
 
98 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Monroe's Adminisiration. 
 
 A. Introductory Remarks — Time 
 
 Vice Pres. 
 
 B. Domestic Affairs. 
 
 i. Era of Good Feeling. 
 
 2. President's journey through the states. 
 
 3. Rise of the Slavery question, 
 (a) The Missouri Compromise. 
 
 4. Building of the National Road. 
 
 5. Rapid Growth of the West. 
 
 6. Rise of the Protective Tariff. 
 
 7. Improvements to meet the rapid growth of the West. In- 
 
 ternal improvements. 
 
 8. Erie Canal begun. 
 
 9. Admission of 5 new states. 
 
 10. Our dealings with the Greek Indians. 
 
 11. Visit of La Fayette. 
 
 12. Breaking up of the Republican party. 
 
 13. Election of J. Q. Adams. 
 
 14. Panic of 1819-20. 
 
 C. Foreign Affairs. 
 
 1. The Treaty with Spain settling boundaries. 
 
 2. The acquisition of Florida. 
 
 3. The South American Republics. 
 
 4. The Holy Alliance and its relation to the United States. 
 
 5. The Monroe Doctrine. 
 References : 
 
 McMaster's Brief History of U. S. 
 Montgomery's Leading Facts in American History. 
 Eclectic History of the U. S. 
 Fiske's Critical Period, p. 71-76. 
 See Adams and Jefferson. 
 
 John Q. Adams. 
 
 A. Introductory remarks — 1. Time; 2. Vice Pres. 
 
 B. Domestic Affairs. 
 
 1. Completion of the Erie Canal. 
 
 2. First Passenger Railway. 
 I 3. First Locomotive 1830. 
 
 4. Organism of 1st Temperance Society, 1826. 
 
 5. New Political Activities. 
 
 6. Tariff of Abomination 1828. 
 
 7. The First American Congress. 
 
MANUAL OF UNIFORM COURSE OF STUDY 99 
 
 C. Sterling character of Pres. Adams. 
 References: See Jackson's Administration. 
 
 Jackson's Administration. 
 
 A. Introductory Remarks, 
 i. Time. 
 
 2. Vice Pres. , 
 
 B. Character of Jackson. 
 
 C. Domestic Affairs. 
 
 i. Introduction of Spoils System. 
 
 2. The rapid growth of the Anti-slavery movement. 
 
 3. Channing, Garrison. „ ~ 
 
 4. The Gag Rule. 
 
 5. Negro Insurrection in Va. 
 
 6. The Webster — Hayne Debate. 
 
 7. S. C. resists the Tariff. 
 
 8. Calhoun and Nullification. 
 
 9. Nullification of S. C. 
 
 10. Jackson's handling of Nullification. 
 
 11. Jackson's fight against the U. S. Banks. 
 
 12. Era of Speculation. 
 
 13. Our Country out of debt. 
 
 14. Distribution of the surplus. 
 
 15. Specie circular. 
 
 16. Rise of American Literature. 
 
 17. Rise of Whig party. 
 
 18. Compromise of 1833. 
 
 19. The Force Bill. 
 
 20. Anti-Masonic Party. 
 
 D. Foreign Affairs. 
 
 1. The French Spoliation Claims. 
 
 McMaster's Brief Hist, of the U. S. 
 
 Montgomery's Leading Facts. 
 
 Eclectic Hist, of U. S. 
 
 Barnes Hist, of U. S. 
 
 World's Famous Orators — W. J. Bryan. 
 
 See Adams and Jefferson. 
 
 Van Buren's Administration. 
 A.- Introductory Remarks. 
 
 1. Date. 
 
 2. Vice Pres. 
 
100 MANUAL QF UNIFORM COURSE OF STUDY 
 
 B. The Panic of 1837. 
 
 1. Causes of Panic. 
 
 2. Stoppage of Trade. 
 
 C. Establishing of Independent Treasury. 
 
 D. Rise of the Mormons. 
 
 E. Immigration. 
 
 F. Organization of Steamship Lines and Express Companies. 
 
 G. Spectacular Campaign of 1840. 
 H. The Carloins Affair. 
 
 Reference: — See former Admin. 
 
 Harrison and Tyler's Administration. 
 
 A. Introductory Remarks. 
 
 1. Date. 
 
 2. Vice Pres. 
 
 B. Death of Pres. Harrison. 
 
 C. Tyler and the Whigs Quarrel. 
 
 - D. The Webster-Ashburton Treaty. 
 
 E. Invention of the telegraph. 
 
 F. Dorr's Rebellion. 
 
 G. The Anti-Renters. 
 
 H. Discovery of Anaesthesia. 
 I. The Republic of Texas. 
 J. Interesting Campaign of 1844. 
 K. Annexation of Texas. 
 
 Reference: See former Admin. 
 
 James J. Polk's Administration: (a) Time, (b) Vice President, 
 (c) Oregon territory, — (1) Dr. Whitman's Journey to Oregon, (2) 
 How we got Oregon, (3) The treaty, (d) War with Mexico — Causes 
 (1) Annexation of Texas, (2) Eagerness of slavery people to extend 
 the slave territory to counteract the Oregon territory, (3) Mexico had 
 been slow to settle claims for outrages against persons and property of 
 Americans, (4) Polk was desirous of annexing California and a war 
 with Mexico would furnish an excuse. 
 
 Prominent Men : 
 
 . (a) Zachary Taylor. 
 
 (1) His campaign. 
 
 (a) Palo Alto. 
 
 (b) Resaca de al Palma. 
 
 (c) Monterey. 
 
 (d) Buena Vista. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 1XD1 
 
 <b) Winfield Scott. 
 
 (i) His campaign. 
 
 (a) Vera Cruz. 
 
 (b) Cerro Gordo. 
 
 (c) Mexico City. 
 
 {c) Kearney and Fremont take California. Peace Treaty. 
 
 (a) New Mexico and California annexed. 
 
 (b) Mexico gave up claim to Texas. 
 
 (c) Trained some soldiers for the Civil War. 
 
 (e) The Wilmot Proviso. 
 
 References. 
 
 See previous administrations. War with Mexico — Ladd. 
 Westward Expansion — Garrison, Politics and Alavert — Smith, 
 Territorial Growth — Mowry. 
 
 Taylor and Fillmore's Administration. 
 
 A. Introductory Remarks. 
 
 1. Date. * 
 
 2. Vice Pres. t 
 
 B. The Rapid Growth of California. 
 C Crisis in the slavery situation. 
 
 D. Application of Cal. for statehood. 
 
 E. Compromise of 1850. 
 
 F. Comparison of North and South. 
 
 G. Death of Pres. Taylor. 
 H. The Gadsden Purchase. 
 
 I. Personal Liberty Laws. 
 
 J. The Underground Railway. 
 
 K. Publication of Uncle Tom's Cabin. 
 
 L. Death, of old political leaders. 
 
 M. New leaders taking their places. 
 
 N. Silent Revolution in feeling on the slavery question. 
 
 O. Effect of Discovery of gold in California in 1848. 
 
 P. Fugitive Slave Law. 
 
 References : 
 
 McMaster's Brief History of U. S. 
 Montgomery's Leading Facts, etc. 
 Eclectic History of U. S. 
 Barnes History of U. S. 
 See Standard School Histories. 
 
102 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Pierce's Administration. 
 
 A. Introductory Remarks, 
 i. Date. 
 
 2. Vice Pres. 
 
 B. World's Fair in New York City. 
 
 C. Kansas-Nebraska Act. 
 
 D. Rise of the Modern Republican Party. 
 
 E. Disintegration of the old parties. 
 
 F. The struggle for possession of Kansas. 
 
 G. Treaty with Japan. 
 H. Treaty with China. 
 
 I. Wendell Phillips and Wm. Lloyd Garrison and the Anti-Slavery 
 
 movement. 
 J New England Emigrant Aid Society. 
 K. Douglas, Chase, Seward and Sumner and their influence on th€ 
 
 Kansas affair. 
 
 Buchanan's Administration. 
 A. Introductory remarks. 
 
 i. Date. 
 
 2. Vice President. 
 P>. The Dredd sScott Decision. 
 
 C. The Panic of 1857. 
 
 D. Discovery of oil in Penn. 1859. 
 
 E. The Lincoln Douglas Debates. 
 
 F. The John Brown Raid. 
 
 G. The Campaign of i860 and election of Lincoln. 
 
 H. Secession of the Southern States and forming of the Southern 
 Confederacy. 
 
 I. "Star of the West" fired on. 
 
 J. The Le Compton Constitution in Kansas. 
 K. Perry's expedition to Japan. 
 
 References: MeMaster's Brief History of United States, Mont- 
 gomery's Leading Facts, etc., Eclectic "History of U. S. Barnes' History 
 of United States, The Men who Made the Nation — Sparks, James' and 
 Sanford's U. S. History, Westward Expansion, Garrison, Division and 
 Reunion — Wilson, Politics and Slavery — Smith. 
 
 Condition of the Country Prior to Civil War. 
 
 Abraham Lincoln and the Causes of the War. 
 (a) North and South divided on questions of 
 
 (1) Slavery. 
 j (2) State's rights. 
 
 (3) Tariff. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 103 
 
 (b) Missouri Compromise, (c) Clay's Compromise of 1833 and 1850, 
 (d) Kansas and Nebraska Bill, (e) Dredd Scott Decision, (f) Publication 
 of Uncle Tom's Cabin by Harriet Beecher Stowe, (g) Wilmot Proviso, 
 (h) Intense excitement of the people over the question of slavery, (i) 
 Radical stand taken by leaders on both sides, (j) The Knight of the 
 Golden Circle, (a secret organization) (k) John Brown's Raid, (1) The 
 Underground Railroad, (m) The Lincoln-Douglas debates, (n) The ex- 
 treme views of the presidential candidates in i860 and the election of 
 Lincoln, (o)*The secession of South Carolina, (p) Personal liberty Bills. 
 
 A. Lincoln — See Sixth Grade. 
 
 Republican convention at Chicago i860. 
 
 Democratic Convention at Charleston, Baltimore, i860. 
 
 Candidates : 
 
 ( 1 ) Republican. 
 
 President — Abraham Lincoln of Illinois. 
 Vice President — Hannibal Hamlin of Maine. 
 . (2) a. Democratic — Popular Sovereignty. 
 
 President — Stephen A. Douglas of Illinois. 
 Vice President — Herschel V. Johnson of Georgia, 
 b. Democratic — State Rights. 
 
 President — John C. Breckenridge of Kentucky. 
 Vice President — Gen. Joseph Lane of Oregon, 
 (e) Old Whig Party. 
 
 President — John Bell of Tennessee. 
 
 Vice President — Edward Everett of Massachusetts. 
 
 Arguments for Secession. 
 
 1. Seccession was admitted as constitutional by most public men. 
 
 2. To bring pressure on the North to readmit them on better trade 
 terms. 
 
 3. It was the best peaceful remedy for the trade differences be- 
 tween the North and South. 
 
 4. The North in their eagerness to make money had lost sight of 
 the general welfare of the country. 
 
 Arguments for Secession continued. 
 
 5. The North encouraged the feeling of hatred toward slavery. 
 
 6. The North was not fair in the admission of States. 
 
 7. The election of Lincoln was an act of hostility aimed directly, 
 at the South. » 
 
 Arguments against Secession. 
 
 1. The United States government is inviolate and the states sur- 
 rendered their individual rights when they entered the Union. 
 
 2. The South were doing everything in their power to increase the 
 slave territory even to the point of resarting to force. 
 
104 MANUAL OF UNIFORM COURSE OF STUDY 
 
 3. The South were violating the rights of Negro citizens. . 
 
 4. The Border warfare in Kansas showed the South were willing: 
 to resort to fraud and violence. 
 
 5. The Slave power had long been a controlling iactor in the 
 government. 
 
 6. Secession would be destructive to a centralized government. 
 
 Great Men and Events of the Civil War. 
 
 Lincoln, Abraham (born in Hardin County, Ky., 1809; assassinated 
 in Washington, 1865), sixteenth President of the Unied States; elected 
 President ; his first speech in the Douglas debate ; calls for volunteers ;. 
 electoral vote of ; his arguments against the right of secession ; proclaims 
 emancipation; his Gettysburg address. 
 
 References: Lives by Nicolay and Hay, Herndon, Lamon, Shurz 
 and Arnold. — "See Great Events." 
 
 McClellan, George Brinton (born in Philadelphia, 1826; died in 
 Orange, N. J., 1885), an American soldier. He studied two years at 
 the University of Pennsylvania, and then entered the Military Academy 
 at West Point, where he was graduated in 1846, second in his class. He 
 served in the Mexican War as lieutenant of engineers, and received pro- 
 motions for gallantry. After the war he was engaged in explorations 
 and surveys at the West, and in 1855 was a member of a military com- 
 mission sent to observe the operations in the Crimea. When the CiviL 
 War began he was a railroad officer living in Cincinnati. He was ap- 
 pointed major-general of volunteers, and gained several successes against 
 the Confederates in West Virginia, which caused his promotion to the 
 command of the Army of the Potomac. This he reorganized and dis- 
 ciplined, and in the spring of 1862 moved it by water to Hampton Roads, 
 whence it marched up the peninsula to attack Richmond. After the 
 failure of this campaign and the defeat of Pope in Virginia, Lee's Con- 
 federate Army marched north into Maryland. McClellan was hastily 
 recalled to the command, and defeated Lee at Antietam ; but because of 
 his failure to follow and destroy the enemy he was relieved of his com- 
 mand. In 1864 he was the Democratic candidate for President, against 
 Lincoln and was elected Governor of New Jersey in 1877; at Antietam; 
 his peninsula campaign. References : McClellan's Own Story-; Johnson 
 and Buell, Battles and Leaders of the Civil War ; Comte de Paris, His- 
 tory of the Civil War in America. — "Great Events." 
 
 Sherman, William Tecumseh (born in Lancaster, O., 1820; died in 
 New York, 1891), an American soldier. He was graduated at West 
 Point (140), served in Florida till 1842, and in California at the time of 
 the Mexican War; resigned 1853 an 'd engaged in the banking business 
 in San Francisco ; removed to New York, 1857 ; to Leavenworth, Kans. 
 (1858), and there practised law; elected president of proposed military 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 105 
 
 academy in Louisiana (1859) ; was superintendent of the academy at 
 the outbreak of the Civil War, in which his services began with his ac- 
 ceptance of a colonelcy in the National army (1861). He served with 
 great distinction throughout the war, and was made major-general in 
 the regular army (1864); lieutenant-general (1866); general and com- 
 mander of the army (1864). He retired in 1884; victorious in the West, 
 at Bull Run, in Vicksburg campaign; attacks . Johnston, his Atlanta cam? 
 paign and march to the sea ; burns a part of Atlanta ; begins his march ; 
 destroys Georgia Central Railroad; his "bummers"; occupies Savannah. 
 
 References: Memoirs of General William T. Sherman, by Himself; 
 lives by Bowman and Irwin, and Force; Scribner, Campaigns of the 
 Civil War; Pollard, The Lost Cause, "Great 'Events." 
 
 Grant, Ulysses S. (born in Point Pleasant, Clermont County, Ohio, 
 1822; died at Mt. McGregor, near Saratoga,- N, Y., 1*885), an American 
 -soldier, eighteenth President of the United States. He was graduated 
 at West Point in 1843 \ served, through the Mexican War (1846-1848) ; 
 resigned, from the army in 1-854, and settled in St. Louis; removed to 
 -Galena, 111., in i860, and entered the leather trade with his father.. Was 
 appointed colonel of the Twenty-first Illinois Infantry (1861) ; commis- 
 sioned brigadier-general of volunteers (1861). His great victories were 
 Fort Donelson, Shiloh, Vicksburg, Chattanooga, anl Appomattox. After 
 the Civil War, the end of which he did so much to bring about, he was 
 made general (1866) ; was Secretary of War and interim from August, 
 1867, to January, 1868; elected President on the Republican ticket in 
 1868 and re-elected in 1872; made a tour round the world in 1877-1879; 
 retired as general (1885); captures Fort Donelson; takes command in 
 Virginia ; in Vicksburg campaign ; his victory at Champion's Hill ; attacks 
 Vicksburg; his terms of surrender; transferred to the East; his character- 
 istics anl his overland campaign ; account of Lee's surrender. 
 
 References: Grant, Personal Memoirs; life by Dana and Wilson; 
 Badeau, Military History of Ulysses S. Grant; Marshall, Ancestry of 
 General Grant ; Young, Around the World with General Grant. — Great 
 Events. 
 
 Davis, Jefferson, (born American Statesman, President of the Con- 
 federate States ; educated at Transvaal College, Ky., and at West Point ; 
 served in the army 1 828-1 835 ; was a presidential elector 1844; member 
 of Congress 1845, served in the Mexican War, being present at the bat- 
 tles of Monterey and Buena Vista; U. S. Senator (1845-1851); Secre- 
 tary of War (1853-1857) ; XT. S. Senator ( 1857-1861 ) ; elected President 
 of the Confederate States (1861) ; at the close of the war was impris- 
 oned for two years in Fort Monroe ; his argument for the ngm ot seces- 
 sion; at the Battle of Bull Run, opposes Johnston's plan to attack Mc- 
 Clellan. 
 
106 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Additional References: Pollard, The Lost Cause; Greeley, The 
 American Conflict; Victor of the Southern Rebellion; and biographies by 
 Alfreund (friendly) and Pollard (unfriendly). "Great Events". 
 
 Lee, Robert Edward (born in Stratford, Westmoreland County, Va., 
 1807; died in Lexington, Va., 1870), an American Soldier, son of the 
 Revolutionary general Henry Lee ("Light Horse Harry") ; was graduated 
 at West Point 1829, ranking second in a class of forty-six, and commis- 
 sioned second lieutenant of engineers; served in the Mexican War, be- 
 coming chief of staff to General Scott; Brevetted colonel for services at 
 Chapaltepec; assigned to command of the Military Academy at West 
 Point (1852) ; on duty in Texas (1855) ; commanded the troops that took 
 John Brown at Harper's Ferry (1859) ; resigned his commission and en- 
 tered the Confederate service (1861) ; from 1865 to 1870 was president 
 of Washington and Lee University, at Lexington, Va. ; in Mexican War, 
 invades the North, at Antietam, commands in Virginia, opposed McClellan 
 in Peninsula campaign at Malvern Hill, his Gettysburg campaign, in 
 Wilderness campaign, surrenders his army at Appomattox. Additional 
 references; lives by Cooke, Childe, and Long; Pollard, the Lost Cause; 
 Greeley, The American Conflict; Johnson, History of the War of Se- 
 cession; Victor, History of the Southern Rebellion and Campaigns of 
 the Civil War; Davis, Rise and Fall of the Confederate Government; 
 Champlin, Young Folk's History of the War for the Union; Swinton, 
 Campaigns of the Army of the Potomac. "Great Events". 
 
 Meade, George Gordon (born in Cadiz, Spain, 1815; died in Phil- 
 adelphia, 1872), an American soldier. He was graduated at West Point 
 (1835) ; served in the Mexican War; commanded a brigade of volunteers 
 in the army of the Potomac 1861 ; served in the Peninsula campaign 
 (1862) ; commanded a division at Antietam and at Fredericksburg (1862), 
 and a corps at Chancellorsville ; commanded the army of the Potomac 
 from June 28, 1863, till the end of the Civil War; was promoted major- 
 general in the regular army (1864) ; commanded the military division of 
 the Atlantic, and afterward (1866-1868) the Department of the East, 
 then that of the south, and from March, 1869, till his death the Atlantic 
 division again ; commands the Federal army in the Gettysburg campaign, 
 succeeds Hooker, moves toward Gettysburg, his dispositions, changes 
 order of battle on Sickles, his victory and losses at the surrender of Lee. 
 "Great Events." 
 
 Sheridan (Phil H.) born in New York of Irish parents, graduate 
 of West Point; served on Western Frontier, commanded a brigade then 
 a division in Buell's army 1862, fought at Perry ville, Stone River, Chick- 
 amauga, and Chattanooga. Commanded the cavalry troops in Army of 
 Potomac. Repulsed early in Valleys of Shenandoah, Opequar Creek, 
 Fishers Hill, Cedar Creek, Famous Ride. 
 
 Additional References: Johnson and Burl, Battles and Leaders of 
 the Civil War ; Walker, History of the Second Army Corps ; Comte De 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 107 
 
 Paris, History of the Civil War in America; Johnson, History of the 
 War of Secession; Greeley, The American Conflict and Great Events 
 {Compiled). 
 
 Results of Civil War and Condition of Country. 
 
 (i) Four million slaves freed, (2) It established the principle that 
 there was no such thing as State secession from the Union, (3) It gave 
 •equal opportunity to the negro, (4) It proved the courage and patriotism 
 of the people of the United States, (5) It showed the permanency of 
 the United States Government, (6) It left the North in a dangerous posi- 
 tion — that of victors over their brothers, (7) It left the South humil- 
 iated and helpless (8) It destroyed the property of the South and left 
 the people homeless, (9) It paved the way for a greater United States, 
 (10) It emphasized the Declaration of Independence, (11) It contributed 
 to the development of Southern resources and industries, (12) It broad- 
 ened the minds and sympathies of the whole people. 
 
 1. North — (a) Big debt on United States government, (b) Busi- 
 ness and trade disorganized, (c) Gave opportunity to unscrupulous men 
 to go South and override the country, (d) Showed foreign nations 
 the strength of the U. S. Government. 
 
 2. South — (a) Left homeless, (b) Property gone, (c) 4,000,000 
 negroes to live and not yet having learned to rely on self, (d) Country 
 full of carpet baggers, (e) South taught the necessity of developing 
 their industries and resources, (f) Opened the way for public education, 
 (g) Made the people more cosmopolitan. 
 
 References: Barnes', McMaster's, Montgomery's, Mace's Van 
 Tyne's, Formen's, and Hart's United States Histories, Division and Re- 
 union — Wilson, Outcome of the Civil War — Hosmer, A Bird's-eye View 
 •of our Civil War — Dodge, The Civil War and the Constitution — Burgess, 
 Tariff History — Taussig. 
 
 Andrew Johnson and Reconstruction of the South. 
 I. Assassination of Pres. Lincoln — Johnson takes oath of office. 
 II. Life and Character of Pres. Johnson. 
 III. Condition of South at Close of War. 
 
 1. Condition and character of the Negroes. 
 
 2. Agriculture and lands. 
 
 3. Industry. 
 
 4. Roads and railroads. 
 
 5. The "Poor Whites." 
 
 6. The former slave holders. 
 
106 MANUAL OF UNIFORM COURSE OF STUDY 
 
 IV. Theories of Reconstruction. 
 
 1. Presidential Theory. 
 
 2. State Suicide Theory. 
 
 3. Forfeited rights. 
 
 4. Conquered province theory. 
 
 V. Johnson's Policy. 
 
 1. Issues proclamation of amnesty. May, 1865. 
 
 2. Carries out presidential theory. 1865. 
 
 a. Appoints governors in Southern States. 
 
 b. Each state forms new government. 
 
 3. The Thirteenth Amendment adopted 1865. 
 
 a. What amendment is. 
 
 VI. Apposition of Congress. 
 
 1. Reasons. 
 
 a. The "Black Codes." 
 
 b. Desire to punish the South. 
 
 c. Hatred of president. 
 
 d. Desire to continue the Republican party in 
 
 power. 
 
 2. Johnson denounces Congress. 
 
 3. Freedman's Bureau, and Civil Rights Bill, and Four- 
 
 teenth Amendment. 
 
 4. Tenu/e of office act. 
 
 5. Removal of Stanton. 
 
 6. Impeachment of the President. 
 
 VII. Congressional Reconstruction. 
 
 1.. Method. . \ 
 
 a. South divided into districts. 
 
 b. Military governor in each. 
 
 2. Results. 
 
 a. The "Carpet-bag" governments. 
 
 b. Negro control. 
 
 c. Corruption. 
 
 d. Demoralization of finances and state debts. 
 
 3. Southern apposition. 
 
 a. Activity of young Southerners. 
 
 b. Ku Klux Klan. 
 
 VIII. Foreign Questions. 
 
 1. Mexico. 
 
 2. Purchase of Alaska. 
 
 3. Burlingame and Treaty with China. 
 
FOR THE ELEMENTARY SCHOOLS OP OHIO. 109 
 
 References: For teachers. Rhode's, McMaster's, and Wilson's 
 History of United States, Hart's Essentials in American History. 
 
 For pupils: Any of the Elementary Texts on American History. 
 
 Grant's Administration. 
 
 A. Biography. 
 
 1. Short sketch of his life. 
 
 2. Politics. 
 
 3. Opponents. 
 
 4. Term of office. 
 
 5. Vice President. 
 
 B. Inauguration. 
 
 1. Discourtesy of Johnson. 
 
 C. Chief Events. • 
 
 1. Railroads. 
 
 A. Union Pacific. 
 
 1. Length and extent. 
 
 2. Time of building. 
 
 3. Cost. 
 
 B. Central Pacific 
 
 1. Extent and location. 
 
 2. Connection with Union Pacific. 
 
 3. Effect upon the country. 
 
 2. Finances. 
 
 A. Fiske and Guild Scheme. 
 
 1. Plan. 
 
 2. Grant connected. 
 
 3. Black Friday. 
 
 4. Government interference. 
 
 5. Result. 
 
 3. B. Tweed Ring. 
 
 1. Plan of operation. 
 
 2. Exposure. 
 
 3. Arrest oi Tweed. 
 
 4. His escape, recapture, imprisonment. 
 
 5. Proposed bribe to Thos. Nast, cartoonist. 
 
 C. Credit Mobilier. 
 
 1. Oakes Ames. 
 
 2. Investigation. 
 
 3. Effect of scandal. 
 
 D. Whiskey Ring. 
 
 1. Date. 
 
 2. Where. 
 
 3. Plan. 
 
110 MANUAL OF UNIFORM COURSE OF STUDY 
 
 E. Panic 1873. 
 
 1. Cause. 
 
 2. Duration. 
 
 3. Legislation. 
 
 A. Fifteenth Amendment. 
 
 1. Passage and provisions. 
 
 2. Ratification. 
 
 3. Reconstruction complete. 
 
 B. Force Bill — Passage and provisions. 
 
 C. Amnesty Act — Passage and provisions. 
 
 D. Plan to buy San Domingo. 
 
 1. Action of Senate. 
 
 2. Senate. 
 
 E. English Quibbling. 
 
 1. Washington treaty, 
 a. General Tribunal. 
 
 1. Representatives — Number. 
 
 2. Place of meeting. 
 
 3. Duties. 
 
 4. Awards — Alabama Claims. 
 
 Northwest Boundary. 
 
 F. Establishment of Weather Bureau. 
 
 1. Date. 
 
 2. Duties. 
 
 G. Coinage Act of 1873 — Effect. 
 
 H. Purchase of Alaska — From whom? — Price? 
 
 4. Political Quarrels. 
 
 A. In Louisiana. 
 
 1. Kellogg government. 
 
 2. Carpet baggers, scalawags. 
 
 B. In South Carolina and other states. 
 
 C. Civil War in Arkansas. 
 
 1. Grant's Action. 
 
 2. End of Conflict. 
 
 D. Ku Klux Klan. 
 
 5. 
 
 Indian Wars. 
 
 
 A. Modoc. 
 
 
 1. Cause. 
 
 / 
 
 2. Date. 
 
 
 3. Plan of government—Its frustration. 
 
 
 4. Leaders of U. S. 
 
 
 5. Result. 
 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. Ill 
 
 B. Sioux. 
 i. Cause. 
 
 2. Date. 
 
 3. Leaders. 
 
 4. Custer's Massacre. 
 
 5. Termination. 
 
 6. New State. 
 
 ■ 
 
 A. Name, Date, Nickname. 
 
 7. Three Fires — Location, Extent. 
 
 8. Centennial. 
 
 A. Where. 
 
 B. When. 
 
 C. Opening. 
 
 9. Invention. 
 
 A. Electric Light. 
 
 B. Telephone. 
 
 10. Presidential Campaign. 
 
 A. Parties in the field. 
 
 B. Issue. 
 
 C. Candidates of each party. 
 
 D. Result. 
 
 References'. See preceding administrations. 
 
 Hayes. 
 A. Biography. 
 
 1. Sketch of Life. 
 
 Politics. 
 Opponents. 
 Term of office. 
 Vice President. 
 
 B. Chief events. 
 
 1. Withdrawal of troops from South. 
 
 2. Domestic troubles. 
 
 A. Strikes. 
 
 1. Railroad. 
 
 a. Cause. 
 
 b. Leader. 
 
 c. Roads affected. 
 
 d. Riots. 
 
 1. Where. 
 
 2. How quelled. 
 
 3. Result. 
 
112 MANUAL OF UNIFORM COURSE OF STUDY 
 
 B. Coal Miners. 
 
 i. Molly McGuire. 
 
 a. Tramp McKenna. 
 
 b. End of band. 
 3. Indian Troubles. 
 
 A. Nez Perves. 
 
 1. Chief. 
 
 2. Plan. 
 
 I 3. Opponents. 
 
 4. Results. 
 
 5. Chief Joseph's visit. 
 * 4. Yellow River. 
 
 5. Imprisonment. 
 
 A. On Mississippi. 
 
 1. At Mouth, 
 a. Need. 
 
 I . b. Plan. 
 
 c. Engineer. 
 
 d. Accomplishment and result, s 
 
 2. At source. 
 
 a. Capt. Jonathan Carver. 
 
 b. Wm. Morrison. 
 
 c. Lieut. Pike. 
 
 d. Schoolcraft. 
 
 e. How named. 
 
 6. Finances. 
 
 A. Paper money — Its value before and after the war. 
 
 B. National Debt. 
 
 C. Silver. 
 
 1. Redemption of Specie. 
 
 2. Bland Silver Bill— Effect? 
 
 7. Legislation. 
 
 A. Treaty with China. 
 
 1. Date. 
 
 2. Provisions. 
 
 B. Halifax Commission. 
 1. Verdict. 
 
 8. Grant's trip around World. 
 
 9. Presidential Campaign. 
 
 a. Parties in the field. 
 
 b. Issue. 
 
 c. Candidates of each. 
 
 d. Result. 
 
 References: See Preceding Administrations. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 113 
 
 Garfield and Arthur. 
 
 A. Biography. 
 
 i. Sketch of life, 
 
 2. Politics. 
 
 3. Opponents. 
 
 4. Term of office. 
 
 5. Vice President. 
 
 B. Chief Events. 
 
 1. Star Route Fraud. 
 
 a. Prosecution. 
 
 b. Result. 
 
 2. Assassination of President. 
 
 3. New President. « 
 
 a. Sketch of his life. 
 
 4. Legislation. 
 
 a. Civil Service — Date — Provisions. 
 
 b. Letter postage reduced. 
 
 c. Alien Labor Law — Provisions — Date. 
 
 d. Anti-Polygamy Bill. 
 
 5. Improvements. 
 
 a. Suspension Bridge. 
 
 1. Location. 
 
 2. Between what cities. 
 
 3. Time in building. 
 
 4. Length and structure. 
 
 6. Celebrations. 
 
 a. Yorktown. 
 
 b. Cotton Centennial. 
 
 7. Explorations. 
 
 a. Of Alaska. 
 
 1. When. 
 
 2. By whom. 
 
 3. Result 
 
 b. North Pole. 
 
 1. By whom, 
 
 2. Difficulties. 
 
 3. Relief party. 
 
 4. Rescue. 
 
 5. Result 
 
 8. Presidential Campaign. 
 
 a. Parties. 
 
 b. Issue. 
 
 c. Candidates. 
 
 d. Result. 
 
 8 s. c. 
 
114 MANUAL OF UNIFORM COURSE OF STUDY 
 
 2. 
 
 
 
 Cleveland's First Term. 
 
 A. 
 
 Biography. 
 
 
 I. 
 
 Sketch of Life. 
 
 
 2. 
 
 Politics. 
 
 
 3- 
 
 Opponents. 
 
 
 4- 
 
 Term of office. 
 
 
 5- 
 
 Vice President. 
 
 B. 
 
 Chief Events. 
 
 
 i. 
 
 Troubles. 
 
 A. 
 
 Indians. 
 
 
 i. 
 
 Apache. 
 
 a. Cause. 
 
 b. Date. 
 
 c. Events. 
 
 d. Results. 
 
 B. 
 
 Labor. 
 
 
 I. 
 
 Strikes. 
 
 a. New York. 
 
 b. Northwest. 
 
 c. Chicago. 
 
 i. Events. 
 2. Result. 
 
 
 2. 
 
 Knights of Labor. 
 
 
 3- 
 
 Black List. 
 
 
 4- 
 
 Boycott. 
 
 
 5- 
 
 American Federation. 
 
 a. When organized. 
 
 b. Where. 
 
 
 - 
 
 c. Influence. 
 
 i. How shown. 
 
 C. 
 
 Disasters. 
 
 
 I. 
 
 Earthquakes. 
 
 a. Date, Place, Extent of destruction. 
 
 
 2. 
 
 Tornadoes. 
 
 b. Date, Place, Extent of destruction, 
 
 
 3- 
 
 Blizzards. 
 
 Le g 
 
 jisla 
 
 c. Date, Place, Extent of destruction, 
 tion. 
 a. Presidential Succession law. 
 i. Date, Provisions. 
 
 
 b. 
 
 Electoral Court Act. 
 i. Cause. 
 
 2. Date. 
 
 3. Provisions. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 115 
 
 
 
 c. 
 
 Interstate Commerce Act. 
 1. Cause. 
 
 
 
 
 2. Date. 
 
 3. Provisions. 
 
 
 
 d. 
 
 Anti-Contract Labor Law . 
 
 
 
 e. 
 
 Mill's Tariff Bill. 
 
 2. Provisions. 
 
 3. Fate. 
 
 3. Provisions. 
 
 
 
 f. 
 
 Dep't. of labor. 
 
 1. When created. 
 
 2. Duties. 
 
 3- 
 
 Finances. 
 
 
 
 a. 
 
 Surplus. 
 
 
 
 b. 
 
 Proposed reduction. 
 
 4- 
 
 Statue of Liberty. 
 
 
 
 a. 
 
 Whose work. 
 
 
 
 b. 
 
 Brief description. 
 
 
 
 c. 
 
 How did U. S. get possession 
 
 
 
 d. 
 
 Unveiling. 
 
 
 
 e. 
 
 Nickname. 
 
 5. 
 
 Presidential Campaign. 
 
 
 
 a. 
 
 Parties in field. 
 
 
 
 b. 
 
 Issue. 
 
 
 
 c. 
 
 Candidates. 
 
 
 
 d. 
 
 Result. 
 
 References 
 
 : Any American school history. 
 
 
 
 
 Harrison's Administration. 
 
 
 A. 
 
 Biography. 
 
 
 
 1. 
 
 Sketch of life. 
 
 
 
 2. 
 
 Politics. 
 
 
 
 3. 
 
 Opponents. 
 
 
 
 4- 
 
 Term of office. 
 
 
 
 5- 
 
 Vice President. 
 
 
 B. 
 
 Chief Events. 
 
 
 
 1. 
 
 Troubles. 
 
 a. Sioux Indians. 
 
