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BARKSDALE HAMLETT, 
 Superintendent of Public Instruction. 
 

 *-u ' • 
 
 ^- -^ X/^: 
 
INTEODUCTION, 
 
 This Course of Study is intended for the use of teachers of 
 the common schools of the State, giving them a definite idea of the 
 amount of work to be done in each branch, and suggesting methods 
 of doing it. It should he studied and discussed in the Teachers' In- 
 stitutes and in the local associations during the year. A special in- 
 vestigation of school work with reference to the adjustment and ar- 
 rangement of its parts, with a study of the best methods of doing it 
 i3 a professional study of a very high order The teacher who knows 
 the most of these matters and who most skillfully adapts them to 
 the daily work will prove to be the most successful in his calling. 
 
 Therefore the aim of this work is: — 
 
 FIRST — To furnish an outline of the branches required by law to 
 
 be taught in the schools of the State, arranged by grades in accord- 
 ance with approved methods, as a basis for work to teachers, trus- 
 tees and superintendents. 
 
 SECOND — To advance the pupil step by step through his school 
 life, giving him systematic credits for v/ork done in order to lessen 
 the evil effects of too frequent change of teachers. 
 
 THIRD — To unify the work in the common schools by furnishing 
 a basis for effective supervision, and for comparing the results of the 
 work in different schools. 
 
 FOURTH— To enable the directors and parents to know better 
 what the schools are doing or ought to do for their children, and to 
 cooperate with teachers in their work. 
 

CHAPTEE I. 
 
 THE EUEAL SCHOOL. 
 
 1— THE RURAL SCHOOLS DEFINED. 
 
 For purposes of administration, the schools of Kentucky are 
 divided by law into six classes; schools in cities of the first class, 
 schools in cities of the second class, schools in cities of the third 
 class, schools in cities of the fourth class, independent graded schools 
 and subdistrict schools. To the first four classes, the term "city or 
 urban schools" is applied, while to the last two classes, the name 
 "country or rural school" is given. The urban schools are patronized 
 largely by people engaged in the professions, in commerce, and in 
 m.anufacturing; en the other hand, the rural school serves a people 
 chiefly engaged in agricultural pursuits. So true is this that the rural 
 school might not inaptly be called the "Farmer's School." Of course, 
 these rural schools are patronized by people engaged in mining and in 
 lumbering in some sections, but the number of such patrons is small 
 as compared to the farming patrons. It may be said, however, that 
 the rural school, located in a purely mining section, presents more 
 of the problems of the urban than of the rural school. With these 
 exceptions, the Rural School may be defined as a school that serves 
 the needs of a farming community. 
 
 2— THE FUNCTION OF THE RURAL SCHOOL. 
 
 Kentucky is an agricultural State. The problems in the country 
 in Kentucky are largely the problems of the farm and the farming 
 community. The problem of the Rural School in Kentucky is to pre- 
 pare for life on the farm a great race of farmers. The problem of 
 the "Farmer's School" is not to prepare for the professions, for com- 
 merce, or for manufacturing, but for farming. Of course, a small 
 minority of the children in these scholos will ultimately go into other 
 pursuits than farming; but the training they will get in the funda- 
 mental things of life in the Farmer's School will be a good training 
 for these pursuits. It is the business of the Farmer's School to train 
 the farmer's children for the farm and not away from the farm. It 
 is the business of the Farmer's School to train the farmer boy first 
 of all to be a Man, and second to be a farmer. It is the business of 
 the school, while training the farmer boy to be a Man, not to train 
 him away from the farm by belittling or ignoring the farmer's life, 
 
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 while praising other vocations. We may safely go further and say 
 that it is the business of the Farmer's School to purposely incline the 
 boy and girl toward the farm and rural life. We may go even further 
 and say that it is the business of the Rural School to purposely 
 fortifj^ its pupils against the alluring calls of the city; by teaching 
 them the advantages of life in the open country and the disadvan- 
 tages of the city— especially to people not trained for the pursuits of 
 the city. There is no danger of hurting the city, for the greatest pos- 
 sible danger to the city lies in the stagnation, discontent and disin- 
 tegration of the country districts, upon which the city depends. In 
 short, it is the business of the Farmer's School to teach the farmers' 
 children what they need to know on the farm. 
 
 The function, then, of the Rural School, is to help the farmer and 
 his family to live a richer, a fuller and a more complete life on the 
 farm; to aid the farming community in organizing itself against the 
 forces of stagnation, discontent and disintegration now at work in 
 BO many farming communities, and to organize itself for the advance- 
 ment of social enjoyment, economic prosperity and religious peace; 
 and to aid the County, the State and Nation in securing a happy, 
 economically efficient, intelligent and patriotic citizenship. 
 
 3— THIS FUNCTION ANALYZED. 
 
 The Rural School should set before itself the specific task of 
 helping the farmer to live more completely. To do this, he must 
 know better Himself and his Activities. To know himself, the farmer 
 must know his Lang-uage, how to speak it, read it, and write it 
 fluently and accurately. So far as he uses the Language, the farmer 
 should use it as accurately as anyone else. For him to set for him- 
 self any lower standard than for others, or to permit others to do so. 
 is to lower his own self-respect. The teachers of the Farmer's School 
 should feel ashamed to have a lower standard set for the rural child 
 than for the urban child. Why should not the Man, farming, pro- 
 nounce as clearly, and use the simple rules of syntax as correctly 
 as the Man, clerking, or the Man, practicing medicine, or the Man 
 preaching? 
 
 The Farmer must know the methods of Computation; he must 
 know Arithmetic. He must be taught the fundamental operations with 
 numbers simple, denominate, and fractional, until he can perform 
 those operations with reasonable rapidity and absolute accuracy. He 
 must be taught the application of these operations to his own busi- 
 ness, so as to enable him to farm better, understand his own life bet- 
 ter, and make more money. 
 
 The Farmer must know his own body better as a machine, how 
 to keep it clean, well oiled, and in good running order. He must be 
 taught the laws of health, the causes of disease, how to avoid dis- 
 ease, proper sanitation, in order to be healthier and happier, and to 
 make and save more money. That is, he must know Physiology and 
 Hygiene. 
 
The Farmer must know the World as his home, in order to appre- 
 ciate the relation of his own life to its environment, and the relation 
 of his community to the World. He must know Geography, especially 
 the facts and truths of Geography which are related to his own life. 
 
 He must know his 'Past, in order to appreciate the Present and 
 to prophecy the Future. He must know History, especially such truths 
 as will guide him in the exercise of the functions of citizenship. 
 
 And last, but not least, he must recognize himself as a social 
 unit. He must he led to see the truth that his own substantial and 
 enduring happiness depends upon the welfare of the larger social 
 organization, of which he is a part. He must be taught Civil Gov- 
 ernment, especially such facts as will teach him how to conduct him- 
 self as a good and patriotic citizen of the Community, the County, 
 the State and the Nation. 
 
 To state these facts more briefly, the Farmer, to know himself, 
 must know his language, his method of reckoning, his body as a ma- 
 chine, his home, his past, and his social relations. It will be noticed 
 that these knowledges make up the Common School Curriculum which 
 is a minimum equipment for Manhood and its duties. Now, manhood 
 is more important than any vocation; the Farmer is of greater value 
 than what he does or anything he produces; therefore cultural educa- 
 tion which has for its end manhood and womanhood is of greater 
 value than vocational or industrial education which has for its end a 
 livelihood, material gain, money. This is not to say that vocational 
 education is not valuable or even of great value, for it is of very 
 great value. 
 
 Again, in order that the Farmer may live better, he must know 
 better and understand better his own activities; that is he must be 
 a greater master of his own vocation. The farmer is engaged chiefly 
 in growing, in buying and in selling. The Farmer's School should in- 
 terest the farmer's children in, at least, a simple study of these 
 three lines of action; and, what the school does for the farmer, it 
 must do for the farmer's wife. 
 
 All these things should be taught in such a way as to make the 
 boy and the girl think accurately and straight and to make their 
 consciences sensitive and true. 
 
 The Rural School should set before itself another specific task, 
 no less than aiding the farming community in organizing itself against 
 the forces of stagnation, discontent and disintegration, now at work 
 in so many farming communities and in organizing itself for th9 
 advacement of social enjoyment, economic prosperity, intellectual de- 
 velopment and religious peace. The rural school should aid in these 
 community activities; and, if necessary, take the lead. In many 
 places, it must take the lead; for there can not be a live school in a 
 dead community. What then are the forces operating against rural 
 life? Evidently, stagnation is the chief among them— stagnation in 
 social life, stagnation in husiness life, stagnation in intellectual life 
 and stagnation in religious life. Take, for example, stagnation in 
 
social life. In the past the rural folk had their rural pleasures. These 
 were log rollings, quiltings, corn huskings, wheat threshings, house 
 raisings, singing schools, debating societies, etc. Where ar^ they now? 
 Gone. What has taken their places? Nothing except Stagnation; and 
 stagnation leads to discontent, and discontent leads to disintegration; 
 and disintegration leads to social downfall. Only an organization of 
 rural life forces can successfully combat those destructive forces; 
 and the School must aid in setting to work such organizations. The 
 Community should ultimately be organized for all sorts of laudable 
 purposes. It should have organizations for social amusements for the 
 improvement of growing, buying and selling, for intellectual improve- 
 ment and for religious uplift, and the School should aid in all of 
 these things. This is only another way of saying that the School 
 House should be the social center for the Community. 
 
 A DECLARATION OF PRINCIPLES. 
 
 The National Educational Association, which held its forty-sixth 
 Annual Convention at Cleveland in July, 1908, and representing teach- 
 ers and friends of education in every State in this Union made the 
 following eloquent declaration of aims and principles: 
 
 1. Fully realizing that trained and skilled labor is a primary 
 essential to the industrial and commercial welfare of the country, we 
 cordially indorse the establishment by municipal boards of education 
 of trade schools and evening continuation schools; and futher recom- 
 mend that the instruction in these schools be practical and efficient, 
 and have the advice and the approval of the trade interested, to the 
 end that graduates of these schools may at once become advancd ap- 
 prentices or journeymen. 
 
 2. We recommend the subordination of highly diversified and 
 overburdened courses of study in the grades to a thorougH drill in 
 essential subjects; and the sacrifice of quantity to an improvement 
 in the quality of instruction. The complaints of business men that 
 pupils from the schools are inaccurate in results and careless of de- 
 tails is a criticism that should be removed. The principles of sound 
 and accurate training are as fixed as natural laws and should be 
 insistently followed. Ill-considered experiments and indiscriminate 
 methodizing should be abandoned, and attention devoted to the per- 
 severing and continuous drill necessary for accurate and efficient 
 training; and we hold that no course of study in any public school 
 should be so advanced or so rigid as to prevent instruction to any 
 student who may need it, in the essential and practical parts of the 
 common English branches. 
 
 3. We assert that the individuality of the pupil should be care- 
 fully considered to the end that he may be instructed in the light of 
 his limitations and capacity; and we recommend to all local authori- 
 ties the necessity of greater care in the arrangement of courses of 
 study, that they may be adapted to the pupils to be instructed, 
 
 6 
 
rather than the pupils should be adapted to fixed courses of study 
 and an inflexible system of grading. 
 
 4. The public high school should not be chiefly fitting schools for 
 higher institutions, but should be adapted to the general needs 
 both intellectual and industrial, of their students and communities, 
 and we suggest that the higher institutions may wisely adapt their 
 course to this condition. We also suggest to school boards and super- 
 intendents the importance of securing, for their high school, teachers 
 who have not only abundant scholarship, but also successful exper- 
 ience in teaching or efficient and practical training in pedagogy. 
 