 1. Leader. 
 
 2. Events. 
 
 3. Result. 
 
 
 
 b. 
 
 Labor. 
 
 1. Homestead Strike and Riot, 
 
 2. Trust agitation. 
 
116 MANUAL OF UNIFORM COURSE OF STUDY 
 
 c. Disasters. 
 
 i. Johnstown Flood. 
 
 a. Cause. 
 
 b. Date. 
 
 c. Events. 
 
 2. Naval disaster at Samoa. 
 
 2. Legislation. 
 
 a. McKinley's Tariff Act. 
 i. Date. 
 
 2. Provisions. 
 
 b. Sherman Act. 
 i. Date. 
 
 2. Provisions. 
 
 c. Ballot Reform. 
 
 d. Chinese Exclusions Act. 
 
 e. International Copyright Law. 
 
 f. Dep't. of Agriculture. 
 i. When created. 
 
 2. Duties. 
 
 3. Farmers' Alliance. 
 
 a. Cause. 
 
 b. Date. 
 
 c. Strength. 
 
 (1) Plan for Congressional Legislation. 
 
 (2) Sub-treasury Plan. 
 
 (3) Land Mortgage Plan. 
 
 (4) Rise of People's Party. 
 
 4. Opening of Oklahoma. 
 
 5. Centennial. 
 
 a. Washington. 
 
 1. When, Why, Events. 
 
 b. Patent office. 
 
 1. Number of patents. 
 
 2. First patents. 
 
 6. Pan American Congress. 
 
 a. Date. 
 
 b. Representatives. 
 
 c. Place of meeting. 
 
 d. Object. 
 
 7. Woman's Suffrage. 
 
 a. First state to grant it. 
 t> Others that followed. 
 
FOR THE ELE3SCENTARY SCHOOLS OF OHIO. 117 
 
 8. Building new navy. 
 
 a. Number of ships. 
 
 b. Name them. 
 
 9. Six new states. 
 
 a. Name them. 
 
 b. Dates of admission. 
 10. Presidential Election. 
 
 a. Parties in the field. 
 
 b. Issue. 
 
 c. Candidates. 
 
 d. Result. 
 
 References: Magazine Articles — Any U. S. School History, Wil- 
 son's History of the United States. 
 
 Cleveland's Second Term. 
 
 A. Term of Office. • 
 
 B. Vice President. 
 
 C. Chief Events. 
 1. Exhibition. 
 
 a. World's Columbian Exhibition. 
 
 1. Place. 
 
 2. Date. 
 
 3. Cost. 
 
 4. Attendance. 
 
 b. Labor troubles. 
 
 1. Strikes. 
 
 a. Where. 
 
 b. Causes. 
 
 c. Result. 
 
 2. Coxey's Army. 
 
 a. Attempts.. 
 
 b. Results. 
 
 3. Legislation. 
 
 a. Extra session of congress. 
 E. Cause. 
 
 2. Repeal of Purchase clause of Sherman 
 Act. 
 b. Gorman- Wilson Act. 
 c Repeal of Force Ball, 
 -d. General Arbitration Treaty. 
 x. By whom signed. 
 2. Purpose. 
 3. Date. 
 e. Settkment of Behring Dispute. 
 
118 MANUAL OF UNIFORM COURSE OF STUDY 
 
 4. Venezuela Boundary. ' \ 
 
 a. Dispute. 
 
 b. Outlook. 
 
 c. President's action. 
 
 d. Result. 
 
 5. Finance. 
 
 a. Panic pf 1893. 
 
 1. Cause. 
 
 2. Duration. _ 
 
 3. End. 
 
 6. Establishing the Republic of Hawaii. 
 
 a. How modelled. 
 
 b. How recognized by President. 
 
 c. Duration. 
 
 d. Annexation. 
 
 7. New State. 
 
 a. Name. 
 
 b. Date of admission. 
 
 8. Presidential Campaign. 
 
 a. Parties in the field. 
 
 b. Issue. 
 
 c. Candidates. 
 
 d. Result. 
 
 References: See Harrison's administration. 
 
 McKinley, William (born in Niles, O., 1843 >' died of an assassin's 
 wound in Buffalo, N. Y., 1901), twenty-fifth President of the United 
 States. He reached the rank of major in the Civil War; was attorney 
 of Stark County, Ohio, 1869-1871 ; Republican Member of Congress 
 from Ohio, 1877-1891 ; chairman of the platform committee in Re- 
 publican National conventions of 1884 and 1888 ; chairman of the Com- 
 mittee on Ways and Means in Congress, 1889-1891 ; Governor of Ohio, 
 1891 and 1893; elected President 1896 and re-elected 1900. The notable 
 events of his administration were the passage of a protective tariff bill, 
 the war with Spain to free Cuba, and the annexation of the Hawaiian 
 Islands. He was shot at the Pan-American Exposition, September 6th, 
 and died on the 14th ; his order to Dewey ; delays hostilities with Spain ; 
 calls for volunteers ; orders fleet to sail ; his order to Sampson ; his action 
 concerning Hawaii. 
 
 References : Biography by Robert P. Porter ; King, Our Conquests 
 in the Pacific; Whitney, Hawaiian America; Universal Cyclopaedia, 
 article on "William McKinley." Consult also McKinley 's speeches, com- 
 piled by Joseph Smith. 
 
 War with Spain, (a) The Maine blown up, (b) Battle of Manila, 
 (c) Blockade of Cuban Harbor, (d) Spanish fleet destroyed, (e) Peace 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 119' 
 
 Treaty, (a) Cuba given freedom, (b) The Phillipines, Guam and Porto 
 Rico ceded to the United States, (c) The United States paid Spain $20,- 
 000,000, (d) The United States established a new national policy. (1) 
 As to trade, (2) As to humanity, (3) As to protecting American soil, 
 (4) As to expansion of territory, (5) As to educating illiterate colonies, 
 (6) As to world politics, (7) As to our Army and Navy. 
 
 Prominent Men of War — Dewey, Manila ; Hobson, Santiago ; Samp- 
 son, Santiago; Shafter, Santiago; Roosevelt, Juan Hill and El Caney 
 with the Rough Riders, and Schley, Santiago Harbor. 
 
 References: McMaster's, Hart's, Mace's, Gordy's, McLaughlin and 
 Van Tyne's, and James and Sanford's American Histories. 
 
 Roosevelt's Administration. 
 
 A. Date. 
 
 B. Vice President. 
 
 C. Facts of his life. 
 
 D. His reforms. 
 
 1. Civil Service. 
 
 2. Conservation of National Resources. 
 
 3. Governmental regulations of public utilities. 
 
 4. Governmental investigation of vast combinations and 
 
 corporations. 
 
 5. Honesty in public life. 
 
 E. The Panama Canal. 
 
 F. Alaskan boundary and gold mines. 
 
 G. Prominent factor in settling war between Russia and Japan. 
 H. Exposition at Seattle. 
 
 I. Centennial Fair at Portland. 
 
 J. Jamestown exposition. 
 
 K. Exposition at Seattle. 
 
 L. Intervention in Cuba. 
 
 M. Settlement of Coal Strike in Penn. 
 
 N. Interstate commerce commissions authority increased. 
 
 O. Naval trip around the world. 
 References : Current Magazine Articles. 
 
 Taft's Administration. 
 
 A. Date. 
 
 B. Vice President. 
 
 C. Payne-Aldrich Tariff Bill. 
 
 D. Facts of his life. 
 
 E. Dissolution of Great Trusts. 
 1. Standard Oil. 
 
120 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 2. Sugar. 
 
 3. Tobacco. 
 4. Meat Packers. 
 
 F. Conservation of Natural resources continues to be great 
 
 problem. 
 
 G. Trouble between labor and capital as to the employment of 
 
 non-union men, 
 H. Russian treaty. 
 
 I. Proposed Reciprocity with Canada. 
 J. Threatened trouble with Mexico. 
 K. Current Events. 
 References: Current magazines and daily papers. 
 
 Territorial Expansion. 
 
 I. Introduction. 
 
 II. 
 
 1. What we mean by territories. 
 
 2. The original U. S. Boundaries. 
 
 3. Territorial Government. 
 
 4. Ordinance of 1787. First territorial government of Ohio. 
 Drawn up by Congress of Confederation. 
 
 h. Purpose, 
 
 c. Date 1787. 
 
 d. Provisions. 
 
 1. Property rights protected. 
 
 2. A governor, secretary, and three judges. 
 
 3. Duties of the officers. 
 
 4. Later provision for a legislature. 
 
 5. Rights guaranteed to residents of the territory. 
 
 a. Religious liberty. 
 
 b. Trial by jury. 
 
 c. Provisions for schools. 
 
 d. Slavery prohibited. 
 
 e. States to be formed. 
 
 e. Gen. St. Clair first governor. 
 
 Lousiana. 
 
 1. Review settlement by France. 
 
 2. Ceded to Spain 1763. Why? 
 
 3. Receded to France 1800. Why? 
 
 4. Purchase by United States. 
 a. Date, 1803. 
 
 . b. Causes and reasons- for purchase. 
 
 c. Price paid. 
 
 d. Boundaries. 
 
 e. Results and importance. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 121 
 
 f. Explored by Lewis, Clank, and Pike. 
 
 g. National resources and climate. 
 
 III. Florida. 
 
 i. Review explorations and settlements by the Spaniards — St. 
 Augustine. 
 
 2. West and East Florida. West Florida claimed by the 
 
 French. 
 
 3. Ceded by Spain to England, 1763, Why? 
 
 4. Ceded by England to Spain, 1783, Why? 
 
 5. Dispute between United States and Spain over West 
 
 Florida. 
 
 6. Purchase by United States. 
 
 a. Date 1819. 
 
 b. Reasons. 
 
 c. Price. 
 
 d. Boundaries. 
 
 e. Results and importance. 
 
 f. Natural resources and climate. 
 
 IV. Texas. 
 
 1. Review Spanish explorations and settlements. 
 
 2. Mexico gains independence from Spain. Texas included- 
 
 3. Americans settle in Texas. Reasons? 
 
 4. The Texan Resolution. % 
 
 a. Causes. 
 
 b. Leaders. 
 
 1. Sam Houston. 
 
 2. David Crockett. 
 
 c. Result — Independence of Texas. 
 
 5. Application for admission to the Union. 
 
 6. Attitude of United States. 
 
 a. North. 
 
 b. South. 
 
 7. Annexation of Texas. 1845. 
 
 8. Boundaries and importance. 
 
 9. Natural resources and climate. 
 V. Oregon. 
 
 1. Exploration of Drake. 
 
 Lewis and Clarke. 
 
 John Jacob Astor and the fur trade. 
 
 Marcus Whitman. 
 
 Joint occupation with England. 
 
 Treaty of 1846. 
 
 Boundaries of territory obtained by United States. 
 
 Natural resources and climate. 
 
122 MANUAL OF UNIFORM COURSE OF STUDY 
 
 VI. California and South West. 
 
 i. Review settlements and explorations of Spaniards. 
 
 2. Later a part of Mexico. 
 
 3. Mexican War. 
 
 a. Causes. 
 
 b. Results — Annexation of California 1848. 
 
 4. Boundaries and Natural resources. 
 
 5. Discovery of Gold. 
 
 6. Admission of California as a State. 1850. 
 VII. Gadsden Purchase. 
 
 1. Former boundary at Gila River. 
 
 2. Cause — Southern Pacific railroad. 
 
 3. Purchase of territory. 1853. 
 
 4. Boundaries. 
 VIII. Alaska. 
 
 1. Settled and explored by Russians. 
 
 2. Reasons for purchase. 
 
 3. Date 1867. 
 
 4. Price. 
 
 5. Boundaries. 
 
 6. Natural resources and climate. 
 IX. Hawaii. 
 
 1. Early condition. 
 
 2. Revolt against Queen. 
 
 3. Policy of Pres. Cleveland. 
 
 4. Annexation 1898. 
 
 5. Location, size, population and resources. 
 X. The Philippines. 
 
 1. Discovered by Magellan. 
 
 2. Early condition of the Islands. 
 
 3. Objections to Spanish rule by natives. 
 
 4. Rebellions. 
 
 5. Spanish American War. 
 
 a. Dewey's Victory. 
 
 b. Islands obtained by United States 1898. 
 
 6. Revolt against United States. 
 
 a. Causes. 
 
 b. Leader — Aguinaldo. 
 
 c. Failure of revolt. / 
 
 d. Pacification of Islands. 
 
 7. Location, climate, and natural resources. 
 
 8. Size, extent, and population. 
 
 9. Government. 
 
 10. Present conditions. 
 
Aanxs ao asanoD HHoaiNn ao r ivnNvw 123 
 
 XI. Porto Rico, Howland, and Samoan Islands, Guam and Drake 
 Islands. I. In each case bring out (a) How acquired, (b) 
 when, (c) present conditions. 
 XII. Draw sketch map of U. S. showing the above acquisitions of 
 territory and present possession. 
 
 References : Spark's Territorial Expansion of United States, Hart's 
 Essentials of American History, James and Sanford's American History, 
 McLaughlin's History of American Nation, Ashley's American Govern- 
 ment, Roosevelt's Winning of the West. 
 
 Political Parties, Politics and Civics. 
 I. History of Political Parties. 
 
 A. Origin of parties to 1795. 
 
 1. Patriotic and Tory parties in Revolution. 
 
 2. In Constitutional Convention. 
 
 a. Large State party. 
 
 b. Small State party. 
 
 1. Basis of each. 
 
 2. Differences. 
 
 3. During ratification of Constitution by States. 
 
 a. Federalists. 
 
 b. Anti-federalists. 
 
 1. Principles of each. 
 
 2. Men who were leaders of each party. 
 
 4. In Washington's Administration. 
 
 a. Broad Constructionists or Federalists. 
 
 1. Principles. 
 
 2. Leader — Hamilton. 
 
 b. Strict Constructionists or Republicans. 
 
 1. Principles. 
 
 2. Leader — Jefferson. 
 
 c. Origin of the names of the parties. 
 
 B. The Federalist — Republican period — 1795 to 1825. 
 
 1. The Federalists control under Adams. 
 
 2. Control passes to the Republicans. 
 
 3. Leaders during the period. 
 
 a. Federalists. 
 
 b. Republicans. 
 
 4. The End of the Federalist party. ■ 
 
 C. The Democratic — Whig period, 1825-1859. 
 
 1. The Presidential Election of 1834. 
 
 2. Opposition to J. Q. Adams by the followers of Jackson. 
 
124 MANUAL OF UNIFORM COURSE OF STUDY 
 
 3. Formation of new parties. 
 
 a. National Republican. 
 
 b. Democratic. 
 
 c. Principles. 
 
 d. Leaders. 
 
 e. The policy of Jackson. 
 
 4. The beginning of the Whigs. 
 
 a. National Republican party becomes the Whig party. 
 
 b. Whig principles. 
 
 c. Clay as leader. 
 
 5. The Democrats. 
 
 a. Democratic — Republican party becomes the Demo- 
 
 cratic party. 
 
 b. Principles. 
 
 c. Leaders-. 
 
 6. The formation, of the Liberty Party. 
 
 a. Question of Slavery. 
 
 b. Principles and purpose. 
 
 c. Leaders. 
 
 7. The formation of the Free Soil party. 
 
 a. Origin. 
 
 b. Purpose. 
 
 c. Principles 
 
 d. Leaders. 
 
 8. The Know-Nothing Party, 
 a, b, c, & d, (See 7 above). 
 
 9. End of the Whig Party, 
 a. Reasons. 
 
 10. The Kansas-Nebraska Bill. 
 
 a. How the bill affected the parties. 
 
 D. The Democratic — Republican Period. 
 1854 to present time. 
 
 1. Formation of the Republican party. 
 
 a. Causes. 
 
 b. Purposes. 
 
 c. Principles. 
 • d. Leaders. 
 
 e. Elements. 
 
 1. Anti Slavery Whigs. 
 
 2. Anti Slavery Democrats. 
 
 3. Anti Slavery Know-nothings. 
 
 4. Free Soil Party 
 
 2. Election of i860 and Democratic Split. 
 
 3. Republican party during the War. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 125 
 
 4. Republican party during Reconstruction. 
 
 5. The National Greenback party. 
 (See C 7 above). 
 
 6. The Prohibition Party . 
 (See C 7 above). 
 
 7. The Populist Party. 
 (See C 7 above). 
 
 8. The Socialist Party. 
 (See II C below). 
 
 II. Political Conditions at present time. 
 
 A. The Republican Party. 
 
 1. Elements or "factions." 
 
 a. The Conservative Element. 
 
 1. Principles. 
 
 2. Leaders. 
 
 b. The Progressive Element. 
 
 1. Principles. 
 
 2. Leaders. 
 
 2. General attitude of the party and present conditions. 
 
 B. The Democratic Party. 
 
 (See A 1 and 2 above). 
 
 C. The Socialist Party. 
 
 1. History and growth. 
 
 2. Principles. 
 
 3. Leaders. 
 
 4. Recent successes. 
 
 D. The Prohibition Party. 
 
 (See II C 1, 2, & 3 above). 
 
 E. Minor Parties at present. 
 
 1. Names. 
 
 2. Principles. 
 
 3. Leaders, 
 ill. Civil Government. 
 
 A. The National or Federal Government. 
 1. President and Cabinet — Executive. 
 
 a. The executive power. 
 
 b. Election. 
 
 c. Time of office and Salary. 
 
 d. Duties. 
 
 e. Cabinet officers. 
 
 1. Names. 
 
 2. Time and salary. 
 
 3. Duties of each. 
 
126 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 2. Congress — Legislative, 
 a. Name of two houses. 
 
 Manner of choosing. 
 
 Term and Salary. 
 
 Duties of Members. 
 
 Procedure in passage of a bill. 
 
 When Congress meets. 
 
 Officers of each house. 
 
 3. Courts — Judical. 
 
 a. Grades of courts. 
 
 b. How chosen. 
 
 c. Term and Salaries. 
 
 d. How courts are conducted. 
 
 B. State Government of Ohio. 
 
 1. Governor and State officers — Executive. 
 
 a. How chosen. 
 
 b. Terms and Salary. 
 
 c. Duties of Governor. 
 
 d. Duties of other state officers. 
 
 2. General Assembly — Legislative. 
 (See A 2 above). 
 
 3. Courts — Judicial. 
 (See A 3 above.) 
 
 C. Local Government. 
 
 1. County. 
 
 a. Names of county officers. 
 
 b. How chosen. 
 
 c. Terms and Salary. 
 
 d. Duties of each. 
 
 2. Township. 
 
 (See C. 1 above.) 
 
 3. City or town. 
 (See C. 1 above.) 
 
 D. . General Questions. 
 
 1. How taxes are levied and collected. 
 
 2. How trials are conducted in courts. 
 
 3. How relations are carried on with foreign countries. 
 
 4. The school system of Ohio. 
 
 5. Public Prisons, Asylums and Charities. 
 
 6. The National Army and State Militia. 
 
 7. The National Navy. 
 
 8. Recent political questions and issues. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 127 
 
 References : 
 
 For pupils: — 
 
 Peterman's, Civics. 
 
 Boynton, School Civics. 
 
 Forman, Civil Government. 
 For teachers : — 
 
 Ashley, American Federal State. 
 
 Ashley, American Government, (Revised). 
 
 Hart, Actual Government. 
 
 Wilson, The State. 
 
 Bryce, American Commonwealth. 
 
 Siebert, Government of Ohio. 
 
 Industrial Development. 
 
 A. Trusts and corporations started in last part of 19th 
 
 Century. 
 
 1. Cheapened cost of production. 
 
 2. Enlarged the scale of buying and selling. 
 
 3. Induced labor to organize. 
 
 4. Made the problems of labor and capital more complex. 
 
 5. Necessitated laws governing corporate wealth. 
 
 6. Made possible the accumulation of greater wealth than 
 
 ever before in the history of the world. 
 
 7. Aided the development of the country. 
 
 B. Railroads and Electric Roads. 
 
 1. Number of miles. 
 
 2. Cost of shipping and transporting. 
 
 3. Interstate Commerce Commission. 
 
 a. How organized. 
 
 b. Number of men. 
 
 c. Duties and powers. 
 
 d. Purpose. 
 
 e. Work accomplished. 
 
 4. Express companies. 
 
 5. Telegraph lines. 
 
 C. Telephones. 
 
 D. Improvement of Waterways and Canals. 
 
 E. Public Highways. 
 
 F. Panama Canal. 
 
 G. Improved machinery for farm, factory, locomotion, and 
 
 office. 
 H. Cities. 
 
 1. Rapid Growth. 
 
 a. Cause. 
 
 b. Present condition. 
 
128 MANUAL OF UNIFORM COURSE OF STUDY 
 
 c. Government. 
 i. Advantages. 
 2. Defects. 
 
 2. Sanitary Conditions. 
 
 a. Tenement houses. 
 
 b. Streets and alleys. 
 
 c. Parks and playgrounds. 
 
 d. Health department. 
 
 3. Efforts to Control Vice. 
 
 a. Industrial schools. N 
 
 b. Juvenile courts. 
 
 c. Homes of redemption. 
 
 d. Efforts through public schools. 
 
 e. Y. M. C A. 
 
 1 f 
 
 g. Police department. 
 I. Rural Communities. 
 
 I. Efforts to build up fertility of soil. 
 
 a. Agricultural colleges. 
 
 1. Where. 
 
 2, How maintained. 
 
 b. Experiment stations. 
 
 1. Where. 
 
 2. How maintained. 
 
 3. Purpose. 
 
 4. Accomplishments. 
 
 c. Agricultural education in public schools. 
 
 d. Agriculture department at Washington. 
 
 e. Improved methods of farming. 
 J. Reclamation of Arid West. 
 
 1. Irrigation. 
 
 2. Dry Farming. 
 
 3. Government Laws, etc. 
 
 4. See acquisition of territory. 
 
 5. Giving away of government lands to people who will 
 
 prove them. 
 a.. How prove a claim. 
 
 b. Cost of land proving. 
 
 c. Territory last opened. 
 
 6. States admitted since the Constitution was adopted. 
 
 K. Development of mineral products. Coal, Gold, Silver, Pe- 
 troleum, Lead, Copper, etc. 
 
 1. Different uses of each. 
 
 2. Where found principally. 
 
 3. Where manufactured. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 129 
 
 L. Education. 
 
 i. Universities and colleges. 
 
 2. Normal schools. 
 
 3. Private schools. 
 
 4. Public school system. 
 
 References: The Challenge of the City — Strong, Congressional 
 Records, Bulletins of the Department of Agriculture of the States and 
 Nation, Bulletins of the Department of Education of the States and 
 Nation, The Rise of the West — Turner Vol. XIV., National Develop- 
 ment — Sparks, Expansion of American People — Sparks, The Winning 
 of the West — Roosevelt, America as a World Power — Latane, When 
 America was New — Jenks, The Making of the Ohio Valley States — 
 Earle. The Community and the Citizen — Dunn. 
 
 ARITHMETIC. 
 
 INTRODUCTORY. 
 
 By S. L. Turnipseed, New Richmond, Ohio, 
 The purpose' of the work in the elementary grades is to teach the 
 fundamental facts of numbers that the pupil may be able to use the 
 tools of mathematics skillfully: to give ability to apply knowledge of 
 essential processes to the solution of simple, practical problems : to af- 
 ford a working knowledge of a few of the simple and more fundamenta] 
 elements of arithmetic, algebra and geometry. 
 
 The "essential processes" may be classified as follows : 
 
 1 Arabic 
 
 1. Writing numbers Integers Roman (to C). 
 
 Common Fractions. 
 
 Decimal Fractions. 
 Addition 
 Subtraction Integers. 
 
 2. Multiplication Common Fractions. 
 
 and Decimal Fractions. 
 
 Division of 
 
 Length 
 Surface 
 Cubical Contents 
 
 Denominate Dry Measure 
 
 3. numbers Liquid Measure 
 
 with Avoirdupois Weight 
 
 tables of Time Measure 
 
 Paper Measure 
 Counting 
 U. S. Money. 
 9 s. c. 
 
130 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 5- 
 7- 
 
 Finding perimeter, surface and contents of familiar plane fig- 
 ures, and solids. 
 
 Use of the Common Aliquot parts. 
 Simple percentage. 
 Simple interest. 
 
 Proficiency in the use of these processes is necessary not only be- 
 cause business life requires it but also because they furnish a satisfactory 
 basis for mathematics in the advanced grades. 
 
 i 
 
 2 
 
 3 
 
 4 
 
 5 
 6 
 
 7- 
 
 9 
 
 10 
 
 GRADE I. 
 
 No formal work in arithmetic in this grade. 
 
 Counting, comparing, measuring. 
 
 Combinations through ten. 
 
 Counting by ones and twos to one hundred. 
 
 Roman notations to XX. 
 
 Reading of figures to enable pupils to find the page in their 
 
 reading book. 
 
 The child's number interest should be utilized. A few minutes 
 
 daily should be used in relating this work to the other work of 
 
 the first year. 
 
 GRADE II. 
 
 Some good primary book in the hands of the teacher. 
 The work should be oral and limited to addition and subtract- 
 ion. 
 
 Teach the addition and subtraction tables. The multiplication 
 table to 5's stopping at io. 
 Count by 2's, 5's and io's to 100. 
 
 Drill much on^the forty two addition combinations, (see be- 
 low.) 
 
 Teach the addition of two numbers and the subtraction of two 
 numbers in which each order is not greater than 9. 
 Reading and writing numbers to 1000. 
 
 Measures used — inch, square inch, pint, quart, gallon to be used 
 in a practical way. 
 
 Problems in all operations should relate to life. 
 Review first year's work. 
 
 The following combinations should be memorized and drilled upon 
 until the pupil can give the answer instantly. 
 
 2222222233333334444445 
 2345^7^934567894567895 
 
 55556666777889 
 67896789789899 
 
FOR THE ELEMENTARY SCHOOLS Ot OHIO. 131 
 
 GRADE III. 
 
 Review first and second year work. Teach and drill thoroughly the 
 multiplication table completed to the 8's. Associate the following facts, 
 5X6=30 6X5=30 i of 30—6 J of 30=5 30^-5=6 30-^6=5 
 6 5s is how many 6s, 3 7s is how many 7s, and so on, taking each number 
 up to eight through the series. 
 
 There is a tendency in this grade to compare, to handle and to ex- 
 press what has been discovered — it will be well to foster this tendency 
 by supplying material for such work as follows : 
 Draw lines representing 2in, 4m, 6in, 8in, and 1 foot. 
 
 Make statements like the following: 
 
 The sum of two in. and four in. equals six in. How many 6 in. in 
 a foot? How many 4m.? 6in. is what part of a foot? 4m. equals 
 what part of a foot? What equals J foot? J foot? i foot? etc. 
 
 If a 4 inch ruler cost 10c what will a foot ruler cost? 
 
 John broke 2 / 3 of his ruler which was a foot long. How many 
 inches did he break off? 
 
 In the same manner use ratios of time — mo. and yr. Ratios of 
 length-foot and yard. Ratios of volume-pint, quart and gallon. 
 
 Review all combinations used in the second grade. . 
 
 Constant intelligent drill is the chief means of securing the desir- 
 ed results. The work of this third grade is to get started well in the 
 study of addition and subtraction, using easy problems drawn partly 
 from natural situations in life and partly from set lists, designed to im- 
 press the particular lesson in hand. Always work for accuracy and 
 rapidity. Rapid answers to the following type problems should be se- 
 cured by the end of the third year. 
 
 Addition.- Subtraction. 
 
 4 3 4-89 672 630 .842 
 
 41243 289 478 496 
 
 3 5 3 3 4 
 
 22216 
 
 When, the child is able to solve any problem of one step in addition 
 and in subtraction, two step problems may be introduced. The one step 
 problems should be drawn from the experiences of the pupils, as what is 
 the cost of 2 pencils at 3c a piece? 
 
132 MANUAL OF UNIFORM COURSE OF STUDY 
 
 How many desks in a school room if there are 5 rows and 6 desks in 
 a row? 
 
 Keep in mind the difference between a one step and a two step 
 problem in addition, in multiplication, in subtraction, etc. 
 
 Remember the first essential in the solution of a problem in any 
 grade is to understand thoroughly the meaning of the example. Ex- 
 ercises in making and drawing measurements should be given. Buy 
 common articles and compute the cost. Teach the divisions of the dial, 
 and halves, thirds, fourths of 60. Table of time measure. 
 
 A suitable book for the third grade should be in the hands of the 
 pupils. 
 
 GRADE IV. 
 
 The most important work in arithmetic in grade IV is the thorough 
 drill in the four fundamental processes with whole numbers. Accuracy 
 and reasonable rapidity should be secured in this grade. At the end of 
 this year the pupil should be fairly proficient in multiplication, division, 
 addition and subtractions, operations with simple fractions. Constant 
 review is vital, and especially drill upon the tables. Thorough memoriz- 
 ing the mutiplication table. 
 
 Roman notation completed. 
 
 Simple operation in fractions involving the following fractions: 
 1 $ i i t i $ i <fr i etc - Give many examples based upon paper cut- 
 ting as follows : £ and f -| and £ J and £ i and -f etc. 
 
 Use similar problems in subtraction. Let the pupils check or prove 
 his work by means of paper folding or other objects. Be sure he images 
 the entire process. Mental problems requiring analysis should be given 
 in both abstract and concrete problems using about one third of the time 
 for that work. 
 
 Addition and Subtraction. 
 
 Require pupils to check their addition by adding reverse columns, 
 similarly subtraction should be checked by the reverse process of ad- 
 dition. Thus 17 — 9=8 is checked by the process 9 and 8=17. Drill 
 on addition and subtraction combinations. When the year's work is com- 
 pleted the pupils should be able to subtract rapidly examples Mkt the 
 following : 
 
 Subtraction. Addition 
 5306 9270 768 
 —3768 —5793 443 
 252 
 
 3 2 4 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 133 
 
 Drill on recognition at sight such problems as follows : 
 
 Z7 26 83 62 
 
 25 22 28 27 etc. 
 
 All answers not perfect should be rejected. Races to see who can 
 do the problems most rapidly should be instituted. 
 
 Multiplication. 
 
 In multiplication use multipliers not to exceed three figures. Intro- 
 duce zero into the multiplier often. Have the pupil check his work. 
 See that every pupil masters the multiplication to the 12s. 
 
 Rapid drill work in problems as follows : 
 
 867 962 435 
 789 
 
 Division. 
 Pupils should be shown the possible positions of the quotient. 
 
 542 
 
 3 ! 1626 3 1 1626 3J 1626(^42 
 
 542 
 
 Teach long division by beginning with smaller numbers first, not 
 using any number of more than two figures as : 
 
 3> 5 > 7> 9> IT > l2 > 2I > 3 1 * 4 T > 5 1 * etc - Require pupils to check long division 
 by reversing the process. 
 
 Oral problems involving thought should be given, always relating 
 them to community interests as : the area of a school room after meas- 
 uring it : school lot ; walk, etc. 
 
 Table for U. S. money should be learned and applied in mental 
 problems. 
 
 Teach the use of common units in measuring, as, sq. in. sq. ft. sy. yd., 
 etc. Also table for linear measure, square measure, U. S. currency. 
 
 The aliquot parts, l / ti 1 / 3 , x / 4 , 1 / 5 , 1 / 10 as applied to 100 should be 
 taught. Factoring of simple numbers should be presented. Bear in 
 mind all the time that the main emphasis in this grade is to give skill 
 and accuracy in the abstract process in the fundamental operations. 
 
 grade v. 
 
 Work in the 5th grade continues along the same lines as in the fourth 
 year, only more intensely. Ratio and percentage is introduced. The 
 text book is used more widely, supplemented with many outside problems 
 relating to the community. 
 
134 MANUAL OF UNIFORM COURSE OF STUDY 
 
 a touieins should now involve any one or all of the fundamental pro- 
 cess so that the pupil may learn to select the required process and thus 
 be trained in when to add, when to subtract, to multiply or to divide. 
 Review essential processes and work of previous grades : Rapid drills 
 in addition, subtraction, multiplication and division to such an extent that 
 it will never again be necessary to introduce such drills regularly. Give 
 enough problems to secure and insure accuracy and speed. 
 
 Factoring and Least Common Multiple are excellent drills. Resolve 
 into and memorize all the prime factors of numbers from i to 100. Dis- 
 tinguish clearly the difference between prime and composite numbers. 
 
 Fractions. 
 
 Addition, subtraction, multiplication and division of fractions. Give 
 much drill in reduction of mixed numbers to improper fractions and the 
 reverse. Teach relations of quantity : e. g. 
 
 What is the relation of 3 to 9? Ans. 8 / 9 or x / 9 of 3 or */»• 
 Introduce cancellation. If twelve tablets cost 36 cents what will 9 cost? 
 
 Solved 36X9_ W 
 12 
 
 Introduce analysis : e. g. If 2 / 3 of a load of coal cost $8, what will 
 V 3 of a load cost? 1 ton? 3-V2 tons? 1 / 8 load cost 1 / 2 of 8 which is 
 $4; one load cost 3X4 which is $12. 3-V2 loads cost 3-Y 2 Xi2=$42. 
 
 Pupils should see objectively that fractions representing equal sized 
 parts or that have the same name may be added, subtracted or divided, 
 and comparing fractions with same denominator, frequently calling for 
 original problems. Also fractions with unlike denominators until the 
 principle is thoroughly established. 
 
 Mixed Numbers. Proper and Improper Fractions. 
 
 Pupils should first read a mixed number as 3- 7 / 8 as 3 whole and 
 V 8 of a whole. Reduce integers and mixed numbers to fractions. Re- 
 duction of improper fractions to integers or mixed numbers. 
 
 The business world seldom uses fractions whose denominators are 
 higher than 16, preferring to use decimals for all such fractions. Find- 
 ing least common denominator by inspection should be taught. 
 
 Multiplication of Fraction developed objectively, by means of paper 
 folding or by drawings. 
 
 Have pupils to draw a rectangle 3m. by 2in. and divide it into inch 
 squares. Ask how many squares in Yi of the whole. 
 
 V 2 of 6? V 3 of 6? Vi of" whole 
 
 % of 6? 7 6 of whole 5 / 6 of whole 
 
 & / 6 of 6? Y2 of Y2 etc. etc. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 135 
 
 Abundant practice in solving problems in this process should be 
 given. Cancellation should be taught, giving sufficient practice to make 
 pupils skillful in this work as well as in the multiplication and division 
 of fractions. Give examples as: Divide product of 18X32X50 by 
 product of 15X16. After a little experience with cancellation, pupils 
 will be able to solve many such problems mentally. Cultivate the habit 
 of "short cuts" in multiplication and division. 
 
 Give many two step and three problems in concrete work and have 
 pupils solve by cancellation, as, If 22 calves cost $210 find the value of 
 33 calves. 
 
 22 vo D 
 
 Review compound numbers and teach reduction especial attention 
 given to linear, square, liquid, dry measure, avoirdupois weight and U. S. 
 currency. Always give practical problems. 
 
 Get it clearly to the pupils that a fraction may be written a variety 
 of ways as: seven hundreths, 7 hundreths, V 100 , -°7- The last is the 
 decimal form because it is used only to express fractions whose denom- 
 inator is ten or a multiple of ten. Drill in reading and writing decimals 
 until the pupil will automatically associate one decimal place with the 
 name tenths, two places wth hundreths, three with thousandths, etc. 
 
 Formal work in decimals may be deferred until the sixth grade, 
 particularly intense work in the multiplication of decimals. The subject 
 of decimals may be introduced by means of Federal money. Give such 
 problems in addition, subtraction, multiplication and division of decimals 
 that can be worked mentally as tenths and hundredths of a dollar. 
 
 Mental Arithmetic. 
 
 Mental or oral arithmetic should be given daily, about one third of 
 the time. Should include both concrete and abstract problems. 
 
 The chief aim of mental arithmetic is to give sufficient drill on es- 
 sential processes and principles that have been presented to the class that 
 they may become skillful and sure in their use of the principles taught. 
 
 GRADE VI. 
 
 The teacher's effort should be directed particularly to work calcu- 
 lated to strengthen judgment, to encourage independence and to confer 
 the feeling of arithmetical power actually possessed. The feeling of joy 
 arising from achievement here arises to a veritable craving. At the 
 outset of this year a review of the essential processes should be made 
 emphasizing the decimal processes. The pupils should have a complete 
 understanding of the fundamental operations, Compound numbers, com- 
 mon and decimal fractions, measurements, Bills and receipts. The pro- 
 cess of finding percentage and rate should be presented. Explanation 
 
136 MANUAL OF UNIFORM COURSE OF STUDY 
 
 of the purpose and nature of interest should be given. Problems for the 
 finding of interest and rate. Intensify the work in the multiplication 
 of decimals. Begin by teaching how to multiply a common fraction by 
 an integer as : 
 
 4X 2 Ao= 8 Ao then 4 X.2=.8 
 
 Then use hundreths as 4X 20 % o =80 %oo 
 
 Then give practice in multiplication multiplying a decimal by a 
 decimal and finally give the rule — there is no objection to learning the 
 rule for multiplication by the rate method. 
 
 Give the pupils a wide experience in changing decimals to percents 
 and percents to decimals using integral numbers of hundreths. 
 
 The idea of percent should always be associated with hundreths. 
 Use the decimal fraction always in finding percent. Keep the work in 
 percent simple, using only numbers of percents as 4%, 8%, 12% but not 
 4 -1 /2%> 8-y 2 % etc - Teach percent as a phase of multiplication of deci- 
 mals. 
 
 Denominate Numbers and Measurements. 
 
 Have pupils to memorize thoroughly the following tables : time, 
 weight, dry measure, liquid measure, linear measure, square measure and 
 liquid measure. 
 
 Teach this subject objectively to make the units concrete as in meas- 
 uring, lay off in the. room or school yard, a yard, square yard, rod, sq. 
 rod, etc. Have pupils to estimate lengths, areas, weights, and verify by 
 actual measurements. Reduction from higher to lower denominations 
 and from higher. 
 
 Give wide experience in reduction in the processes of addition and 
 subtraction, with less difficult work in division and multiplication of com- 
 pound numbers. Take up the measurements of right angled triangles 
 in this grade. Surface and volume of pyramid, a right prism, and draw 
 the figures. 
 
 Papering, Plastering, Roofing, etc. 
 
 Problems should be practical as : 
 
 A farmer feeds his team 4 gallons of oats, how many quarts does 
 he feed at a meal? 
 
 A bought a farm 80 rods wide by 160 rods long. How many acres? 
 
 He planted one field 40 by 80 rods in corn. It cost $1.25 an acre 
 to plow it and 30c per acre to cultivate, and 25c per acre to plant it. 
 Find cost of plowing. Of planting and of cultivating if it was cultivated 
 4 times. 
 
 A farmer kept 10 cows, they average 12 quarts of milk per day 
 for 9 months and 16 quarts for 3 months in the year, how much does 
 he clear in the 12 months if it takes an average of twelve tons of feed 
 to feed each cow and feed is worth $20.00 per ton, and he feeds 20 lbs. 
 per day. Milk selling for 3 cts. per quart. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 137 
 
 Make up different problems involving farm interests found in dif- 
 ferent books, on Agriculture. Study a good list of miscellaneous prob- 
 lems involving denominate numbers. Consult patrons of the district and 
 make up problems on leading lines of farm business as a year in poultry 
 raising, wheat raising, potatoes, onions, tobacco, etc. It is an excellent 
 plan to have pupils to prepare such problems. 
 
 Common Fractions. 
 Addition and Subtraction of Fractions. 
 Have pupils understand the fact and know how to perform the oper- 
 ation that fractions must have a common denominator before they can 
 be added. 
 
 Form of addition: 
 
 add 6-Vs, 9-Vrs n-Ve 
 L. C. M. of denominators is 24. 
 
 6- 7 / 8 21X7=147 
 9-Vt 24X3= 72 
 
 ii-7 6 28x5=140 
 
 27-/16S 259 91 
 
 • 
 
 168 168 
 
 Subtraction may be taught by using similar form — Allow no more 
 written work to appear than is in the form. Drill on many problems in 
 both addition and subtraction. 
 
 Teach a single rule for the whole subject of multiplication, reduce 
 all integers and mixed numbers to a fraction and multiply numerators 
 together for a new numerator and denominators for a new denominator, 
 using cancellation when possible and change result to simplest form. 
 
 In teaching division of fractions, use same rule after inverting the 
 divisor. Special attention should be given to the following type of 
 problems since they appear all through the upper grades. 
 
 1. To find 5 /o of 45. (By Analysis). 
 
 2. To find what part 7 is of 12. To find what part 3^ is of i . 
 
 3. To find the number if 3 / 7 of it is 21. 
 Drill on these types. 
 
 Simple bills, accounts and receipts. 
 
 Have pupils make out accounts for a month's expenses on the form. 
 Bills of expenses receipted. Make the work practical and frequent. 
 Teach definition of simple terms under this subject. 
 
 Mental Arithmetic. 
 
 After a subject has been taught a large number of simple problems 
 should be given in mental arithmetic, so that the pupil may become 
 
138 MANUAL OF UNIFORM COURSE OF STUDY 
 
 sure and skillful in the application of the principle. About one third 
 of the recitation period should be given daily in mental arithmetic. The 
 work should be rapid and practical. 
 
 fj. ■ ' GRADE VII. 
 
 The chief purpose of arithmetic in the seventh and eighth grades 
 is to improve and extend the work begun in the grades below. 
 
 Demote the first two or three weeks to drill upon the work of frac- 
 tions and decimals and fundamental processes. A good foundation in 
 these essentials is necessary to secure best results in the advance work. 
 
 Finish the subject of simple interest and extend the subject of per- 
 centage to commercial discount, bank discount, (simple) commission, 
 taxes and insurance and simple problems in stocks and bonds. Make 
 all work practical. Teach "standard time" to illustrate the arrange- 
 ment for fixing the time in different parts of the country. Do this 
 by constructing a "standard time" map, and develop the subject by 
 practical questions as : What changes must I make in my watch in 
 traveling eastward? Westward? Where shall it be changed? What 
 time is it in St. Louis? Denver? etc. 
 
 Intensify the work in denominate numbers. Introduce measurement 
 of surfaces and volumes. Extend the work to include areas of circles, 
 volumes of cylinders, supplemented with many concrete, practical 
 problems. 
 
 In interest either of the following forms is good. — 
 
 Find interest on 120 for 3 yr. 7 mo. 15 da. at 5%. 
 
 $(n 3 yr. 7 mo. 15 da— 1305. 
 
 120 x 1305 x 5 87 
 
 = 2I 75 
 
 360 x 100 4 
 
 120 
 
 600 int. for 1 year. 
 3 
 
 18. int. for 3 yr. 
 
 3. int. for 6 mo. 
 
 .50 int. for 1 mo. 
 
 .25 int. for 15 da. 
 
 21.75 int. for 3 yr. 7. mo. 15. da. 
 
 Be sure the pupils are accurate in their work in interest. Drill with 
 many oral and written problems. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 139 
 
 Finish the subject of common and decimal fractions, giving thorough 
 drill on principles and rules with many applied problems. Review tables 
 of denominate numbers, and introduce new material in measurement of 
 surfaces and volume. Extend the subjects to areas of circles and volume 
 of cylinders. Make a broad application of concrete problems, finding 
 diameter, radius, circumference and area of circles. 
 
 Have the pupils measure various magnitudes and determine contents. 
 Illustrate freely. 
 
 Teach lumber measure, have pupils make out in regular form for 
 some simple building and find its cost at a given price. Give many ex- 
 amples and drill for mental work as far as practicable. 
 
 In many instances seventh and eighth grade work may be used at 
 the same time. 
 
 GRADE viii. 
 
 The first part of this year should be used to review percentage, 
 especially interest, insurance, profit and loss, (bank discount and trade 
 discount). Simple problems in stocks and bonds, greatest common 
 divisor, least common multiple, and simple proportion. Special drills in 
 rapid addition of integers and writing, multiplying, and dividing of 
 decimals. . : - 
 
 In stocks and bonds explain clearly the relation of rate of interest 
 to rate of dividend. Teach ratio and proportion intensely. Teach the 
 various applications of percentage thoroughly. Drill on the form of 
 commercial paper in common use, such as bills, notes, checks, drafts, etc. 
 
 In measuration give practical problems in finding the area of surfaces 
 as rectangles, triangles, circles. Illustrate volumes of rectangular solids, 
 cylinders, pyramids, cones and spheres. 
 
 Pupils should be encouraged to construct practical problems in 
 plastering, papering, carpeting, stone-work, etc. 
 
 Develop the process of finding square root. Insist upon memoriz- 
 ing the rules for the steps in this subject. 
 
 Have pupils in this grade to become familiar with some of the more 
 common units that they may use them automatically, as : 
 
 62^2 lbs. or 1000 oz.=weight of a cubic foot of water. 
 
 231 cubic inches=one gallon. 
 
 2150.4 cu. ft.=i bu. 
 
 24^4 cu. ft.= i perch. 
 
 640 A.= i sq. mi. 
 
 36 sq. mi.=area of one township. 
 
 The pupils should be familiar with the simple terms of the metric 
 system and its relation to the English tables. 
 
 A general review, giving special attention to principles and reason 
 involved, cultivate a pride in quick and accurate work in all that you do. 
 
 Carry mental arithmetic along with the written work requiring 
 the pupils to give quick and accurate analysis of problems. 
 
140 MANUAL OF UNIFORM COURSE OF STUDY 
 
 GEOGRAPHY. 
 By D. H. Barnes, 
 
 XENIA, OHIO. 
 
 First Year. 
 Observational work commenced and used as material for the 
 Language class. Geographical stories told or read to the children, lead- 
 ing them to know the little people of other countries. Short class excur- 
 sions may prove beneficial. Geography is the one elementary branch that 
 looks out to nature, and its study must begin with the observation of 
 nature, first as bounded by the horizon line that shuts in the child's little 
 world of home — nature as presented to the eye ; and then as it may be 
 pictured by the imagination. Teach objectively the relative positions 
 expressed by the terms over and under, above and belozv, in, on or upon. 
 This may be done by placing objects in these relations and asking ques- 
 tions. This should come toward the latter part of the year. Next teach 
 the terms right, left, front, back. Have pupils step two steps to the right ; 
 two to the left, etc. Hold up the right hand, the left hand, etc. One 
 pupil stand in front of the chair; another, back of the chair, etc. Have 
 pupils name a few objects in the school room to their right, to their 
 left; in front of them, back of them. A pupil steps to. a desk and points 
 to its front edge, back edge, right-hand edge, left-hand edge. Continue 
 this drill on various objects until pupils realize the use of these terms. 
 Directions may be taught: sunrise and sunset; the color and seeming 
 shape of the sky ; proper geographical stories told in an attractive manner 
 holds a higher place in the first year than any other line or phase of the 
 work, 
 
 SECOND YEAR. 
 
 Review the first year's work. 
 
 Through the conversational exercises of the Language class, lead 
 the pupils to observe things around them : Observation and conversation 
 about the earth, sun, moon, weather; keeping a blackboard calendar 
 with record of fair, cloudy, rain, snow, etc. The benefits derived from 
 the sun, moon and stars (omitting the effort to teach astronomy). 
 Names of the seasons. Spring — vegetation springs from the ground. 
 Nature clothes herself with leaves and flowers; clays grow longer and 
 nights shorter. Names of the spring months. 
 
 Summer — the sun season ; long days and short nights ; haying and 
 harvesting; names of the summer months. 
 
 Autumn, called fall — leaves, fruit, etc. fall to the ground. Teach 
 pupils to observe and know what leaves and fruits in their vicinity fall 
 during this season. The farmer gathers his corn, potatoes, apples, etc. ; 
 squirrels gather nuts for winter use; frost comes (what is frost?); 
 change in color of leaves: beautiful foliage of trees. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 141 
 
 Winter — the wind season; short days and long nights; snow keeps 
 the earth warm (what is snow?) ; snow houses of the Esquimaux; Tell 
 more interesting stories of the people living in the cold lands and have 
 the children reproduce these stories in their own words, first orally and 
 next in writing for their language work. Many countries have no snow. 
 A great many people never saw ice. Read or tell stories of the people, 
 etc., of hot countries. Lessons on fruits, seeds, the trees in autumn. 
 Lessons on the domestic animals in point of usefulness to man and as 
 pets; familiar wild animals; domestic birds and the common wild birds. 
 Correlate geography and nature- work. The teacher should wnte on the 
 board names of trees, flowers, etc., as they come up in conversation and 
 teach the children to recognize the varieties. The general idea, plant, 
 is to be made as clear as possible, and the main parts of every piant made 
 known — root, stem, branches, leaves, flowers, fruit — but without 
 dissection. For this purpose, study may be made of some common plant 
 as geranium. 
 
 The cow furnishes a good subject for study; its products being so 
 many and so familiar — flesh, milk, butter, cheese, tallow, horn, hair, 
 hide, etc. Kindness to animals should be taught by precept and illus- 
 trative stories. Teach position, direction, distance and surface. Teach 
 the cardinal and the semi-cardinal points and drill on same. Teach the 
 direction of the blackboard from the table or teacher's desk ; the table or 
 teacher's desk from the blackboard ; Pupils should point to the north side 
 of the school room, south side, east end, west end. Pupils tell in what 
 part of the room the teacher's desk is, the front door, the clock, stove, 
 etc. Name some object north of the school house; east, west, south. 
 Teach the direction between north and east ; south and east, etc. Name 
 and locate objects inside the schoolroom and then outside the school- 
 room in accord with the semi-cardinal points. In what direction does the 
 north wind blow ? From what direction? An east wind? A south wind? 
 
 Distance: Compare objects of nearly equal length, and let pupils 
 guess which is the longer. Draw a straight line upon the blackboard and 
 let the pupils divide it equally. Then in three equal parts, etc. Then 
 measure for accuracy. Have pupils mark on the blackboard what they 
 consider an inch, a foot, a yard, etc., then measure for accuracy. 
 
 Teach what is meant by the terms length, width, or breadth, depth, 
 thickness and height. Teach children to know what is meant by a rod, a 
 mile. Locate objects by these distances. 
 
 Review direction and distance combined. Have pupils tell the 
 direction and the distance of their home from the school; the school from 
 the home. 
 
 Surface: The idea of smooth or rough surface, even or uneven 
 surface. An even surface of ground near the school should be pointed 
 out; also an uneven surface of ground. Lands adjacent to the school 
 should be discussed in regard to surface. Roads also furnish example* 
 
142 MANUAL OF UNIFORM COURSE OF STUDY 
 
 /in this line. Explain the difference between level and sloping surfaces. 
 Have pupils hold books in level position, then in sloping position. Water 
 runs from sloping surfaces readily, and the greater the slope the more 
 rapidly the water flows. Show too that a plane may be level or sloping. 
 
 By picture and by object teach what is meant by hill. Teach the 
 meaning of foot or base, sides or slopes, top or summit as applied to 
 hills. Have pupils locate some hills. From this teach the difference 
 between hill and mountain. 
 
 Teach what is meant by a spring; a stream of water — rill, brook, 
 creek, river, right bank, left bank. Tell why streams of water wind 
 about; how and why they increase in size, etc. The value of streams of 
 water. What are rapids? Falls. What is meant by source, course, 
 and mouth of a stream ? Teach by illustration and not by dry definitions. 
 
 THIRD YEAR. 
 
 Review Second Year's Work. 
 
 Continue reading and telling geographical stories. Dwell on home 
 regions. Begin the development of maps of surfaces, and of home 
 regions. Draw a diagram of the school room on a definite scale — say 
 one inch to the yard — this can be done and understood more easily and 
 readily than we at first may think. Locate objects in the rwum each to 
 each then have pupils locate same on map each to each. Draw a diagram 
 of the school-ground on a definite scale, say one inch or one-half inch to 
 the rod. Pupils should be able to locate tlie position of the school-house, 
 important trees, flower beds, pump, etc. each to each, then have pupils 
 locate same on a map. 
 
 Selections in the reader should be uked to emphasize geographical 
 concepts — "The Shepherd Boy," "A Summer Day," "The Waves," 
 "Mountains," "Great, Wide, Beautiful, Wonderful World." 
 
 Lessons on plant life appropriate to the season ; for the fall — leaves, 
 their parts — stem, blade, veins and veinlets and use : a collection of leaves 
 made and studied that those of the different plants may be recognized. 
 Use of leaves to the plant and to man. 
 
 For the spring — buds, how protected, how arranged ; the first sign 
 of spring awakening; catkins of the willow, and other flowers as they 
 appear, noted with time of appearance on the blackboard, and children 
 taught to know them. The use of flowers to produce seed. The great 
 purpose of a plant is the production of seed — Beautiful flcwers — a few 
 may be learned. Encourage pupil's to have "Home gardens." 
 
 Animals'. Life of familiar animals — cow, dog, cat, hen, etc. 
 
 Illustrate and make clear, to the pupils (or lead pupils to find and 
 name) what is meant by valleys, slope, divide, strait, bay, island, lake, 
 pond; rain, what it is and where it comes from. Where does the water 
 in the spring come from? What makes it bubble up? Where does the 
 water all go? Won't the ocean fill up? An elementary study of the soil 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 143 
 
 would prove quite valuable. Tell the pupils about famous Rapids and 
 something of interest about some famous falls, as Niagara Falls. 
 
 Draw a map of your township and locate important streams, towns, 
 halls, hills, elevators, railroads. 
 
 Name the following that grow in your township (pupils should be 
 taught to write the words correctly) — fruit trees, forest trees, berries, 
 grains, vegetables, birds, tame-animals, wild animals. Develop the use 
 of each. Any gravel-pits or stone-quarries in your township? Their use. 
 
 How do plants feed ? How do plants grow ? How improve plants ? 
 
 A Few Questions. 
 
 i. What colors can you see in a rainbow? 
 
 2. Where is the sun at night? 
 
 3. When do we have longest days? Longest nights? 
 
 4. When are days and nights equal? 
 
 5. How often do we have a new moon? What are the uses of the 
 
 moon 
 
 6. On which side of an east and west wall will the snow melt first ? 
 Why? 
 
 7. Name an enemy of the potato, apple, wheat, grape, corn, tomato. 
 
 8. What kinds of cloth are made from plants? 
 
 9. What plants supply valuable oils ? 
 
 10. Name six important medicinal plants. 
 Make a record of the rainy days, the cloudy days, and the sunny 
 days of each month and compare. Correlate geography and Nature 
 Work. 
 
 FOURTH YEAR. 
 
 Review the third year's work. 
 
 No Text Book. 
 
 Map making continued. 
 
 Draw a map of your county. On this map, locate the townships, 
 the streams, railroads, towns, county-seat, and other things of promi- 
 nence. 
 
 Into what river or lake does the drainage flow? 
 
 How does the water reach the Atlantic Ocean ? Use large map. 
 
 What are the chief industries of your county (country and city) ? 
 
 Character of the soil on the uplands? In the valleys? How test 
 the soil to detect acid? Try the experiment. 
 
 Chief crops? Where marketed? 
 
 Any timber found ? Kinds ? Principal uses ? 
 
 Name the articles manufactured in your county. What cereals are 
 grown in your county? Their uses? Name the forage crops of your 
 county. Name the root and tuber crops also. Any miscellaneous crops, 
 if so, what? 
 
144 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Name the fruits, vegetables, grains, wild-animals, tame animals, 
 birds, berries, fruit trees, forest trees, and detrimental insects found in 
 your county. 
 
 Name the township officials; the county officials. Bound your town- 
 ship. Your county. Give several lessons on foods of the people in 
 different countries. 
 
 Draw a map of Ohio. Locate its capital and six largest cities, im- 
 portant rivers, lake, reservoir, canal, railroad-trunk-lines. Chief indus- 
 tries of the people. 
 
 Treat Ohio somewhat similar to the way your county is outlined for 
 this year's work. Name the counties bordering Lake Erie ; those border- 
 ing the Ohio river ; those touching Indiana. Bound your state. Give les- 
 sons on use of clocks ; how to tell the time. Some drill will be required. 
 Teach the number and names of the days of the week, and the months of 
 the year. 
 
 Give a few lessons on the globe, teaching the earth's form, motion on 
 its axis, the great oceans, continents, and islands. 
 
 A Few Questions. 
 
 i. Where does the water in brooks and rivers come from? Where 
 does it go? 
 
 2. Why are some rivers rapid and others slow? 
 
 3. W r hy do creeks and rivers wind about? 
 
 4. What are dykes? Levees? 
 
 5. Why are dams built in rivers? Locate one. 
 
 6. Why is spring water so pure ? Locate a spring. 
 
 7. What do plants feed upon? 
 
 8. What is the food of the squirrel, the rabbit, the quail ? 
 
 9. Where does dew come from? When does it form? Does dew 
 fall? Why does an ice-pitcher sweat? 
 
 10. What animals sleep during the winter? 
 
 11. What birds remain with us during the winter? 
 
 12. Name six important cabinet woods. 
 
 13. What is tar, turpentine, oakum, jute? Give the use of each. 
 
 14. Name four ornamental trees. 
 
 15. W r hat is tapioca? How prepared? 
 
 16. Of what use is snow to plants. 
 
 17. What are dew and frost? Mist and sleet? Rain, snow ana 
 hail? 
 
 18. Of what are the following made: — linen, calico, gingham, thread, 
 silk, rope, twine, cloth, gloves, yarn, shoes. 
 
 19. What are weeds? Name ten. 
 
 20. Which house-plants need most sunlight. 
 
 21. Where do the following grow: — cranberries, rice, cotton? 
 
 22. Name three common plants that will grow from slips. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 145 
 
 27,. What harm is done by weeds ? v 
 
 24. What weed seeds are so light that they may be carried by the 
 wind ? What ones may be carried by beings coming in contact with them? 
 What ones may be carried by streams of water? What ones may be 
 carried by the birds ? 
 
 25. How is Indian rubber obtained? 
 
 26. What articles are made from bark, sap, buds, leaves, blossoms, 
 seeds, roots, osiers? 
 
 27. W'hat animals are covered with fur? 
 
 28. What bird defends itself by kicking? 
 
 29. Of what use is the thermometer? 
 
 30. Name the grains and cereals used for food. 
 
 31. Name the fruits of autumn. 
 
 Continue the study of animals as in the third year — sheep, horse, 
 mouse, robin, etc. Classify animals as (1.) land animals, water animals, 
 air animals: (2.) four footed/ two footed, animals with no feet, with 
 many feet: (3) cloven footed, one toed, several toed: (4.) grass eaters, 
 flesh eaters: (5) tearers, gnawers, waders, swimmers, flyers. Continue 
 weather observations. 
 
 Correlate Geography with Language and Nature Work. 
 
 [Note: — In multigraded schools the oral geography classes of the 
 first four years may be united into one class providing the work is suit- 
 ably outlined by the teacher or superintendent in charge. By so doing the 
 pupils of the lower grades will have the advantage and will have the work 
 mastered by the time they are ready for the book in the Fifth year. We 
 also advise the uniting of the Fifth and Sixth year grades for the com- 
 pletion of the Elementary Geography, and the uniting of the Seventh 
 and Eighth years for the completion of the Advanced Geography. Thus 
 making but three classes in Geography. Have the Fifth and Sixth 
 years, and the Seventh and Eighth years go through the entire book 
 each year. The Fifth and Seventh years may have a seemingly difficult 
 time, but they will prove stronger in the Sixth and Eighth years for 
 having this experience. Allowance must be made in the recitation and in 
 the examination for the Fifth and Seventh years where combined with 
 the Sixth and Eighth years, as suggested above.] 
 
 Where the grades are separate the work of the Fifth grade should 
 include the elementary geography through the U. S. and its sub-divis- 
 ions, thus leaving the foreign countries for the Sixth year. 
 
 The Seventh year grade should complete the work of the Advanced 
 book from the beginning through and including the United States and its 
 sub-divisions; taking the remainder of the book and a review of the 
 jntire book in the Eighth year. 
 
 [Much is said about completing the subject of geography by the en 1 
 of the Seventh year — this does not, meet with our approval, as books of 
 
 s. c. 
 
146 MANUAL OF UNIFORM COURSE OF STUDY 
 
 travel, etc., should accompany the study of the text, and to do this well, 
 requires time.] 
 
 Much supplementary work should be given in the four upper grades. 
 Books of travel should be read. Books on "How The World Is Clothed", 
 "Fed," and "Housed" should be included. In the United States, group 
 the wheat states, the corn states, the cotton states, the coal states, the 
 iron states, the gold states, the silver states, the fruit states, the states 
 producing vast quantities of lead, copper, horses, cattle sheep, hogs, to- 
 bacco, lumber, rice, potatoes. 
 
 A few questions and suggestions for Seventh and Eighth year 
 grades : — 
 
 1. Trace water-routes from St. Petersburg to Odessa; from Con- 
 stantinople to Yokohama; from Calcutta to Liverpool; from Duluth to 
 Liverpool; from Chicago to London; from Cleveland to New Orleans; 
 from St. Louis to San Francisco. 
 
 2. Name the three geyser regions of the world. What are geysers ? 
 
 3. Name and locate the leading wheat producing countries of the 
 world; the countries producing the greatest amount of each of the fol- 
 lowing: — gold, silver, tin, copper, iron, -lead, diamonds, coal, tea, silk, 
 hemp, coffee, (pork, beef), machinery, drugs, valuable horses, cattle, 
 sheep, hogs, lumber, rice, fruits of various kinds, fish, sugar, spices. 
 
 4. Name, describe and locate the six longest rivers of the world; 
 the ten largest cities of the world ; five main railroad-trunk lines of the 
 United States ; a few of the natural wonders of the world. 
 
 5. How do the natural features of a country affect the occupations 
 of the people? (The teacher should take great pains to explain this to 
 the four upper grades at various times as the lessons on the different 
 sections and countries demand). 
 
 6. Draw outline maps of the grand-divisions from memory, locating 
 on them the most important land and water forms, and cities. 
 
 7. In connection with the study of the Races, introduce stories of 
 characteristic people of different parts of the world. 
 
 8. What are exports? Imports? Tell what the people of the 
 home region in particular, and other parts of the world in general, re- 
 ceive in exchange for their produce. 
 
 [Note: — The above outline of the work of the different grades 
 may be divided into three terms, or two terms, at the discretion of the 
 teacher or superintendent.] 
 Reference Books of Practical Value in Connection With This Course: 
 
 1. All' of Frank G. Carpenter's Geographical Readers. 
 
 2. Andrew's "Seven Little Sisters" and "Each and All." 
 
 3. Carpenter's "How The World Is Fed," "How The World Is 
 Clothed", and "How The World Is Housed". 
 
 4. "Stories of Indian Children." 
 
 5. King's "Geographical Reader". 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 147 
 
 For Teachers: 
 
 (a.) "Way Marks For Teachers''. — Arnold, 
 (b.) King's "Methods and Aids In Geography." 
 (c.) Carver's "How To Teach Geography", 
 (d.) Frye's "Brooks and Brook Basins", 
 (e.) Frye's "Child and Nature". 
 
 PHYSIOLOGY. 
 By O. W. Kurtz, Bedford, Ohio. 
 
 Statutory requirements, Ohio School Laws : — 
 
 Section 7723 — The nature of alcoholic drinks and other narcotics, 
 and their effect on the human system, in connection with the various 
 divisions of physiology and hygiene, shall be included in the branches to 
 be regularly taught in the common schools of the state, and in all educa- 
 tional institutions supported wholly or in part by money from the state. 
 
 Sec. 7724 — Boards of education and boards of such educational in- 
 stitutions shall make suitable provisions for this instruction in the schools 
 and institutions under their respective jurisdictions, giving definite time 
 and place therefor in the regular course of study; adopt such methods 
 as will adapt it to the capacity of the pupils in the various grades ; and 
 to corresponding classes as found in ungraded schools. The same tests 
 for promotion shall be required in this as in other branches. 
 
 Sec 7725 — In all teachers' institutes, normal schools, and teachers' 
 training classes, hereafter established by the state, adequate time and at- 
 tention shall be given to instruction in the best methods of teaching this 
 branch. 
 
 Sec. 7726 — No certificate shall be granted to any person to teach 
 in the common schools of the state, or in any educational institution 
 supported by the state who does not pass a satisfactory examination on 
 such subject and the best method of teaching it. 
 
 Sec. y/2y — The state commissioner of common schools shall see 
 that the provisions of the next two preceding sections relating to 
 county teachers' institutes, and schools and classes by whatever name 
 hereafter established for the training of teachers, and the examination 
 of teachers are carried out. Each year he must make a full report of 
 the enforcement of such sections in connection with his annual report. 
 
 Sec. 7728 — Makes ample provision for the enforcement of the above 
 sections under penalty. 
 
 Sec. 1644 — Classifies a child under seventeen who uses cigarettes 
 as a "delinquent child" and amenable to the law. 
 
 — Prohibits the selling, giving, or furnishing to any child 
 under eighteen years of age, cigarettes, cigarette wrappers, cigars or to- 
 bacco, under penalty of the law. 
 
148 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Other sections of the law make ample provisions against the sell- 
 ing, giving or furnishing of intoxicating liquors to minors. 
 
 It must be apparent from the above statutory enactments that the 
 state considers it necessary by every legitimate means to conserve the 
 health and morals of its future citizens by imparting such usetul scien- 
 tific knowledge as to the care and protection of our bodies as shall best 
 contribute to the health, strength and happiness of the boys and girls 
 of our commonwealth. There can be no doubt as to the wisdom of the 
 state in incorporating the above provisions into our educational system; 
 nor can there be any doubt as to the advisability of the state protecting 
 the youth against the sale, giving or furnishing of any articles detrimen- 
 tal to their health or morals. A knowledge of our bodies and how to 
 care for and protect them is essential to the health and happiness of all. 
 Lack of this knowledge and the ability to apply it has brought sorrow 
 and ruin to thousands of our young people. Intoxicating liquors, to- 
 bacco, and the deadly cigarette have wrought havoc among our school 
 population. Thousands of our youth fall ready victims to these evils 
 every year. The public, some parents, and, we are sorry to say, a few 
 teachers are by their example and influence contributing to the encourage- 
 ment of this evil. "The saloon" and "the cigarette shop" are a menace 
 to the public schools and the state. These two sources of evil rob our 
 boys and girls of many golden opportunities, and destroy the brightest 
 prospects of young manhood and womanhood. The time has come 
 when no teacher should be retained or employed in our public schools 
 who indulges in either of these forms of evil. 
 Sex-hygiene. 
 
 The demand is being made by the public that sex-hygiene be taught 
 in our public schools. All text books on physiology have thus far kept 
 aloof from this subject, and up to the present time, the writer has no 
 knowledge of any text book on this delicate subject which he considers 
 at all proper to place in the hands of the pupils in our schools. Indeed 
 so delicate a subject suggests the advisability of oral instruction by 
 thoroughly competent teachers only. We agree however that with a 
 skillful teacher this subject may be approached through nature study 
 and biology in such a way as to impart much useful information with 
 beneficial results. 
 Laivs of health and fixed habits of application. 
 
 In all the elementary grades special emphasis should be placed upon 
 the laws of health and their daily application. These laws should be 
 clearly stated, carefully memorized, and so thoroughly applied that cor- 
 rect habits will result. This end can only be attained by daily applica- 
 tion on the part of teacher and pupils. 
 Sanitation and civic pride. 
 
 The public schools may become a source of much valuable informa- 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 149 
 
 tion along the lines of public sanitation and civic pride. The school 
 buildings, and grounds should be models to the community in the matter 
 of sanitary surroundings. The teacher and the pupils should see to it 
 that the school premises are always in a presentable shape. No rubbish 
 or filth of any kind should be allowed to accumulate on any part of the 
 school grounds or about the buildings. Trees, shrubbery, and flower 
 beds should be so disposed about the grounds as to be a constant source 
 of inspiration to the community to clean up around the homes, vacant 
 lots, and public highways. By the use of judicious methods on the 
 part of the teacher much good may be accomplished in the community 
 and public health be greatly enhanced. Civic pride is contagious, and 
 a little encouragement on the part of the school may cause a whole 
 neighborhood to "clean up." 
 
 SUGGESTIVE COURSE OF STUDY. 
 
 In the lower grades this subject may be taught orally. Care should 
 be taken in all the grades to meet the requirements of the law on the 
 subjects of alcohol and narcotics. Special emphasis should be placed on 
 the laws of health and hygiene in every department of the work. In 
 all the oral work it is best for the teacher to follow some good ele- 
 mentary text that each topic may receive its proper share of attention. 
 In the first four grades two or three twenty-minute lessons per week may 
 be sufficient, and, if properly directed, may result in establishing cor- 
 rect habits of neatness and cleanliness among the children. Constant 
 application of the laws of health and hygiene is an essential feature of 
 the work in all grades. Well-selected experiments, and a judicious use 
 of the microscope will serve to awaken interest and fix important truths 
 and principles in the minds of the pupils. 
 
 First Year. 
 
 (a) Teach correct position of body for sitting, standing, walk- 
 ing, marching. Drill on each, requiring prompt and accurate responses 
 to every direction. 
 
 .(b) Teach parts of body, using simple terms for each, emphasizing 
 proper care of each part. 
 
 (c) Teach kinds and uses of simpler foods and their sources of 
 supply. 
 
 (d) Teach simple laws of health calling special attention to clean- 
 liness and neatness. Insist on the application of these among pupils. 
 
 (e) Use carefully prepared lessons on eating, sleeping, playing 
 and working. Give lessons on the evils of the use of alcohol and to- 
 bacco. 
 
 (f) Make use of easy experiments and stories to awaken interest, 
 and impress truths. 
 
 (g) Give lessons on the use and care of the skin, nails, eyes, ears. 
 
150 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Second Year. 
 
 (a) Review briefly the work of the first year enlarging upon each 
 topic to suit the age and understanding of the pupils. 
 
 (b) Teach important truths about foods, drinks, teeth, stomach, 
 muscles. 
 
 (c) Call special attention to the parts, use, and care of the skin, 
 nails, eyes and ears. 
 
 (d) Emphasize the laws of health and their application. 
 
 (e) Easy lessons on the evils of alcohol and tobacco. 
 
 (f) Illustrations from stories read and told by the teacher, and re- 
 told by the pupils. 
 