 5. There is concededly a grave moral depression in our business 
 and social atmosphere. The revelations of the financial and legisla- 
 tive world for the past two years denote a too general acquiescence in 
 questionable practices and standards. We earnestly recommend to 
 boards of education, principals and teachers the continuous training 
 of pupils in morals, an in business an professional ethics, to the 
 end that the coming generation of men of affairs may have a well 
 developed abhorrence of unfair dealing and discrimination. The 
 establishment of the honor system in schools, the ostracism of the 
 dishonest or unfair pupil, the daily exemplification in the routine life 
 of the school of the advantage of honest and truthful methods, are 
 commended to the special attention of teachers as a partial means 
 to this end. 
 
 6. The National Educational Association notes with approval 
 that the qualifications demanded of teachers in the public schools are 
 increasing annually, and particularly that in many localities special 
 preparation is demanded of teachers. The idea that anyone with a 
 fair education can teach school is gradually giving way to the cor- 
 rect notion that teachers must make special preparation for the vo- 
 cation of teaching. The higher standards demanded of teachers must 
 lead logically to higher salaries for teachers, and constant efforts 
 should be made by all persons interested in education to secure for 
 teachers adequate compensation for their work. 
 
 7. It is the duty of the state to provide for the education of 
 every child within its borders, and to see that all children obtain the 
 rudiments of an education. The constitutional provision that all 
 taxpayers must contribute to the support of the public schools logi- 
 cally carries with it the implied provision that no persons should 
 be permitted to defeat the purposes of the public-school law by 
 forcing their children, at an early age, to become bread winners. To 
 this end the child labor and truancy laws should be so harmonized 
 that the education of the child, not its labor shall be made the chief 
 concern. 
 
 8. Local taxation, supplemented by state taxation, presents the 
 best means for the support of the public schools, and for securing 
 that deep interest in them which is necessary to their greatest effi- 
 ciency. State aid should be granted only as supplementary to local 
 taxation, and not as a substitute for it. 
 
9. We cannot too often repeat that close, intelligent, judicious 
 supervision is necessary for all grades of schools. 
 
 10. The National Educational Association wishes to record its 
 approval of the increasing appreciation among educators of the fact 
 that the building of character is the real aim of the schools and the 
 ultimate reason for the expenditure of millions for their maintenance. 
 There are in the minds of the children and youth of today a tendency 
 toward a disregard for constituted authority, a lack of respect for 
 age and superior wisdom, a weak appreciation of the demands of duty, 
 a disposition to follow pleasure and interest, rather than obligation 
 and order. This condition demands the earnest thought and action 
 of our leaders of opinion and places important obligations upon school 
 boards, superintendents and teachers. 
 
 11. It is apparent that familiarity with the English Bible as a 
 masterpiece of literature is rapidly decreasing among the pupils in 
 our schools. This is the direct result of a conception which fegards 
 the Bible as a theological book merely, and thereby leads to its ex- 
 clusion from the schools of some states as a subject of reading and 
 study. We hope for such a change of public sentiment in this regard 
 as will permit and encourage the reading and study of the English 
 Bible, as a literary work of the highest and purest type, side by side 
 with the poetry and prose which it has inspired and in large part 
 formed. 
 
 12. It is important that school buildings and school grounds 
 should be planned and decorated so as to serve as effective agencies 
 for educating, not only the children, but the people as a whole, in 
 matters of taste. The school is becoming more and more a com- 
 munity center, and its larger opportunities impose new obligations. 
 School buildings should be attractive, as well as healthful, and the 
 adjoining grounds should be laid out and planned with appropriate- 
 ness and beauty. 
 
 13. The highest ethical standards of conduct and of speech 
 should be insisted on among teachers. It is not becoming that com- 
 mercialism or self-seeking should shape their actions, or that intem- 
 perance should mark their utterances. A code of professional con- 
 duct clearly understood and rigorously enforced by public opinion is 
 being slowly developed, and must one day control all teachers worthy 
 of the name. 
 
 14. In teaching, as in every other kind of work, the best service 
 is secured by finding the individual best fitted to the particular place 
 as indicated by training, experience and meritorious service; the 
 National Educational Association therefore heartily approves a merit 
 system of promoting teachers and filling vacancies. We assert further- 
 more, that the grounds upon which a teacher may apply for a posi- 
 tion are preparatory training, experience and meritorious service; 
 in a word, professional fitness alone; and that the use of other per- 
 sonal and political arguments to secure appointment is deplorable in 
 the teacher and a serious menace to a high professional standard. 
 
 8 
 
CHAPTER 11. 
 
 DISCIPLINE AND MANAGEMENT. 
 
 1_CHARACTER BUILDING. 
 
 The highest function of the school is character building. That 
 teacher fails grievously who does not help her pupils to see that 
 hateful words, unkind acts and untruthful statements injure, to an 
 alarming extent, those who indulge in these vices. It should be made 
 clear to children that the most of their unhappiness will be caused 
 by the injustice and suffering they inflict upon others. 
 
 It is important that they learn, while young, that he who is gen- 
 erous in thought and deed and ready to add to the joys and pros- 
 perity of others, will receive greater blessings than he bestows. 
 
 The teacher will do a great service for the children if she leads 
 them to see that altruism brings happiness and that selfishness ends 
 in misery. She should aid them in reaching the decision that no one 
 can afford to spend in unworthy rivalries the strength which ought 
 to be given to winning honest success. The true teacher will use 
 every influence she commands to bring home to the hearts of her 
 pupils these truths. 
 
 More study and effort should be given to developing the con- 
 scientiousness of the children. The controlling sentiment of the 
 school should condemn the act of the wrong doer. The children must 
 have that moral quality which will warrant us in believing what they 
 say, trusting them when alone and developing in them the feeling that 
 they are less than honest if their tasks are done for them. There 
 is great danger of permanently injuring children by being con- 
 sciences for them. They must not think we will direct them to the 
 extent of always pointing out the right and that by positive restraint 
 we will prevent them from going far wrong. They must not feel 
 they are safe as long as they do not run against barriers we have 
 erected. To prevent these calamities we must cultivate in them the 
 desire to decide questions on their merits and to carry these de- 
 cisions into effect. 
 
 When the lives of great men are used to interest the children 
 in what has been done and to nurture in them worthy ideals, but 
 little need be said about their having been presidents, or the battles 
 they have fought, or the money they have accumulated or the public 
 
honors they have received. With these things they will hecome 
 familiar without special effort on the part of the teacher. She should, 
 however, make impressive the struggles, the triumphs over obstacles, 
 the honesty, gentleness, purity, manliness, generosity, dignity and 
 largeness of soul of the men studied. The deeds which these qualities 
 made possible and that truly glorify history and the thoughts which 
 mirror the genius that gave them expression are most fascinating 
 and helpful to children when properly presented. If the child's in- 
 terest in these thing^s can be enlisted, his respect, admiration and 
 love for the pure is assured. If the teacher can make real to him 
 the patience and faith of Columbus, the serenity and fortitude of 
 Washington and the honesty and simplicity of Lincoln she has accom- 
 plished a great work. * * * 
 
 Teachers should not indicate by their systems of instruction 
 that they feel that the results of thinking are of greater value than 
 the power that has been gained in reaching conclusions. The culti- 
 vation of self control, concentration, endurance, application, apprecia- 
 tion, insight, receptiveness, responsiveness, should be recognized as 
 being on a higher educational plane than a knowledge of insignificant 
 towns, unimportant dates and meaningless definitions. — W. W. Stet- 
 son. 
 
 2— NECESSITY OF SYSTEM. 
 
 1. Since order, neatness, and prompt execution are essential in 
 the prosecution of any business, and because anything that inter- 
 feres with the ends for which the school is organized results in waste 
 of time and loss of efficiency, it is necessary that there be a system- 
 atic method of doing all school work, system in management in teach- 
 ing, and in the caring for and handling of material things. 
 
 2. System should never be carried so far that it produces mere 
 formality and causes delay in the expedition of the business in hand. 
 System is a means to an end in that it saves time and labor; it is an 
 end in itself that it trains the pupil to methodical and time-saving 
 methods. System should be educative, but should not be made a 
 fetich. 
 
 3. The suggestions that follow may be utilized as the basis of a 
 good school system. They will need the invigorating life of a teacher 
 to become effective. The teacher must perfect his own system in 
 accordance with his individuality, must become the master of his own 
 system, must ever remember the requirements of his own system, 
 must train the pupils to such a ready compliance with the system, 
 that it becomes a sort of second nature with them, must be vigilant 
 to keep the system in running order, and all this without losing sight 
 of the fact that system is to enable the teacher to do better school 
 work. Many teachers spend nearly all their time with their system, 
 and lose sight of the ends for which the school is organized. 
 
 10 
 
3— AN ORDERLY SCHOOLROOM. 
 
 1. Teacher's and pupils' desks clean and neat, inside and outside. 
 
 2. Library and all apparatus clean and in order. 
 
 2. Blackboards clean, erasers and crayon removed from trough 
 when not in use. All work on boards neatly and orderly arranged. 
 
 4. Teachers and pupils move quietly, energetically, and with 
 dignity. (Dignus — worthy of respect.) 
 
 5. Train pupils at study to work busily without unnecessary 
 noise or interruptions. 
 
 6. Pupils in recitations give undivided attention to the teacher. 
 Recitations are prompt, re&pectful, thoughtful, complete. 
 
 7. In all drills, the school is a unit in movement under the 
 teacher's direction. Pupils are prompt, energetic, and dianified in 
 response to all directions. 
 
 8. All assembling, dismissing, and passing within the school 
 room is done in an orderly, quiet, dignified and respectful manner. 
 
 9. Floor is clean of all waste. Windows, walls, floors and furni- 
 ture are clean and everything in a sanitary condition. 
 
 10. Pupils sit erect in their seats during study and recitation, 
 not alone for the safee of appearance, hut also for hygienic reasons. 
 
 11. Pupils pass in step whenever they move in a body. 
 
 4— HEATING, VENTILATION, LIGHTING. 
 
 1. Uncomfortable schoolrooms are prime causes of disorder. 
 The teacher will need to train himself to give an unconscious regu- 
 latibn to the temperature, ventilation and lighting of the school-room. 
 
 2. Keep all parts of the room equally warmed, lighted and venti- 
 lated. Temperature, GQ to 70 degrees. Avoid shadows and crosslights, 
 also lights in front of eyes of pupils. Keep the air pure and fresh. 
 
 5— DISCIPLINE. 
 
 1. Few and quiet signals indicate strength in discipline. Insist 
 upon prompt obedience. 
 
 2. Cultivate firmness and decision with gentleness. Do not neglect 
 the training of yourself. 
 
 3. Good manners should ve evident in both the teacher and the 
 pupil. Competing With children in smartness is unworthy of a 
 teacher. 
 
 4. Teachers should speak clearly and distinctly with voice well 
 modulated. The voice is one of the best agencies for control if rightly 
 used. Scolding, nagging and fault finding is its improper use. Re- 
 prove pupils privately and make it effective. 
 
 5. Assume full responsibility for the school. Employ your own 
 tact and invention to meet an emergency. Children respect a teacher 
 who relies on himself. Seek counsel in difficulties, but not advice. 
 
 11 
 
6. Self-reliance can be strengthened by preparation, effort of will, 
 and experience. 
 
 7. Secure the respect of children by honest dealing. Be fair- 
 minded and just. 
 
 8. Require pupils to have their lessons, detaining them after 
 school for their preparation if necessary. But the detention of pupils 
 after school to learn lessons as a means of punishment is poor policy. 
 
 9. Have pupils pass through the halls quietly, promptly, and in 
 line. 
 
 10. Do not attempt to secure absolute stillness in the room. Do 
 not vi^orry over little noises and disturbances if the children are work- 
 ing heartily. But do not. tolerate unnecessary noises and disturbances. 
 
 11. Cultivate the ability to give your hearing attention to the 
 pupils reciting and your seeing attention to the entire school. 
 