 (g) Simple experiments to re-enforce important truths. 
 
 Third Year. 
 
 (a) Review most important parts of second year outline, enlarging 
 on each topic as seems best to suit grade of pupils. 
 
 (b) Memorize laws of health adding to those already given. Note 
 carefully their application among the pupils. 
 
 (c) Give carefully prepared detail lessons on the parts, uses and 
 nature of the skin, lungs, bones, hair, nails, muscles, etc. 
 
 (d) Call special attention to the effects of strong drink and the 
 cigarette, upon the different organs of the body; also effect upon the 
 character, reputation and employment. 
 
 (e) Emphasize the care and proper use of the different sense 
 organs. 
 
 (f) Use simple experiments, and have children discuss and write 
 about same. 
 
 Fourth Year. 
 
 (a) Carefully go over the more essential parts of third year work. 
 
 (b) Enlarge in detail upon the following topics: — parts of body, 
 foods, digestion, circulation, respiration. , 
 
 (c) Emphasize laws of health and insist on their careful applica- 
 tion. 
 
 (d) Give lessons on the evil effects of alcohol and tobacco upon the 
 different vital organs of the body. Note the results of these habits upon 
 the individual, morally, financially, socially. 
 
 (e) Conduct careful experiments and make frequent use of the 
 microscope. 
 
 (f) Complete work outlined in any good elementary text. 
 
 Fifth Year. 
 
 (a) Use material as outlined in any good intermediate text book. 
 
 (b) Study carefully the following topics: — heat, clothing, ventila- 
 tion, skin, brain, nerves, spinal cord, senses, bones. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 151 
 
 (c) Memorize and discuss the laws of health. Enlarge upon 
 their application. 
 
 (d) Study carefully the effects of alcohol and tobacco upon the 
 stomach, liver, kidneys, lungs and brain. , 
 
 (e) Give such experiments as will illustrate some of the more im- 
 portant truths in the above year's work. 
 
 Sixth Year. 
 
 (a) Review and continue work of fifth grade, adding new material 
 to each line of thought as seems best adapted to age of pupils. 
 
 (b) Study carefully and make drawings of the different parts of 
 the eye, ear, brain, lungs, heart, liver, kidneys. 
 
 (c) Study and discuss the following: touch, bones, joints, muscles, 
 ligaments, different tissues. 
 
 (d) Study dislocations, cuts, bruises, sprains, burns, drowning, 
 poisoning, and their treatment. 
 
 (e) Use microscope freely in the study of tissues, bavteria. 
 
 (f) Conduct carefully prepared experiments throughout the year 
 to re-enforce important facts. 
 
 (g) Review the laws of health and hygiene emphasizing the appli- 
 cation of the same. 
 
 (h) Note the evil effects of the various intoxicants and the forms 
 of tobacco on the different vital organs of the body. 
 
 Seventh Year. 
 
 (a) In this grade a good advanced text book may be used complet- 
 ing about one-half or more of book. Use topical method. Have pupils 
 read different texts on each subject. Drawings should be made on paper 
 and blackboard by pupils, followed by careful explanations and dis- 
 cussions. 
 
 (b) Careful experiments should be made by pupils in the presence 
 of class. Encourage questions and suggestions on part of pupils. 
 
 (c) Place special stress upon scientific temperance and hygiene. 
 Do not fail to call attention to the moral and civic phase of this sub- 
 ject. Note its effect upon different kinds of employment. 
 
 (d) Memorize the rules of health and show how their daily appli- 
 cation contributes to the efficiency of the body in performing labor and 
 in the length of life. 
 
 (e) Review carefully the digestive, circulatory, and respiratory 
 systems; show how proper exercise affects these systems. 
 
 (f) Discuss the subjects, of ventilation, pure air, sanitary surround- 
 ings. 
 
 (g) Prepare an outline study of foods; the kinds, preparation, 
 
152 MANUAL OF UNIFORM COURSE OF STUDY 
 
 cost, value in building up the various tissues, substitutes for the more 
 costly kinds. 
 
 Eighth Year. 
 
 (a) Review thoroughly the subjects covered in the seventh year 
 during the first two months. Complete the text by the end of the sev- 
 enth month. 
 
 (b) Review the following subjects carefully: 
 
 i. The osseous system making a careful study of joints. 
 
 2. The circulatory system tracing the blood through the body. 
 
 3. The lymphatic system and its relation to the other systems. 
 
 4. The respiratory system, and need of pure air and good 
 ventilation. Effects of city air, country air, moist air, dry 
 air. 
 
 5. Muscular system, noting kinds and uses of different mus- 
 cles. 
 
 6. Nervous system and its relation to other organs, and to 
 health. 
 
 7. The digestive system, tracing the food and naming the 
 different organs through which it passes ; the digestive 
 fluids secreted in each organ, and the principal ingredient 
 of each. 
 
 8. The various tissues and their uses. 
 
 (c) Review and complete the rules of health, discussing their ef- 
 fect upon length of life, efficiency of the body, happiness. 
 
 (d) Make use of experiments to illustrate important truths. If 
 possible, use compound microscope to study bacteria, blood corpuscles, 
 and tissues. Note different kinds of bacteria-producing diseases. 
 
 (e) Have pupils make drawing on paper and blackboard as in 
 former grades. 
 
 (f) Study the subjects of foods, clothing, diseases ana tfceir pre- 
 vention, accidents and their remedies, poisons and their antidotes. 
 
 (g) Carefully review the. laws of health, making such additions as 
 seems wise. 
 
 (h) Review the entire subject by questions. 
 
 High School. 
 
 (a) Where physiology is made a branch of the high school course, 
 the latest up-to-date text should be used. By means of the topical meth- 
 od other texts should be consulted, thereby broadening the viewpoint of 
 the pupil on each subject. The class should have access to several 
 different texts. 
 
 (b) Considerable attention should be given to drawings both on 
 paper and board to illustrate important parts of the work. Many exper- 
 iments should be given by the pupils to illustrate practical truths and 
 awaken a real interest in the subject. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 153 
 
 (c) The compound microscope and slides should form an im- 
 portant part of the practice work, especially in the study of the tissues, 
 cells, corpuscles, bacteria. 
 
 (d) Much stress should be placed on the laws of health, public 
 sanitation, and civic pride. 
 
 (e) A most careful study should be made of the effects of alcohol 
 and narcotics upon the vital organs of the body; also their effect upon 
 character, reputation and efficiency of the individual; the general effect 
 upon society, state and nation. 
 
 (f) Diseases and their prevention, accidents and their remedies, 
 poisons and their antidotes should receive careful attention. 
 
 MUSIC. 
 By Wm. McK. Vance, Delaware, Ohio. 
 
 INTRODUCTION. 
 
 Music, one of the five fine arts, is indissolubly linked with patriotism, 
 morals, and religion. From the angels' song at the birth of the Babe of 
 Bethlehem to the wedding bells of yesterday and the funeral dirge of 
 today, music touches life at many points. Its cultural and social values 
 are beyond computation or estimate. The world would be poor indeed 
 without the mother's crooning lullaby and the school boys whistle, with- 
 out the art of Caruso and Schuman-Heink ; without the symphonies, and 
 oratorios of Beethoven and Handel. « 
 
 PURPOSE. 
 
 It is the purpose of public school training in this subject to give 
 boys and girls the ability to read at sight, first, simple music, and later, 
 more difficult compositions, and in our most advanced schools to master 
 even the highest and best forms of concerted works. That purpose also 
 includes the development of a correct musical taste. There is just as 
 much difference in musical composition as in literary composition. We 
 teach the master-pieces of English and American authors in order that 
 the child may come to appreciate and enjoy the best thought and ex- 
 pression in the language; that he may distinguish not only between the 
 good and the bad in literary art but also between the worthy and the 
 less worthy; that he may come finally, to love only the true and the 
 beautiful, and that his own literary efforts shall be marked by a certain 
 excellence of form. 
 
 Music has the same psychological ground as literature for place in 
 our course of instruction, and it deserves the same rational treatment. 
 Children should study masterpieces. These are found in folk songs, 
 
 / 
 
154 MANUAL OF UNIFORM COURSE OF STUDY 
 
 the great hymns of the church, in simple as well as the more elaborate- 
 songs and choruses of such composers as Mozart, Mendelssohn, Schubert,, 
 Liszt, Wagner, Haydn, and in the beautiful productions of a host of 
 modern writers from Joseph Barnby to Eleanor Smith. Fortunately, 
 we can scarcely go amiss in the choice of songs for children, so richly 
 and so abundantly have the best things in the world been grouped for us 
 by musically skillful and scholarly editors, and put forth by painstaking 
 publishers. All that is needed is enlightened teaching in the public 
 schools, particularly in villages and rural districts. This presupposes 
 the support of the best people of each community, and the utter anni- 
 hilation of the notion that music is one of the "frills" of modern educa- 
 tion. Instead, it is a part of the warp and woof, and it gives color, 
 and beauty and value to the entire product. 
 
 When music shall thus have received its proper evaluation, an ele- 
 ment of culture and refinement will then become a universal trait of 
 our citizenship — a trait that is now only local and partial. A musical 
 atmosphere will develop over our entire country, that will drive out 
 the pestilence of the inartistic songs of the minstrel and vaudeville stage, 
 and the tawdry music which now so often mars religious services. We 
 must have art for the elevation of the spirit, and this form of art lends 
 itself particularly to universal uplift and joyous expression. 
 
 REMARKS CONCERNING THIS COURSE. 
 
 This particular course is offered in a wholly tentative way. We are 
 unpracticed in Ohio in this beautiful art in our rural schools, and hence 
 have no basis of previous experience on which to begin except in the case 
 of a few townships where music supervisors have been employed. Such 
 instances are few and inconsiderable. For this reason, a two years' 
 course only is suggested at this time. The first year's work is for be- 
 ginners, little and big; the second, for those who have some knowledge 
 of music, and such will be found in almost every district. Even these 
 may profitably take the first year's work with the beginners. 
 
 B. CLASS BEGINNERS. 
 
 1. Rote Songs. 
 
 i. A child learns to sing by singing. Through the Rote Song we 
 encourage individual singing and develop confidence, naturalness, and 
 spontaneity. Through it we train the ear and voice, ancj develop rhythm, 
 expression, articulation, as well as a love for music. 
 
 2. In the selection of Rote Songs, great care should be taken to see 
 that such songs are within the compass of the child's voice. The words 
 and content should be clearly within the understanding of the child, and 
 the music should be free from melodic difficulties. 
 
 3. The teacher should sing the song through two or three times 
 so that the children can get an impression of the song as a whole. Then 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 155 
 
 a phrase should be presented at a time, the children repeating until the 
 song is learned. Never present the words and music separately. 
 
 EAR TRAINING. 
 
 1. Ear training is of vital importance, as there can be no advance- 
 ment until the child is able to recognize and to reproduce musical sounds. 
 Children should be taught to match tones by the ear as they would colors 
 by the eye. 
 
 2. Children are taught to recognize familiar rote songs when sung 
 hy the teacher with the syllable "la." Later they recognize the syllables 
 of the scale — and tone lengths — by the same method. 
 
 3. If there is a monotone, one without the sense of pitch, in the 
 ^lass, ask him to listen for he must first learn to hear the tone before 
 "he can reproduce it. Give him a seat where he may hear best, and fre- 
 quent individual tests alone if possible. If with patience you are able 
 to develop "do, re," proceed to the next step, "do, re, mi," "do, re, mi, 
 fa," and so on, until the scale is mastered. 
 
 RHYTHM. 
 
 p. Children respond to rhythm as naturally as they do to melody. 
 Exercises in rhythm should be employed from time to time, as for ex- 
 ample, marching, motion songs, calisthenics, etc. 
 
 2/ From the beginning of note reading, pupils should be taught 
 to beat time, and to note accent by placing a slight emphasis on the ac- 
 cented beat. 
 
 3. Measures are equal portions of time and are divided into equal 
 divisions called parts. A measure having two parts is called two-part 
 measure; having three parts, three-part measure; having four parts, 
 four-part measure ; and one having six parts is called six-part measure. 
 
 4. In two-part measure the first part is accented. Example: 
 
 ? J -J I J J II The beats are down, up. 
 
 In three-part measure the first part is accented. Example 
 ? a J J I J J J ! The beats are down, left, up. 
 
 In four-part measure the first and third parts are accented. Ex- 
 ample: * J J J J, I J J j J II The beats are down, left, right, up. 
 
 In six-part measure the first and fourth parts are accented. Ex- 
 ample • 2J>J>J>J>J>#MJ>J>J>J>J>iM| The beats are down, 
 up. 
 
 An excellent way to practice beating time is to sing the beats in 
 ■each kind of measure to each tone in the scale. 
 
 5. In this connection teach the significance of 2/2, 2/4, 3/4, 4/4, 
 6/8, etc., when placed at the beginning of a piece of music or exercise; 
 also, the bar and the double bar. 
 
156 MANUAL OF UNIFORM COURSE OF STUDY 
 
 v The Major Scale. 
 
 i. The class should repeat in unison, i, 2, 3, 4, 5, 6, 7, 8; 8, 7, 6 r 
 5, 4, 3, 2, 1. The teacher may then sing these numbers in exact pitch, 
 first alone, and then with the pupils until as a class they sing quite 
 readily. 
 
 2. The teacher and pupils will then sing together and alternately 
 the first three tones of the scale, 1, 2, 3 ; 3, 2, 1 ; do, re, mi; mi, re, do. 
 Then in like manner, 3, 4, 5 ; 5, 4, 3 ; mi, fa, sol; sol, fa, mi. Then the 
 first five tones of the scale, 1, 2, 3, 4, 5 ; 5, 4, 3, 2, 1 ; do, re, mi, fa, sol; 
 sol, fa, mi, re, do. When the pupils can do this reasonably well, the 
 teacher will teach in like manner, 5, 6, 7, 8; 8, 7, 6, 5; sol, la, ti, do; 
 do, ti, la, sol. The whole scale should now be sung, ascending and 
 descending, using the numbers and syllables alternately. The pitch 
 should be the key of C. These eight-tones are called the major scale. 
 
 3. The major scale should be sung frequently using the syllables 
 la and loo, and the vowel sounds, particularly a, 6, and 00. The pupils 
 should now learn to sing any tone the teacher calls for. The major 
 scale may now be written on the board, without the use of lines in order 
 to avoid confusion in the visualization of the staff, thus : 
 
 8 — Do. By means of the pointer the teacher will indicate, for ex- 
 7 — Ti. ample, tone 3, and the pupils will sing mi ; then 5, and the 
 6 — La. pupils will sing sol; then 3, mi; 6, la; 4, fa; 5, sol; 7, ti; 
 5 — Sol. 8, do ; etc., etc. He will then sing a certain syllable, and 
 4 — Ta. the pupils will name the tone by number, and so on through 
 3 — Mi. the scale. Soon ability should be developed to carry on 
 2 — Re. such exercises without the written or printed scale, or scale 
 1 — Do. ladder, before t he eyes of the pupils. Teach the five steps, 
 and two half steps in the major scale, noting particularly 
 the half steps between 3 and 3 ; and between 7 and 8. 
 
 4. The staff may now be employed in teaching tone relationship. 
 Begin by placing a note on any line or space, calling it the "do" line or 
 
 the "do" space. For example write 
 
 and ask the pupils to 
 
 do re do 
 
 and 
 
 o 
 
 sing it. Then write 
 
 do re mi re do do re mi fa mi re do 
 
 and have these exercises sung. Have pupils note that each time we re- 
 turn to "do." This is important, for we wish to make the following im- 
 pressions : 
 
 First — The position of "do." 
 
 Second : — The position of other syllables with relation to "do." 
 
 Third — Power to sing other syllables and return to "do." 
 
 5. It is important that the position of "do" be changed frequently 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 157 
 
 so that the children shall, from the beginning of syllable work, read 
 from "do," and not from any fixed position on the staff. They should 
 know that the scale is a family of tones, always bearing the same rela- 
 tion to each other both in position and pitch. 
 
 6. The following is a good test of the pupils' knowledge of the 
 major scale. The teacher may sound C on the pitch pipe and tell the 
 children to call it "do," and sing down to "sol." Hold the tone, but 
 change the syllable to "mi" ; then sing to "do," change the syllable to "la," 
 and sing to "do." The pupils soon learn when the syllable is changed, 
 the order of intervals is changed likewise. They must immediately think 
 of the arrangement of the scale,, and just what place that particular 
 tone occupies in the new scale before they can adjust themselves to the 
 new order of intervals. 
 
 The Staff. 
 
 i. The staff, consisting of five parallel lines and the spaces, should 
 be painted on one of the boards. Teach what each line and space repre- 
 sents, and that the staff is a device to represent the pitch of tones. The 
 pitch names from C on the first added line below, to G on the space 
 above, should be placed on the staff and carefully learned. Well known 
 mnemonic aids may be employed in helping children to memorize the 
 letters of the staff. The teacher may write on the lines of the staff, 
 beginning with the added line below, these words in order: C-ertainly 
 E-very G-ood B-oy D-eals F-airly, — the initials being the pitch names 
 of the lines. Each letter of the mnemonic word FACE will serve to 
 indicate the four spaces of the staff, — D the space below, and G above, 
 being learned by relation position. 
 
 2. Pupils should have much practice in writing pitch names, scale 
 names, and syllables on the staff. The test of proficiency will be in 
 having each pupil give quickly and accurately the letter, number, and 
 syllable on each line and space. The visualizing of the staff and the 
 major scale written thereon in all positions, is the secret of success in 
 reading music. 
 
 NOTES AND RESTS AND THEIR ACCESSORIES. 
 
 1. Notes are characters used to indicate the length of tones. Rests 
 are characters used to indicate the length of periods of silence. 
 
 2. Teach the whole note, ^ , and whole rest, "* ; half note, J , 
 and half rest *" '; quarter note, J, and quarter rest, X, eighth note, h , 
 and eighth rest, - ( ; sixteenth note, fc, and sixteenth rest q. 
 
 3. A tie is a curved line connecting notes on the same de- 
 gree of the staff to make them represent one tone-length thus: 
 
 -f -n 
 
 A slur is a curved line over or under notes on 
 
158 MANUAL OF UNIFORM COURSE OF STUDY 
 
 different degrees of the staff, indicating that the tones are to be sung to 
 the same syllable, as, for example : 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 & ■" 
 
 o *• 
 
 ST 
 
 
 
 
 
 o 
 
 
 
 4. A dot placed after a note or a rest adds one-half to its length. 
 When two dots are so placed, the second dot adds one-half the length 
 of the first. Write examples. 
 
 5. Familiarity with the foregoing can be developed by asking the 
 pupils questions, as, for example: A whole note equals how many 
 halves? How many quarters? How many eighths? How many six- 
 teenths ? A half note equals how many eighths ? The dotted half equals 
 how many eighths? A tied half and quarter equals how many quar- 
 ters? etc. 
 
 6. The hold expression marks, repeat marks, and words indicating 
 the time should be taught in connection with the pieces of music where 
 they occur. 
 
 SIGNATURES AND KEYS. 
 
 i. Characters called clefs, 5£ ^i , when placed on the staff in- 
 dicate the pitch which a single staff line or space represents. Thus the 
 G clef, gfc , indicates that the line around which it curls, the second line, 
 
 represents the pitch called G. The staff thus marked is called the treble 
 staff. 
 
 The F clef, gi ? indicates that the line around which it curls, the 
 
 fourth line, represents the pitch called F. The staff thus marked is 
 called the bass staff. As the pitches follow in alphabetical order, know- 
 ing one pitch enables us to give the pitch name for every other staff 
 degree. 
 
 2. Impress upon the pupils the result of placing a clef upon the 
 staff, — that, whereas, up to this time, the lines and spaces have stood 
 only for first, second, and third line, first, second and third space, etc., 
 the clef transforms them into definite pitches with letter or pitch names. 
 
 3. Pupils should now be taught to recognize the key; that "do" is 
 
 called they key-note; that the clef 3£ one or more sharps, jf, and one 
 
 or more flats, fc>, are used as the sign to locate the key-note, namely, one 
 (1) of the scale, and that when so used, these characters are called the 
 signature of the key. 
 
 The beginners have already learned that the first tone of the major 
 scale may be on any line or space of the staff. The letter that one (1) 
 of the scale is on is the name of the key. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 
 
 159 
 
 4. When the clef alone is the sign, that is, when there are no sharps 
 nor flats in the signature, one (1) of the scale is on the added line be- 
 low the treble staff. "Do" is accordingly on this line and on the third 
 space, and the key is "C." 
 
 When sharps are used, the last, or the one farthest to the right, is 
 always on "ti" or seven (7) of the scale, and the next note above this is 
 "do" or the key-note. "Do" may also be found by counting down seven 
 tones of the scale. • 
 
 When flats are used, the one farthest to the right is always on 
 "fa" or four (4) of the scale. "Do" will be found by counting down 
 four tones of the scale. 
 
 5. The signatures of the principal keys, major and minor, are given 
 here for convenience, though the minor scale and minor keys properly 
 belong to a more advanced stage of musical instruction. 
 
 k 1 
 
 Key of C Major 
 or A Minor. 
 
 I 
 
 Key of G Major 
 or E Minor. 
 
 1 
 
 Key of D major 
 or B Minor. 
 
 i 
 
 1* 
 
 Key of A Major 
 
 or Fjf Minor. 
 
 ft 
 
 Key of E Major; 
 or CJ Minor. 
 
 1 
 
 m 
 
 p 
 
 Key of B Major 
 or G3 Minor. 
 
 i 
 
 Key of F Major 
 or D Minor. 
 
 
 Key of Bb Major 
 or G Minor. 
 
 C Key of Eb Major 
 or C Minor. 
 
 te 
 
 Key of A v Major 
 or F Minor. 
 
 i 
 
 te 
 
 *fc 
 
 Key of D b Major 
 or B b Minor. 
 
 6. Mnemonic device for Major Keys: (1) Sharps. (1) G-ive 
 (2) D-m (3) A-ttention, (4) E-very (5) B-ody.— Flats. (1) F-at (2) 
 B-oys (3) E-at ('4) A-pple (5) D-umplings. 
 
 THE SONG BOOK. 
 
 1. A suitable book should now be placed in the hands of pupils, — 
 indeed, long before all the keys are developed, for no teacher can find 
 time to place on the board all the exercises needed to give even an 
 elementary knowledge of the major scale in all the keys. 
 
 2. Probably no one book will meet the needs of all schools. A 
 liberal provision of supplementary song readers, or song collections, is 
 quite as much to be deserved as of literary readers. A brief bibliography 
 of song material is appended herewith. 
 
160 MANUAL OF UNIFORM COURSE OF STUDY 
 
 A CLASS. 
 
 i. Those who have some musical knowledge may well review it 
 with the beginners' class. On the other hand, the beginners should be 
 allowed to participate at the earliest possible moment in the work of the 
 A class, and be earnest listeners to instruction of this class always. 
 
 Older children enjoy guiding and entering into the interests of the 
 younger ones. This feeling should be fostered by the teacher from the 
 beginning. 
 
 2. The work of the A class will be largely with the book which 
 ought to furnish both methods and an abundance of material. But the 
 wide-awake teacher will have constant recourse to the blackboard in the 
 development of tone relations, particularly the practice of difficult inter- 
 vals, scale structure in general in teaching the chromatic scale, and in 
 showing. the cause for the change of signature. 
 
 3. Two-part and three-part songs should be taken up at the earliest 
 moment practicable. Divide the class into groups, and let the groups ex- 
 change parts frequently. 
 
 Rhythmic types and figures should be developed both through the 
 eye and ear. Chords should receive attention, — particularly the tonic, 
 subdominant and dominant triads. 
 
 4. Pupils should become thoroughly familiar with the characters 
 affecting pitch, the sharp, the double-sharp, the flat; the double-flat, the 
 cancel, and with the offices which they perform. 
 
 Pupils should also know the intermediate tones w r hich may be intro- 
 duced into the scale asc/Enc\ingL ( < — sharp-one, sharp-two, sharp-four, 
 sharp-five, and sharp-six. Also, the intermediate tones which may be 
 introduced into the scale descending, — flat-seven,, flat-six, flat-five, flat- 
 three, flat-two. 
 
 5. Note that 5 #4 5, sol fi sol, sounds like 8 7 8, do ti do, sung from 
 the same pitch. 
 
 In the key of C and in keys having sharps in the signature, sharp- 
 four, (#4), is represented by a sharp, f. 
 
 In keys having flats in the signature, sharp-four, #4, is represented 
 by a natural, \ . 
 
 6. Note further that 6 \fl 6, la te la, sounds like 3 4 3, mi fa mi, 
 sung fr,om the same pitch. 
 
 In the key of C and in keys having flats in the signature, flat-seven, 
 t>7, is represented by a flat, \). 
 
 In keys having sharps in the signature, flat 7, fc>7, is represented by 
 a natural. 
 
 7. Encourage the writing of original exercises. Have the best ones 
 copied on the board and sung by the class. Occasionally have the pupils 
 write from memory the melody of familiar songs. 
 
FOR THE ELEMENTARY SCHOOLS OF ORi. 161 
 
 8. Present the staff as a whole, — the combined treble and bass 
 staves. This is called the great staff, and was formerly written as a 
 single staff of eleven lines. 
 
 Have both boys and girls practice scales and exercises on the bass 
 clef, accommodating the pitch to their voices. The full bass part of many 
 songs should thus be sung. So long as the position of the scale on the 
 staff is kept clearly in mind, one clef is sung as readily as another. 
 
 9. Teachers will find a standard of accomplishment in the follow- 
 ing words quoted from an eminent musical authority, Dr. Frank Dam- 
 rosch of New York : 
 
 "When the child leaves school he should be so equipped musically 
 that he can appreciate and enjoy good music, can sing fifty to a hundred 
 good songs, can read at sight any simple melody or a second or third part 
 in a chorus, can write a melody from hearing, detect impurity of intona- 
 tion, and sing with a clear, true, musical voice and correct intonation." 
 
 GENERAL SUGGESTIONS. 
 
 i. The air of the room must be fresh and pure. 
 
 2. A singing position should include : 
 
 a. Feet on floor. 
 
 b. Spine erect, not touching back of desk or chair. 
 
 c. Chest out. 
 
 d. Heat erect. 
 
 e. Eyes centered on teacher. 
 
 It is often well to have pupils stand while singing a song. 
 
 3. The details of which the teacher must be critical in song sing- 
 ing are: 
 
 a. Breathing. 
 
 b. Pitch. 
 
 c. Time and tune. 
 
 d. Attack. 
 
 e. Tone quality. 
 
 f. Phrasing. 
 
 4. In chorus singing voices should blend or melt together so that 
 no one voice is prominent. The teacher's voice in leading should always 
 be subdued. 
 
 5. Do not strain children's voices. They are delicate instruments 
 and are easily injured. The soft tone is the one to cultivate as it is not 
 only more musical and truer to pitch than the forced tone, but it also 
 strengthens and renders flexible the voice, and preserves it even to old 
 age. 
 
 6. Seat older pupils according to parts, and the younger pupils in 
 front of the sopranos. While the latter will not always comprehend 
 all that the others do, their interest will be aroused and they will make 
 
 11 s. c. , 
 
162 MANUAL OF UNIFORM COURSE OF STUDY 
 
 real progress if they are encouraged to follow the printed page with the 
 eye and to sing, though their early singing may be almost wholly by rote. 
 
 7. Aim at thorough mastery of the major scale. This is absolutely 
 fundamental. 
 
 A knowledge of the major scale means far more than the ability to 
 sing it ascending and descending. Familiarity with this scale enables one 
 to grasp instantly an interval between two notes upon the staff, and also 
 to recognize the same tones when played or sung, and to associate them 
 with the corresponding syllables of the scale. 
 
 8. The pitch of tones as well as their qualities must be imaged 
 before they are sung. 
 
 9. The daily music period should be at least fifteen minutes long. 
 Some extra time can occasionally be found during the noon period or 
 other intermissions in bad weather. 
 
 10. Do not dwell on exercises too long, — certainly not until they 
 are memorized. Many songs should be learned by heart, but not exer- 
 scise melodies. Write on the board flresh exercises, — brief and to the 
 point. 
 
 11. A different song studied each day rather than the same song 
 repeated until it can be artistically sung, is advisable until pupils begin 
 to feel some independence in music readings. Indeed, keeness of in- 
 terest will be stimulated if the music be always new. 
 
 12. Be careful to pitch the song correctly. Do not guess at it. Use 
 a pitch pipe or tuning fork. 
 
 13. The teaching of music is much like the teaching of other 
 branches. There is no essential difference. The most successful teach- 
 ers are those who give their pupils little theory and much practice. 
 
 14. The technical part of the music lesson period may be divided 
 into three parts, as follows : 
 
 1. Tone drill, oral, two or three minutes. Drill on tones and in- 
 tervals which the pupils do not know. Part of the work, especially in 
 the primary grades, should be by imitation. Remember that imitation is 
 not to be decried in musical instruction, but often should be used as a 
 fundamental method. 
 
 2. Individual work, oral, two or three minutes. Dictate rapidly 
 one or more tones to each member of the class, or have each pupil sing 
 a short phrase at sight. Do not let one pupil absorb your attention at 
 the expense of other pupils. 
 
 3. Drill on principles of time and tune, using book or board. 
 
 a. Change the key often. 
 
 b. Work on what the class does not know. 
 
 c. Review work frequently. 
 
 d. If the time is hard make the tune easy, and vice versa. 
 
 e. Several short exercises in different keys are better than one 
 
 long exercise bringing in the principle several times. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 163 
 
 15. Songs should be selected suitable to the seasons of the year 
 and the national festivals. Other correlations, as for example, with the 
 language, literature, and history work, when feasible, should be made. 
 
 16. Patriotic songs should be taught in every grade, and sung so 
 frequently "as to become the permanent possession of the children. This 
 is particularly true of "America," "The Star Spangled Banner," "Co- 
 lumbia, the Gem of the Ocean," and "The Battle Hymn of the Re- 
 public," Boys and girls should be taught to stand respectfully at atten- 
 tion whenever they hear the strains of "The Star Spangled Banner." 
 
 17. Avoid common mispronunciations in these songs, as, for ex- 
 ample, "Land of thy (the) pilgrims' pride." 
 
 Other errors in pronunciation are common, as, for example : mo-ur 
 for more, yu-er for your, gether for gather, angul for angel, murrully for 
 Merrily, Christmus for Christmas, peopul for people, etc., etc. 
 
 The singing period should not make the reading exercise more dif- 
 ficult. Remember that correct and beautiful speech is contributory to 
 good tone production, and is the chief factor in expression. 
 
 18. The success of this work depends on the teacher. His pre- 
 paration for the music lesson must be as thorough as it is for the 
 arithmetic. He must be ever an active leader, and never a mere on- 
 looker. 
 
 Even if the teacher possesses no voice and but little musical knowl- 
 edge, much may be done. He may not acquire the former, but he may 
 increase the latter. Then, if he but tactfully enlists the co-operation of 
 the older pupils who already have some musical taste and ability, he will 
 be able to lead all the children and himself into an appreciation of and a 
 measure of proficiency in this beautiful art. 
 
 19. In village and consolidated rural schools, one of the standard 
 music series, comprising from two to five books, is advised. 
 
 BRIEF BIBLIOGRAPHY. 
 
 Rote Work, Primary Songs, Aids to Teachers. 
 
 Manual and Books I and II of The Eleanor Smith Music Course. 
 American Book Co. 
 
 Books of Children's Songs, by Eleanor Smith. Silver, Burdett & Co. 
 
 Books of Children's Songs, by Jessie Gaynor. John Church Co. 
 
 Art Song Cycles, by Miessner and Fox. Silver, Burdett & Co. 
 
 New Educational Music Course, First and Second Readers. Ginn & 
 Co. 
 
 Teachers' Edition of New Educational Music Course for Elementary 
 Grades. Ginn & Co. 
 
 Natral Rote Song Book. American Book Co. 
 
 Modern Primer. Silver, Burdett & Co. 
 
 Common School Book of Vocal Music. Silver, Burdett & Co. 
 
164 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Short Course in Music, Book I and Manual to accompany same, 
 American Book Co. 
 Earth, Sky, and Air in Song, by Neidlinger. American Book Co. 
 
 Primers, First and Second Readers of the National Music Course. 
 American Book Co. 
 
 The Juvenile Wreath, by J. D. Luse. The Wreath Publishing Co. 
 
 Songs in Season, Flanagan Codas. Ginn & Co. 
 
 Song Reader. Ginn & Co. 
 
 Aikin's Music Course in One Book. American Book Co. 
 
 Primary Melodies, Newton. Ginn & Co. 
 
 Progressive Melodies for Sight Singing. Ginn & Co. 
 
 SONG MATERIAL FOR GRAMMAR GRADES. 
 
 Songs We Like to Sing. Silver, Burdett & Co. 
 
 Common School Book of Vocal Music. Silver, Burdett & Co. 
 
 Songs Every One Should Know. American Book Co. 
 
 Silver Song Series; Beacon Song Series. Silver, Burdett & Co. 
 
 Columbian Song Book. Tomlins. 
 
 Eleanor Smith Music Course. Books III and IV. American Book 
 Co. 
 
 Gantvoort's School Music Reader. American Book Co. 
 
 Songs of All Lands, Mathews. American Book Co. 
 
 McCaskey's Favorite Song and Hymns. -American Book Co. 
 
 Song Year Book, Helen Place. Silver, Burdett & Co. 
 
 New Educational Music Course Books, Third, Fourth and Fifth 
 Readers. Ginn & Co. 
 
 Short Course in Music, Book II. American Book Co. 
 
 Song Reader. Ginn & Co. 
 
 Songs of the Flag and Nation. Hinds, Noble & Eldridge. 
 
 The Academy Song Book, Codas. Ginn & Co. 
 
 The Ideal Wreath, Book 2 of the Wreath Music Series. 
 
 The Sovereign Wreath, Book 3 of the Wreath Music Series (J. D. 
 Luse) Wreath Publishing Co. 
 
 The School Song Book. C. C. Birchard & Co. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 165 
 
 To the Boards of Education, Superintendents and Teachers: 
 
 Agriculture is not a wholly new subject, nor is it one foreign to 
 our public school system. The last General Assembly made it a manda- 
 tory part of our courses of study for the Elementary and High Schools, 
 The wisdom of this is patent to us all. 
 
 This course of study arranged by the four Supervisors of Agri- 
 cultural Education and myself is intended to suggest ways and means 
 of giving to our boys and girls of all the schools the most helpful plans 
 of acquiring a comprehensive knowledge of those parts of the subject 
 that are appropriate and the study of which will be profitable; it is 
 further intended to teach the happiness, health, and wealth of country 
 life and to make the boys and girls proud of rural life whether they 
 live in the country or not. 
 
 In laying out the work for the year, it should not be presumed that 
 all found in this course is to be studied or taught; the material herein 
 is suggestive throughout; select from it what is wholesome and in har- 
 mony with the agricultural and home life of your several communities; 
 select only sufficient topics and amount of work as can be well done 
 during the year; it might be well to outline the work month by month 
 so that too much may not be attempted; four or five subjects properly 
 planned for the year's work and well taught may be sufficient for the 
 average school, for agriculture and home craft are to have only their 
 appropriate share of the time and efforts of the teachers and pupils, — 
 the other studies must have theirs. 
 