 12. Do not permit pupils to make a play room of the schoolroom 
 at any time. If plays and games are had in the schoolroom at suit- 
 able times they must be under the teacher's supervision. 
 
 13. Permit no commotion on change of recitation. 
 
 14. Have every pupil in place before a move is made in recita- 
 tion. 
 
 15. Permit no slovenly sitting, walking or talking. 
 
 16. Permit no grumbling, mumbling, impudent or disrespectful 
 attitudes whatever. 
 
 17. Permit no speaking up promiscuously. 
 
 18. Have one corner, one class division and outer hall in hand 
 as well as another. 
 
 19. Have all concert movements in concert and not disjointed. 
 
 20. Have all monitor work rapidly, quietly and happily done. 
 
 21. Have all songs for morning exercises carefully chosen. 
 
 22. Strike in every way at absenteeism. 
 
 23. Exercise a deep conviction that the schools are our school 
 and schools, and act this everywhere. 
 
 24. Make the schoolroom as inviting as the -best room in the 
 home. 
 
 6— PREPARATION OF LESSONS. 
 
 1. "Prepare each lesson by fresh study. Last year's knowl- 
 edge has necessarily faded somewhat. Only fresh conceptions warm 
 and inspire us. 
 
 2. "Find in the lesson its analogies and likenesses. In these 
 lie the illustrations by which it can be made to reveal itself to others. 
 
 3. "Find the natural order and connection of the different facts 
 and truths of the lesson. A jumbled mass of materials does not make 
 a building, nor does a jumble of disjointed facts make up a science. 
 
 4. "Seek for the relation of the lesson to the other lessons al- 
 ready learned, and to the life and duty of the learners. The vital 
 force of the truth lies in its relations. It is the passage of the 
 
 12 
 
electric fire along the distant connected wires which makes the tele- 
 graphic apparatus important. 
 
 5. "Use freely all aids to gain the truth, but never pause until 
 the truth gained has been thoroughly digested in your own mind, 
 and its full meaning and importance have arisen upon you as a vision 
 seen with your own eyes. 
 
 6. "Study the lesson until its truth and facts take shape in easy 
 and familiar language. The final proof and product of clear thought is 
 clear speech." 
 
 7. A well-planed lesson gives greater freedom for happy inspira- 
 tions of the moment. Abundant and clear knowledge of the subject is 
 the teacher's best reserve. 
 
 8. Have all apparatus — as maps, charts, blocks, pictures, crayon, 
 board work — ready before the recitation begins. 
 
 9. Mental and physical freshness are so important as to deservo 
 special precaution. Go before your pupils feeling fully equal to the 
 task in hand. 
 
 7—ASSIGNING LESSONS. 
 
 1. To assign a lesson well is a difficult and critical task. It 
 is as important to prepare for the assignment of the lesson as for 
 the recitation. 
 
 2. Assign and carefully explain what is to be done in the next 
 lesson. (This is best done at the beginning of the recitation, that 
 it may have the time it needs. If given at the close of the recitation, 
 take sufllcient time to thoroughly explain.) 
 
 3. Create an interest in the new lesson by the manner of as- 
 signing it. Be simple and explicit, avoiding all uncertainty. 
 
 4. Point out exactly, by volume and page, what is to be looked 
 up in reference books. 
 
 5. Assign short lessons and insist upon their thorough mastery. 
 
 8— OBJECTS OiF CLASS WORK. 
 
 1. To train the pupil in the art of study. 
 
 2. To examine written work prepared by the pupils. 
 
 3. To test the extent of the pupil's preparation. 
 
 4. To train to the habit of clear, concise and connected expres- 
 sion. 
 
 5. To arouse interest, cultivate a love for study, and train to 
 investigate. 
 
 6. To impart information, and to direct the work of the pupils. 
 
 7. To lead the pupils to apply the things learned — to teach the 
 pupil to classify and make use of his knowledge. 
 
 18 
 
9-^CLASS MANAGEMENT. 
 
 1. The interested attention of all must be secured. Teachers 
 are too careless about holding the attention of the whole class. 
 Laxity of attention is a striking weakness of the schools. In oral 
 recitations, where no text-book is used, everything depends upon 
 attentiveness. Involuntary attention depends upon interest in the 
 subject; make the subject interesting. Voluntary attention de- 
 pends, first upon the will of the teacher; secondly, upon the will of 
 the pupil. Insist upon attention. 
 
 2. Each pupil must be held responsible for each answer^ and 
 each recitation. Each question or topic should be discussed silently 
 by each member of the class, and each individual who fails to ob- 
 ject to an erroneous answer is to be held as agreeing with it. 
 
 3. The pupil must answer in his own language. From the 
 earliest teaching, the pupil must be held to translate everything into 
 his own language to insure his thorough understanding of the subject 
 He should use the language of the hook but rarely. 
 
 4. The teacher must never do for the pupil what he can manage 
 to have the pupil do for himself. Only novices solve the pupil's prob- 
 lems for him. 
 
 5. As a rule all assistance should be given to the pupil dur- 
 ing recitation. The teacher should have a general study period dur- 
 ing each day when he is free to give individual help. 
 
 6. Train the pupils to be honest, independent, and thorough. 
 
 7. The pupils, and not the teacher should do the reciting. 
 Teachers should not defraud their pupils by the use of leading ques- 
 tions, by helping out the pupil when he hesitates, by repeating or 
 paraphrasing the question or the answer of the pupil, or by solv- 
 ing the pupil's difficulties as soon as they present themselve?. 
 
 8. Manage to reach each pupil during recitation. The certainty 
 that the pupil will be called upon is a stimulus to preparation. When 
 classes become too large to make this possible, they should be divided. 
 
 9. Oral and written exercises should occupy about equal time. 
 Oral work should predominate with young pup:ls. Much written 
 work is needed in the advanced grades. The wise teaciier uses the 
 blackboard almost constantly. Much written work can be brought 
 to class and disposed of in the recitation. 
 
 10. System, \igor, and vivacity must characterize class man- 
 agement. Let the teacher have them in abundance. 
 
 11. Loud and persistent talking by a teacher is to be avoided. 
 A teacher should be brief and master of his tongue. The more the 
 teacher is in the habit of talking, the less the pupil will think. 
 The habit of repeating questions for inattentive pupils, of repeat- 
 ing or paraphrasing the pupils' answers is vicious. The teacher 
 should not explain anything he can get some member of the class to 
 etxplain. The teacher is in the class room to get work out of other 
 people. 
 
 X4 
 
10— TREATMENT OF THE UNPREPARED, 
 
 1. Encourage always. 
 
 2. Ascertain the cause of failure. 
 
 3. Have pupils understand that good lessons are expected. 
 
 4. Impress the importance of diligent study. 
 
 5. In chronic cases the pupil must be made if fC'jl the loss, 
 
 (a) Commend the diligent pupils. 
 
 (b) Excuse the unprepared from class. 
 
 (c) Reduce to a lower class. 
 
 6. Pupils should be led to study through nelf-volition, no per- 
 manent gain will be made by forcing the pupil 'j study. 
 
 11__ART OF QUESTIONING. 
 
 1. Questioning is a difficult art to learn. It will be acquired by 
 thorough preparation, by presence of mind, and by after-thought. Ab- 
 sent-mindedness is the cause of much poor questioning. 
 
 2. Think twice before asking a question. Do not vary, modify, 
 and correct questions. 
 
 3. Make one question go as far as possible. Questions should 
 produce thoughtfulness and reasoning. 
 
 4. Questions should be to the point clfear in their meaning, and 
 distinctly stated. If the lesson requires deductive treatment, arrange 
 the questions in a deductive order; if it requires Inductive treatemnt, 
 arrange questions in an inductive order. 
 
 5. Avoid questions which can be answered by "yes," or "no." 
 Avoid all questions which suggest the answer. Make the question as 
 brief as is consistent with clearness. 
 
 6. The honest questions of children should be respected. Many 
 children abuse the privilege and should be checked. Observe the fol- 
 lowing rules for questioning: 
 
 See the end from the beginning and plan, in advance, your questions: 
 
 Distinguish between test questions and thought questions. 
 
 Let your questions be clear an^ definite. 
 
 Never ask foolish or unanswerable questions. 
 
 State your questions once and w^ait for reply. 
 
 Don't encourage guessing. 
 
 Don't waste time trying to develop something that ought to be told 
 
 at once. 
 Let your questions form an organic whole. 
 Never repeat the answers of the children. 
 State the question to whole class, wait for each student to form in 
 
 his mind the answer, and then name the student to answer. 
 Do not follow a discoverable order in putting questions to individuals. 
 Do not permit the bright pupils to do all the answering. 
 
 15 
 
The teacher who follows the volunteer recitations of the students has 
 ceased to manage and direct the activities of the class. 
 
 12— PERSONAL MANNER. 
 
 1. Acquire self-control and confidence before your pupils. They 
 readily detect any weakness of the sort, and discipline is impaired. 
 
 2. A sincere and hearty manner is very desirable. Cultivate 
 an interest in the pupils. 
 
 3. Social tact is all important to the teacher. 
 
 4. Cultivate sympathy with the pupils. 
 
 5. Awkward positions and motions should be studiously avoided. 
 Easy and unostentatiou-s habits cannot be acquired in any other way 
 than by close observation, and thorough self-training. Be an example 
 to the pupils. Neatness of dress, clean teeth, clean linen, well kept 
 hands and finger nails have become standard requirements. 
 
 6. Do not get too close to children in recitation work. They will 
 speak, read, etc., with more force and independence at a little dis- 
 tance from the teacher. 
 
 7. Do not permit the pupils to overstep the bounds of friendli- 
 ness and become familiar. Do not fondle over pupils. Treat them 
 with dignity. Demand the same. (Dignus — worthy of respect.) . 
 
 13— POSITION AND MANNERS OF CHILDREN. 
 
 1. "Require therm to stand and sit erect and squarely, and talk 
 clearly and forcibly. 
 
 2. Check the selfish prominence of some pupils. Encourage the 
 timid. 
 
 3. Require pupils to be kind and respectful to schoolmates and 
 to the teacher. Insist upon quiet and courteous behavior. 
 
 4. The room, desks, and floor should be kept as neat and orderly 
 as the best room at home. Avoid ink stains on desks and floors. 
 
 5. Prevent scribbling in, and dog-earing of text-books. Also 
 tearing, and mutilating them. Teach pupils to respect and care for 
 property, even if they own it. 
 
 6. Require the children to keep themselves clean and neat." 
 
 14-^HOW TIME IS WASTED. 
 
 1. "In not having a well-defined plan of work. The teacher 
 should have ideals, clear views of the ends to be attained, and should 
 press the work forward to their accomplishment. 
 
 2. In lecturing too much about good order, behavior, rules, etc. 
 Rather execute promptly and steadily the requirements which have 
 been made. The teacher must be the master of his system, and not 
 forget to keep it working. 
 
 16 
 
3. In not planning and executing promptly room and class move- 
 ments. In not having the pupils trained to do these things quickly and 
 quietly. Lack of forethought and lack of training result in confusion 
 and disorder. 
 
 4. When good physical conditions are lacking. Do not try to 
 teach children when they are tired, sleepy, or nervously unstrung. 
 Monotony, tediousness, and too long-continued exercise waste tim.e. 
 Give the pupils recreation — calisthenics, general exercises, or read- 
 ing by the teacher or an appointed pupil. These conditions are often 
 due to improper heating, ventilation or lighting. 
 
 ^. In not keeping the whole class at work. Some become idle 
 or careless and the work must be done again to the loss of time of 
 the whole class. 
 
 6. In scolding children. Those conditions which demand a rem- 
 edy should be. remedied. Action will be hetter than scolding. Lightning 
 strikes, thunder merely makes a big noise and never does anything. 
 
 7. In repeating or paraphrasing the answers to the pupils. Culti- 
 vates inattention also. 
 
 8. In trying to teach the facts of a new lesson before the related 
 thought in the last lesson is reviewed and refreshed. 
 
 9. In spending the time upon the development of facts not essen- 
 tial to the main thought of the lesson. 
 
 10. In indefinate questions which result in too much guessing. 
 Often the meaning of a word would better be given by the teacher. 
 
 11. In trying to force an answer from a child who is unable or 
 unwilling to give one. Treat with the child alone. 
 
 12. In permitting the children to criticize each other's work and 
 thereby waste time upon trivial errors. 
 
 13. The teacher talks and explains too much. 
 
 14. In disputing with pupils. 
 
 15. In loose and unpremeditated assignment of lessons. Thus 
 questions, disputes and explanations arise." 
 
 '! ■-• 
 
 15— TEACHER A STUD€NT. 
 
 The teacher must study continually if he expects to be a leader 
 of the young people. Let the pupils "drink from a running stream 
 and not from a stagnant pool." Teachers should read at least one 
 good school journal, and own and use the best books on methods of 
 teaching and school management. 
 
 16— ESTIMATE OF THE TEACHERS. 
 
 In every business there should be some standards of success 
 Teaching is no exception to this rule. To afford the Board of Educa- 
 tion, the superintendent, principals and teachers some standards by 
 which to estimate the value of a teacher, there is appended below a 
 list of "Success Items" taken from the Indiana Course of study. 
 
 , 17 
 
Teaching Ability. 
 
 (a) Professional attainment 20 per cent. 
 
 1. Scholastic preparation. 
 
 2. Professional training. 
 
 (b) The recitation, 15 per cent. 
 
 1. Appropriateness of the subject matter, 
 
 2. Definiteness of aim and purpose. 
 
 3. Skill in questioning. 
 
 4. Progress in plan. 
 
 5. Care in assignment of lessons. 
 
 6. Balancing of the lines of work. 
 
 (c) Results in scholarship of pupils, 20 per cent. 
 
 1. Acquisition of facts and relation. 
 
 2. Accuracy. 
 
 3. General Information. 
 
 4. Awakening scholarly interest. 
 
 5. Clearness and elegance of expression. 
 
 Governing Power, Disciplinary Ability. 
 
 (a) Moral and social influence, 10 per cent. 
 
 1. On pupil. 
 
 2. On community. 
 
 (b) Ability to develop egoistic virtues, such as industry, honesty, 
 
 reliability, fidelity, etc., 10 per cent. 
 
 (c) Personal appearance of the teacher; that is, personal and 
 
 moral worth and influence, habits, disposition, health, attire, 
 sympathy, energy, honesty, etc., 10 per cent. 
 
 Professional anj Community Interest. 
 
 (a) Co-operation with other teachers and the Board, 5 per cent. 
 
 (b) Interest in aims and plans of the community, 5 per cent. 
 
 1. Care of school property. 
 
 2. Building of strong school sentiment in community. 
 8. Educational, literary and social club work. 
 
 (c) Professional pursuits, 5 per cent. 
 
 1. Present lines of professional study. 
 
 2. Reading of educational literature. 
 
 Attendance at summer schools, institutes, associations, etc. 
 
 17_-0RDER AND DISCIPLINE. 
 
 We sometimes hear the expression "a good teacher but a poor 
 disciplinarian." There is no such thing. "Order is heaven's first 
 law." We cannot have a good school without good order and dis- 
 cipline. Let us see to it, then, that our order and discipline are right. 
 
 18 
 
The order in a schoolroom is good when each student is engaged in 
 real educative work without interfering with his neighbor. Order is 
 not quietness, though good schools are usually quiet. No teacher 
 should try to teach in disorder. Order is a habit and habits are 
 formed by repetition. Train your students to walk quietly, to speak 
 softly, to be gentle. In all the rooms, the same regulations as to 
 seating, water, leaving and entering the room, recitations, etc., should 
 prevail to the end that right habits be formed, and when formed, 
 that they be not changed. 
 
 Good discipline is righteous self-regulation. Students should learn 
 to govern themselves. From the first grade through the High School, 
 the teachers should magnify the reign of self-control. Good citizen- 
 ship is the end of school life. 
 
 18— THE EDUCATIVE VALUE OF PLAY. 
 
 The educational value of good play-grounds is attracting much 
 attention just now. Up to recent years, the school grounds were not 
 seriously considered among the means of educational growth, and only 
 small value is yet placed upon them in the rural schools of this 
 Commonwealth. 
 
 At the annual meeting of the National Educational Association 
 in 1902, Dr. John Dewey said in his address on "The School as a 
 Social Center,": "I sometimes think that recreation is the most over- 
 looked and neglected of all ethical forces." 
 
 Play has its influence upon the physical, the mental and the 
 moral development and nature of the child. It is a spontaneous phy- 
 sical expression of the individuality. It finds its chief pleasure in 
 the activity itself, rather than in the results that attract in work. 
 It revels in variety and change, and uses surplus energy that demands 
 natural expression. The play instinct of children is natural and 
 should receive much more attention from teachers than has ever 
 been accorded to it. Philosaphers may differ on the origin and sig- 
 nificance of this instinct, but teachers must recognize in it important 
 means of discipline and stimulus to mental growth. Herbert Spen- 
 cer believed it to be merely surplus energy that needed to be let out. 
 Groos holds that it is the repetition of racial experiences. Heme ad- 
 vances the theory that it is merely Recreation — '"the tightened string** 
 of the instrument must be loosened up," — as an offset to life's serious 
 business. Lazarus, another German educator, thinks it is occasioned 
 by the mind's aversion to idleness. Space in this work does not 
 permit of a criticism on these theories, but they are mentioned here 
 as a suggestion to progressive teachers who may desire to study them 
 more carefully. 
 
 It is not urged that teachers shall organize athletic associations, 
 or champion certain popular games. Rather let the children engage 
 in those harmless games and sports on the play-ground that are in- 
 
 19 
 
teresting to them. The teacher should, however, he on the play- 
 ground during the play periods and should always oversee the exer- 
 cises, so that dangerous games may be avoided. 
 
 The following suggestive outline of the Value of Play is sub- 
 mitted for study: 
 
 1. Physical value. 
 
 (c) Skill: Ability to coordinate the physical powers is achieved. 
 
 (b) Develoipment: Power is gained in bone, mustle and nerve 
 
 (c) Skill: Ability to coordinate the physical powers is achieved. 
 
 2. Mental Value. 
 
 (a) Sense Training: Eye and ear are rendered more apt 
 
 (b) Memory; Good players need good memories 
 
 (c) Imagination: This power is largely used in many school 
 
 games 
 
 (d) Judgment: Quickness and accuracy of decision are demanded 
 
 and rewarded 
 
 (e) Will: In constant service and hence is developed. 
 
 3. Moral Value. 
 
 (a) Honesty: Insist upon "the square deal" 
 
 (b) Truthfulness: A virtue that may be commended in all games 
 
 (c) Unselfishness: Can be magnified in games in which winners 
 
 are usually applauded. 
 
 (d) Promptitude 
 
 (e) Self-Control: No greater service can be rendered pupils than 
 
 to train them to control themselves, and the games afford 
 excellent opportunity for this discipline. 
 
 The teacher who superintends the play of children and enters 
 into the spirit of their recreation will find the government of the 
 school easier and the preparations of the lessons better than the one 
 who turns out the children at intermissions to entertain themselves 
 unaided. 
 
 It is suggested that each teacher study the local games and make 
 a list of those worthy of use, in order to give this element of training 
 its due consideration. 
 
 19— GIVE THEM A PLACE TO PLAY. 
 (By Dennis A. McCarthy). 
 
 Plenty of room for dives and dens, 
 (Glitter and glare and sin!) 
 
 Plenty of room for prison pens, 
 (Gather the criminals in!) 
 
 Plenty of room for jails and courts, 
 (Willing enough to pay;) 
 
 But never a place for the lads to race, 
 
 20 
 
SCHOOL ACTIVITIES MAYSLICK. 
 
 The school should encourage organized and clean sport to add to 
 the joys of living in the country. 
 
No, never a place to play! 
 Plenty of room for shops and stores, 
 
 (Mamon must have the best!) 
 Plenty of room for the running sores. 
 
 That rot in the citys' breast! 
 Plenty of room for the lures that lead 
 
 The hearts of our youth astray. 
 But never a cent on a playground spent. 
 
 No. never a place to play! 
 Plenty of room for schools and halls. 
 
 Plenty of room for art; 
 Plenty of room for teas and balls, 
 
 Platform, stage and mart. 
 Proud is the city — she finds a place 
 
 For many a fad today. 
 But she's more than blind if she fails to find 
 
 A place for the boys to play. 
 Give them a chance for innocent sport. 
 
 Give them a chance for fun — 
 Better a playground plot than a court 
 
 And a jail when the harm is done! 
 Give them a chance — if you stint them now, 
 
 Tomorrow you'll have to pay 
 A larger bill for a darker ill. 
 
 So give them a place to play! 
 
 21 
 
CHAPTEE III. 
 
 THEORY AND PRACTICE. 
 
 1_PRINCIPLES OF TEACHING. 
 
 The Mind is active in the process of learning. 
 
 The Mind proceeds from the known to the related unknown. 
 
 Particular facts precede general truths. 
 
 The Mind judges before reasoning. 
 
 Examples should precede definitions. 
 
 Problems and processes should precede rules and principles. 
 
 Induction precedes deduction. 
 
 Complete synthesis follows analysis. 
 
 The Powers of the Mind unfold in a definite order, and matter and 
 method should conform to that order. 
 
 Unwillingness to learn on the part of a child is a warning that some- 
 thing is wrong. 
 
 2— GENERAL METHOD. 
 
 Much will be said in the following pages as to methods and 
 devices. A few remarks here, however, upon the subject of method 
 in general may be helpful. Teaching is both an art and a science. As a 
 science it is based upon the fundamental principles of mind growth 
 and development. As an art it consists of the practical application 
 of the principles of teaching to the aiTairs of everyday school life. 
 The teacher must know the mind she is to teach; that is, she must 
 know the plain facts of psychology. She must know the body of 
 principles of teaching that form the science of teaching and she 
 must be skillful in applying those principles to her school work. 
 
 It has been said that no two good teachers teach exactly alike. 
 This is probably true; and, yet, if we carefully examine the lesson- 
 plans of competent teachers, we shall find a general method or plan 
 running through them. It will be observed that their plans natur- 
 ally fall into three-fold divisions which we may style the teaching 
 of the Individual Notion the General Notion and the Application of 
 the General Notion. This division of method is clearly seen in our 
 arithmetics and grammers. In Arithmetic, a number of actual prob- 
 lems is presented to the class, each involving the truth or principle to 
 be taught. By observation and analysis, the class is led to see tho 
 
 22- 
 
General Notion underlying each problem and the processes leading 
 to the desired results. These processes are next generalized into 
 a formula or a rule which should be carefully stated and memorized. 
 Lastly the formula or rule is applied to a large number of problems. 
 The term "induction" is applied to the method by which the rule is 
 reached, and the term "deduction" is applied to the application of 
 the rule to other problems. The term "analysis" is applied to the 
 separation of the individual problem into the processes involved in 
 its study, and the term synthesis to a reunion of those processes into 
 a complete mental whole. The same general method of procedure is 
 used in teaching grammar. The students should be led to observe the 
 facts of grammar; these facts should be generalized into definitions 
 and rules which should be memorized; and lastly the rules and defini- 
 tions should be applied. 
 