 It will be well for the members of boards of education, superin- 
 tendents and teachers to keep at hand the name and address of the 
 Supervisor of the district in which they live for he will endeavor to 
 answer by mail the questions sent to him and will also be glad to come 
 to any part of his district when called upon to render any aid possible. 
 
 Finally, the teaching of this subject will have reached the stage most 
 helpful to the boys and girls when home and school work together 
 heartily and sympathetically; the teaching must fail in its highest and 
 best sphere if it does not touch and retouch the farm, the farm home and 
 all farm life; let it be our constant aim to make a happier and a better 
 citizenship while we are making better farmers, and better home 
 makers ; this being our ideal, the teaching of this subject will find its 
 best results and consummation in the homes and on the farm. 
 
 Yours very truly, 
 
 Frank -W. Miller. 
 
OUTLINE OF A COURSE IN AGRICULTURE FOR THE 
 ELEMENTARY SCHOOLS. 
 
 INTRODUCTION. 
 
 In the primary grade the chief object should be to lead the child 
 to observe carefully and develop the habit of investigation. Through- 
 out the entire course the teacher should be ever mindful of the fact that 
 the subject of agriculture, if properly taught, is of high educative value. 
 It imparts to the child the ability to reason, the power of independent 
 thinking and creative expression, richness of imagination, appreciation 
 of that which is beautiful, and the culture which are generally developed 
 through the instrumentality of the classics, mathematics, science, and 
 art. 
 
 It is not the intention of this course to make farmers of all farmers' 
 sons, but to make better farmers of those who wish to remain in that 
 occupation, and to make better citizens of all. The subject is full of 
 human interest and we can never wholly separate our interests from 
 the soil on which we walk, and the plants and animals upon which our 
 lives depend. 
 
 This course is divided into four divisions, to be known as the 
 Primary Division, composed of all pupils below the second grade. The 
 First Division, composed of the second, third, and fourth grades. The 
 Second Division, composed of the fifth and sixth grades. The Third 
 Division, composed of the seventh and eighth grades of the Elementary 
 School. 
 
 Primary Division. 
 
 Note to Teacher : The work outlined in this division can be taught 
 in connection with language and alternated with Oral Geography and 
 Oral Physiology. Can also be given in connection with general exer- 
 cises in the mornings or Friday afternoons. 
 
 'There should be at least two ten (10) minute periods a week. The 
 teacher shall select such parts of the following work as may be suitable 
 for his grade, grades or school. Use supplementary work. 
 
 Trees. — Gather leaves. Note differences in size and shape. Rec- 
 ognize a few trees by their leaves. Some trees drop their leaves in 
 Autumn. Some do not. Evergreens. , 
 
 The different parts of plants, stems, roots, leaves, flowers, fruit, etc. 
 Collect seeds to show how they are protected and distributed. Gather 
 seeds of thistle, milkweed, and dandelion and let them sail in the wind. 
 Effect of frost on tender plants like tomatoes, etc.. 
 
 167 
 
168 MANUAL QF UNIFORM COURSE OF STUDY 
 
 Make a collection of caterpillars and place in box with leaves. Ob- 
 serve spinning of cocoon. Emergence of moth or butterfly in Spring. 
 
 Change in appearance of landscape as winter approaches. 
 
 Animals. — Animals of the farm; their uses. Wild animals found 
 in the community, rabbits, squirrels, etc. • Tell stories about them. 
 
 Birds. — Migration; return in Spring; permanent residents. Nest 
 building. Learn to recognize four or five birds. 
 
 Grow cuttings of pussy willow and lilac in water. Germinate 
 beans in sawdust. Learn the common names of a few flowers and trees. 
 Fruit and seed come from the flower. 
 
 Note change in landscape as Spring comes.. 
 
 Teach the children to be kind to animals. Teach them not to be 
 afraid of insects and spiders. The house fly a carrier of disease. Breeds 
 in filth. Dangers of fire. 
 
 First Division. 
 (Grades 2, 3, and 4.) 
 
 The work outlined in this division can be taught in connection with 
 Language, and alternated with Oral Geography and Oral Physiology. 
 Can also be given in connection with general exercises in the morning 
 and on Friday afternoons. 
 
 The subject of Agriculture is now one of the regular studies of our 
 schools and as such must be placed in the regular school curriculum for 
 its full share of time and execution. 
 
 In this Division pupils can be taught to observe and study domestic 
 animals, plants, trees, and bird life more extensively than in preceding 
 division. Make seed collection and study methods of planting seeds. 
 Observe nature's plan of seed distribution by securing samples of each 
 method. Learn to recognize seeds of familiar farm plants. Make a 
 study of familiar fruits and grains. 
 
 Shelter for farm animals. Natural covering of the different an- 
 imals. How animals spend the winter; hibernation. Study migration 
 of birds on basis of sojourn here — permanent residents, summer resi- 
 dents, winter residents, migrants, service rendered by insectivorous mi- 
 grants. Take excursions when convenient to the woods and creeks, ob- 
 serving plant and animal life. 
 
 Care of young chickens and young farm animals. Learn to dis- 
 tinguish some common flowers and to know the uses of animal, -vegetable, 
 and farm products. 
 
 Experiment in growing cuttings in water, sand, or loam. Make a 
 collection of leaves and name them. Study buds, how protected, how 
 arranged. Teach common names of trees in your locality. 
 
 Use blackboard calendar for weather record. Study cause of rain, 
 frost, hail, snow, and ice. (See some good text in Oral Geography). 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 169 
 
 Study use of thermometer and make records of out-of-door temperature. 
 Use shadow stick to show altitude of sun at noon, during different 
 months of the year. Time and place of rising sun; of setting sun. 
 Phases of moon. Great Dipper. North Star. 
 
 Objects and specimens in this work can be used very profitably in 
 the lessons in Drawing, in this and all following grades. 
 
 Simple experiments with seeds, germinated between blotters or 
 cloth, and in sawdust. Study conditions of growth by varying moisture, 
 light, temperature, etc. Peas, corn, or pumpkin seed suggested for use. 
 
 Preparation of the soil ; the growth and cultivation of plants. Cars 
 and use of garden tools. Plant the seed of flowers and vegetables at 
 home or at school. Keep a record of the work done in cultivating same. 
 Exhibit. 
 
 The Primary and First Divisions may be combined when conveni- 
 ent and feasible. Time required to cover this work — three years. 
 
 Second Division. 
 (Grades 5 and 6.) 
 
 Teach the work outlined in the Second Division in connection with 
 Language and Geography and alternate with lesson in Physiology, His- 
 tory, Arithmetic, and Reading. Work can also be done in connection 
 with general exercises in the morning and on Friday afternoons. 
 
 Use Supplementary work. 
 
 The work in this Division should be a continuation of that sug- 
 gested under "First Division." It is expected, however, that pupils are 
 to learn more detail and become more familiar with the modes of living 
 and the uses of plants and animals to man when they reach these 
 grades. 
 
 The practical work at home by the pupils must be carried out as 
 6arefully as the theory study at school if we are to have a full meas- 
 ure of success with Agriculture in the schools. Teachers may super- 
 vise this work at home. 
 
 Review study of familiar flowers and home farm products. 
 
 Study migration of birds on basis of sojourn here — permanent resi- 
 dents, summer residents, winter residents, migrants ; service rendered 
 by insectivorous migrants. 
 
 Classify plants as useful, injurious, annuals, biennials and perennials ; 
 trees as deciduous evergreens, fruit trees, trees for ornament, fire-wood 
 or commercial purposes. Study roots under useful, injurious, differ- 
 ent forms and purposes. Stems — Aerial and underground, useful and 
 injurious. Distinguish underground stems, bulbs, tubers, etc., from roots. 
 Give example of each. Leaves — Margins, veins. Flowers — perfect 
 and imperfect. Make a collection of flowers by' pressing and mounting 
 specimens. 
 
170 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Animals. — Fur-bearing, food-producing and domestic. 
 
 Minerals. — Make a collection of common minerals. Give a short 
 description of each, as to uses to man, where and how mined. Make 
 a collection of common rocks or fossils found in your neighborhood. 
 Teach uses of limestone, sandstone, shale, coal, slate, marble and granite ; 
 how formed; where produced? Perform some simple experiments. 
 Grow radish and lettuce for early market or home consumption — use 
 home seed if possible. Study catalogue to gain knowledge of varieties 
 of vegetables, etc. Experiment by planting different varieties to find 
 those best suited to your locality.. Keep record of work done in culti- 
 vating your plots or gardens. 
 
 The Lawns. — Preparation ; selection and sowing of seed ; rolling ; 
 watering, fertilizing; mowing; lawn weeds and how to combat them. 
 Special study of most common weeds found, common garden plants, 
 and common garden insects — useful and injurious. 
 
 Study of Simple Tools and Machines. — Various levers ; uses and 
 advantages of Jackscrews, pulleys, wheel and axle, derrick, etc. Names 
 and uses of various pieces of farm machinery ; cost of each ; care of 
 tools and machinery. Plan to build a hot bed. Discuss uses of same. 
 Distribute plants among pupils from a successful hot bed. Have a 
 contest among pupils receiving plants to grow or from plants grown at 
 their home. Conduct potato or other vegetable contests followed by 
 exhibit of products — keep record of work done in cultivating. Find 
 yield and value of products produced. 
 
 Learn to identify useful birds, injurious birds. Obtain colored pic- 
 tures or birds to study, if necessary. 
 
 Origin of Soils. — Identification of sand, gravel, loam, clay, silt ; 
 experiment with soils. Study local soils. Value of farm lands and 
 village lots. Drainage; ditches; tiles. Draw diagram showing drain- 
 age plan on home farm. House and cellar drains; distinguish between 
 drainage and sewer tiles. 
 
 Household Pests. — Damage done ; how destroy them — mouse, 
 rat, fly, mosquito, cockroach, bed bug, clothes moth, etc. 
 
 Water Supply. — How secured. Types of wells and pumps ; wind- 
 mills. Methods of getting water to stock and for house use. Impure 
 water. Garden irrigation. 
 
 Lighting Systems. — History of lighting. Methods used in your 
 locality. Protection against fire. 
 
 Transplanting Tree Practice. — Study common trees, value for posts 
 and ties, etc. Secure and plant useful trees at home and at school. 
 Orchard methods. Learn to grow the common fruit tree found in your 
 locality. Insests injurious to fruit and life history. Learn how to com- 
 bat them. Distinguish between sucking and chewing forms, insecticides 
 for each. 
 
 Good Roads. — Transportation, marketing. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 171 
 
 Preparation and Marketing of Products. — Produce, how trans- 
 ported. How to deliver and ship by railroad. How to find a buyer. The 
 merchants side of the work. 
 
 Formation of Agricultural Clubs. — What can be done for the 
 social life of the rural people, literary and musical programs, research 
 work, exhibits, lectures, collections of specimens in the vicinity, advice 
 a/id suggestions from parents, and others, contests, preparation of Fair 
 exhibits, etc., are all legitimate lines of work for the clubs. Let the 
 membership be composed of any one really interested in addition to 
 the pupils of the school. — None are too old or too young if they are 
 interested. Let the fields, the gardens, the dairies, the lawns, the school 
 gardens, the school farm-lots, the roads, the lanes, the river banks, and 
 granaries be the recitation places rather than the class bench. 
 
 A book should be selected that is intended for the seventh and 
 eighth grades. 
 
 A review should be made of the work suggested in the "Second 
 Division" in connection with the text-book work. Lessons from the text 
 in Agriculture can be alternated with those of Reading, Arithmetic, 
 Physiology, etc., in these grades. Work in this division can also be 
 assigned in connection with Grammar and Composition, and Geography 
 also at the opening exercises in the morning and on Friday afternoons. 
 The teacher shall select such parts of the following to be used with the 
 text in Agriculture, as may be suitable for his grade, grades or school. 
 Use supplementary w r ork. 
 
 Time required for the work of this division, two years. 
 
 Fall Work. 
 
 Report of vacation activities including work done and money earned. 
 Special study on the most important farm crop in your locality. Use 
 and outline for this special study similar to ones suggested below on 
 Corn, Wheat and Fruit. 
 
 Study of Corn. — Its culture and improvement. Selecting good 
 seed. Experiments to show shrinkage by keeping over winter. Ensilage. 
 Varieties grown in your neighborhood, history of one or two varieties. 
 Characteristics of a good ear; simple introduction to use of score card. 
 Factors involved in marketing corn. Celebration of Corn Day — Corn 
 Display and Contest. (Secure free government and free state bulletins 
 on corn.) 
 
 Study of Wheat or Other Grain. — Pupils take samples to school; 
 examine for weed seeds and other impurities. Test one hundred grains 
 of each sample for vitality. Method of planting, machines used in 
 planting. Observe growing plants. What parts of the plants live over 
 winter. History of wheat or other grain. (Secure free government 
 and free state bulletins on culture of the grain most common in your 
 locality. 
 
172 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Study of Fruit. — Study of Apple or the chief fruit crop in your 
 locality. Characteristics of trees. Causes and remedies for imperfect 
 fruit. Spraying. Factors involved in gathering, storing and market- 
 ing fruit. Have an exhibit of varieties grown in the district. Conduct 
 contest. (Secure free government and free state bulletins on the culture 
 of the fruit most cultivated in your locality.) 
 
 Weeds. — Make a collection of seeds ; label. Study weeds common 
 in grain fields, pasture, meadow and garden. How destroy each kind. 
 See Ohio Weed Manual. 
 
 Fungi. — Compare with seed plants. Mushroom. Experiments in 
 growing and destroying molds and bacteria; sterilization; treatment 
 with formalin; smut, rusts, blights, rots and scabs. How combat these? 
 Fungi that attack insects. Find examples. 
 
 Collection of Insects. — C lassify as to beneficial and injurious. Crop 
 attacked by each. (Secure free government and free state bulletins on 
 injurious and beneficial insects to growing crops.) 
 
 Forage Crops. — Grasses — best adapted for meadow, for pasture, 
 variety in your locality. Use of leguminous plants. Other forage crops 
 as rape, millet, sorghum, etc. (Secure free government and free state 
 bulletins on Forage Crops.) 
 
 Dairying. — Compare Dairy and Beef breeds. Examples of each 
 class ; report of kind owned in neighborhood. Secure a Babcock Tester 
 with milk and cream outfit. Test samples of milk and cream from 
 different breeds. Calculate amount of butterfat produced in a certain 
 period and value of same. Discuss cost of producing butterfat under 
 various conditions. Methods of feeding, what to feed and care of cows. 
 Plans of building sanitary barns and farm soils. Use of separators. 
 Purefood; pure milk; pure drinking water. (Secure free government 
 and free state bulletins on Dairying.) 
 
 These recitations must work the hands and the head, and the more 
 the head and hands work together the better. 
 
 Organize an Agricultural Club; it brings the men and women, the 
 boys and girls of the district together in a new social pride; the federa- 
 tion of these clubs in the township breaks down the old selfish district 
 lines and the boys and girls live in a wider horizon, and its exhibits 
 carried to the County and State Fairs and the boy and girl become parts 
 of these fairs; into it invite all the young people of the vicinity; make 
 the older people honorary members ; give an entertainment or two and 
 start a library with much agricultural literature in it; hand some pic- 
 start a library with much agricultural literature in it; hang some pic- 
 your school house; riscuss and study carefully at least one agricultural 
 subject at each meeting; let the program be entertaining and instructive. 
 The State Traveling Library will help along these lines. 
 
 Climatology of Ohio by the Ohio Agricultural Experiment Station, 
 Wooster, O. (Bulletin No. 235.) 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 173 
 
 Winter Work. 
 
 Housing of farm animals. Special study of horse, hog or sheep. 
 Different breeds of horses, hogs or sheep in neighborhood. Care of 
 these animals in winter. 
 
 Farm Machinery. — Kinds, uses, value, care of. Gasoline engines, 
 power machines, etc. History of kinds to show improvement. 
 
 Soils. — Study of structure of corn kernel ; tests for starch and oil 
 — composition of food stuffs. Secure some samples of corn products. 
 Plant food ; how plants obtain food. Test soil for acid and alkali. Ele- 
 ments usually lacking in soil. How these are obtained. Commercial fer- 
 tilizers. Study kinds of soil. Make collection of soils. (Secure free 
 "bulletins on Soil Fertility.) 
 
 The Crop Reporter. A publication furnished by the U. S. Dept. 
 of Agriculture can be obtained by addressing the Chief of the Bureau 
 ■of Statistics, U. S. Dept. of Agriculture. 
 
 Sprint} Work. 
 
 Poultry Raising. — Breeds of chickens of the neighborhood ; char- 
 acteristics of each; feeding, housing, general care. Incubators and 
 "brooders; expenses and profits in poultry. (Secure free bulletins on 
 Poultry Culture from state and national departments.) 
 
 Where fruit raising is practiced extensively, study propagation by 
 grafting. Why necessary. History of some one fruit from seed to ma- 
 turity. Pruning, planting and spraying of fruit trees. (Secure Spray 
 calendar from Wooster Experiment Station, Wooster, Ohio.) 
 
 Corn Study. — Germination of seed, make corn testers ; compare 
 tests for vitality. Grading corn. History of corn. Varieties adapted 
 to your locality. Planting methods. Experiments with depth of planting. 
 Draw diagrams and make preparations for planting your flower or veg- 
 etable garden. Treat potatoes for scab with formalin. Examine clover 
 and grass seed with hand lens to find weed seed and other impurities. 
 (Secure free bulletins on Flower and Vegetable Gardening.) 
 
 Bird Study. — Make a list of native birds beneficial to farm crops. 
 Injurious to farm crops. (Secure free bulletin on Beneficial Birds to the 
 Farmer.) 
 
 Study clover plant, habits of growth, length of root, tubercles on 
 roots. Identify other legumes. Examine roots for tubercles. Experi- 
 ment where favorable to do so, by planting some alfalfa with and with- 
 out inoculation. 
 
 Investigate methods of retaining fertility of the soil of Ohio; rota- 
 tion of crops; mixing of home fertilizers; retaining moisture in the 
 soil and value of soil mulch. 
 
 Arrange plans for vacation studies and experiments with corn, 
 potato and other vegetables. Girls give special attention to flower and 
 
174 MANUAL OF UNIFORM COURSE OF STUDY 
 
 vegetable gardens; keep simple records of all work done and conduct 
 a corn, flower and vegetable exhibit and contest. 
 
 Tobacco Raising. — Seed, plants, care of, stripping, sorting, packing, 
 marketing. 
 
 Orchards, forestry, hot beds, cold frames. 
 
 School exhibits, reports of work done. Fair exhibits. 
 
 Plant the different weed seeds in boxes of soils and have the chil- 
 dren learn to know these weeds by their very early forms of growth. 
 
 On a table, a shelf, or a window sill with shelf extension, have at 
 all times some manual work of collections of specimens, drawings, seed 
 growing and testing, sowing, samples of farm products grown in the 
 district, flowers, etc. Let these exhibits be changed frequently; have 
 contesting exhibits by the pupils; have class exhibits of all the grades, 
 for the very smallest pupil is not to be ignored in showing his work. 
 
 Collecting and mounting of specimens of the insects, seeds, flowers, 
 fruits, grains, animal and mineral products, etc., of the township or 
 county will be useful and pleasant work for the pupils during the 
 sumer months and with a little help from the taecher, they will do very 
 effective work in all the grades. Have at least one beauty spot in your 
 school district as the result of your work in agriculture in the school, — 
 farmhave it either on the school lot or at some home of your pupils. 
 
 SUGGESTED TOPICS IN AGRICULTURE AND THE HOUSE- 
 HOLD ARTS FOR THE GIRLS. 
 
 The Garden: 
 
 The vegetable garden, the flower garden, the small fruit garden, hot 
 beds, cold frames, and the marketing of the products, insects and other 
 enemies of the garden plants, sprays. Garden irrigation. 
 
 Poultry : 
 
 Chickens, ducks, turkeys, geese, etc., and the marketing of the 
 products. The health of the barn and poultry yard families. Lice, 
 diseases and other enemies of poultry, etc. 
 
 The Lawn : 
 
 Laying out the lawn, the flowers on it, the shrubs, trees, care of it, 
 the enemies of the flowers, shrubs, trees, etc. 
 
 The Dairy : 
 
 Types of cattle, the milk, butter, cheese, the creamery, the milk tester, 
 separators, etc., care of the utensils, the dairy barn, feeding, marketing 
 the products. 
 The Apiary : 
 
 Bees, bee hives, swarming, diseases of the bee, honey, bee foods, etc. 
 
 Orchards and Small Fruits, Grapes. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 175 
 
 Birds. 
 
 Melons, pumpkins, squashes, etc. 
 
 Weather Bureau. Meteorology. 
 
 Agricultural clubs, Home and School sociology, Community life. 
 
 Foods, Food Elements, Drinking Water Suppply. 
 
 Domestic Science : 
 
 Home making and house keeping, cooking, bread making, and all 
 baking, sewing, home decorating, butter making, the health of the home 
 and the farm premises, buying for the farm and farm home, selling the 
 farm products, drawing and the other arts, home economics, home soci- 
 ology, nursing the sick, household accounts, care of the house and pre- 
 vention of sickness, laundering, recipes. 
 
 Home beautifying, making home attractive, naming the farm, the 
 lawn, a handy kitchen, the dairy, preparing the products for market. 
 
 Exhibits and reports of pupils. 
 The Fairs — State and local. 
 
 General Suggestions : 
 
 Use the local papers for spreading the news and the good things done 
 should be passed on to our neighbors. 
 
 Send to the Department at Washington, D. C, for their bulletins ; do 
 this department, no better are sent out from any board of its kind in the 
 Agricultural College at Columbus; last but not least write to the Secre- 
 tary of the State Board of Agriculture at Columbus for the bulletins of 
 this department, no better are sent out form any board of its kind in the 
 United States. Teachers, pupils and patrons will find excellent material 
 on any phase of the work ; good directions for detailed courses of study 
 and for work on the farm, in the garden, at the barn, in the home and in 
 any and all departments of farm work will be found in these bulletins 
 that may be had for the asking ; neither is the scientific side of any phase 
 of this work neglected in these bulletins; so whatever we may wish will 
 be easily obtained by simply writing for them. 
 
 Whatever success we may have in the school work in and at the 
 school, our task will yet be incomplete if we neglect to see it carried to 
 the home, to the farm and to the community in general. The teacher 
 here has a splendid opportunity to take his or her place in the community 
 life and activities in the school district; the teaching of agriculture must 
 link the school and homes closer and the work of one must and will 
 correlate the other or our whole scheme will lose much of its flavor and 
 value. When the teacher and parent find their work overlapping and 
 growing together in the life and ambitions of the child then indeed will 
 the home and school take their rightful places in the child economy and 
 child rearing; then will misunderstandings and crossing of lines of disci- 
 pline be reduced to a minimum. The teaching of agriculture in some of 
 its many phases will bring happy results along these lines that must be 
 
176 MANUAL OF UNIFORM COURSE OF STUDY 
 
 seen with a mildly prophetic eye. The Agriculture Clubs will be the one 
 strong medium for this as well as for the place where the intellectual and 
 moral development takes place along side the study of the utilitarian 
 Here the elements of the old spelling school, the literary society and the 
 agricultural sciences and economy will mingle and grow into good citizen 
 ship and moral and intellectual fiber which will make farm life just as 
 honorable and refining and respected as any other vocation — yea even 
 more so for the environments are happily conducive to such as nowhere 
 else. 
 
 Names and Addresses of the Supervisors of Agricultural 
 
 Education 
 
 H. L. Goll, Swanton, Fulton Co., of the Northwestern District, 
 
 S. A. Harbourt, Andover, Ashtabula Co., of the Northeastern 
 District. 
 
 J. R. Clarke, 373 Wilbur Ave., Columbus, Franklin Co., of the South- 
 eastern District. 
 
 Lester S. Ivins, Lebanon, Warren County, of the Southwestern 
 District. 
 
 State Supervisors of Agricultural Education. 
 
 In accordance with the provisions of the Cahill law, Commissioner 
 Miller has appointed four Supervisors of Agricultural Education. The 
 names and addresses of these Supervisors, together with the counties 
 comprising each district are as follows : 
 
 NORTHWESTERN DISTRICT. 
 
 H. L. Goll, Supervisor, Swanton, Fulton County, Ohio. 
 
 Counties — Allen, Auglaize, Crawford, Defiance, Erie, Fulton, Han- 
 cock, Hardin, Henry, Logan, Lucas, Marion, Mercer, Morrow, Ottawa, 
 Paulding, Putnam, Sandusky, Seneca, Union, Van Wert, Williams, 
 Wood, Wyandot — 24 counties. 
 
 NORTHEASTERN DISTRICT. 
 
 S. A. Harbourt, Supervisor, Andover, Ashtabula County, Ohio. 
 
 Counties — Ashland, Ashtabula, Belmont, Carroll, Columbiana, 
 Coshocton, Cuyahoga, Geauga, Harrison, Holmes, Huron, JefTerson, Lake, 
 Lorain, Mahoning, Medina, Portage, Richland, Stark, Summit, Trumbull, 
 Tuscarawas, Wayne — 23 counties. 
 
 SOUTHEASTERN DISTRICT. 
 
 J. R. Clarke, Supervisor, 373 Wilbur Ave., Columbus, Franklin 
 County, Ohio. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 177 
 
 Counties — Athens, Delaware, Fairfield, Franklin, Gallia, Guernsey, 
 Hocking, Jackson, Knox, Lawrence, Licking, Meigs, Monroe, Morgan,, 
 Muskingum, Noble, Perry, Pickaway, Vinton, Washington — 20 counties. 
 
 SOUTHWESTERN DISTRICT. 
 
 Lester S. Ivins, Supervisor, Lebanon, Warren County, Ohio. 
 
 Counties — Adams, Brown, Butler, Champaign, Clark, Clermont,. 
 Clinton, Darke, Fayette, Greene, Hamilton, Highland, Madison, Miami, 
 Montgomery, Pike, Preble, Ross, Scioto, Shelby, Warren — 21 counties. 
 
 TEXT-BOOKS IN AGRICULTURAL EDUCATION SUITABLE FOR THE 
 ELEMENTARY SCHOOLE. 
 
 Name of Text-book. Name of Author. Publishers. 
 
 Agriculture for Young Folks. A. D. & E. W. Wilson. Webb & Co., Minneapolis. 
 First Principles of Agricul- 
 ture Goff & Mayne Amer. Book Co., Cincin- 
 nati. 
 
 Agriculture for Beginners Burkett, Stevens & Hill. Ginn & Co., Columbus. 
 
 Elementary Agriculture Hatch & Hazelwood . . Rowe, Peterson & Co., 
 
 Chicago. 
 Agriculture for Common 
 
 Schools Fisher & Cotton Chas. Scribner's Sons, N. 
 
 Y. 
 An Introduction to Agricul- 
 ture A. A. Upham D. Appleton & Co., Co- 
 lumbus. 
 One Hundred Lessons in Ele- 
 mentary Agriculture .... A. W. Nolan Acme Pub. Co., Morgan- 
 town, W. Va. 
 Agriculture in the Public 
 
 Schools Lester S. Ivins March Bros. Pub. Co., 
 
 Lebanon, O. 
 
 Beginners in Agriculture A. R. Mann MacMillan Co., N. Y. 
 
 Rural School Agriculture C. W. Davis Orange Judd Co., N. Y. 
 
 PAPERS AND MAGAZINES THAT AID IN THE TEACHING AND STUDY 
 
 OF AGRICULTURE. 
 
 American Agriculturist Orange Judd Co., New York. 
 
 Ohio Farmer Lawrence Pub. Co., Cleveland. 
 
 National, Stockman and Farmer Pittsburg. 
 
 Farm and Fireside Springfield, Ohio. 
 
 Farm Journal Philadelphia. 
 
 Poultry Journal 
 
 A Boy's Paper Carlinville 111. 
 
 12 s. c. 
 
178 MANUAL OF UNIFORM COURSE OF STUDY 
 
 AGRICULTURE. 
 
 INTRODUCTION. 
 
 "Here in the country's heart 
 
 Where the grass is green, 
 Life is the same sweet life 
 As it e'er hath been." 
 
 'Trust in a God still lives, 
 
 And the bell as morn 
 Floats with a thought of God 
 
 O'er the rising corn." 
 
 'God comes down in the rain, 
 
 And the crop grows tall 
 This is the' country faith 
 
 And the best of all." 
 
 It has been said that to know Nature and Man is the sum of earthly 
 knowledge. But since man is the highest product of nature, there is really 
 but one subject of study — the study of nature. Touch with Nature at 
 first hand is the very breath of mental life. Children are born naturalists. 
 In freshness, in lively interest, in originality, nothing equals a child. Its 
 progress in learning is exceedingly rapid during its first years of life. 
 This splendid growth process of infancy may be prolonged throughout 
 life if the study of Nature has a central place in his schooling, if the love 
 of Nature is implanted, and from it will spring the love of Art, of Science 
 and of Religion. It has been well said that Nature Study is learning 
 those things in Nature that are best worth knowing, to the end of doing 
 those things that make life most worth living. Life is response to the 
 order of Nature. Nature is all, over all, in all. Her laws are unchange- 
 able. Nature is never against us. She is always for us. To have faith 
 in Nature and learn of her is highest wisdom. Nature-study develops 
 the power of observation and is the basis of all agricultural work. In 
 the beginning we must fasten the children's affections on the region in 
 which they are. We must teach them the common things with which 
 they live from day to day. This is the new idea in Nature-study, that is 
 coming gradually into our schools. In time gone by, the common school 
 has had little relation to the life of its community; but it is undergoing 
 evolution and gradually its point of view is being changed. The West 
 has been putting Agriculture into its common schools, as has also the 
 South in great part. It has been discovered that Agriculture may be 
 made the means of training the minds of the young people as well as of 
 giving temh information. The study of Agriculture is fundamental. As 
 much so as Geography, Literature or Physics. City schools teach city 
 life and the facts and atmosphere that go with city life, yet many cities 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 179 
 
 are adding Agriculture because of its broadening influence. If we are to 
 have a healthy country life and a normal country people we must organ- 
 ize schools to teach country life and the facts of country life. We must 
 be able to get good men out of country life by founding and maintaining 
 homes wherein good men of the future may find a place in which to be 
 born. To live in harmony with one's natural surroundings has a moral 
 influence upon character. The boy or girl who takes an interest in grow- 
 ing plants and animals cannot be so bad as the child who does not care 
 for or love these things. There is nothing but goodness in most plants 
 and animals, and the child who grows up in harmony with them must 
 imbibe some of this quality. If the country school is to find its setting 
 largely in the affairs, the interests and aspirations of rural life; if the 
 school in the large city is to make the best use of the materials at hand, 
 the teacher must give the course for this composite Nature-study-agricul- 
 ture, which will enrich and vitalize other studies and the teacher who 
 handles them as well.. The teacher must be in sympathy with the work 
 and also with the community in which he works. Sympathy is the ability 
 to take another's point of view. It requires a clear head and a warm 
 heart to get the point of view of the child and his environment, but it is 
 necessary in order to lead, to encourage and to assist him to clearer 
 mental vision. 
 
 THE TEACHER'S DUTY. 
 
 Every teacher ought to subscribe for several good farm papers and 
 read them in order to get the modern viewpoint of the agriculturist. This 
 will enable him to establish a sympathetic relationship with the com- 
 munity which is absolutely necessary before the best service can be 
 rendered. Last, but not least, let every teacher in Ohio do some work 
 in agriculture early this year. Remember, that all we eat, drink and 
 wear comes from the soil. If you are teaching in the country, get your 
 boys and girls to love their homes and to make them the most beautiful 
 spots on earth. If you teach in a town or city, show your pupils that 
 the only life worth living is the country life and to own a forty-acre 
 farm is more to be desired than to become a drygoods clerk or a book- 
 keeper for some coal dealer. Pupils so trained by an enthusiastic teacher 
 will make a daily advance, not only in agriculture study "but in personal 
 power, in general serviceableness, and in consequent delight." 
 
 Training in this subject comprehends all educational aims. It cul- 
 minates in scholarship, culture and service, and brings happiness to all. 
 
 Nature-study must be taught concretely. Books and leaflets are 
 helpful, but will not take the place of the object. There is no text- 
 book of real Nature-study. Teachers, books, and leaflets should be 
 guides to the animals, plants and minerals. The child must see and 
 handle the thing himself if he is really to know it. Nature-study should 
 put him into sympathy with common affairs and the questions of the 
 
180 MANUAL OF UNIFORM COURSE OF STUDY 
 
 work-a-day world and it should give him usable information. Sym- 
 pathetic and vital contact with his surroundings will create an ever- 
 abiding interest in the mind of the child and help to neutralize the dead 
 formalism of the school. It will open a way to a free, spirited and 
 natural way of teaching and a less restrained and more wholesome out- 
 look on life in the young generation. Nature-study will keep the teacher 
 young and interested in life and enable him to teach with spirit and cheer- 
 fulness. What Longfellow said of Agassiz may be said just as well 
 >of the teachers and children who have the true spirit of • Nature-study : 
 
 "And he wandered away and away 
 
 With Nature, the dear old nurse, 
 Who sang to him night and day 
 The rhymes of the universe. 
 
 "And whenever the way seemed long, 
 Or his heart began to fail, 
 She would sing a more wonderful song, 
 Or tell a more marvelous tale." 
 
 PRIMARY DIVISION. 
 
 Fall Term, 
 first grade. 
 
 The Nature studies of the First Grade will be largely informal, 
 -dealing generally with familiar material, increasing interest and culti- 
 vating habits of obesrvation and description. There ought to be many 
 excursions — if only around the school premises — sometimes on a voyage 
 of discovery, but generally to obtain the necessary material or to satisfy 
 some other definite plan. There ought to be a close connection between 
 home and school, both material and treatment, serving to relate the 
 school to the home. The beautiful in nature will be brought out as well 
 as the useful. The moral side must not be neglected. Accurate observa- 
 tion, telling and doing, will lay deep foundations for a love of truth. 
 Language lessons should be based chiefly on this work in order to stimu- 
 late the use of first-hand material, but not every piece of work should end 
 in the inevitable essay. 
 
 Discussion of summer experiences and out-of-door activities. 
 
 The home and who live there. What does father do? Mother? 
 Sisters? Brothers? 
 
 Roms in the house; uses of each, furnishings. . 
 
 Schoolhouse; rooms, equipment, uses. 
 
 When rooms shold be clean. 
 
 Public places; the church, store, depot, town-house, factory, bank, 
 etc. What is done in each. 
 
 Make and illustrate a weather chart for each month, serving to teach 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 181 
 
 days of week, name and character of months, seasons, birthdays, hol- 
 idays, etc. 
 
 Informal field studies : Discover and follow seed dispersals in dan- 
 delion, thistle and milkweed. Identify a few common insects, a few most 
 familiar birds, autumn wild flowers. 
 
 Plant bulbs of Chinese lily or paper-white narcissus in water. 
 
 Visit garden and farm to note autumn activities, harvesting, effect of 
 frost. What the garden contributes ; collection and simple study of com- 
 mon vegetables grown above ground; below ground. Draw and color a 
 few. How stored for winter. Where we get vegetables when we have 
 no garden ; where the grocer obtains his supply ; how he keeps them. 
 