 In geography, history, and, in fact, all other studies we find this 
 general method — individual notion, general notion and application of 
 general notion. For example, in geography. New York may be taught 
 as an example, or tya)e, or individual notion of "trade-center." By 
 generalization the general idea or notion of trade-center may he 
 reached; then the idea may be applied to other trade centers. In the 
 application of general notions the student should become aware of 
 the danger of hasty conclusions or generalizations. In history we find 
 the same general plan. For example, we find, in Washington's admin- 
 istration, the individual fact that the United States paid oiT the Con- 
 tinental money at par although it had fallen into the hands of men 
 who had bought it for a few cents to the dollar. Underneath this fact 
 lies the "general truth" that no nation, no state, no city, no indi- 
 vidual can afford to pay less than the legal face of its debts. 'So it 
 is through all the studies; the general notion is the goal of instruc- 
 tion. Let the efforts, then, of the teachers and students be directed 
 toward this goal. Let the Individual Notion be thoroughly taught by 
 observation, by analysis and synthesis; let it be expressed in words 
 oral and written, in drawing, etc. ; for the completeness of the General 
 Notion depends upon the completeness of the individual notions upon 
 which the generalizations are based. 
 
 A word of caution in teaching rule, the formula, the definition. 
 "Examples may be heaped until they cloud the truth they should ren- 
 der plain." Avoid teaching too many things without generalization, 
 which is a kind of "mental building" to relieve the mind of strain. 
 It is better to teach one problem until every student understands it, 
 can solve it, analyze it, give its formula and rule, than to solve a 
 dozen without understanding them. Train your students to examine, 
 to observe, to analyze the individual object, fact, truth, principle or 
 precept in hand. Lead them to form this habit of fully studying the 
 individual. Second, lead them to compare the individuals studied, 
 to notice their likenesses and differences. Lead them to put together 
 in mind their likenesses thus forming the general idea, notion, or 
 concept. Third, lead them to apply this general notion to new ob- 
 
 23 
 
jects by comparing the new objects with their mental standard. Lead 
 them to observe the errors in their generalizations. In every way 
 possible try to form in your students this scientific type of mind. 
 
 3— MIND TRAINING AND KNOWLEDGE. 
 
 1. Mind Training: "The marksman who aims at the whole tar- 
 get seldom hits the center." A course of study for a system of 
 schools should set forth certain specific aims which the schools should 
 strive to accomplish; and it should indicate so far as possible how 
 those ends may be attained. Aimless, purposeless teaching is, per- 
 haps, the greatest fault in our scho-ols today. In this course an at 
 tempt has been made to set forth clearly some ends to be reached in 
 the public schools of our State, and to suggest in a brief way, how 
 these ends may be accomplished. 
 
 Herbert Spencer has defined education as a preparation for com- 
 plete living. Another writer has declared that the end of education 
 is "social efliiciency," and to socialize the child the purpose of teach- 
 ing. On the side of intellect, complete living, or social efficiency re- 
 quires two things — a trained mind and a reasonable amount of useful 
 and usable knowledge. The distinct problem before the teacher is 
 to do two things — to train the child's mind in the process of acquir- 
 ing useful and usable knowledge. After eight or ten years spent in 
 school it is not too much to expect that a child be possessed of at 
 least a minimum equipment for life with its duties and responsibili- 
 ties. Let us ask ourselves the question: Are the schools properly 
 training the children's minds? Are the schools furnishing the children 
 with useful knowledge in a usable way? Are the schools causing the 
 children to acquire those knowledges that will actually function in 
 their lives? Or are the schools causing the children to acquire much 
 useless knowledge by the dulling methods of rote and memorizing? 
 Are not the schools actually causing the children to waste a large 
 per cent of their valuable young lives? The State, the parents, the 
 children have a right to have specific answers to these questions. 
 
 The greatest need of every individual in life is a trained mind 
 with which to meet the emergencies of life. Life is continuously 
 presenting new problems, new situations unlike anything in past ex- 
 periences; a trained mind meets these new problems and solves them. 
 The untrained mind is helpless in their presence. The body is well 
 trained when every muscle responds instantly to the will; likewise 
 the mind is trained when every power, every mental muscle acts in- 
 stantly and vigorously to the demands of life. What then, is a trained 
 mind? This is rather a difficult question, but we may note some of 
 the characteristics of a trained mind. A trained mind is a ready 
 mind; an untrained mind is not ready on the instant. An untrained 
 mind is a torch dissipating and scattering its light; a trained mind 
 is a search light that can instantly focus its rays upon an object of 
 thought. A trained mind can analyze a subject and see it in its re- 
 
 24 
 
lations; it can ask a good question, one that goes to the root of a 
 matter; it can give a good .illustration and a fair description; it can 
 formulate its views and express them; it can epitomize, it can sum 
 up an argument; it can carry on a conversation; and it can make a 
 generalization and apply it. 
 
 How may the mind be trained? Clearly not by memorizing a lot 
 of indigestable and useless facts. The mind no more than the body 
 learns to do one thing by doing another thing. The mind will never 
 learn to ask a question by always answering questions; the mental 
 processes involved in asking a question and in answering it are not 
 entirely alike. The gymnast will never learn to walk a tight-rope by 
 standing on his head. The student will never learn to make and ap- 
 ply generalizations by memorizing the generalizations of other people. 
 
 The school must furnish the life situation which demands that 
 the mind function in a specific way and then lead the student to take 
 the initiative. Concentration is learned by concentrating; description, 
 by describing; illustration, by illustrating, conversation, by convers- 
 ing. 
 
 2. Knowledge: Again, complete living, social eflaciency, requires 
 a reasonable amount of useful and usable knowledge. Knowledge 
 should be not only useful but usable. This knowledge should be such 
 as will unify the child's education before he entered school, the edu- 
 cation gained in school, the education gained out of school during 
 school life, and the education of after life. This necessary knowledge 
 is such as is closely related to the child's present instincts, interests 
 and ability and will adjust him to his present environment. Finally 
 this knowledge should be such as will function (be of use) in the life 
 of the child, his past experiences furnishing the point of departure 
 and his present and future needs the goal. Let us give a homely illus- 
 tration of this work of unifying the child's life. Take for example a 
 little country girl and a pumpkin. Before she started for school she 
 knows a pumpkin when she sees it; where it grows, what it is used 
 for. After she starts to school she is still learning at home about 
 the pumpkin, how it is preserved probably, how it is prepared for the 
 table, etc., etc. Now the teacher's problem is to take advantage of 
 this home knowledge in school work, because the school should deepen 
 the child's knowledge and idealize It. What shall the child read 
 about at first? Apricots? I think not; rather pumpkins. The child 
 knows the spoken word; let her learn the printed word. In the 
 arithmetic class the idea of pumpkin is still farther deepened by the 
 idea of number, size, weight, etc. In the language work, the idea 
 is still further deepened by the description of color, taste, smell, 
 etc. So on through all the subjects the idea of the pumpkin may 
 run. Later on in the girl's life she should write essays about the 
 growth of the pumpkin from seed to fruit. This knowledge should 
 reach back home, enabling the girl and her mother to make better 
 pies for father and brother; and still later on in her life, when a 
 homemaker and a wife, this knowledge should enable her to care 
 
 25 
 
better for the health of husband and children, and it may even enable 
 her to cheat the divorce court, for man is an animal that must be fed. 
 
 It is little short of a crime to cram the student's mind with a 
 mass of indigestible facts, valueless alike from the standpoint of 
 training and utility. The school course should start with the real 
 life of the child; it should pass out into the larger life of the world, 
 and return to the life of the child with its message of hope and 
 its ideals of larger living. In the language of another, the school 
 should idealize the real in the life of the child, and realiz^e the Ideal 
 in his life. The farmer boy who follows the plow from day to day. 
 who watches with lively and intelligent interest the development of 
 the corn plant from seed to ear, who is thrilled with the mysterious 
 but beautiful unfolding of the life processes, and who realizes that 
 he is working with his Creator in producing a perfect result will never 
 need to seek the city to find his highest joys. Therefore, there should 
 always be in the mind of the teacher the questions: What has this 
 lesson to do with the life of the child? Will it enable him to have 
 more of the good things of life? Will it help him to understand more 
 of his real life and to enjoy more? If the lesson does not add some 
 substantial good to the life the child will actually live, there is no 
 reason to take his time to exhaust his energy and patience with such 
 lesson. 
 
 The school exists that the people may have life and have it more 
 abundantly. 
 
 3— THE LESSON. 
 
 A study of the people we find in charge of schools, reveals the 
 fact that some are teachers and some are "lesson hearers." The 
 latter say to the class "take the next lesson," or "take to the bottom 
 of page 65." Hearing the lesson consists in the pupils' repeating 
 parrot-like the little they have memorized. Such people are not 
 teachers in the modern sense of the word. 
 
 It is the business of the teacher to teach; and to teach, logically 
 involves the "lesson." In the mind of the true teacher, the lesson is 
 thought of under several heads; the lesson plan, the assignment of 
 the lesson by the teacher, the preparation of the lesson by the stu- 
 dent, the recitation of the lesson by the student, the teacher's supple- 
 mentary work, etc. In the first place the teacher plans the lesson. 
 This lesson will consist of a "unit of knowledge" pertaining to a gen- 
 eral suibject of study. This unit will be logically related to what is 
 already in the student's mind; it will be "next" in proiper develop- 
 ment of the subject; its degree of difficulty will depend upon the stud- 
 ent's ability. The unit of knowledge being determined upon, the 
 teacher prepares herself to present it to the class. She selects the 
 necessary apparatus in advance, and decides just how she intends to 
 present it, leaving nothing to chance or "inspiration." Thus pre- 
 
 26 
 
pared herself, she prepares her class for this new bit of knowledge. 
 She calls up in the students' minds the old ideas akin to the new 
 one. She stirs their interest; and when the minds of the students 
 are white hot with expectation she welds the new idea to the old. 
 She points out exactly what the students are to study and shows 
 them how to study it. Nothing is left to chance. 
 
 When the students have prepared the lesson they are ready for 
 the recitation. This is their exercise, not the teacher's. In this part 
 of their work, the students show the thoroughness of their prepara- 
 tion. Here is the teacher's chance to test her students, and her test 
 should be so thorough, so persistent that none can shirk. As is the 
 teacher's test so will be the student's preparation. Having tested 
 the student's work, the teacher should round-out the recitation by 
 giving such instruction as the class needs. Selecting the unit of 
 knowledge to be taught, the teacher's self-preparation to present it, 
 the preparation of the class-mind to receive the lesson, the presenta- 
 tion of the lesson, the direction of pupils' study, the test of their 
 preparation, the application of the lesson — all these are acts requir- 
 ing abundant knowledge of subject matter, vast industry, great skill 
 and untiring patience. It is no little matter — the training of a school 
 teacher. 
 
 4— REiDIRECTION OF THE COURSE. 
 
 One of the real problems before the rural schools today is their 
 redirection along more utilitarian lines. Not that we would surrender 
 culture, but that we would relate our schools closer to life. The writer 
 is free to confess his conviction that the schools of today should 
 prepare the child to live better the life of an ordinary citizen. The 
 boy must continue, of course, to study his arithmetic in school; but 
 at the same time the school must make him a better farmer. The 
 girl must continue to study her grammar; but the SCHOOL must 
 train her to make a better apron or bake a better pie. 'Some one 
 will say that the home should teach all these things. It should; but 
 there is a limit to the power of the home to teach such things. 
 A farmer can not teach his son more than he himself knows, and 
 what he knows is not enough in this moving age. Most farmers in 
 this State have learned by experience, and experience is absolutely 
 essential; but no business can be learned entirely by one's own 
 limited experience. Who would employ a doctor who had learned all 
 he knows by his own experience? The farmer does not know and 
 cannot know as much as himself and a brainy school teacher, raised 
 on the farm and backed by the literature of farm life. The teacher 
 must add himself to the farmer in training the boy to farm. As long 
 as the farmer teaches the boy crops and the teacher teaches him 
 cube-root, the life of the child Is divided and weakened; but if the 
 
 27 
 
farmer teaches the boy how to plant grains of corn and the teacher 
 teaches him how to find the per cent of grains that will sprout, his 
 life is unified and strengthened. 
 
 The Public Schools of this State should be so redirected that, 
 while they shall retain all their good features, as a direct result of 
 theip teaching, the boys of today will be better farmers tomorrow. 
 If the schools will do their duty to the boys, the boys will own better 
 farms, they will raise better stock, they will live in better houses, 
 they will have a bigger bank account, they will read more and better 
 literature, and they will be more influential and better contented citi- 
 zens. But these things will not come until the farmer boy wakes 
 up to the fact that there is yet much to learn about farming. These 
 conditions will not come until the schools teach the farmer boy to 
 be as open-minded to new ideas as the boys in other walks of life. 
 They will not come until the farmer all the time mixes braines and 
 exact knowledge with his fertilizer. The boy in school must learn 
 how to add, through reading and experiment, the experience of the 
 world to his own narrow experience. 
 
 What the school does for the boy in better preparing him for the 
 life he is to live, in waking him up to the possibilities of better liv- 
 ing, it must also do for the girl. The school should direct the girls 
 along lines that wilt make them better cooks, better dressmakers, 
 and better house-keepers. The girls in schools should read "Evan- 
 geline," and a first class cook-book. They should read "Paradise 
 Lost," and also learn to read and understand magazines that teach 
 them how to cut and make a calico dress. The wife spends what 
 the husband makes, and she should learn to spend it intelligently. In 
 the hands of the housewife, are largely the health of herself and 
 family. We plead not for an education for culture OR utility; but for 
 an education for culture AND utility. ' 
 
 GENERAL SUGGiESTIONS. 
 
 The purposes of the lessons in sewing and cooking, in agriculture 
 and farm mechanics are to inspire the girls and boys to higher ideals 
 of each kind of useful effort, to help to develop skill in performing 
 these home duties, and to bring the home and the school into closer 
 and more intimate relationship. The idea is not to make more classes 
 for the over-iburdened teacher in a one-room school, but really to 
 lighten her burdens by putting a motive into the minds of the stud- 
 ents. Too many children are like wheel-barrows — they must be 
 pushed and directed. It is the pushing that wears out the teacher; 
 directing is a delight. The students should become automobiles; tbe 
 motive power should te in them, not in the chauSfeur. If we can get 
 motive into the student, he will push himself; and this motive will 
 come when what we teach and how we teach are directly related to 
 the life of the child. The trouble with text-book education is in the 
 fact that the students do not see that the contents of the books are 
 closely vitally, and immediately related to their lives, and in the fur- 
 
 28 
 
ther fact that the method of school education is unnatural in that 
 it requires children to memorize words and facts, a method that a 
 child never, of his own accord, uses in learning out of school. In 
 school, the child sits still and memorizes; out of school, he is con- 
 tinually active, he uses his senses, he thinks and immediately applies 
 his thoughts. Until the content and methods of school bedome more 
 nearly the content and methods of real life, the teacher must con- 
 tinue to exhaust herself in furnishing motive to the students. 
 
 Now these practical studies furnish motive and direction to the 
 students. When the farmer toy in Arithmetic learns that Percentage 
 furnishes him means of testing his seed corn and of comparing 
 one milk cow with another, he gains a motive for learning it. More- 
 over he can apply his knowledge at once. When the girl uses at home 
 the common weights and measures in preparing the materials for a 
 Sunday cake, she has a motive for learning weights and measures. 
 When the boy and girl find out that square measure is a means to 
 an end, and that end the carpeting and papering, the roofing and the 
 painting of their common home, there is a motive for learning square 
 measure. When the girl reads a U S. bulletin on bread-making, 
 follows its directions, makes the bread, tests the bread, and writes 
 a school composition on "Steps in Bread Making," she finds a motive 
 for reading accurately, observing closely, executing perfectly, and 
 writing logically. 
 
 We would suggest to the teachers that, in introducing these sub- 
 jects of Agriculture, Sewing, Cooking, and Hand-Work, they should 
 not undertake too much at one time. The redirection of the school 
 activities must come gradually. The inertia and prejudices of gen- 
 erations cannot be overcome in a single year or decade. 
 
 In Agriculture, if the boys can in one school become interested in 
 better corn growing, so that next spring they will know better how 
 to select and test seed, how to prepare the ground and plant the 
 seed, and how to better cultivate the crop, a great work will be done. 
 If the teacher will secure the proper bulletins from the U. S. Gov- 
 ernment, instruction and seed froni the Commissioner of Agriculture, 
 and if he will discuss these matters with the boys at recesses and in 
 the arithmetic and language classes, he will pay his own salary many 
 times and be a blessing to his district. 
 
 In cooking and sewing, if she will follow the same plans, if she 
 will interest the girls at school in making the best gingham apron in 
 the county at home, if she will interest the girls at school in making 
 at home the best loaf of bread and to write the best description of 
 the process in the county, she will be a blessing to her district. 
 
 If the teacher will interest the girls in cleaning up the school 
 house and in keeping it clean, and in beautifying it in every way 
 possible, if she will interest the boys m keeping up the repairs, 
 mending the fence, hanging the gate, putting on a few shingles, and 
 in doing all needed things they can do, she will be a blessing to her 
 district. 
 
 29 
 
There can be few greater wrongs done the children of a district 
 than to teach them by precept or example that they have no hand 
 in keeping their school home neat, clean, and in good repair. The 
 teacher stands in loco parentis — in the place of the parent. Why 
 should she be expected to do everything about the school bouse 
 any more* than the mother at the home? The school house is the 
 children's school home, and it is just as much their business to help 
 keep it as to help keep their other home. If a girl sweeps and dusts 
 and (beautifies at home, why not at school? If the boy hangs the 
 gate at home, why not at school? The most dangerous, the most 
 selfish, the most unloveable trait of character is that intense in- 
 dividualism that prevents one from co-operating with his fellows. 
 The mother who instructs her daughters not to assist in keeping her 
 school home as it should be kept, though she is surrounded by con- 
 ditions dangerous to health and decency, is laying the foundation of 
 a selfish woman and a slouchy and dirty housekeeper. The father 
 who forbids his boy to help the teacher and the other boys to keep 
 up the little repairs around the school house, is not only robbing his 
 boy of a chance to get a needed training, but he is laying the founda- 
 tion of an improvident man and a selfish and bad neighbor. The great 
 law of modern life is CO-OPERATION; the girl or boy who fails in 
 school to learn this greatest of lessons has missed the best thing in 
 school life. 
 
 The following plan introduced into the North Carolina schools 
 by Mrs. Holloway, the School Improvement Worker of that state is 
 suggestive: 
 
 1. Bulletins on br.ead-making, or anything else, is secured from 
 Washington. 
 
 2. The bulletins are read in class by boys and girls as a reading 
 lesson to be -clearly understood and discussed. 
 
 3. The girls take the bulletins home to interest their mothers 
 and to try the experiment. 
 
 4. The results are brought to school and compared, 
 
 5. The experiences are discussed in the Language classes. 
 
 6. The girls of the school are assembled by the teacher at the 
 home of some intelligent and infiuential woman on Saturday to com- 
 plete the experiments until the bread is perfect. 
 
 7. The girls write compositions describing the process in detail, 
 such compositions to be read in class. 
 
 8. The best composition to 'be copied neatly and sent to each 
 housekeeper in the district. 
 
 9. Best composition to be exhibited at School fairs. 
 10. Result: Better Bread for Whole District. 
 
 Just as the elements of sewing and cooking should be taught to 
 the girls in the public schools, farm mechanics and manual training 
 ought to be taught to the boys. Our normal schools are nov/ of- 
 
 30 
 
fering courses in these subjects, and every rural teacher should lake 
 advantage of these courses. All boys should be taught to work with 
 their hands, to know how to care for and to use tools. On the farm 
 many new things will have to be made about the house and the barn, 
 and much repair work done. Boys should be trained to do these 
 things at school. Each teacher should secure a few simple tools and 
 teach the boys how to use them. Probably a public spirited car- 
 penter in the community can be secured to give the boys a lessen 
 once a week. The school house, the out houses, the fences and the 
 gates will need to be kept in repair; these things should be done toy 
 the boys. Book-cases, simple tables and lockers will be needed for 
 the school and the home, and chairs will need to be rebottomed. All 
 these things can be done at the school, and will make profitable 
 many an idle hour. Active teachers will secure reed and raffia and 
 teach the boys how to make baskets, passing on to the use of home 
 materials in the making of mats, rugs, horse-collars and other needed 
 articles. 
 
 It is not intended here to outline a course in manual training 
 further than to suggest the need of such training and to indicate 
 broadly the lines along which the course should be conducted. The 
 idea is utility rather than culture; and, yet, there is culture in do- 
 ing useful things understandingly and well. The organizing idea 
 underlying the hand work for girls and boys is that children should 
 be trained at school to do well on a small scale those things which 
 they will need to know how to do as women and men. The teacher 
 who will keep in mind this organizing principle will find out easily 
 what to do and how to do it. 
 
 5— GENERAL STANDARDS OF TEACHING THE BRANCHES. 
 
 Throughout an entire system of schools there should run some 
 well-defined principles. Under certain study headings a few laws 
 will be put forth, which will pass, unless modified, clearly throughout 
 the entire work of that sort. 
 
 Reading. 
 
 1. Thinking will be reached. 
 
 2. Feeling will be aroused. 
 
 3. The body will, be cultivated. 
 
 4. The book must not make the student awkward. 
 
 5. The teacher will read without the book obstructing her power. 
 
 6. When pupils are reading, the class and teacher will observe 
 
 the pupil, not a book. 
 
 7. Clear pronunciations will be secured by drills. 
 
 8. Protracted drawling, word calling, etc., not allowed. 
 
 31 
 
9 Members of class ready to recite fine passages with power at 
 
 any time. 
 10. Drills in sense training will be given. 
 
 Spelling. 
 
 1. 'Spelling in every study once a week and in every room once 
 
 a day. 
 
 2. A drill of ear in all classes once a week. 
 
 3. A drill of eye in all spelling classes once a week. 
 
 4. Rapid pronunciation drills demanding accuracy, every two 
 weeks. 
 
 5. A dictionary in reach of every child above fifth grade. 
 
 6. Teachers to observe how they enunciate when talking. 
 
 Writing. 
 
 1. No lazy, unhealthful or cruel positions taken. 
 
 2. Drill a part of every lesson. 
 
 3. Ink used in every grade after second. 
 
 4.- The teacher never writing a word or letter than is not done 
 with great care. 
 
 5. Exhibit of pieces of work every two weeks. 
 
 6. No scrawling, loose, and careless work accepted. 
 
 Mathematics. 
 
 1. No iproblem of text read from book in explanation. 
 
 2. The pointer to be always used in blackboard explanations. 
 
 3. The pupil to stand in discussion with ease and courtesy 
 toward room. 
 
 4. The pupils' independence to be respected. Four-fifths of all 
 work to be done by the pupil. 
 
 5. Language and grace to be as much sought for as any other 
 feature. ' f\^fW\- 
 
 6. Teacher without book developing ease and accuracy at least 
 once per week, by drill. 
 
 7. Each pupil in explanation and recitation held responsible for 
 all things said. Pupils watched, not text. 
 
 8. The "Outside" problem appearing twice or more times each 
 week. ■ 
 
 Geography. 
 
 1. Current geography in all classes in Geography. 
 
 2. Free-hand map-drawing once a week. 
 
 3. A reference to historical spots in history lessons traced out. 
 
 4. A review of last year's work in part once a week. 
 
 S2 
 
MASON COUNTY SCHOOL FAIR. 
 