 The pumpkin — in connection with Hallowe'en and Thanksgiving; 
 the flower if available; the growth habit of the plant, Jack o' Lantern; 
 preservation of seed. 
 
 Distinguish squashes from pumpkins. 
 
 Identification of individual trees near school or home, representing 
 by drawing two different species selected from willow, cottonwood, elm, 
 maple and oak. ' Autumn Arbor Day ; transplant small seedling trees. 
 
 The first snow fall; observe descent of flakes, catch some upon cold 
 •dark cloth and study forms of large flakes. 
 
 Animal pets about the home. Animals at work for us. Where 
 kept. How cared for. 
 
 Special study of the cat; habits, special senses, mental traits, wild 
 relatives, enemy of birds. 
 
 The Christmas tree; purposes, source, decorations; evergreens as 
 distinguished from trees which become bare in winter. 
 
 Uses of coal, iron, gold, silver. 
 
 Mining, lumbering and farming. 
 
 Winter Term. 
 
 Illustrated weather chart for each month. Winter games and 
 
 sports. How winter affects the home activities. The shortened day, 
 
 noting declining position of sun. 
 
 Clothing — Purposes, kinds, changes, care. Primitive clothing. Identi- 
 fication of summer and winter materials. Sources of each. 
 
 Shelter — What plants and animals do in winter ; why houses are neces- 
 sary to people ; primitive homes ; building materials. Uses of doors, 
 windows, screens, storm doors, porches. 
 
 Make doli house of pasteboard or box. Equip with furniture, rugs, 
 utensils; preserve distinction of rooms. 
 
 Heating the home; kinds of fuel; source and supply of wood; coal and 
 gas ; carbon the heat former. 
 
 Pood — Name articles of food; where food comes from; carbon in food 
 and how eating keeps the body warm; winter sources; home stor- 
 
182 MANUAL OF UNIFORM COURSE OF STUDY 
 
 age; habits in eating and drinking; source of water; methods of 
 cooking; simple lessons of hygiene of nutrition; care of teeth; 
 table manners ; thorough mastication ; value of good cheer and 
 appetite. 
 
 Care of house plants ; plant necessities — soil, light, moisture, heat. Iden- 
 tification of a few common house plants ; observation and care of 
 bulb plants started in the fall. 
 
 The caged canary; habits, care; studied at home; other seed-eating 
 birds. 
 
 Breathing and ventilation especially in sleeping rooms. Oxygen, the 
 life-bearer, and how people and animals must breath to get it. Simple 
 lessons in proper habits. 
 
 The five senses — Recognition, uses, practice and care of sense organs. 
 Trace the senses among the animals ; why absent from plants ? 
 
 Emergencies— What to do in case of cuts, scratches, burns, nose bleed, 
 frost bites — lessons given as occasion affords opportunity. 
 
 The horse — Uses, disposition, habits, care fitness for service to man. 
 
 Plant nasturtium in window boxes and in egg shells; later transplant 
 from egg shells to chool or home garden; advantages of early 
 planting. 
 
 Anticipations of spring; lengthening of days and other seasonal changes; 
 weather, birds, trees— pussy willow, soft maples, elms, weeds, hiber- 
 nating animals — insects, earthworms, snakes, ground spuirrels ; prep- 
 aration for gardening and lawns. Window boxes. Winter games 
 and sports. 
 
 Gather a few pupae for study as they emerge in the spring. 
 
 Spring Term. 
 
 Continue weather charts. 
 
 Spring time activities at home; cleaning house; putting up screens 
 and awnings ; change in clothing ; cleaning up" the yard. Reparis ; identi- 
 fication and use of a few carpenter's tools. 
 
 Follow changes in willow, soft maple, elm and study these twigs 
 indoors. Opening of flower and twig bud; experiments in growing new 
 trees from cuttings in water, sand, loam. 
 
 Early growth of herbs ; identification of three or four common weeds 
 and of wild and cultivated plants by means of foliage and habit of 
 growth. 
 
 Make home and field acquaintance with a few most familiar birds ; 
 seek details of characteristic habits rather than a long list of bird names. 
 
 Arbor and Bird Day; indebtedness to trees and birds. Plant seeds 
 of tlm willow and maple or arrange to obtain them later if they are not 
 now mature ; plant cuttings of willow which were started in earlies study ; 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 183 
 
 plant a young apple tree, if one can be obtained ; prepare and maintain a 
 food table for birds ; hang out threads, string or yarn as nest material ; 
 place a basin of water for birds where cats cannot annoy; add mud for 
 robins' nesting; keep cat from harming birds. Songs and recitation 
 about birds and trees, — but better, do things. 
 
 The squirrel and his habits. 
 
 Identification of a few spring flowers ; simple wild flower chart with 
 dates. Transplant specimens to wild flower garden at school and home. 
 
 The school garden. As a group, plant flower gardens and vegetable 
 garden. Let each child have a share; develop choice of these plants for 
 garden, planting pop-corn for next winter, and sunflowers for ornament 
 or for food for chickens or other birds. Care of garden. Follow home 
 garden, if a school garden is impossible. Plant nastutiums as border 
 against building, fences or walk. 
 
 If possible, study the frog and its development; collection and care 
 of frog spawn or tad-poles. 
 
 Life history of moth or butterfly and observations upon specimens 
 that develop from the pupae that have been gathered. 
 
 BOOKS FOR TEACHERS. ' 
 
 Holtz Nature Study — Scribners. Hodge's Nature Study and Life — 
 Ginn & Co. Cumming's Nature Study — American Book Co. Schmucker's 
 Nature Books — J. B. Lippincott & Co. Upham's Introduction to Ag- 
 riculture — D. Appleton & Co. 
 
 First Division. 
 
 fall term. 
 
 (Grades 2, 3 and 4.) 
 
 Make carefully planned observational turs to come place, field, gar- 
 den, meadow, animal home (such as nest, burrow, barn, stable, sty, 
 etc.), woods, flowing stream, spring, pond or lake, orchard, vineyard, 
 factory, shop. Twice a week would not be too often. Let the children 
 know the purpose of your tour before starting. Do not have more than 
 one or two objects in view for one tour. On the following day talk 
 about your tour and what was seen and learned. Collect specimens where 
 feasible. Let the children write compositions on some- object they have 
 studied, its use, cultivation, etc., and keep for exhibits at school and at 
 the fair. This may be made a part of the work in language. Some of 
 the reading lessons may be on subjects pertaining to agriculture. 
 
 Aims of these lessons to the children : 
 
 1. Better and growing powers of observation. 
 
 2. Thoughtful habits. 
 
 3. Knowledge of a special kind. 
 
184 MANUAL OF UNIFORM COURSE OF STUDY 
 
 4. Power of comparison acquired and the ability to distinguish 
 objects — dissimilar and similar. 
 
 5. Storing useful information. 
 
 The oral and essay work may include description of the objects, 
 their uses, cultivation, etc., in language and terms understood by the 
 child. All this may in many ways be used as a part of the recitation in 
 other branches — as language, number work, oral geography, in fact the 
 reading lesson some times may be upon subjects pertaining to Agricul- 
 ture. 
 
 Make much of the exhibits of the work of the children ; keep it and 
 show it in the school room on special days and send it to the fair as a 
 part of the school exhibit. 
 
 Trips with the following in view : Effects of the frost ; sprouting of 
 the wheat ; corn well shocked ; birds yet to be seen ; quail haunts and pro- 
 tection of these birds ; the apple orchards ; apple picking ; making cider ; 
 marketing the apples and cider (something of vinegar may also be 
 learned) ; digging and marketing potatoes and sweet potatoes ; growing 
 garden products ; wild flowers ; the forest trees getting ready for winter ; 
 make a collection of all kinds of seeds; spirrels; catterpillars and other 
 small animal life, as time and the progress of the class will permit. 
 
 What to observe : 
 
 I. Around the farm home: The flowers, the shrubs, the fruit and 
 shade trees, the plants of the garden, the grains in the grainaries and 
 cribs, preparations for winter feeding, and housing, care of the farm ani- 
 mals, the pets of, the children, the poultry; name the farm machinery and 
 tools, and note the care of them; weeds, insects and birds. 
 
 II. On the farm: The plan of laying out the farm, names and 
 number of fields, the woods, the fences, farm crops harvesting of corn; 
 the weeds and flowers ; the trees in the woods, the trees along the roads 
 and lanes, the shade trees and the fruit trees, the farm animals and their 
 uses; the farm products, the selling and marketing of the same or their 
 preservation. 
 
 Continue weather observations. Note the time of the first frost and 
 the first snowfall. Is the first frost more severe in high or in low places ? 
 
 Gather all kinds of seeds and place them in properly labeled bottles 
 for study and display. Get the children so familiar with them that they 
 can distinguish them one from the other. 
 
 Preservation for winter and spring use of apples, potatoes, celery, 
 cabbage, sweet potatoes and pumpkins. / 
 
 Seed distribution: cockelbur, Spanish needle and burdock stealing 
 rides on animals and people. Hickory nuts, walnuts, acorns and beech 
 nuts carried by squirrels. Squirrels gather beechnuts into piles, which 
 are sometimes discovered by boys. Seeds like those of cherries and 
 berries carried by birds. Seeds of tumble grass blown by wind. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 185 
 
 Value of warm and sanitary stables for farm animals and poultry. 
 
 Observe the flocks of blackbirds in autumn and find out where they 
 go. Study the migratory habits of birds. What birds remain with us 
 all winter and what do they eat? Teach the children ho wto keep the 
 birds with us all winter. 
 
 How to protect rose bushes, strawberries and rhubarb for winter. 
 
 Preparing for and sowing wheat, corn cutting; the shock; naming 
 all parts* of the stalk; the silo; the pumpkin crop. Uses of garden 
 products and fruits; canning of fruits. The value and beauty of shade 
 trees; beautiful color of leaves in autumn. 
 
 General Suggestions and Hints. 
 i. The water in streams is muddy after a heavy rain because it is 
 carrying soil and clay. Allow a tumbler full of muddy water to stand 
 till mud settles. Pour off the clear water and allow the mud to dry. Ex- 
 amine. Streams wear their channels deeper and ravines are slowly 
 formed. Teach this in connection with oral geography. 
 
 2. Boys and girls do not like to eat the same thing all the time. 
 Same is true of our domestic animals. Balanced rations needed for 
 both animals and people. Teach this in connection with oral physiology. 
 
 3. First lessons in sowing and planting are most impressive — the 
 more so if the children do the work — all the work. Try it; have them 
 plant at least one tree in October, let them do all the work, for they will 
 be happy at it and happier in the spring when they see the leaves. Let 
 them test some seed wheat in the seed tester. 
 
 4. Get some bulbs and have the pupils make a bed and plant them ; 
 you will all be delighted in the spring to see the bloom, and then you will 
 have some material for spring study. Then do not forget that all this 
 work at school is not yet what it should be if some of the same work 
 is not done at the home of each and every child in these classes. 
 
 5. A trip to see some one thing of special importance — a tree for 
 its foliage or fruit, its leaves, or signs of disease ; to see a fine flower or 
 garden bed ; to look up the haunt or the nest of a wild animal or bird. 
 
 6. Young as these pupils may be it is the time to interest them in 
 agricultural literature. Have the farm papers and nature study books 
 at hand and assign short pieces to be read privately and reported to the 
 class orally. 
 
 7. Have an exhibit of the work done at least every two weeks and 
 invite the patrons in. Keep the best of these exhibits of every child's 
 work for a general school exhibit of the township or village; keep the 
 best of the township exhibits for the County and State Fair exhibits. 
 
 8. Let the teacher come to this task with a will to do as well or bet- 
 ter in this subject as in any other. The next step will be to demonstrate 
 to the pupils that the farm on which they live is their home and is just as 
 
186 MANUAL OF UNIFORM COURSE OF STUDY 
 
 full of life as their own flesh and blood; it is not essentially a dry and 
 disinteresting expanse of lifeless dirt and stone ; above all, it is not a less 
 refined place to live than the city, or the village — these ideals must the 
 successful teacher love and enjoy. 
 
 9. A Woman's club of the women and girls of the vicinity would be 
 a most valuable aid in all the grades in working with the teacher in carry- 
 ing the good things of the school to the homes and in return the school 
 would get many helps from these women and from the homes that would 
 ;onnect the school and the home and carry into effect the suggestions of 
 this course and any of the plans of the teacher. The study of all the 
 plants and animals would be promoted by such a club ; the beautifying and 
 sanitation of the school and the home would receive a great impetus from 
 even a small club ; pictures on the walls, books for the school and people 
 of the neighborhood, the janitor work, the school grounds, etc., are some 
 of the subjects that such a club would take up and work out. 
 
 WINTER TERM. 
 
 (Grades 2, 3 and 4.) 
 
 See suggestions in the Autumn Bulletin. Keep in mind the aims of 
 this work on page 8 of the Autumn Bulletin. 
 
 Retain many of the specimens of the autumn work for the Fair ex- 
 hibits and for the winter lessons. 
 
 The reading class, the oral geography and physiology classes are 
 timely places for much recitation work in this subject. Assign a topic 
 now and then to be worked out in these classes. Read about some sub- 
 ject appropriate to the grades and the season. 
 
 Observation trips with the following in view: 
 
 The condition of the lawn and garden so as to endure the hardships 
 of winter and to be ready for the spring planting; the orchards and fruit 
 lots, the buds, the sap; do all trees shed their leaves at the same time? 
 
 Farm Animals : 
 
 The care and shelter of farm animals during the winter months; 
 the bridle bit should be warmed on a cold morning before put into a 
 horse's mouth ; the feeding of such animals ; the care of the stables, 
 poultry houses and cellars. The farm shop and the tool shed, name of 
 each tool and its uses, and care of these. The expectation of these ob- 
 servation visits will have a most salutary and uplifting effect on the 
 farms and in the homes that you visit. 
 
 The Birds — Those that have migrated; those that will remain all 
 winter; the feeding and housing of these birds and does it pay. 
 
 Bird houses — The manner of living of winter residents, uses to the 
 farmer, many birds die of cold and hunger; how we should care for 
 them. How coax them to stay all winter and make a permanent home 
 around the home of the boys and girls. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 187 
 
 The frost and its effects — The frozen plant, frozen fruit, and frozen 
 water, how protect from the frost, a strawberry bed prepared for the 
 winter, fruit and vegetables preserved in cellars. 
 
 Continue weather observations. Learn to locate and recognize the 
 Great Dipper, the North Star, the Pleiades, Orion. Note the elevation 
 of the sun at noon, and if there is a south window ; how far the sunlight 
 shines into the room ;. the time and place of the rising of the moon and 
 sun and something about the phases of the moon. 
 
 Special study of the cat, of the dog and two or three other farm 
 animals ; their habits, senses mental traits, food uses, domestic and wild 
 relatives. 
 
 Teach the reading and uses of the thermometer. Study how the 
 house is heated, how ventilated; value of sunlight, uses of sunlight, 
 power of the direct vertical rays over indirect or slanting rays ; all kinds 
 of fuel. 
 
 Study of different soils after the crops are harvested and where the 
 ground is bare. Pick up stones that show effects of weathering. Stones 
 decay. This decayed stuuc material mingled with vegetable matter forms 
 soil. Compare with rusting of iron. 
 
 Make collections of such seeds as are to be found ; learn to name, 
 each when presented separately ; let each pupil make a collection for the 
 school and fair exhibits. Seeds of orchard fruits and garden vegetables 
 may be arranged in exhibits and learned by sight by these pupils. Make 
 a seed tester and get ready for the seed testing ; let the children take an 
 individual part in all this work. 
 
 The limbs and branches of the different kinds of trees — evergreens, 
 forest and fruit trees — may be seen and studied at different times so 
 as to note difference in structure and buds. Compare leaves of ever- 
 greens with those of the deciduous trees. 
 
 Ears of different varieties of corn may be brought to school and 
 studied; size of grains and their quality, size of corn on good ears and 
 on the improperly portioned ones, varieties of corn in the immediate 
 neighborhood, popcorn and the popping of it; the study of stover, 
 forage, meals and other feeds ; the care of the corn cribs ; the prevention 
 of rat, mouse and other destruction of the grains ; the shelling and 
 grinding of corn. 
 
 The poultry yard ; the care of the laying hens ; gathering of the eggs, 
 the care and cleanliness of the hen-house. Let the pupils construct the 
 buildings out of paper, showing nest and roosting places. 
 
 Put some seeds to soak now and then and have the pupils write and 
 tell orally what they see. The value of the proper care of all seeds 
 during the winter can now be well taught and thorough learned. 
 
 Visits to a market to see and learn the marketing, the names of 
 new objects, the buying and selling, the care of fruits, vegetables, etc., 
 and preparation of these to be bought and sold. The shipping of vege- 
 
188 MANUAL OF UNIFORM COURSE OF STUDY 
 
 tables not native could be the basis of a fine lesson in agricultural geog- 
 raphy. 
 
 Have experiments with the growing of cuttings, seeds, bulbs, etc., 
 in boxes of loam or sand. Study these and have the observations writ- 
 ten up and told by the pupils from time to time. 
 
 Study native wild animals, its habits, covering, home, hibernation, 
 etc. ; have the pupils learn the native wild animals. 
 
 It is not necessary to separate the nature study and the study of 
 physiology in these grades. The physiology and hygiene of the farm 
 animals can be well taught in the oral work in physiology. See Autumn 
 Bulletin and the Course of Study. 
 
 The minerals of the neighborhood, the soils, etc., are splendid sub- 
 jects for nature study work at this season of the year. 
 
 General Suggestions. 
 
 1. The trips in the winter season should not be as long as at other 
 seasons, they may be more specific so as to take less time if the weather 
 is bad. 
 
 2. The work of the autumn should often be recalled and reviewed; 
 specimens should be gathered and collections made that make a good 
 exhibit. These should be preserved and shown at the school displays 
 and at the fairs. 
 
 3. Effects of heat and cold should be well taught, — effects upon 
 plants and animals. 
 
 4. Better farmers and farm life should be a constant aim in all 
 this teaching. While we teach clean fields and gardens, we also teach 
 clean bodies and minds in our pupils an4 the result will just as certainly 
 be reflected in the citizenship of the future. 
 
 5. The habit of killing the wild animals and birds is now as never 
 before a fruitful line for thought and should be counteracted by skilful 
 teaching as fast as possible by creating different ideals and teaching the 
 real uses of the different birds and arlimals ; most of them are very useful. 
 
 6. The helpful sympathy and encouragement of the patrons in 
 this teaching is also to be an aim; that they too may learn is to be ex- 
 pected for they never had the opportunity to study these things in 
 school. So teachers of boys and girls are also teachers of men and 
 women both of the present and of the future. 
 
 "I will walk abroad; all grief shall be forgotten today; for the 
 air is cool and still, and the hills are high and stretch away to heaven; 
 and the forest glades are as quiet as a churchyard; and with the dew 
 I can wash away the fever from my forehead, and then I shall be un<- 
 happy no longer." — DeQuincey. 
 
 7. The winter months are the ones to use especially for exhibits 
 that public should see, for it is at this time of the year that people like 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 189' 
 
 to be entertained ; exhibits of garden products that are being kept over, of 
 soils and soil testing, of grains, fruits, insects, seeds of all kinds and seed 
 testing, plans for the farm and for the garden for the next year, draw- 
 ings, paintings, articles sewed, embroidered, etc., all make fine displays and 
 each has its lessons for the children and for those who see. Contests 
 if conducted without friction are also good drawing cards for a school, 
 exhibit. Let the bulletins, books on Agriculture and Nature Study, and 
 the courses of study be parts of the exhibit at all times. 
 
 The materials for the County and State Fair exhibits can easily be 
 taken from these displays and preserved until the time they are needed' 
 to be prepared for the fairs at the close of school. 
 
 First Division. 
 
 spring term. 
 
 (Grades, 2, 3 and 4.) 
 
 In addition to the aims set forth on page eight of the Auttumn Bulle- 
 tin, one more aim needs to be kept in view in the spring work in these 
 classes, namely: The value of proper preparation for the planting in 
 every detail — selecting soils, preparing soils, selecting seeds, tools in 
 order, fences in order. 
 
 Investigate the results of previous work, such as looking into the 
 hot beds and cold frames and the starting of such if not already done ; 
 the examination of the rhubarb and strawberry beds; the hyacinths, 
 jonquils, crocuses, and tulips are very interesting study now when the 
 children are so anxious to see something growing; the onion and lettuce 
 beds should be well along, especially the former if there was any fall 
 planting; transplant wild flowers and plant seeds; the fall work for the 
 extermination of weeds by destroying the old weed stalks and seeds by 
 burning will now show its results and the attention of the pupils ought 
 to be called to the value of this kind of work. 
 
 Around the farm house notice the condition of the flower beds, the 
 garden and the fruit orchards; complete the preparation of these for 
 the Spring planting and for the proper cultivation, fertilizing, spraying, 
 etc. Learn the names of the different trees and plants found on the 
 grounds; the walks and roads around the farm home and how to make 
 them and keep them in order. Examination of the seed collections to> 
 see if they have kept well; planting seeds from these collections to see 
 if they will grow. Note how the seeds have been preserved in different 
 homes and call the attention of the children to the best methods of pre- 
 serving grain, fruits and seeds of all kinds. 
 
 Get a measurement of each of the gardens represented in the class 
 and use it in the arithmetic classes and for the purpose of planning what 
 to plant in them. Study the plants and plans used the preceding year 
 or years and teach the pupils how to improve upon them as to the beauty^ 
 
190 MANUAL OF UNIFORM COURSE OF STUDY 
 
 and utility of the gardens. Have the children draw plans for the flower 
 and garden beds and for the whole lawn and garden at their homes; 
 visit some of these that are well planned and point out the various use- 
 ful and beautiful phases of each lawn and garden. Call attention to 
 trees and other objects in the garden. Is it a good thing to have trees 
 in the garden? Why, or why not? 
 
 Plant some flower and garden seeds in egg shells and in the seed 
 tester; show some seeds growing on wet cotton or under wet cloth; 
 transplant the young plants, teaching the children how to do the work 
 so as to be successful, using great care to every detail and that the 
 pupils grasp the idea of each step ; have the pupils do the work and 
 use all patience with them in their every effort; if any fail, have them try 
 again. 
 
 Visit some homes for the purpose of observing the house plants; 
 it may have been well to have told the pupils that such visits as these 
 would be made and then each home would have striven to have had some- 
 thing to show to the classmates when the observation visit was made. 
 
 Continue weather observations. 
 
 Study dew, rain and fogs. 
 
 This work can be best studied by trips to the woods, streams, rail- 
 roads and other places of interest. 
 
 Trips to the woods to watch the new buds open, to name the trees, 
 to learn to know the trees by their foliage, bark and general outlines, 
 also study the blossom. 
 
 Other trips to these woods to study the birds, their habits, their 
 home-making, their food gathering and their real uses to the garden 
 and farm. The names of all the birds that remained over winter should 
 have been well learned and then as the migratory birds come back in 
 this season their names should be learned and the bird studied. Teach 
 early in the school life of the child the useful birds and teach the special 
 uses, and then we will all learn how few of the bird family there are that 
 are not useful, for very many that we in the past have called enemies 
 are in reality our friends and help very materially in the holding in check 
 of the destructive insects; then back of the songs you and your pupils 
 can hear on your excursions, think of the beauty of color and happy bird 
 life you can see and feel. 
 
 The building of bird houses, the collection of material for the nests, 
 and how the children can aid in this, the actual huilding of the nests, 
 the eggs, the hatching and feeding the young, the rearing of the young 
 and the flight from the nest. A most important element to be taught 
 is the protection to be given these bird friends. With the forests thin- 
 ning out more and more, the birds must be encouraged and assisted to 
 make their homes with us. 
 
 The language work is alive when we use such topics as birds, bird 
 life, and excursions among the birds as the basis of our language work; 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 191 
 
 such material is here found and it is a live matter in one channel of 
 book language work year after year. 
 
 A trip to the banks of a stream to observe the flow, the drift and 
 sediment carried, the deposits along the banks, the effects of the currents 
 and eddies, the flow of ditches, springs, smaller streams, etc., into it, 
 all have a special meaning. If thoughtfully planned as a class affair 
 and as a recitation these trips will dawn upon the pupils as lessons in 
 drainage, on erosion, on fertilizing the land by deposits of the overflow 
 of streams, on the value or harm of running streams, upon the health of 
 the people by carrying away the refuse, garbage, etc., and, in addition to 
 all these objects the subject of commerce over the running streams may 
 be elaborated upon and then lead the children from that to the study 
 of commerce upon the canals, lakes and oceans. 
 
 A trip to the railroad depot or to the railroad to see the trains load 
 and unload the express matter and freight, or simply to watch the trains 
 pass and observe the products the trains carry to and from the neighbor- 
 hood.- Also study the other products carried to the farmers and observe 
 the people traveling. 
 
 Many children and others, too, do not know the different plants — 
 both wild and domestic — in their very young state ; so a trip now and 
 then to study the young flowers, weeds and vegetables, to know them 
 by their earliest leaf productions will be worth while. Some of the seed 
 collected in the autumn ought to be planted and the growth watched 
 from day to day. By this method the pupils will recognize many of 
 them. 
 
 The results of these trips can be worked out in the oral agricultural 
 lessons and in the language work. The collection of interesting objects 
 of study should be a very important part of every trip. Young as these 
 pupils are they can be taught some of the diseases and the most harmful 
 insects that visit the orchards and fields. The results of these trips to 
 a language or geography class will rejuvenate the spirit of these classes 
 even if the pupils do not understand all the technical parts of the subject. 
 
 SOME BOOKS FOR BUPILS OF THESE AND THE FOLLOWING GRADES. 
 
 Farm Friends and Farm Foes D. C. Heath & Co. 
 
 Elements of Agriculture D. C. Heath & Co. 
 
 Nature Study Readers D. Appleton & Co. 
 
 Elements of Agriculture D. Appleton & Co. 
 
 Playtime and Seedtime (series) D. Appleton & Co. 
 
 Nature Study in the Elementary Schools The MacMillan Co. 
 
 Uncle Henry's Letters to a Farm Boy The MacMillan Co. 
 
 Nature Study (A series) American Book Co. 
 
 Birds through the Year American Book Co. 
 
 Ten Common Trees American Book Co. 
 
 In the Year Round (series) Ginn & Co. 
 
 Friends and Helpers Ginn & Co. 
 
 Stories of Insect Life Ginn & Co. 
 
192 • MANUAL OF UNIFORM COURSE OF STUDY 
 
 Life on the Farm A. Flanagan Co 
 
 Great American Industries A. Flanagan Co. 
 
 The Corn Lady A. Flanagan Co 
 
 Second Division. 
 (Grades 5 and 6.) 
 
 FALL TERM. 
 
 Sources of Information. 
 
 In this division pupils should be taught the sources of valuable in- 
 formation for the student of agriculture. Important information can 
 be secured from the following departments: 
 
 1. United States Department of Agriculture, Washington, D. C. 
 
 2. Ohio Agricultural Experiment Station, Wooster, Ohio. 
 
 3. State Board of Agriculture, Columbus, Ohio. 
 
 4. State Commissioner of Common Schools, Columbus, Ohio. 
 
 5. The State Supervisor of Agriculture in your district. 
 
 6. The Agricultural College, O. S. U., Columbus Ohio. 
 
 The Ohio Experiment Station, The Agricultural College, and the 
 State Board of Agriculture and the department of the State School Com- 
 missioner send instructors and lecturers where the public may require 
 their assistance. 
 
 It is the duty of the teacher to encourage cooperation between the 
 community and these departments that are prepared to give assistance 
 in agricultural instruction. 
 
 To know how and where to get information is part of an education. 
 The teacher can show that agriculture is one of the broadest fields for 
 the development of the intellectual powers; that it is the study of the 
 three great kingdoms of nature; the mineral kingdom, the vegetable 
 kingdom and the animal kingdom. 
 
 Write for Bulletin 19, Division of Publications, U. S. Department 
 of Agriculture; this is a classification of all the publications of this 
 department for the use of teachers. 
 
 There is such illustrative material that can be obtained free of cost 
 by those who will take the pains to write for it ; teachers can also secure 
 from manufacturers, many samples of manufactured products, for 
 school exhibits, to show what can be made from the raw materials of 
 the farm. 
 
 Send to the U. S. Department of Agriculture for alfalfa cultures 
 for experimental purposes ; food products, maps, metric system charts ; 
 chart of the classification of clouds ; a territorial map ; and other similar 
 publications from the government. 
 
 1 he Community. 
 
 This work should begin with a study- of community life. The 
 child should know the people of his community, and how they live; 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 193 
 
 how the community supports itself, and its relation to the neighboring 
 communities; how churches, schools, roads, telephones, telegraphs and 
 mail routes and many other modern conveniences come to be here ; pupils 
 should be taken on trips to visit shops, mines, and factories where they 
 can have an opportunity to see different classes of the leading trades 
 of the country; let them see the working of levers, pulleys, derricks, 
 cranes and steam shovels; examples of water power, steam, electricity 
 and gas. Let them see the traffic of the city and the different occupa- 
 tions represented; transportation, commerce and manufacturing; 
 methods of transportation on lakes, rivers and canals ; on railroads and 
 public highways. 
 
 Study the subject of soils; how they were formed; the lay of the 
 land and how it is drained; what the farms produce and why; road 
 building methods; tools and materials used in construction; costs and 
 benefits to be derived. Teach the important facts pertaining to the 
 community. 
 
 Let the children go on excursions from the city to the country ; 
 let them come in touch with rural life; let them see some model farms 
 with their well kept and well arranged buildings; the barns filled with 
 grain, feed and well kept stock. 
 
 These trips may be used to furnish material for composition and 
 language work. 
 
 Plants : 
 
 Continue garden work started in spring; care of strawberry beds 
 and plants, raspberries and other plants in winter; tree planting in the 
 fall; study contrast between evergreen and deciduous trees; plant nuts, 
 peach seeds, acorns, and other seeds that come up the following spring. 
 
 Study the coloration and fall of autumn leaves; study changes as 
 they take place in the oak, maple and a few other trees; make collec- 
 tions of leaves, of the walnut, elm, oak, willow, basswood, apple, thistle, 
 clover, timothy, and other familiar leaves ; arrange collections artistically 
 on cardboard, in herbariums, or in some manner suitable for displays 
 at township or county exhibits ; leaves can be assembled in groups from 
 their resemblance in venation, in base, in apex, in margin. Learn to 
 recognize the leaves of each kind of tree represented in your collection. 
 
 Make a collection of different varieties of wood found in your part 
 of the state; cut into sections or blocks of uniform size and length; 
 show effects on the grained surface by cutting blocks lengthwise and at 
 different angles ; quartersawed ; effects of planed and polished surfaces ; 
 modes of finishing woods. 
 
 Learn to recognize and name the different kinds of wood from the 
 characteristics of the bark ; the sawed surfaces ; the rough ; the polished 
 sides. 
 
 Study the formation of grain; the texture and arrangement of 
 cells; the rings of annual growth. 
 13 s. c. 
 
194 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Study commercial uses and values of each ; make a list of different 
 kinds of woods and explain how used in construction of dwellings. 
 
 Study the woodman's life, forest and game preserves; conservation 
 of our forests ; natural resources ; coal ; waterpowers ; water rights ; 
 iron; lead; copper; mines. 
 
 Make a drawing of a corn plant which has been carefully taken 
 up by the roots. Cut across a piece of stalk; cut it lengthwise and 
 examine structure ; examine threads, air ducts, and outer part of stalk ; 
 note arrangement of leaves; circulation of sap; observe position of 
 roots; study effects of cultivation, examine tassel; stamens; pollen; 
 pistils. 
 
 Remove husks carefully from ear of corn; examine silk; fertiliza- 
 tion ; make collection of different types ; study history ; statistics ; make 
 collection of ten good ears; study uniformity; shape; weight; study 
 kernel; draw diagram; structure composition; locate color, starch, 
 gluten, hull, germ, tip and crown ; observe number of rows, sides of 
 kernel, embryo ; study feeding value, and commercial value ; manu- 
 factured articles. 
 
 Make a collection of apples from your neighborhood; study color,, 
 flavor texture; market value, adaptibility, keeping quality; cut cross- 
 wise and lengthwise and make drawings; observe star shaped arrange- 
 ment of seeds ; name parts ; name parts of flower and show what part 
 remains on an apple ; study other fruits in same manner ; preservation,, 
 preserves, uses, manufactured products. 
 
 Animals : 
 
 Make a list of the animals of the farm, forest, stream in your 
 neighborhood; this will include mammals, birds, reptiles, fishes, frogs, 
 insects ; and other animal forms ; explain difference in life ; study ben- 
 eficial and injurious forms ; when possible make collections ; make list 
 of most useful and most injurious animals ; make a comparison of the 
 respective values of horses, cows, hogs, sheep, cattle, and poultry ; make 
 a list of the manufacturing industries dependent upon these products of 
 the farm. 
 
 Make a comparative study of the acorn and the egg; of the life 
 of a tree and a bird ; of the life of a frog and a fish ; of a bee and a 
 butterfly. Identify fish of the neighboring streams'; those on the mar- 
 ket. Study methods of catching, fish culture; learn the classifiaction of 
 •i few such animals as the snail; tortoise; clam; eel. 
 
 Study migration of birds. (See course of study.) Study care and 
 protection of birds that stay with us over winter. Study birds as seed 
 and worm destroyers, classify the birds as birds of prey ; songsters ; 
 waders ; climbers ; game birds ; domesticated fowls. 
 
 The Ohio Experiment Station has prepared a bulletin on Ohio birds. 
 It has been prepared expressly for the use of Ohio teachers, and will 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 195 
 
 be mailed to you by Sept. i, if you will send your address to the station 
 at Wooster, O. 
 
 Write to the National Association of Audubon Societies, 141, 
 Broadway, N. Y., and ask for samples of leaflets, and directions for 
 organizing a Junior Audubon Class for bird study. Send for Special 
 Leaflet No. 22. 
 
 Have a lesson on the grasshopper. Make a collection of grasshop- 
 pers; name different parts of organs; legs, head, tail wings, feeders; 
 ' count the legs as they are on the thorax or abdomen ? Note their arrange- 
 ment; observe shape and difference in size; shanks of hind legs; ex- 
 amine the antennae. Where iS the grasshopper's backbone? Observe 
 differenc betwen vertebrates and invertibrates. 
 
 Make a similar study of the honey-bee; the cricket; house-fly and 
 other insects. Study manner in which insects produce sounds. 
 
 Drawing. Study colors and drawing. 
 
 Without drawing and coloring, our study of flowers, birds and in- 
 sects will fall very far short of serving its highest purpose; observa- 
 tion, imagination, and creative power must go together. The Audubon 
 Leaflets with outlines for suggestions and colorings can be of great 
 .assistance. 
 
 Minerals and Soils: — (See course of study.) 
 