 Every county in the State should hold a school fair to show the 
 nature and value of school extension work. The school 
 should be magnified. 
 
5. An ignorance of common things, home, boundary, water, 
 
 products, etc., cured. 
 
 6. Geography used in History and Civics all the time. 
 
 Physiology. 
 
 1. Physical drills will be given daily in every room. 
 
 2. Ten minutes will be given every alternate Wednesday to phy- 
 
 sical inspection of each room. 
 
 3. Thermometers will be placed in each room, and their mark- 
 ings taken three times per day. 
 
 4. Illustrations and objects will be used at all times in these 
 
 classes. 
 
 Drawing. 
 
 1. Drawing to be used in connection with some other work once 
 a week. 
 
 2. An exhibit w^all or board to be arranged in each room, within 
 two weeks after beginning. 
 
 3. The outlines of this work to be carefully followed. 
 
 Literature. 
 
 1. End to he reached; to be a lower of the best books and to 
 write and speak the English tongue well and fluently. 
 
 Sciences. 
 
 1. To make the senses active and skillful, live with the tangible. 
 
 2. No lesson heard without touch with experiment. 
 
 3. Law developed in everything, related with the cosmos, 
 
 4. The beautiful in nature shown and made attractive. 
 
 5. End: Respect and references held for the subject and the 
 ability to deduce the abstract from the concrete. 
 
 SELF-EXAMINATION OF A TEACHER. 
 
 Am I systematic in arranging my work? 
 
 Am I as polite to my pupils as I require them to be to me? 
 
 Am I an example for the children to follow? 
 
 Am I uniform in my discipline? 
 
 Do I accept anything but the best of which the student is capable? 
 
 Is my voice loud and rasping? 
 
 Do I cause my pupils to err? 
 
 Am I firm, decided, patient and just? 
 
 Am I always genuinely sincere? 
 
 Do I scold, nag, or nse sarcasm? 
 
 Do I try to teach in a dirty room? 
 
 Do I study my pupils defects and weaknesses? 
 
 33 
 C. S.^2 
 
Do I lead my pupils to think independently? 
 
 Do I look sour and cross? 
 
 Am I untidy and slouchy in my dress? 
 
 Am I getting at the heart of things? 
 
 Are pupils truant without my knowledge? 
 
 Do I know what is going on? 
 
 Do I permit laughing at mistakes and gazing at visitors? 
 
 Do I talk too much? 
 
 Am I persistent and consistent in what I undertake and what 1 
 require? 
 
 Does the "discipline machine" run down before Friday afternoon? 
 
 Do I praise or censure most? 
 
 Does a refined spirit pervade my schoolroom? 
 
 Do I study my own weak points? 
 
 Do I teach the subject or text-book? 
 
 Do I make each lesson one in ethics and in language? 
 
 Are my methods psychological and up-to-date? 
 
 Do my pupils observe, think, feel? 
 
 Do I weld the lessons together? 
 
 Do I study each pupil individually and teach individually? 
 
 Do I sit too much and neglect watching what is going on in the 
 room? 
 
 Do I require my pupils to be careful in keeping their books neat 
 and clean? 
 
 Are my pupils careless in keeping their desks tidy and in order? 
 
 Do 1 see to it that my own desk is a model of neatness and order? 
 
 Do I keep my blackboards clean and ready for work? 
 
 Do I discourage pupils in leaving the schoolroom except when ab- 
 solutely necessary? 
 
 Do I permit pupils to speak too loud? 
 
 Do I require pupils to get permission before speaking while 
 classes are reciting? 
 
 The above questions suggest a few of the items upon which your 
 efficiency is based. They will be carefully considered by the Super- 
 intendent in studying your work and in his report to the board on 
 teachers; for as is the teacher so is the school. 
 
 3^ 
 
CHAPTER IV. 
 
 ORGANIZATION OF RURAL SCHOOLS. 
 
 1— THE COURSE OF STUDY. 
 
 While this course may he used with profit by any of the common 
 schools of the State, it has been arranged with special reference to 
 the needs of the rural schools of six months' terms. The advice of 
 many county superintendents and rural teachers has been sought as 
 to how best to fit the course to rural conditions. 
 
 The rural schools above all others need a fixed and definite 
 course of study. Many rural children move from one district to an- 
 other, often during the term. Teachers are frequently changed; many 
 of them are young and inexperienced; frequently they are without 
 normal training; possibly they have never attended a rural school 
 themselves. Under such conditions, without some unifying agency, 
 without a definite course of study, without a plan of organization 
 definitely worked out, the schools will be in a chaotic condition, and 
 much of the time and energy of the children will be wasted. This 
 course presents a definite plan and a definite outline of the work of 
 the schools in order to unify and systematize the work of the schools. 
 
 2— THE INDIVIDUALITY OF THE TEACHER. 
 
 In preparing this course great care has been taken not to en- 
 croach upon the individuality of the teacher. Where methods are 
 mentioned, they are only suggested for the benefit of teachers who 
 have no definite method of their own. 
 
 The teachers will remember that they are at liberty to use any 
 or all good methods. It is only required that the work be well done. 
 
 3_0RGANIZATI0N OF A RURAL SCHOOL WITH ONE TEACHER. 
 
 If good work is to be done in a rural school, it is absolutely 
 necessary that the school be well organized. Not only should the 
 children be doing work that they are fitted by ability and previous 
 training to do; but they should be so organized that there will be the 
 smallest number of classes possible consistent with the 'best interest 
 of the school. In order to reduce the number of classes the prin- 
 ciples of alternation and correlation have been employed. Briefly to 
 illustrate these two ideas of alternation and correlation, suppose 
 
 86 ' 
 
there "be two classes of students with complete Geography, one 
 class having studied it a year and the other class never having 
 studied it at all. There are only three possible solutions to this 
 problem in classing; there must be two distinct classes in the same 
 book, or the one-year students must be turned back with the beginners 
 or the beginners must be turned forward with the one-year students, 
 taking the first -part later on ii;i school life. The first solution is 
 impracticable for lack of time; the second is impracticable because 
 of discouraging the students. This is ALTERNATION. Again, sup- 
 pose the Geography Class is studying GLACIERS and the Fifth Reader 
 contains a lesson on GLACIERS. The two lessons may be taught to- 
 gether; this is correlation. 
 
 4— ALTERNATION. 
 
 Alternation then is the systematic and regular union of two 
 grades of pupils on consecutive years of work, both grades doing the 
 work of one year in one class, while the other year's work is entirely 
 omitted. The next year, the work omitted is taken up and the first 
 year's work dropped. By this plan, each pupil does all the work in 
 the course, but not in the same order, while the number of classes 
 is greatly diminished. It often happens that the classes in country 
 schools are small. If the class is very small, it is hard to maintain 
 the proper degree of interest;, and to get work of the right character 
 done. The plan of alternation increases the number of pupils in the 
 class and makes the work more interesting to them. Each pupil will 
 do better work, because each is anxious that his work shall com- 
 pare favorably with that of the other members of the class. Some 
 object to the plan of alternation because it puts children of different 
 ages and different degrees of development in the same class. In 
 many cases, this is a benefit, rather than an injury. The younger 
 pupils get a wider view of the subject by being in a class with older 
 ones. Although their work may not be characterized by the same 
 maturity as that of the older ones, they get the essential things in 
 the lessons and gain inspiration by the better work of their leaders. 
 The assistance that the older pupils give the younger ones in the reci- 
 tation helps to make the subject matter clearer to them. The plan of 
 alternation has been thoroughly tested. It has been used in thou- 
 sands of schools in all parts of the country, and there is no doubt 
 that the plan is entirely practicable. Its use has made possible much 
 greater efficiency in the rural school work. The extent to which alter- 
 nation should be carried in any particular school depends upon the 
 size of the school and the size of the classes. The combining of 
 classes in country schools is not recommended in cases where^ it 
 makes the class thus formed contan twenty or more pupils. This course 
 has been so planned that the seventh and eighth years' work can be 
 alternated in everything; the fifth and sixth years' work can be alter- 
 nated in everything; the third and fourth years' work can be alter- 
 
 36 
 
nated in everything except numlbers; and the first and second years' 
 work can be alternated in language and physiology, etc. In small 
 country schools it is recommended that the plan of alternation be car- 
 ried out to the extent above given. This makes it possible to give 
 much more time to the classes it is necessary to have, and so makes 
 it possible to do more efficient work. 
 
 5— WRITTEN REVIEWS AND EXAMINATIONS. 
 Monthly Examinations. 
 
 The greatest need of rural schools is effective supervision. The 
 supervision of rural schools by the county superintendent is a very 
 different thing from that of the city school where the superintendent 
 can see the work of each teacher frequently. At best the county 
 superintendent can see the work of his teachers but two or three 
 times a year, often not more than once. Hence he must use some 
 other means to direct the work of his schools and to keep in touch 
 with them and to keep them in touch with him. One of the best 
 means at his command is the monthly review on questions sent out 
 from his office. For many reasons it is desirable that all the schools 
 of a county begin on the same day. If this were done, since this 
 course is arranged by the month, the county superintendent could 
 easily prepare his Questions during leisure moments. If he has not 
 time for this, the County Board should employ some help for him 
 because our schools need above all tilings else SUPERVISION. 
 
 The questions should be printed at public expense upon thin 
 paper and in such numbers that the teacher will not have to copy the 
 questions on the board. Thus she will have time to give oral tests 
 to the primary children. We would suggest these written tests only 
 for the Fourth and Fifth divisions. The papers should be graded 
 by the teacher and the results tabulated and sent to the county 
 superintendent. A system of examinations as here suggested, if 
 faithfully and honestly carried out, would improve our schools 25 
 per cent the first year. There is no question about the result. It 
 has been proven in various states. 
 
 The results of these monthly tests should be combined with the 
 pupil's class standing and entered upon the monthly report card 
 which should be sent promptly to the parents at the close of each 
 month. In making up the record for the month, the class standing 
 should count 60 per cent., and the monthly test 40 per cent. The 
 teacher should keep a record of class standing and monthly tests. 
 
 The County Board of Education should furnish all necessary 
 record books and blanks not furnished by the State. The County 
 Superintendent should work out his system of blanks and records to 
 supplement those sent out from the State Superintendent's office. 
 
 These examinations should be held on the last Friday of each 
 month unless the Superintendent designates a different day. 
 
 37 
 
The results of these examinations are: 
 
 First, it furnishes the inexperienced teacher a standard of what 
 the pupils in each class should accomplish each month, and shows 
 her what the students should know of the work gone over. 
 
 Second, it aids the students in mastering the essentials of the 
 month's work. 
 
 Third, it suggests methods of presenting the work. 
 
 Fourth, it helps the pupils in expressing their thoughts in writing. 
 
 Fifth, it helps the teacher to discover the parts of the work that 
 have not been well understood and what needs especial attention in 
 the future. 
 
 Sixth, it encourages the students by giving the feeling of mastery. 
 
 The questions should be fair tests, and based upon the work of 
 the course, not too difficult nor too long. 
 
 6— FINAL EXAMINATION. 
 
 At the close of the term final examinations should be held upon 
 questions sent from the Superintendent's office. This examination 
 should cover the work of the entire year. The results of the Final 
 Examination will count as the Monthly Examination in making up 
 the students' records for the last month. The averages of the six- 
 months' records will count as the "class standings for the year." 
 The "class standings" for the year and the Final Examinations 
 should be united to form the Students Yearly Record which is the 
 basis for promotion to the next grade. In uniting these two items, 
 the "class standings for the year" should count 60 per cent, and the 
 "final examination" 40 per cent. All students who make a "yearly 
 record" of 75 per cent, in average, and who do not fall below 50 
 per cent, in any one study should be promoted to the next grade. 
 All these records should be carefully kept in books furnished by the 
 Board of Education, kept with ink, and in such uniform way as the 
 County Superintendent shall prescribe. Promotion cards should be 
 given the students. Full reports of all promotions should be made 
 to the Superintendent at the close of the term. The suggestions in 
 this paragraph are to be construed very liberally. The pupil must 
 never be sacrificed to system. 
 