 Make collections : pebbles, rocks, minerals, fossils, arrow heads and 
 other relics of America's early inhabitants. Observe evidence of glacial 
 period; evidences of lake beds; study bottom lands and source of 
 alluvial deposits; difference between soil on high and low grounds; 
 identify rocks and soids; study origin of gravel, sand, silt, clay, loam, 
 muck, effects of atmospheric agents and elements on wearing away of 
 bill sides; courses of streams; disintegration of rocks. 
 
 Farm Lands : 
 
 Let pupils use sand to show topography of immediate locality; draw 
 map of a well drained farm and illustrate elevations, depressions with 
 relief worked out in sand; show water courses; arrangement of fields. 
 Show location of buildings, orchards, wells, woodlands, pasture lands, 
 crops and other important features of farm management. 
 
 Study preparation of lawns; arrangement of trees, shrubs, vines, 
 flower beds; seeding, rolling, watering, -fertilizing, weeding, study plans 
 for beautifying home grounds and dwellings ; study advantages of order, 
 arrangement, system, cleanliness and sanitary conditions in all the build- 
 ings and their equipments and environments. 
 
 WINTER TERM. 
 
 Follow the directions in the tentative course of study. 
 The teacher can give agricultural instruction every hour of the day 
 "by correlating it with every branch taught in the common schools. 
 
196 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Composition and Language: 
 
 Obtain colored pictures of famous paintings ; there should be pic- 
 tures of animals, rural scenes, and landscapes hanging on the walls of 
 the school room. The pupils should be required to talk and write of 
 their trips to the rivers, woods, fields, barns, factories and cities. 
 
 Reading : 
 
 Select lessons in reading adapted to the season and to the subject 
 to be studied; read from books on nature; text books dn agriculture. 
 When studying birds read from the best selections on birds by the best 
 prose and poetical writers; (see list of selections and books, page ). 
 Make reading the exponent and vehicle of good things. 
 
 History : 
 
 Study causes for the agricultural and industrial development of the 
 U. S. Study the progress made in labor saving machinery and its influ- 
 ences on different parts of the country; study the history of corn and 
 other products ; learn something of the life of Luther Burbank, Thomas 
 A. Edison, and other men of science ; rather than warriors. 
 
 Physiology and Hygiene: 
 
 Make a comparative study of the structure of the physical organism 
 of man and some of the lower animals; send for the "Farm, stock and 
 Family Chart," by the Orange Judd Company, New York. Send to The 
 U. S. Dept. of Agriculture and get the Food Products Maps ; these will 
 faciliate the teaching of composition of food materials; study hygienic 
 laws in construction of farm buildings; care of animals; study sanita- 
 tion with reference to water supply. 
 
 Geography : 
 
 Study the map and learn the location of the region producing each 
 of our leading agricultural products; study the states that lead in the 
 production of each; explain causes for difference in products; construct 
 relief maps and product maps ; arrange a corn map, a map showing loca- 
 tion of other staple products and also an animal map; send to Wash- 
 ington to the department of agriculture and ask for Crop Reports pub- 
 lished by the Secretary of Agriculture which will show distribution of 
 products and give valuable statistics; this will furnish such supple- 
 mentary work correlated with Geography. 
 
 Arithmetic : 
 
 Give supplementary problems with the lesson in arithmetic; have 
 practical agricultural problems ; they should combine the facts of agri- 
 culture with mathematical training ; feeding problems ; balanced rations ; 
 nutritive ratio; mixing of fertilizers; mixing sprays; construction of 
 buildings; silos; cribs; granaries; tile drains; fences; road building; 
 ditching; problems in seeding; planting and harvesting of wheat, corn 
 and other crops ; marketing ; egg production ; trade problems ; make all 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 197 
 
 problems practical and applicable to the every day transactions of the 
 community by consulting the daily market reports. 
 
 Plants: 
 
 Study a tree and name different parts; functions of parts; plant 
 foods ; sources of nourishment ; study relations of air and leaves ; roots 
 an4 soils. Learn to recognize some of the common trees of the forest; 
 name the best kinds of firewood; some of the best commercial woods; 
 study treatment for lengthening the durability of buildings, post, ties, 
 paving blocks, shingles. 
 
 Review study of your flower and weed specimens in your herba- 
 riums; Distinguish underground stems, bulbs, and tubers from roots; 
 collect exhibits of each. 
 
 Study plans for the home garden; for experimental plots; make 
 collections of flower and vegetable seeds ; prepare seed testers ; con- 
 struct cold frames, hot beds and study methods of propagating plants. 
 
 Send to some good seed house for catalogue; make selections for 
 spring seeding; toward spring test the germinating power of seeds. 
 
 Send to the Ohio Experiment Station for the following bulletins: 
 The spray bulletin; The Ohio Weed Manual; Ohio Plant Diseases. 
 
 Discuss plans whereby a boy could produce the greatest income 
 from an acre of ground; a farmer on ten acres; on twenty acres; on 
 forty acres; on eighty acres. 
 
 Have corn judging contests; organize fro a corn growing contest; 
 form boys' and girls' agricultural clubs.. Hold agricultural exhibits. 
 Write to your supervisor of agriculture for infomation and plans. 
 
 ANIMALS: 
 
 Observe how the chipmunk, woodmouse, woodchuck, and muskrat 
 prepare for winter; how they live; animals that hibernate; make an 
 investigation of what becomes of certain insects and snakes in winter. 
 
 Household Pests: 
 
 Study methods for the destruction of mice, rats, flys, mosquitos, 
 moths and other vermin ; send to the U. S. Dept. of Agriculture for the 
 following bulletins: (Farmer's Bulletins.) 
 
 155. How insects affect health in rural districts. 
 
 459. House Flies. 
 
 369. How to Destroy Rats. 
 
 383. How to Destroy English Sparrows. 
 
 Send to the bureau of entomology circulars, U. S. Dept. of Ag. for 
 circulars : 
 
 34— House Ants; 36— The true Clothes Moths; 47— The Bedbug;* 
 48 — The house Centipede; 51 — Cockroaches; 71 — House Flies; 108 — 
 House Fleas. 
 
 Send for circular j6 — List of Publications of the Bureau of Entom- 
 ology. 
 
198 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Name the fur-bearing animals of your locality; explain causes for 
 difference in values of winter and summer furs; name some animals 
 that yield most valuable furs ; effects of cold weather on the hair of 
 domestic animals; observe effects of blanketing horses; note the change 
 of colors between summer and winter in fur-bearing animals. 
 
 Observe difference in quantity of feed required between summer 
 and winter; explain causes ; explain balanced rations; why hens fed 
 on corn alone may be fat, but not produce many eggs; observe dif- 
 ference in feeding beef and dairy cattle. Will a feed that produces fat 
 be the same as that that is a good producer of milk? 
 
 Study the products of milk and beef ; name the uses of hides, 
 leather, bones, tallow, fat, hoof, hair, and other parts of slaughtered 
 animals; what great industries are dependent upon the production of 
 cattle, sheep, hogs and poultry? 
 
 Observe difference between herbivorous and carnivorous animals; 
 name some that live on both flesh and vegetables; study the dog and 
 his relatives; the cat and his relatives; name some animals that live 
 in water and some that live both on land and in water; can we always 
 distinguish clearly between plants and animals? Between organic and 
 inorganic bodies ? 
 
 Make observations and collections to show how closely the three 
 great kingdoms of nature are merged into one another; that we can 
 scarcely draw the lines of demarkation. 
 
 MINERALS: 
 
 Secure specimens of iron ore, different kinds of coal, limestone, 
 sandstone, shale, marble and granite ; explain how coal is formed from 
 vegetable matter; limestone from shells; sandstone by nature's process 
 of cementing together grains of sand; how shale is formed from mud; 
 uses of limestone, sandstone and granite for building purposes; stones 
 used for road building; how lime is obtained from limestone. 
 
 Have a specimen of a well weathered rock; study how clay is 
 formed ; sand ; pebbles ; explain how the different agencies have trans- 
 formed the rocks into different types of soil. 
 
 Study soil water; make experiments to demonstrate permeability 
 and capillarity of soils; show the ascent of water in dry soils by use of 
 glass tubes or lamp chimneys ; make experiments to illustrate the pro- 
 cess of osmosis; show effects of working clay soil when wet; show 
 effects of a mulch to retain moisture; explain irrigation; test soils for 
 acidity; show effects of freezing, lining and humus on a clay soil. 
 
 Farm Management; 
 Water — 
 
 Study different sources for securing water; artesian wells; open 
 wells ; waterworks ; filtered water ; sterilized water ; difference between 
 soft and hard water; difference in the city and farm method, of getting 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 199 
 
 water: study types of pumps and windmills; resorvoirs, tanks and cis- 
 terns; methods of heating or cooling for house use or for stock; study 
 how water may become contaminated and contain disease germs such as 
 typhoid; explain danger in using cups found at public drinking places; 
 study new sanitary methods for drinking places. 
 
 Lighting and Heating : 
 
 Study systems of heating; the fan, steam, hot water, and gas sys- 
 tems ; wood stoves and coal stoves ; the fire place ; study chimney con- 
 struction; protection from fire; study combustion; effects of oxygen; 
 observe movements of cold and warm air; explain principles of ventila- 
 tion; study principles of the kerosene lamp; of electric lights; gas 
 lights; send to the Standard Oil Company for samples of the products 
 of oil; study nature, use and dangers of gasoline, acetyline, benzine, 
 electricity. 
 
 Tools and Farm Mechanics: 
 
 Send to the Wooster Station for a bulletin No. 227, Farm Equip- 
 ment; make a list of the tools needed on a farm of 80 acres; study 
 cost as given in above named bulletin ; study losses caused for want of 
 care; name the tools that belong to a carpenter's outfit; name some 
 tools every boy and girl should learn to use; study care of tools; pre- 
 venting rust; name tools of a blacksmith shop. 
 
 Study principles involved in the construction and operation of farm 
 machinery; mower, reaper, fanning mill; separator, cream separator, 
 milk tester, pumps, wind mills, engine, electrical apparatus, water power, 
 spraying machinery, seed drills, and other important and complex ma- 
 chines of the farm. 
 
 Schools should have courses in manual training; domestic science; 
 there should be baking contests, sewing contests ; instruction in a house- 
 hold economy; learn to construct handy household articles; ironing 
 boards, broom holders, shelves, cases, boxes, and other useful articles. 
 
 And last and above all things else, let the boy have his pocket knife 
 for, 
 
 "In the education of the lad, 
 No little part that implement hath had, 
 His pocket knife to the young whittler brings 
 A growing knowledge of material things. 
 
 Projectiles, music, and the sculptor's art, 
 
 His chestnut whistle and his shingle dart, 
 
 His elder pop-gun with its hickory rod, 
 
 Its sharp ekplosion and reboundjng wad, 
 
 His corn-stalk fiddle, and the deeper tone 
 
 That murmurs from his pumpkin-stalk trombone, 
 
 Conspire to teach the boy. To these succeed 
 
 His bow, his arrow of a feathered reed, 
 
 His windmill, raised the passing breeze to win, 
 
 His water wheel that turns upon a pin, — 
 
200 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Or if his father lives upon the shore, 
 You'll see his ship, "beam ends upon the floor," 
 Full rigged, with raking masts and timbers staunch 
 And waiting near the washtub for a launch." 
 
 Help the boy to construct these contrivances. Let him observe and 
 do things. Read poems and prose selections that show great powers of 
 observation, such as "The Barefoot Boy," and "The Brook." 
 
 Rural Economics: 
 
 Study the relation between location and value of farms; between 
 fertility and value; between fruit, grain and stock farms; points that 
 determine the value of land ; why some farms are neglected or deserted ; 
 study the laws of supply and demand; location of the best markets; 
 cost of production, transportation and marketing; study crop reports; 
 study the shortage of crops and find the probable demand and produce 
 accordingly. 
 
 Study the ten great virtues in crop production and farming: 
 i. Thorough 'drainage. 
 
 2. Soil fertility. 
 
 3. Early Plowing. 
 
 j 4. Thorough preparation. 
 
 5. Tested Seed. 
 
 6. Scientific Cultivation. 
 
 7. Clean crops. 
 
 8. Timely harvesting. 
 
 9. Highest prices. 
 
 10. Judicious investments. 
 
 Discuss : 
 
 Methods by which our mails are carried; distribution; different 
 kinds of roads; effects of good and bad roads; on our mail delivery, 
 business; schools, health, transportation and civilization. 
 
 How the school can be made the social center of the community ; 
 reviving the spirit of the old spelling school; the debating society; the 
 literary club; make the school the home of the domestic science con- 
 test; the agricultural exhibit; the lecture course; the public forum; 
 a place for paintings, sculpture, music, books, flowers, and happy chil- 
 dren. 
 
 PLANTS: 
 
 Begin study of flowers with their earliest appearance in the spring; 
 eachhh pupil should be provided with hand lens and herbariums; make 
 collections- of flowers and plants; press and place in herbarium; make 
 drawings and write descriptions. 
 
 Study seeds, roots, stems, buds, leaves, flowers, fruits, and functions 
 of each. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 201 
 
 Study economic importance of seeds; as a source of food; list of 
 foods from seeds ; why food is stored in seed ; compare plant food with 
 animal food; food substances contained in seeds-sugars, starches, oils 
 and proteins; name articles manufactured from the kernel of corn; 
 from other grains; how does the ox prepare the food for us? The 
 cow? Make a microscopic examination of a seed and name parts; by 
 what agencies does nature disperse seeds ? Make collections of seeds and 
 arrange in small glass vials. 
 
 What forces are necessary for the germination of plants? Name 
 some seeds that germinate first in spring; those that require the great- 
 est amount before germination; conduct experiments to demonstrate 
 effects of different degrees of light, heat and moisture on germination 
 and growth of seeds; construct seed testers; place seeds in glass jars 
 against the sides so they can be seen after being covered with oil ; watch 
 germination and growth ; watch the development of the organs of vege- 
 tation; roots, stems and leaves. 
 
 Roots — Watch the formation of roots, root hairs; the root cap; 
 note growth of stem and root in opposite directions; study anatomy of 
 root and name parts; kinds of roots; compare roots of oak, corn and 
 turnip ; examine roots of air plants and parasitic plants ; examine change 
 of root of biennial plant the second year; why is it dry and tasteless? 
 
 What difference do we find between the growth of a sweet potato 
 and an Irish potato? Which of these is a root? Which is a part of the 
 stem ? What is a tuber ? What difference is there in their propagation ? 
 
 Study difference between stems and roots of plants. 
 
 Stems : 
 
 Examine stems of potato, onion, radish, calamus, timothy, cane, 
 mullein, maple; what are the functions of the stem? Make a list of 
 stems of familiar plants; study difference between a corn stalk and 
 trunk of an oak; observe that one grows from the inside and the other 
 from the outside; observe difference between herbaceous and woody 
 stems; difference between twig and trunk of an oak; study difference 
 in stems that stand upright, those that twine, and those that trail upon 
 the ground. Explain as to direction of growth of grape, ivy, straw- 
 berry and raspberry. 
 
 Make a list of stems used for food; for building purposes; from 
 which we get products such as turpentine, syrup, sugar, molasses. Study 
 trees that have valuable bark, roots, fruit and leaves. Compare the 
 variety of economic products from the different parts of plants and de- 
 cide which part is most valuable. Explain causes of knots. 
 
 Buds: 
 
 Compare a lily bud with the bud of an oak. Observe the several 
 modes of arrangement of buds as they appear on stems; terminal and 
 auxiliary. Observe nodes and interriodes ; leaf scars; arrangement and 
 
202 MANUAL OF UNIFORM COURSE OF STUDY 
 
 use of scales. Notice difference in branching of elm, oak, beech, pine, 
 fir. Why is this difference? How does it affect the beauties of the 
 winter woods? 
 
 Cut buds transversely and longitudinally and examine closely. Ex- 
 amine the folded leaves and position of flower cluster. 
 
 Leaves : 
 
 Examine a young healthy leaf; name parts; uses of each; relation 
 between shape and arrangement; external characteristics; internal 
 structure; transpiration; respiration; the fall of the leaf. 
 
 Flowers : 
 
 Inflorescence; kinds; essential organs; stamens; pistil; pollina- 
 tion; the ovary; make a horizontal diagram of the whole flower; make 
 a vertical diagram ; point out the sepals and petals ; all important organs ; 
 fertilization ; modes ; hybrids. 
 
 Fruits : 
 
 What is fruit? Is a watermelon fruit? Use of fruit to the plant; 
 name parts of an apple; examine stone fruit; explain difference be- 
 tween drupe and berry ; explain difference between grains and legumes. 
 
 Name the ten chief elements of plant food; which of these are 
 least abundant that usually have to be supplied to our soil? When 
 a plant is burned what elements escape in the form of gas, as smoke and 
 watery vapor? What remains in the ashes after combustion? 
 
 Study difference in varieties of plants; differences in same variety; 
 study causes ; how do we improve plants ? Why should we study heredi- 
 ty and environment when selecting seeds and plants for propagation? 
 Can we make a good selection of seed without seeing the whole plant? 
 
 Send to the national department of agriculture and ask for the fol- 
 lowing bulletins: Farmer's Bulletin, No. 157. Propagation of Plants. 
 Study different methods; spores, seeds layering, tubers, buds, grafts. 
 Note the periods of growth and reproduction ; study duration — annuals, 
 biennials and perennials. 
 
 Make drawings of trees before leaves appear in spring. 
 
 "I see yonder leafless trees against the sky, 
 •' How they diffuse themselves into the air, 
 
 And, ever subdividing, separate, 
 
 Limbs into branches, branches into twigs, 
 
 As if they loved the element, and hasted 
 
 To dissipate their being into it." Emerson. 
 
 Note effect of light on color of plants ; difference in color of apples 
 on the upper limbs receiving most sunlight and those growing on the 
 lower limbs where there is too much shade; notice the blanching of 
 celery and the shadded leaves of cabbage; place a plant in a dark room 
 and notice how the color will change; how if there is a window it will 
 grow toward the light. Why do trees grow taller in the thick forest than 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 203 
 
 in an open space or field? How does this effect the value of timber? 
 How should we prune fruit trees ? Why do we mulch orchards ? Study 
 different kinds of mulch; study effects of deep cultivation. Should we 
 hill up corn or potatoes? 
 
 Send to Washington for the following Farmer's Bulletins : 
 
 218. The School Garden. 
 
 409. School Lessons on Corn. 
 
 423. Forest Nurseries for Schools. 
 
 428. Testing Farm Seeds in the Home and in the Rural School. 
 
 468. Forestry in Nature Study. 
 
 Animals: 
 
 Study the principles of incubation; care of chicks; care of young 
 farm animals, such as colts, calves, pigs. Read Bulletins and study dis- 
 eases of young stock ; watch for the migratory movement of birds ; date 
 of appearance; prepare attractions for the birds near the home, com- 
 pare damages done with benefits derived from the presence of sparrows, 
 black birds, crows, owls, hawks, swallow, wren, bluebird and brown 
 thrush. 
 
 Soils: — Find sample? of as many kinds of soil as possible; sand 
 sandy loam, clay, clay loam, silt, silt loam, soil and subsoil; plant seeds 
 in each kind and note results; study effect of water on each kind of 
 soil; note color of soils, where is there more of the organic matter or 
 humus, in the soil or in the subsoil? How does a farmer increase the 
 amount of humus in the soil ? On what kind of land do the following 
 crope grow best; apples, peaches, potatoes, alfalfa, timothy, wheat, corn, 
 oats, onions and celery? 
 
 Ar . BOOKS. 
 
 Nature : 
 
 1. In American Fields and Forests. W. E. Kershner, (O. T. R. 
 C. Columbus, Ohio.) 
 
 2. The Outlook to Nature. — Bailey. The Macmillan Co., New 
 York. 
 
 3. Farm Friends and Farm Foes. — Reed. D. C. Heath & Co., 
 Boston. 
 
 4. Butterfly and Moth Book. — Miller. Charles Scribner's Sons, 
 New York. 
 
 5. The Fall of the Year. — Sharp. Houghton, Mifflin & Co., 
 Chicago. 
 
 6. Birds and Bees. — John Burroughs. Houghton, Mifflin & Co., 
 Chicago. 
 
 7. Walden. — Thoreau. 
 
 Scientific. 
 
 1. Practical Course in Botany. — Andrews. American Book Co., 
 Chicago. 
 
204 MANUAL OF UNIFORM COURSE OF STUDY 
 
 2 Elements of Agriculture. — Warren. Orange Judd Co., New- 
 York. 
 
 3. First Principles of Soil Fertility. — Vivian. Orange Judd Co., 
 New \"ork. 
 
 4. One Hundred Lessons in Agriculture. — Nolan. Row, Peterson 
 & Co., Chicago. 
 
 5. Agriculture in the Public Schools by March Bros., Pub. Co., 
 Lebanon. 
 
 Have the pupils read some of the following selections in connection 
 with subjects mentioned: 
 
 Birds : 
 
 To a Waterfowl Bryant. 
 
 The Winged Worshippers — Charles Sprague. 
 
 The Bobolink. 
 
 To a Skylark — Shelly. 
 
 The Sandpiper — Celia Thaxter. 
 
 The Skylark — James Hogg. 
 
 The Wounded Curlew Celia Thaxter. 
 
 The Birds of Killingworth — Longfellow. } \ 
 
 The Singing Lesson — Jean Ingelow. 
 
 Robin Redbreast — William Arlingham. 
 
 The Winter-king — Selected. • 
 
 Flowers : 
 
 Daffodils — Wordsworth. 
 The Bluebell — Selected. 
 The Flower — Tennyson. 
 
 Trees : 
 
 A forest Hymn — Bryant. I ' 
 
 The Planting of the Apple Tree — Longfellow. 
 
 Woodman Spare that Tree — Morris. 
 
 Woods in Winter — Longfellow. 
 
 How the Leaves Came Down — Susan Coolidge. 
 
 Nature : 
 
 The Brook — Tennyson. 
 
 Break, Break, Break — Tennyson. 
 
 The Wanderer — Eugene Field. 
 
 The Ocean — Byron. 
 ' The Chambered Nautilus — Holmes. 
 
 Thanatopsis — Bryant. j 
 
 The Stranger on the Sill — Thomas Buchanan Read. 
 
 The Cloud — Shelley. 
 
 Darkness — Bryon. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 205 
 
 The Seasons: 
 
 The Death of the »Flowers — Bryant. 
 
 September — Helen Hunt Jackson. 
 
 October's Bright Blue Weather — Helen Hunt Jackson. 
 
 The First Snowfall — Lowell. The Corn Song — Whittier. 
 
 Freaks of the Frost — Hannah Gould. 
 
 Snow Bound — Whittier. 
 
 It Snows — Sarah Hale. 
 
 Midwinter — Trowbridge. 
 
 The Dying Year — Prentice. 
 
 The Snowstorm — James Thomson. 
 
 A Summer Longing — George Arnold. 
 
 Spring Again — Celia Thaxter. 
 
 March — Wordsworth. 
 
 April Day — Caroline Southey. 
 
 The Rainy Day — Longfellow. 
 
 Work — Eliza Cook. 
 
 Sowing and Reaping — Adelaide Proctor. 
 
 The Song of the Sower — Bryant. 
 
 The Summer Shower — Thomas Buchanan Read. 
 
 The Rural Life: 
 
 The Country Life — Stoddard. 
 
 The Old Oaken Bucket — Woodworth. 
 
 The Barefoot Boy — Whittier. 
 
 A True Sportsman — Foss. 
 
 That Calf — Alice Cary. 
 
 The Humblebee — Emerson. 
 
 Thoughts for the Discouraged Farmer — James Whitcomb Riley. 
 
 Evangeline — Longfellow. 
 
 The Deserted Village — Goldsmith. 
 
 Strawberries — Trowbridge. 
 
 The Fountin — Lowell. 
 
 Living on a Farm — Selected. 
 
 The Voice of the Grass — Sarah Roberts. 
 
 Good Night. 
 
 In Nature Study : 
 
 Read from Shakespeare. 
 
 Quen Mab's Carriage. Romeo and Juliet I., 4. 
 
 A Colony of Bees. Henry V, I., 2. 
 
 Read Eve's description of Eden, in Book IX Milton's Paradise Lost. 
 
 After looking into the great open book of nature, let the student 
 open the books of literature in nature-study. 
 
 Hunt for beautiful quotations from the best authors that are applica- 
 ble to the subject under consideration. 
 
206 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Make a collection of these interpretations of beauty by the world's 
 great lovers of nature. 
 
 Make selections from Shakespeare, Wordsworth, Byron, Shelley, 
 Emerson, Bryant, Longfellow, Tennyson, Whittier, Holmes, Riley, Rus- 
 kin, Thoreau, Burroughs and other writers of poetry and prose. 
 
 Third Division. 
 
 FALL TERM. 
 
 (Grades 7 and 8.) 
 
 See note to teacher at the beginning of this division in the Course 
 of Study. A text-book on Elementary Agriculture should be used in 
 this division. Give particular attention to the chief farm crop cultivated 
 in your locality. 
 
 Study of Corn. — Have pupils bring to school a sample ear of each 
 variety grown on their farm. Compare these and note difference. The 
 ears brought by the different pupils should be labeled and numbered. In 
 studying the different specimens of corn each ear brought to the class 
 should be studied for the following characteristics : 
 
 A. Breed Characteristics. 
 
 1. Shape and size of ear.- 
 
 2. Roughness of kernels. 
 
 3. Color of ear. 
 
 (a) Color of grain. 
 
 1. Cap of grain. 
 
 2. Side of grain. 
 
 (b) Color and size of cob. 
 
 4. Number of rows and size of kernels. 
 
 5. Shape of grain as viewed in ear. 
 
 B. General Qualities: 
 Weight of ear. 
 Weight of grain. 
 Weight of cob. 
 Ratio of grain to cob. 
 Size of kernels — shape, width, depth. 
 Space between grains, between rows. 
 Space between grains. 
 
 (a) At tip. 
 
 (b) At crown. 
 
 Filling out of butts and tips of ears; maturity and seed 
 condition. 
 
 (a) Hardness of grain and cob. 
 
 (b) Dryness of grain and cob. 
 
 8. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 207 
 
 (c) Weight of ear in proportion to size. 
 
 (d) Color of ear and grains. 
 
 i. Due to immaturity. 
 
 2. Due to moisture conditions. 
 
 (e) Color of germs. 
 
 (f) Size of germs. 
 
 (g) Freedom from mold and attack of insects or other 
 
 injury. 
 
 i. Uniformity of grains in: 
 
 (a) Size. 
 
 (b) Shape as viewed in ear. 
 
 Rules to observe in selecting good seed corn: 
 i. Ears should be of medium size. 
 
 2. Ears of a bright, healthy color, that are heavy for their size. 
 
 3. Ears with kernels of uniform size and shape. 
 
 4. Ears with rows running parallel to the length of the cob, with 
 little space between the rows and well rilled out at the butts and tips. 
 
 5. Ears having a uniform diameter; that is, not too pointed at the 
 tip or too large at the butt. 
 
 6. Ears in which the germ of the kernel, is large. 
 
 7. Ears that are produced under normal conditions. 
 
 Diseases of the corn plant. Insects that are injurious. The har- 
 vesting of corn. The selection of seed in the field. Methods of build- 
 ing the corn crib. Machinery — corn binders, corn shredders and husk- 
 ers, corn cutters and corn shellers, etc. Plans for caring for seed corn 
 in Fall and Winter. Experiments for showing shrinkage by keeping over 
 Winter. Weigh a half bushel at harvest time. Weigh the same corn 
 in April. Find loss. Formulate problem for class use showing loss in 
 value when corn is sold in the Spring at Fall prices. Find the prices 
 necessary to receive in Spring to justify loss of weight over Winter. 
 For further information on farm problems see Hatch & Hazelwood's 
 Elementary Agriculture, by Rowe, Peterson & Co., Chicago, 6oc. Con- 
 duct a Corn Display and Contest. This can be done in connection with 
 your Thanksgiving Day or other public exercises. Select recitations ap- 
 propriate to the day. Have an exercise in corn judging where pupils are 
 prepared. Compositions on "How I Cultivated My Corn," etc., "How 
 I Grew My Potatoes," "How I Managed My Vegetable Garden," and 
 similar subjects. 
 
 References: U. S. Department of Agriculture, Washington, D. C. ; 
 Farmers' Bulletins, No. 199, Corn Growing; No. 229, The Production 
 of Good Seed Corn; No. 253, Germination of Seed Corn; No. 298, 
 Food Value of Corn and Corn Products ; No. 303, Corn Harvesting Ma- 
 chinery; No. 313, Harvesting and storing Corn. 
 
208 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Helps for Teachers. 
 
 (i) The A. B. C. of Corn Culture, by Prof. P. G. Holden, Ames, 
 Iowa. This small pamphlet tells all about the culture of corn from the 
 selecting of the seed to the harvesting of the crop the following year. 
 It is all told in the language of the child. 
 
 (2) Nature Study on the Farm, American Book Co., Cincinnati, 
 Short stories about things that take place on the farm. 
 
 (3) Farm Friends and Farm Foes, D. C. Heath & Co., New York. 
 Farm Friends and Farm Foes, as indicated by the title, tells in simple 
 language something about the things that are really the farmer's friend 
 and points out the foes of the farmer and how to get rid of them. 
 
 (4) Examining and Grading Grains, Ginn & Co., Columbus. Ex- 
 amining and Grading Grains gives illustrations sohwing how all good 
 grains should appear and sets forth rules for grading them. 
 
 (5) Agriculture in the Public Schools, published by March Bros., 
 Lebanon. Agriculture in the Public Schools contains sixty practical ex- 
 periments that pupils can perform with home made apparatus ; rules for 
 judging corn; how to conduct corn, vegetable and flower growing con-' 
 tests ; questions to prepare the teacher for an examination in Agriculture 
 with the bulletin suggested to answer many of the questions; and plans 
 for the teaching of Agriculture. 
 
 Study of Wheat or Other Grain. — See Notes in Course of Study. 
 Make a list of the grain crops grown in your neighborhood. Find the 
 average yield per acre secured on the different grain crops. Account, if 
 possible, for the cause that produced such a difference in yield in the 
 same crop and on the same kind of soil. Was any fertilizer used? If 
 so, what kind? What were the ingredients of same? Were the grain 
 fields sown in clover or other grass? What became of the straw of the 
 grain? Find out how many crops have been grown on different fields 
 since they were in clover or other grass. What is meant by three year 
 rotation? Four year rotation? Each pupil make a map of his home 
 farm or one with which he is familiar. Indicate on this map the crop 
 that was last grown in each field. Teach pupils to grade grain. What 
 is meant by No. 1, 2, 3 and 4 in grading grains. Write to the Railroad 
 and Warehouse Commission, Chicago, 111. Ask them to send you 
 (teacher) the rules for grading wheat, as fixed by the commission. Rules 
 for the study of other grains can also be secured by writing this commis- 
 sion. Teach pupils plans of treating seed wheat or other grain to pre- 
 vent smut. (See text-book.) 
 
 References: U. S. Department of Agriculture; Farmers' Bulletins, 
 No. 132, Insect Enemies of Growing Wheat. 
 
 From Wooster Experiment Station, Wooster: 
 
 Wheat — Cultural and variety tests, Bui. 82, 118, i2g, 165. 
 
 Oats — Cultural and variety tests, Bui. 67, 138 and Circular 88. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 209 
 
 Diseases of Oats — Bui. 67, 97, 210. 
 
 Fruit Study. — See Notes in Course of Study. 
 
 1. What varieties are grown in your district? What varieties pro- 
 duce the best quality? Name those that ripen in the summer, in the 
 Fall; which are the best keepers? Which are good "cooking" apples? 
 "Eating" apples? Have pupils bring in a few samples of the Fall varie- 
 ties. W r hat insects injure the apples in your district? How can this be 
 prevented? Secure "The Spray Calendar" from the Wooster Experi- 
 ment Station, Wooster, Ohio. Should any one desire to know the 
 "names" of certain apples, the same can be obtained by sending speci- 
 mens to the Secretary of the State Board of Agriculture, Columbus, 
 Ohio. 
 
 2. Where can young trees be secured? Find out all you can about 
 some of the leading nurseries in Ohio. Write to the State Horticultural 
 Society for information on fruit growing. The law of Ohio now re- 
 quires that all orchards be sprayed at least once a year. 
 
 3. Learn the proper methods of planting the apple tree. Why trim 
 the roots? Why trim the top? 
 
 4. Pruning is very important. Study your text-book on this sub- 
 ject. See also the State and National Bulletins on "Pruning." What 
 time of the year do the farmers of your district prune their orchards? 
 
 5. See your text-book on methods of grafting and budding. The 
 teacher can secure a set of grafting tools and can show the pupils how to 
 proceed in this work. 
 
 6. Cultivation of the orchard. Are the orchards in your district 
 well cared for ? Are they sprayed regularly every year ? Are they clean ? 
 How about the fence rows? Have they been kept free from orchard 
 trash ? Is the land cultivated every year or is it in grass ? Is there any 
 mulch about the tree? Could the yield be increased? How? Some- 
 times old orchards have been renovated, resulting in good profits. How 
 can this be done? Write to Wooster Experiment Station and ask 
 them to send you some literature on the "Cultivation of the Orchard." 
 A few trees well cared for will give better results than a large number 
 that are neglected. In planting an orchard for the home, select such 
 varieties that have proven satisfactory in your locality and those that 
 ripen their fruit at different times of the year. 
 
 7. Disease of the orchard. 
 
 (a) Fungous — Blight, mildew and the scab. 
 
 (b) Insect pests — The San Jose scale, codling moth, apple 
 
 tree tent caterpillar, etc. 
 
 Learn to identify these pests. What is an insecticide? Name two. 
 How are thep prepared? What is a fungicide? Name two. How are 
 they prepared ? For "sucking" insects a kerosene emulsion may be used. 
 
 14 s. c. 
 
210 MANUAL OF UNIFORM COURSE OF STUDY 
 
 References : U. S. Department of Agriculture, Farmers' Bulletins : 
 
 No. 87, Orchards, Cover crops, and Cultivation. 
 
 No. 113, The Apple and How to Grow It. 
 
 No. 154, The Home Fruit Garden. 
 
 No. 181, Pruning. 
 
 No. 198, Strawberries. 
 
 No. 283, Spraying for Apple Diseases. 
 
 No. 293, Use of Fruit as Food. 
 
 From Wooster Experiment Station, Wooster : 
 
 Orchard Culture, Bui. 171. 
 
 Dependable Fruits, Cir. 55. 
 
 Renewal of Old Orchards, Bui. 180. 
 
 The Codling Moth, Bui. 160. 
 
 Protection of Fruit Trees from Rodents, Bui. 208. 
 
 Weeds. — See Notes in Course. 
 
 1. The pupil should be taught to recognize the weeds and their seed 
 that are common in your school district. Field trips may be taken or 
 plants may be brought into the school room for identification. What is 
 a weed? How do weeds travel? Do the weeds of the field differ from 
 those of the garden? Name kinds common in each. Give frequent re- 
 views in weed identification. You can do this by placing a slip of paper 
 containing a number on each specimen and then have the pupils write 
 the name on the paper. Weeds can be exchanged and grading done. 
 Teach only the common name in the elementary school. High school 
 jnipils that have had Latin might also be given the Botanical name. ' 
 
 2. General characteristics of weeds : 
 
 (a) A very extensive stem growth either erect or horizontal. 
 
 (b) Special adaptation to soil conditions. 
 
 (c) Usually perfect means of seed dispersal. 
 
 (d) Other means of reproduction besides seeds. 
 
 (e) Special adaptation to moisture conditions. 
 
 3. Weed control: 
 
 (a) Plow ground early as possible after planting to get the 
 
 weeds checked, 
 (b-) Keep the seed beds clean all summer. 
 
 (c) Keep the fence, rows and pasture fields clean from weeds 
 that may go to seed. 
 
 (d) Practice crop rotation. 
 
 (e) Plant a smothering crop. 
 
 4. Weed extermination: 
 
 (a) Apply strong salt water or weak carbolic acid on plants. 
 
 (b) Spraying such weeds as the dandelions, mustard and 
 plantain with iron sulphate. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 211 
 
 (c) Pull them out of the ground so as not to leave any roots. 
 
 (d) Plow as late as possible and follow by frequent harrowing 
 when convenient. 
 
 5. Classification : 
 
 (a) Annuals. 
 
 (b) Biennials. 
 
 (c) Perennials. 
 
 References : U. S. Department -of Agriculture, Farmer's Bulletins 
 
 No. 28, Weeds : and How to Kill Them. 
 
 No. 86, Thirty Poisonous Plants. 
 
 No. 188, Weeds Used in Medicine. 
 
 From the Wooster Experiment Station, Wooster: 
 
 Weed Manual, Bulletin 175. 
 
 Spraying for Weeds, Circular 102. 
 
 Insects. — See notes in bulletin. 
 
 Learn to recognize as many useful and injurious insects, as may be 
 found conveniently in your district. Distinguish between the moth and 
 the butterfly. See "Coulter-Patterson's Practical Nature Study" or 
 Hodge's "Nature- Study and Life," for supplementary work in nature 
 on insect life. Learn the life stages of the insect. Observe specimens 
 illustrating the different stages in a few common insects. Learn the 
 parts of the insect. Flies and mosquitoes can be studied in the Physiology 
 class. Teach the children to see the relation existing between the insect 
 world and the bird world ; between the insect world and the plant world. 
 Make a collection of useful and injurious insects to the farmer. Dis- 
 tinguish between the "biting" and the "sucking" insects; insect de- 
 stroyers — birds, toads, etc. What birds live largely on insects? Why 
 should these birds all be protected by law? Learn how to prepare a 
 good insecticide. 
 
 References: U. S. Department of Agriculture, Bureau of Entomol- 
 ogy: — Circular No. 16, The Larger Corn Stalk, borer; Circular No. 67 r 
 The Clover Root, borer ; Circular No. 73, The Plum Curculio ; Circular 
 No. 87, The Colorado Beetle; Circular No. 92, Mites and Lice on Poul- 
 try ; , Circular No. 98, The Apple-tree Tent Caterpillar ; Separate No. 
 355 (Year Book of 1904), Insects' Injuries to Forest Products; Separate 
 No. 381, (1905), Insect Enemies of Forest Production. 
 
 U. S. Department of Agriculture, Farmer's Bulletins : 
 
 No. 99, Three Insect Enemies of Shade Trees. 
 
 No. 196, Usefulness of the American Toad. 
 
 No. 275, The Gypsy Moth. 
 
 From Wooster Experiment Station: 
 
 Insects Affecting Ohio Shade Trees, Bui. 194. 
 
 Spraying Machinery, Bui. 216. 
 
I 
 
 212 MANUAL OF UNIFORM COURSE OF STUDY 
 
 For San Jose Scale, Bui. 169, Circular 69. 
 
 For Grape Rot, Bui. 130. 
 
 Chinch Bug, Bui. 77 and 106. 
 
 Cicada, Periodical, Bui. 87. 
 
 Hessian Fly, Bui. 107, 119, 136 and 177. 
 
 Forage Crops — See Notes in Course. What grasses are best adapted 
 for permanent pasture? Why? For hay? Why? What are the true 
 grasses? Where do they obtain their nitrogen? Are they beneficial to 
 the soil? Why? What are the clovers? Where do they obtain their 
 nitrogen? How do they improve the soil? Why should the seed of the 
 clovers be planted with the seed of the true grasses for hay crops? 
 Make a study of the "Meadow." What fertilizers- are used to aid the 
 .growth of grass crops in your locality? Make a study of alfalfa and 
 its culture. Find out the difference in the production and the methods 
 of cultivating the different clovers. Also observe the following outline: 
 When cut? How cured? Number of times cut? Purpose of second 
 cutting. Why is the second growth often plowed under? Number of 
 pounds of seed sowed to the acre? How is it threshed for seed? Yield 
 per acre? Price per bushel? Number of pounds per bushel? Total 
 average income per acre? Average net income per acre? 
 
 Classification of clovers : 
 
 (a) The true clovers. 
 
 (b) The medics. 
 
 (c) The melilots of sweet clovers. 
 
 The true clovers include: the red (mammoth and medium), the 
 crimson, the alsike and the white. 
 * The medics include the alfalfa and burr clover. 
 
 The mililots are white and yellow. 
 
 Compare food value of these clovers. Get each kind and teach 
 pupils to recognize them. Note the root system — length, branching and 
 nodules. Make a study of rape, millet and sorghum and other forage 
 crops. 
 
 References'. U. S. Department of Agriculture, Farmers' Bulletins: 
 
 No. 260, Seed of Red Clover. 
 
 No. 278, Leguminous Crops for Green Manuring. 
 
 No. 315, Progress in Legume Inoculation. 
 
 No. 318, Cowpeas. 
 
 No. 339, Alfalfa. / 
 
 From Wooster Experiment Station, Wooster: 
 Culture of Alfalfa, Bui. 181, and Circular 91 and 80. 
 Forage Crops, Bui. 70. 
 Soy Beans, Cir. 78. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 213 
 
 Millet, Circular 81. 
 
 The Farm Grasses of Ohio, Bui. 225. 
 
 See A. A. Upham's An Introduction to Agriculture, by D. Appleton 
 & Co. ; also Burkett, Stevens and Hill, by Ginn & Co. 
 Dairying. — See Notes in Course. 
 
 References: U. S. Department of Agriculture, Farmers' Bulletins: 
 
 No. 22, Feeding Farm Animals. 
 
 No. 55, The Dairy Herd. 
 
 No. 106, Breeds of Dairy Cattle. 
 
 No. 166, Cheese Making on the Farm. 
 
 No. 141, Butter Making on the Farm. 
 
 From Wooster Experiment Station, Wooster: 
 
 Feeding for Beef, Bui. 60. 
 
 Tuberculosis of Cattle, Bui. 108. 
 
 Silage versus Grain for Dairy Cows, Bui. 155. 
 
 Silage for Fattening Cattle, Bui. 193. 
 
 Value of Individual Records for Dairy Cows, Cir. 67. 
 
 Teach children the meaning of the term "Balanced Ration" and how 
 to feed to produce a "balanced ration." See Goff & Mayne's First 
 Principles of Agriculture, by American Book Company, Cincinnati. 
 
 Make a study of the silo. Best crops for silage. Why is corn the 
 main silage crop? What kinds of corn are best adapted for silage? 
 Why? At what stage of development should corn be cut for silage? 
 Could good silage be made out of fully ripened corn? Why not? Does 
 the frost effect the corn intended for silage? In filling the silo, why is 
 it necessary to thoroughly pack the corn? Why should the corn next to 
 the outside of the silo be packed more than that in the center? Have 
 pupils bring corn to school that is in the proper condition for being 
 placed in the silo. The parents should be consulted by the pupil in se- 
 lecting corn in the proper condition for the silo. 
 
 See Farmers' Bulletins published at Washington: 
 
 No. 32, Silos and Silage. 
 
 No. 292, Cost of Filling Silos. 
 
 Milk. — Every pupil whose parents are interested in dairying should 
 be taught the use of the Babcock tester. It is one of the most important 
 factors to consider in the dairy business. Schools should be supplied 
 with a Babcock Milk Tester. Teachers everywhere are surprised at the 
 interest that can be aroused in the community by having the pupils test 
 samples of milk and cream. 
 
 Pupils should also be taught: 
 
 (1) The care of the milk cans and pails. 
 
 (2) What feeding stuffs may effect the flavor of the milk. 
 
214 MANUAL OF UNIFORM COURSE OF STUDY 
 
 (3) The reason for prompt removal of the milk from the 
 stable. 
 
 (4) The necessity of the milker wearing clean clothing. 
 
 (5) The necessity of having cows kept clean and comfortable. 
 
 (6) The necessity of giving the cows good treatment — being 
 kind and gentle with them at all times. 
 
 (7) The necessity of feeding balanced ration. 
 
 References: U. S. Department of Agriculture, Farmers' Bulletins: 
 
 No. 42, Facts about Milk. 
 
 No. 63, Care of Milk on the Farm. 
 
 No. 348, Bacteria in Milk. 
 
 Farm Papers : Do not fail to take a good farm paper to your school 
 for the use of the pupils. Get them in the habit of reading these papers. 
 See list recommended in the course of study. Secure samples of these 
 journals and see that the pupils have access to at least one of these papers. 
 
 Social Life of the Rural Community. 
 
 The teacher should become a leader in educational matters in the 
 community. Various plans may be carried out to bring this about. The 
 following are suggested : 
 
 1. Parents' Meeting where exercises are given by the children. 
 This gives the teacher and patrons an opportunity to become better 
 acquainted. 
 
 2. Agricultural Clubs, where pupils are given an opportunity to 
 express their views on different phases of Agricultural work and at which 
 time contests may be held. 
 
 3. Rural Lecture Courses, where all departments of education may 
 be presented. 
 
 4. Farmers' Institute. Teachers should interest themselves in the 
 promotion of Farmers' Institutes. 
 
 5. Township and Village school displays sohuld be encouraged, con- 
 sisting of all work done in school. 
 
 6. Traveling Libraries should be secured from the state depart- 
 ment. Any one interested in getting the use of good books free should 
 write the State Librarian, State House, Columbus, Ohio. 
 
 7. Encourage County Fair Boards to offer prizes on Agricultural 
 products cultivated by your pupils. 
 
 8. Give your encouragement to all of the Farmers' Organizations 
 that are promoting Agricultural Education. 
 
 WINTER TERM. 
 
 (Grades Seventh and Eighth.) 
 See notes to teacher at the beginning of this division in the Course 
 of Study. A text-book on Elementary Agriculture (See list recom- 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 215 
 
 mended on page n of the Tentative Course of Study) should be used 
 in this division. Give particular attention during the winter months 
 to the study of "Housing and Protecting Farm Animals." Study of 
 Farm Animals — Secure photographs of pictures of the common farm 
 animals raised in Ohio. Pictures can be taken from Agricultural bul- 
 letins and agricultural newspapers. Teachers should also have the 
 pupils visit a stock farm where pure bred animals are kept. The own- 
 ers or keepers of these animals will be glad to explain to the children 
 about the plans of caring for the animals, leading characteristics, etc. 
 
 The following outline is suggested for use in connection with the 
 study of Farm Animals. 
 
 Farm Animals. 
 
 1. Horses. 
 
 (a) Origin and distribution. 
 
 (b) Types and breeds — their characteristics. 
 
 (i) Draft — English Shire, Clydesdale, Percheron, French 
 Draft, Belgian, etc. 
 
 (2) Coach — French Coach, German Coach, Cleveland Bay, 
 Hackney, etc. 
 
 (3) Roadsters and Light Harness — American Trotter, The 
 Thoroughbred, The American Saddle Horse, etc. 
 
 (4) Ponies — Shetland, Indian ponies, Mustangs, Welsh 
 Polo, etc. 
 
 2. Cattle. 
 
 (a) Origin and distribution. 
 
 (b) Types and breeds — their characteristics. 
 
 (1) Beef — Shorthorn, Hereford, Aberdeen — Angus, Gal- 
 loway, Sussex. 
 
 (2) Dajiry— Jersey, Guernsey, Ayrshire, Holstein — Frisian, 
 Brown Swiss. 
 
 3. Swine. 
 
 (a) Origin and distribution. 
 
 (b) Types and breeds — their characteristics. 
 
 (1) Large Breeds — Chester White, Improved Yorkshire, 
 Tamworth. 
 
 (2) Medium Breeds — Berkshire, Poland-china, Duroc- 
 Jersey. 
 
 (3) Small Breeds — Small Yorkshire, Essex, Victoria, etc. 
 
 4. Sheep. 
 
 (a) Origin and distribution. 
 
 (b) Types and breeds — their characteristics. 
 
 (1) Fine — wooled — American Merino, Delaine Merino, 
 French Merino and Cheviot. 
 
216 MANUAL OF UNIFORM COURSE OF STUDY 
 
 (2) Medium — wooled — Southdown, Shropshire, Dorset, 
 Hampshire, Oxford, etc. 
 
 (3) Long-wooled-Cotswold, Leicester and Lincoln. 
 
 References : Bulletins from the Department of Agriculture, Colum- 
 bus. Bulletins from the Agricultural College, Columbus. U. S. De- 
 partment of Agriculture, Washington D. C, Farmers' Bulletin. 
 
 No. 96, Raising Sheep for Mutton. 
 
 No. 159, Scab in Sheep. 
 
 No. 170, Principles of Horse Feeding. 
 
 No. 179, Horseshoeing. 
 
 No. 205, Pig Management. 
 
 See also Bulletins mentioned under Dairying in the "Fall Work". 
 
 See also the book — Types and Breeds of Farm Animals by Charles 
 S. Plum. 
 
 Use supplementary text books and helps for teachers recommended 
 under "Fall Work." 
 
 Bulletins from Wooster Experiment Station, Wooster, Ohio: 
 
 No. 195, Feeding work horses. 
 
 No. 91, 117, Lung and stomach worms of sheep. 
 
 179, 187, Fattening range lambs. 
 
 No. 73, (Circular), Tankage for hogs in cattle feed lots. 
 
 No. 209, Rations for fattening swine. 
 
 No. 213, Specific effects of rations on the development of swine. 
 
 Farm -Machinery— Kinds, uses, value, care of. History to show im- 
 provement. Catalogues from concern where farm machines are manu- 
 factured can be secured for school use. 
 
 Soil Study — Test soil for acid and alkali. What elements are 
 usually lacking in soils? How can they be secured? Secure samples 
 of commercial fertilizers in small bottles. . What are the ingredients of 
 each? Samples of phosphate rock and other fertilizing materials can 
 be secured for school use by addressing fertilizer factories. Make a 
 collection of soils in small bottles. Test the soils for their power to 
 retain water and for capillarity. Teaches uses of tile drains. Soil im- 
 provement. Influence of Crop Rotation on Soil Improvement. Saving 
 soil moisture. Soil water. Soil mulch. Plant food in soil. Renewing 
 old soil. Value of the clovers in soil improvement. Mixing of home 
 fertilizers. Study methods to improve Ohio's soil. Influence of tillage 
 on soil. Soil must be improved to support increased population. Per- 
 form experiments in connection with the study of soil. 
 
 References — U. S. Farmers' Bulletins: 
 No. yy, Liming of Soils. 
 No. 83, Tobacco Soils. 
 No. 88, Alkali Soils. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 217 
 
 No. 257, Soil Fertility. 
 
 No. 266, Management of Soils. 
 
 No. 406, Soil Conservation. 
 
 From Wooster Experiment Station, Wooster. 
 
 No. 159, 141, Lime as a fertilizer. 
 
 No. 182, 183, 184, Maintenance of fertility. 
 
 No. 59, (Circular), Soil Treatment of Tobacco Beds. 
 
 No. 79, (Circular), Requirement for Ohio Soils. 
 
 Literature for the Teacher. 
 
 Walden, by Henry D. Thoreau. 
 
 Birds and Bees, by John Burroughs. 
 
 The Fall of the Year, by Dallas Lore Sharp. 
 
 The Bee People, by Margaret W. Morley. 
 
 In the study of birds, let the pupils read: The Wounded Curlew; 
 To a Waterfowl ; The Winged Worshipers ; The Bobolink ; To a Sky- 
 lark; The Sandpiper; The Singing Lesson. 
 
 In the study of flowers, read: Daffodils, by Wordsworth. To 
 Daffodils, by Robert Herrick. 
 
 Trees — A Forest Hymn — Bryant. 
 
 When you are studying kindness to animals, read: A True Sports- 
 man, by Sam Walter Foss. That Calf — Alive Cary. 
 
 The Builders — Longfellow. Pictures in a Poem — Trowbridge. 
 
 In the study of nature, read: The Brook, by Tennyson. Coal, by 
 Kingsley; The Wanderer, by Eugene Field; The Chambered Nautilus, 
 by Dr. Holmes; The Ocean, by Byron; Thanatopsis, by Bryant; The 
 Stranger on the Sill, by Thomas Buchanan Read. 
 
 Winter Study — Freaks of the Frost, by Hannah Gould. 
 
 The First Snowfall — Lowell. Midwinter — Trowbridge. 
 
 Angling — George Howland. 
 
 Among the best poems on rural life are such as, Longfellow's 
 Evangeline, and Goldsmith's Deserted Village. The Waggoner of the 
 Alleghanies, by Thomas Buchanan Read. Snow Bound, by Whittier. 
 
 Prose — Irving's Sketch-book. 
 
 SPRING WORK. 
 
 Third Division. 
 (Grades 7 and 8.) 
 
 Poultry Raising: — Breeds of chickens of the neighborhood; charac- 
 teristics of each; feeding, housing and general care. Incubators and 
 brooders ; expenses and profits in poultry. 
 
218 
 
 MANUAL OF UNIFORM COURSE OF STUDY 
 
 I. 
 
 Points to be observed in caring for eggs for hatching: — 
 
 i. Gather every day in warm weather and every 
 three hours in cold weather. 
 
 2. Keep in temperature about 6o° F. 
 
 3. Turn eggs daily. 
 
 4. Set eggs less than ten days old. 
 
 5. Set regular shaped eggs. 
 
 6. Set eggs from the best laying hens. 
 
 7. Never set eggs from diseased chickens. 
 
 two or 
 
 2. 
 
 Points to be observed in caring for the hen while setting : — 
 
 1. Place her where she will not be disturbed by other hens. 
 Keep water and shelled corn before her. 
 Keep box of dust or weak ashes before her. 
 Dust the hen with insect powder when you set her and 
 every week thereafter. 
 Take her off the nest as soon as all fertile eggs are hatched. 
 
 Points to be observed in the care and feeding of young chicks: — 
 
 (a) Care 
 
 1. Place coops on well drained ground. 
 Keep coops clean and airy. 
 Move coops frequently. 
 Change location every year. 
 Dust with insect powder, etc., to prevent lice. 
 Keep out rats, etc. 
 Keep in small quarters while very young. 
 
 (b) Feeding 
 
 1. First meal when about 48 hours old. 
 
 Bread soaked in milk arid . squeezed or boiled egg, then- 
 chick feed, fine grit. 
 
 Later coarse corn meal, cracked corn and cracked wheat. 
 After third week mix a little beef scraps with feed. 
 Keep fresh water before them. Use drinking fountain if 
 necessary to keep water clean. 
 Feed three times a day while young. 
 
 Small chicks should be fed in separate pens from old hens 
 and large chicks. 
 Skim milk and cheese are valuable food. 
 
 4- 
 
 7- 
 
 Care of cockerels : — 
 
 1. Feed regularly and all that will be cleaned up well. 
 
 In- 
 
 clude beef scrap in rations. 
 
 2. Keep in comparatively small quarters. 
 
 3. Market when the price justifies and cockerels are in good 
 condition. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 219 
 
 5. Care of pullets : — 
 
 1. Give free range. 
 
 2. Worms, beef scrap or green bone. 
 
 3. Fresh water and good grain. 
 
 4. Keep in clean, well ventilated coops or houses. 
 
 5. Avoid having them roost in a draft. 
 
 6. Keep out lice and mites. 
 
 7. If properly cared for they will lay by early winter. 
 
 8. Market surplus stock. 
 
 6. Winter egg production: — 
 
 1. Breed from winter layers. 
 
 2. Use male from good layers. 
 
 3. House: well ventilated, clean and dry. 
 
 4. Exercise : Feed whole grain in litter. 
 
 5. Green food: cabbage, beets, turnip, clover, alfalfa. 
 
 6. Give fresh warm water. 
 
 7. Avoid causing them to eat snow. 
 
 8. Feed warm mash in mornings. 
 
 9. Mash can be fed dry or moistened with hot water or warm 
 skim milk. 
 
 10. Mash may include corn meal, bran, oat meal, and about 
 5% ground alfalfa and beef scrap. 
 
 11. Keep fine grit before them. 
 
 References: Poultry magazines and journals, Incubator catalogues 
 and leading farm papers. 
 U. S. Department of Agriculture — Bulletins: 
 
 No. 41 — Fowls, Care and Feeding. 
 
 No. 51 — Standard Variety of Chickens. 
 
 No. 64 — Ducks and Geese. 
 
 No. 236 — Incubation and Incubators. 
 
 No. 141 — Poultry Raising on the Farm. 
 
 No. 182 — Poultry as Food. 
 
 No. 200 — Turkeys, Varieties and Management. 
 
 No. 287 — Poultry Management 
 
 No. 357 — Methods of Poultry Management at the Maine Agricul- 
 tural Experiment Station. 
 
 From Wooster Experiment Station, Wooster. Ask to be placed on 
 -their mailing list to receive all bulletins. 
 
 From Maine Agricultural Experiment Station, Orono, Maine: 
 
 No. 100 — Poultry Management. 
 
 No. 168 — The Fertility and Hatching of Eggs. 
 
 For disease of poultry — get Bulletin No. 138 — The Poultry In- 
 dustry in Maryland, from Maryland Agricultural Experiment Station, 
 College Park, Md. 
 
 The Biggie Poultry Book from Farm Journal, Philadelphia, Pa. 
 
220 MANUAL OF UNIFORM COURSE OF STUDY 
 
 Fruit Study — Where fruit raising is practiced extensively, study 
 propagation by grafting, by budding. Why necessary. History of some 
 one fruit from seed to maturity. Pruning, planting and spraying of fruit 
 trees. Secure bulletins (See list mentioned under Fruit Study in the 
 Autumn Bulletin). Also write State Board of Agriculture, Columbus 
 and Wooster Experiment Station, Wooster, for their Spray Calendars. 
 
 Corn Study — Germination of seed, make corn testers ; compare tests 
 for vitality. Grading corn. History of Corn. Varieties adapted to 
 your locality. Planting and Cultivating Methods. Experiment in depth 
 of planting 
 
 Determining Germinating Strength. 
 
 Note to Teachers : Points to be considered in preparing geminat- 
 ing boxes : 
 
 i. Direct pupils to bring to school shallow boxes filled with sand. 
 
 2. Have them divide the sand surface into small squares. 
 
 3. Number each one of the small squares. 
 
 4. Number ears of corn or other kinds of seed to be tested to cor- 
 respond with the number on each small square. 
 
 5. Remove six grains from different parts of ear, number (1) and 
 place in square number (1). 
 
 6. Continue this process until all squares are filled. 
 
 7. When all squares are filled moisten the sand and keep in a warm 
 place until the corn (or other grain that is being tested) comes up. 
 
 8. In the country schools the boxes cannot be kept at school, if 
 the house is not well heated over night. Pupils in these schools should 
 be directed to take the boxes home and keep them where they will not 
 be destroyed until the test is finished. The sand in the boxes should not 
 be allowed to dry out until the plants have reached an inch or two in 
 height. When the plants (if corn) have reached this height the boxes 
 can be returned to school. The productiveness of each ear of corn may 
 then easily be determined by noting the strength and vigor of the plant 
 produced from each kernel planted. Reject all ears that did not produce 
 strong plants that are uniform in size and all six grains productive. Some 
 seasons it is impossible to get perfect germination in corn but we should 
 get ears as near perfect as possible. See the form following for record- 
 ing germinating tests. 
 
 Form for Recording Germinating Tests. 
 
 The following is a convenient form for keeping a record of seed 
 testing that is carried on by pupils : : — 
 
 Name of Seed: Corn. 
 
 Number of Seed in Tester: 200. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 
 
 221 
 
 
 
 1/5 
 
 8^ 
 
 
 o 
 
 c 
 
 
 
 cd 
 
 21 
 
 
 
 
 
 C*a 
 
 o £ 
 
 *o 
 
 -i_> *o 
 
 Date Started. 
 
 Date Sprouted. 
 
 <u 
 
 °2 
 
 
 
 
 
 
 a, 
 
 
 o« 
 
 a 
 
 
 
 6™ 
 
 o§ 
 
 fc^ 
 
 feco 
 
 
 
 fe 
 
 fc 
 
 P^H 
 
 A 
 
 Feb. 4 
 
 Feb 10 
 
 80 
 100 
 120 
 190 
 196 
 
 120 
 100 
 
 80 
 
 10 
 
 4 
 
 40 
 50 
 60 
 95 
 98 
 
 60 
 
 Feb. 15 
 
 Feb. 22 
 
 50 
 
 Feb. 25 
 
 Mar. 2 
 
 40 
 
 Mar. 3 
 
 Mar 10 
 
 5 
 
 Mar. 4 
 
 Mar. 11 
 
 2 
 
 
 
 
 Source of Seed: Secured from a successful corn grower near home. 
 Remarks: Only the last show per cents good enough to plant. All sprouts 
 in last two indicate a strong germ. 
 
 Name of pupil : Edwin Harkrader. 
 School : Hillsdale. 
 
 Prepare to have a corn, vegetable and flower growing contest during 
 the summer and exhibit the products at the County Fair, or at school 
 early in the fall term. 
 
 For information on "Corn Culture", "Nature Study on the Farm", 
 "Farm Friends and Farm Foes", "Grading of Grains", and Plans for 
 conducting Corn, Vegetable and Flower Growing Contests and exhibits, 
 see under Helps For Teachers, page 14, of the Autumn Bulletin. 
 
 Always test all seeds for vitality before planting. Treat potatoes 
 for scab with formalin. See text book for method. Examine clover and 
 grass seed with hand lens to find weed seed and other impurities. See 
 other suggestions in Autumn Bulletin. 
 
 Corn Record.* 
 The following Corn Record is Suggested for Pupils Doing Contest 
 Work: 
 Preparation of Seed Bed 
 
 Kind of Soil Area of Corn Plot , 
 
 Variety of Seed Corn , 
 
 From what place was the Seed -Corn secured ? , 
 
 Was it tested to determine whether or not it would sprout? 
 
 Date of Planting? 
 
 What Depth? 
 
 Drilled or Checked ? 
 
 When Corn appeared 
 
 Dates of cultivation and how cultivated ? 
 
 ♦This record can be altered so it can be used for vegetable and other contests. 
 
222 MANUAL OF UNIFORM COURSE OF STUDY 
 Purposes of Cultivation ? , 
 
 To what degree was the corn damaged by all causes ? 
 
 Date of harvesting the ears ? 
 
 Were the ten ears exhibited selected when the corn was standing or after husking? 
 
 Did you find the variety of corn you used suited to your soil and climate? 
 
 Why? 
 
 Witness, outside of family, that can certify, if necessary, that the corn was culti- 
 vated and harvested by the person keeping this record 
 
 Address S 
 
 References: See list mentioned in Autumn Bulletin. Secure the 
 following circulars from Wooster Experiment Station, Wooster. 
 
 No. 53 — Experiments with Corn. 
 
 No. 66 — Corn Breeding and Registration. 
 
 No. 71 — The Selection of good seed corn. 
 
 Also No. 428 — Testing Seeds — From Washington, D. C. 
 
 Bird Study — 
 
 1. Birds should be studied all the year around. 
 
 2. Begin with the ones the most common and learn to recognize 
 a few each month.. Winter is a good time to begin as there are not so 
 many different kinds. Note changes in some species from season to 
 season. Note song, manner of flight, nest, habits and food. 
 
 3. Learn the purpose of the Audubon Society. 
 
 4. Study the Ohio law for the protection of birds. What birds are 
 protected by law ? What other birds should be added to this list ? Why 
 should these be added? Name the native birds that are beneficial to 
 farm crops. Injurious to farm crops. 
 
 5. Look up your Arbor Day Bulletins from this office for informa- 
 tion on birds. 
 
 6. Discuss methods of encouraging birds to stay with us. See 
 Hodge's Nature Study and Life, pp. 327-345. 
 
 7. Who are bird enemies ? See Burrough's "Birds and Bees." 
 
 8. For suggestive exercises on birds see Coulter-Patterson's Nature 
 Study, pp. 112, 122; also 301-313. 
 
 9. Study the economical value of birds and the migration of birds. 
 
 10. Old nest can be taken to school for study but discourage making 
 egg collections as it leads to the destruction of birds. 
 
 Suggestion to teacher: If you desire your class to make a special 
 study of the economical value of birds secure, — "Birds in Their Relation 
 to Man" by Weed and Dearborn — published by Lippincott. Other books 
 of interest on the subject of birds are as follows:— 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 223 
 
 1. Birds of Village and Field, Florence A. Merriam, Houghton, 
 Mifflin & Co., Boston. 
 
 2. The First Book of Birds, Olive Thorne Miller, Houghton, Mifflin 
 & Co., Boston; 
 
 3. Birds through the Year, Gilmore, American Book Co., Cincinnati. 
 
 4. Our Birds and Their Nestlings, Margaret C. Walker, American 
 Book Co., Cincinnati. ■ 
 
 References: U. S. Farmers Bulletin. 
 
 No. 54 — Some Common Birds. 
 
 No. 197 — Importation of Game Birds and Eggs for Propagation. 
 
 No. 383— 7H0W to destroy the English Sparrow. 
 
 No. 390 — Pheasant Raising in the United States. 
 
 Note to teacher :— If pupils are interested in Quail have them write 
 to Dr. H. C. Minnich, Oxford, Ohio, for information on raising quail. 
 Dr. Minnich's son has been very successful in raising quail and will fur- 
 nish information to those that may be interested in the subject. 
 
 Home Garden Studies— Those persons having had experience with 
 school garden work not only in Ohio but also in other states agree that 
 the home garden is better than the school garden to meet the need of 
 rural children. In the larger villages and in the city, school gardens are 
 without a doubt worth while, but, aside from the experimental work, 
 they are in most cases neither practical nor profitable for the rural boy 
 or girl. There is no question about the value of the Home Garden and 
 the School Garden; the question is regarding its organization and man- 
 agement. The success of either plan will depend largely upon the enthu- 
 siasm of the teacher who must take the lead in all garden work. The 
 teacher should plan the work carefully, first getting as much information 
 on the subject as possible from all sources. Garden work successfully 
 done is one of the very best possible means of interesting children in all 
 forms of Agriculture. If it is not carefully planned and cared for after 
 it is started it is likely to be a failure. Perhaps ninety per cent, of the 
 failures in garden work result from the teacher undertaking the work 
 before he has thoroughly investigated the subject and received some 
 plans from other school teachers that have been successful. Then it is 
 generally the case that most teachers ask the children to undertake too 
 much in the beginning. Small gardens in the spring become large gar- 
 dens when the sun gets hot in summer. Have each child who enters 
 into the work understand that he is not to give up the work until it is 
 completed. It is generally advisable to suggest to the children that they 
 not undertake to plant more than two or three varieties of plants. The 
 teacher undertaking garden work should have a record book and keep 
 in it the names of the children planting gardens adn the kinds of seed 
 grown by each one engaging in the work. These records should be left 
 at the school, as a new teacher may be employed to take charge in the 
 
224 MANUAL OF UNIFORM COURSE OF STUDY 
 
 fall and he must have these records. Children should be given credit for 
 all their summer activities in the way of garden work or field work. 
 The teacher should visit these gardens as often as possible and encourage 
 the children in their work. Very simple records of the work done should 
 be made by each pupil who has a garden. 
 
 Be sure to have an exhibit of some of the products cultivated by the 
 children either at the County Fair or at the school house at the opening 
 of school. You can have a "School Fair" of your own if it is not pos- 
 sible for all the children to take a part of their products to the County 
 Fair. Have some exercises in connection with your "School Fair." In- 
 vite the parents and your State Supervisor of Agriculture to attend the 
 exhibit. Secure some competent person to act as judge of the exhibit. 
 Simple prizes may be offered for the best exhibit of each kind. It is 
 very often advisable to secure the co-operation, if possible, of the parent 
 in this garden and field work. Speak to the parents about the value of 
 this work to the child and suggest that a piece of land be given to the 
 child on which he may raise whatever he desires, and that he be allowed 
 the profits obtained from the crops. The child should keep an account 
 of the income and expenses. Teach him to see the businss side so that 
 he may better understand the question of farm economics. If the crop 
 is used by the 1 parent, the child should be compensated for it. 
 
 References — U. S. Department of Agriculture. Farmers' Bulletins. 
 
 No. 154 — The Home Fruit Garden. 
 
 No. 218 — The School Garden. 
 
 No. 255 — The Home and Vegetable Garden. 
 
 No. 256 — Preparation of Vegetables for the table. 
 
 No. 385 — Boys' and Girls' Agricultural Clubs. 
 
 No. 408 — -School Exercises in Plant Production. 
 
 No. 409 — School Lessons on Corn. 
 
 No. 468 — Farmers' Bulletin — Forestry in Nature Study. 
 
 TEXT-BOOKS IN AGRICULTURAL EDUCATION SUITABLE FOR THE 
 7TH AND 8TH GRADES OF THE ELEMENTARY SCHOOLS. 
 
 Name of Text-book. Name of Author. Publishers. 
 
 Beginnings in Agriculture Mann MacMillan. 
 
 Agriculture for Young Folks. A. D. & E. W. Wilson. Webb & Co., Minneapolis. 
 
 First Principles of Agricul- 
 ture Goff & Mayne Amer. Book Co., Cincin- 
 nati. 
 
 Agriculture for Beginners Burkett, Stevens & Hill. Ginn & Co., Columbus. 
 
 Agriculture for Common • 
 
 Schools Fisher & Cotton Chas. Scribner's Sons, N. 
 
FOR THE ELEMENTARY SCHOOLS OF OHIO. 225 
 
 An Introduction to Agricul- 
 ture A. A. Upham D. Appleton & Co., Co- 
 lumbus. 
 One Hundred Lessons in Ele- 
 mentary Agriculture A. W. Nolan Rowe, Peterson & Co„ 
 
 Chicago. 
 Agriculture in the Public 
 
 Schools Lester S. Ivins March Bros. Pub. Co., 
 
 Lebanon, O. 
 
 PAPERS AND MAGAZINES THAT AID IN THE TEACHING AND 
 STUDY OF AGRICULTURE. 
 
 American Agriculturist Orange Judd Co., New York.. 
 
 Ohio Farmer * Lawrence Pub. Co., Cleveland. 
 
 National Stockman and Farmer Pittsburg. 
 
 Farm and Fireside Springfield, Ohio. 
 
 Farm Journal Philadelphia. 
 
 Reliable Poultry Journal Quincy, 111. 
 
 Otwell's Farmer Boy (especially for boys and girls 
 
 studying agriculture in school) Carlinville, IH. 
 
 15 s. c. 
 
292951 
 
 LB ISLI 
 
 3 A<f 
 
 If/* 
 
 UNIVERSITY OF CALIFORNIA UBRARY