 7_EXAM I NATIONS FOR COMMON SCHOOL GRADUATION. 
 
 "Whenever a pupil of any common school shall have faithfully 
 completed the prescribed course of study, shall have passed a proper 
 examination before the County Board of Examiners on a series of 
 questions prescribed by the State Board of Examiners, and paid 
 the said county board an examination fee of one dollar, he shall be 
 entitled to a certificate of such completion and examination, signed 
 by said county board and approved by the Superintendent of Public 
 Instruction who shall affix thereto his official seal. One such ex- 
 amination shall be held in each county on the last Friday and Sat- 
 
 88 
 
urday in January, and another on the second Friday and Saturday 
 in May of each year" (School Laws). 
 
 This certificate entitles the holder to free tuition to the County 
 High School in most counties. 
 
 Each teacher in the state should encourage his students to stay 
 in school, and to secure this certificate. 
 
 8— DIRECTIONS FOR EXAMINATIONS. 
 
 1. Teachers and pupils should see that everything is in readi- 
 ness for the examination before the day arrives. Good paper, pens, 
 and ink should be furnished by the County Board. This is economy. 
 
 2. The examination should begin promptly on the day appointed. 
 The questions may be printed, placed on the board or dictated. 
 Pupils may assist the teacher in writing questions on the board. 
 
 3. The pupils should not ^rite on both sides of the paper unless 
 to complete a subject, and then they should write the word "over" 
 at the bottom of the page. 
 
 4. The answers should be numbered to correspond with the 
 Questions in the center of the page just above the paragraph. 
 
 5. Every student should be required to do neat work, to take 
 care in using capitals and periods, and to spell well. 
 
 6. Examinations to be fair tests of the progress of pupils must 
 be fairly and honestly conducted. No aid whatever should be given 
 No question should be answered that will aid in its answer. Grade 
 fairly and honestly. Do not deceive pupil and parent by false grades. 
 
 7. The teacher will place the grade of each answer (on scale of 
 100 for whole paper) just above the paragraph to right of the num- 
 ber of paragraph, and at the beginning of each paper write sum of 
 all grades. Papers should not be folded. Mark closely, not consid- 
 ering how much information has been given in the answer, but 
 whether it is the exact information called for. After grading return 
 the monthly examination papers to the pupils of the class, and re- 
 quire them to note their mistakes; but permit no change. After in- 
 spection, papers should be collected and bound in neat covers, and a 
 permanent record made of the grade of each pupil. On the back 
 of the cover, the name of the school, the title of the subject, and 
 the date should be neatly printed. The county superintendent will 
 like to see these papers on his visit as well as the permanent record 
 of grades and the daily register. If kept in good condition, these 
 examination papers will add greatly to the reputation of the school 
 and of the teacher. ^ 
 
 9— COUNTY GRADUATION EXERCISES. 
 
 The pupils should be awarded their diplomas at the County 
 Commencement Exercises, for in the great movement to vitalize the 
 public schools over the land, nothing has done more perhaps than 
 placing a definite end to the Grammar Grades, and crowning their 
 
 39 
 
completion with the credit, the diploma, the applause and the honor 
 due. When a child reaches the end of the Common School Course 
 with credit, the most important step in education has been taken; 
 therefore, the close of Grammar School Mfe is the point to tlevate, 
 and of all places the point to give pupils encouragement. 
 
 If music, flowers, gifts and diplomas are the rewards of the 
 high school, the college and the university, .pray v/hat can be too 
 good for the earnest boy and girl who has obeyed the command of 
 the State to come and conquer its curriculum? 
 
 Let the County Graduation Day be a field day for rural education. 
 It should not be held in connection with any other meeting. It should 
 be the day of all days in the county since the education of its children 
 is the county's most important business. 
 
 In business life each man takes his tone from the man next 
 above him; in school life each grade takes its tone largely from 
 the grades above, and the work of the entire year takes its tone 
 largely from the work of the last month, the last week, the last 
 day. It is a poor teacher that lets interest and attendance "play 
 out" before the work is completely done. Everything, therefore, 
 that can be done, should be done to keep up a growing interest to 
 the last minute. Nothing conduces more to this end than appropriate 
 closing exercises for the school. Every school should have such 
 exercises, and great effort should be made to interest the public in 
 general. The people should be shown that the school is worthy 
 of their support. Let each teacher then plan her closing exercises 
 with great care. Usually they should be held during an entire after- 
 noon. There should be music and declamations; there should be an 
 exhibit of the examination ^papers, and other specimens of good 
 school work. There should be oontests in corn-judging, etc., among 
 the boys. There should be exhibits of good cooking and sewing 
 on the part of the girls. The best declamation, the best piece of 
 composition work, the best work in geography, the best judge of 
 corn, the best loaf of bread, the best apron, etc.,. etc., should be re- 
 warded with a "blue ribbon."' 
 
 Sometime during the spring after all the schools are closed, 
 all the champions of the individual districts should come together 
 at some convenient point for an "Educational Division Contest," 
 along the ?ame lines. Competent and impartial judges should al- 
 ways be chosen to decide the contests. Again the champions should 
 be awarded the "blue ribbon," and this entitles them to enter the 
 various contests that should be held in connection with the County 
 Graduation exercises. These are but suggestions. Each County Super- 
 intendent should work out his own plan. 
 
 The County Graduation Day should crown the work of the year. 
 The champions of the Educational Division should meet "with ban- 
 ners flying." The people should be brought together to witness the 
 contests and to cheer their favorites. Let appropriate medals be 
 given the successful contestants. Finally, after the contests are 
 
 40 
 
over let the diplomas and prizes be delivered by some speaker who 
 will arouse enthusiasm. Let us advertise the schools. Let us show 
 the people that the school is worth while, and then there will be no 
 trouble in gaining their support. 
 
 10— RECORDS. 
 
 The records of all examinations monthly and final of each 
 student should be kept by each teacher. Low grades should stimu- 
 late to moie earnest effort, while high grades honestly earned or 
 fine records at final examination are sources of satisfaction to the 
 entire district. Every school should remember its fine students. The 
 records of finals should be kept by the County Superintendent. 
 
 As the years go by they will be useful in many ways. They 
 honor the diligent and inspire the sluggish. The carelessness and in- 
 difference with which teachers and parents treat the effort, or lack 
 of it, of pupils speak louder than words that how the pupils do their 
 work is a matter of no great moment. 
 
 " - n- - !T "^ '1 
 
 11— THE SCHOOL REGISTER. 
 
 Each school has a register. Before closing her school for the 
 term, the teacher should record in this the name of the pupils, the 
 work he took that year, and the general character of his work. It 
 should show what has been done in each class that year, and any 
 other information a new teacher will need. These registers are fur- 
 nished by the State; but the County Board should furnish such ad- 
 ditional record books and blanks as may be required by the County 
 Superintendent. If these records are properly kept, the problem 
 of organizing and classifying the school the next year will be largely 
 solved in advance. 
 
 12— COUNTIES WITH LONG TERMS OF SCHOOLS. 
 Some counties have longer terms than six months. In such 
 schools the entire term may be divided into six equal periods, and 
 each period treated as a "month." This will enable the teacher to 
 give more time to a subject and to use more supplementary material. 
 Suppose, for example, that the schools of a county have a seven- 
 and-one-half-months' term. Dividing thirty weeks by six we have five 
 weeks the length of each period. This five-week period corresponds 
 to the four-week period of a six months' school, and gives to the 
 teacher five weeks to do the same general work as other teachers 
 must do in four weeks. This permits more supplementary work. 
 Graded schools may use the course in the same way. 
 
 13— TEXT-BOOKS AND COURSES OF STUDY. 
 
 The laws of our State set forth what subjects shall be taught in 
 the common schools. The Uniform School Book Law declares what 
 text-books shall be used in the schools. The School Law (Sec. 21) 
 declares that the State Board of Education shall prescribe and pub- 
 
 41 
 
lish a public graded course of study for the common schools, specify- 
 ing the order of studies and the time to be allotted to each, which 
 course shall be observed by the teacher and enforced by the trustees. 
 
 The School Law (Sec. 73) further declares: Teachers shall 
 faithfully enforce in school the course of study, the use of the text- 
 books adopted in the county, aud the regulations prescribed in pur- 
 suance of law; and if any teacher shall wilfully refuse or neglect to 
 comply with such regulations, the Division Board may at any time 
 remove him, subject to the approval of the County Superintendent; 
 and in case of such dismissal or removal, the said teacher shall re- 
 ceive payment only for the time taught. 
 
 The School Law (Sec. 113) says: "It shall be the duty of the 
 trustee in each school subdistrict, to personally supervise the school 
 or schools in his subdistrict." 
 
 The School Law (Sec. 43) further declares: The County Super- 
 intendent shall at least once a year make an official visit to each 
 subdistrict in his county; that at the time of that visit he shall note 
 in a book to be kept for the purpose the qualification and efficiency 
 Qf the teacher; that he shall advise the teachers and give them such 
 instruction regarding discipline and teaching as he may deem neces- 
 sary; that he shall counsel the trustees and see that they discharge 
 their duties. 
 
 Before assuming the duties of their respective offices, the County 
 Superintendent and Trustees are sworn to perform the duties of 
 their respective offices. Before the Fiscal Court of his county shall 
 allow the salary of the County Superintendent, it shall be satisfied, 
 from the statement subscribed and sworn to by the Superintendent 
 and from such other evidence as may be adduced, that he has visited 
 the schools of his ocunty and that said services have been faithfully 
 and efficiently performed according to law. Again, the county court 
 may, at any regular term, after ten days' notice, remove a County 
 Superintendent for inability or habitual neelect of duty, or malfeas- 
 ance in office. For incompetency or neglect of duty the County Su- 
 perintendent may suspend or remove a trustee. 
 
 ' During the School Year 1909-1910, the State of Kentucky spent 
 upon its Pural Schools the enormous sum of $3,707,752.29, and be- 
 cause of a lack of efficiency inspection and supervision a large per 
 cent of this money was wasted. 
 
 Fvery taxpayer in a rural district should realize that he is pay- 
 ing a tax of from 26 cents to 46 cents on each $100 for school 
 purposes. He should realize that out of every dollar taxes he pays 
 to the sheriff from 52 cents to 70 cents sroes to pay for the schools: 
 and he owes it to himself and to the children to constitute himself 
 a "committee of one" to help to see that this money be efficiently 
 and honestly expended for the sole and exclusive benfit of the chil- 
 dren for whom the schools exist. The problem for the taxpayer is 
 not to expend $3,707,752.29, to furnish employment to people; but 
 
 42 
 
how tx) so spend this money that the rising generation be educated 
 and prepared for life. 
 
 Education is the largest business of the State. Over 500,000 
 rural children are to be educated at an enormous expense to the 
 taxpayer. Without supervision and inspection no business can be 
 earned on economically and well. The school-laws of Kentucky pro- 
 vide for efficient supervision; but there is a great and possible room 
 for improvement in the system we have. 
 
 We have nearly 10,000 rural teachers, a great majority of whom 
 are young and inexperienced. They are generally honest and con- 
 scientious, but untrained. They will receive in salary this year, 1911- 
 1912 at least $3,000,000. How can we make this vast sum do the work 
 intended? Let the laws be obeyed and improvement will follow at 
 once. 
 
 Teachers should loyally and fully enforce the law as to text- 
 books and grading the schools. 
 
 Teachers should faithfully enforce the law as to the Course of 
 Study, Records and Promotions. Subdistrict trustees should visit 
 their schools and see to it that the teacher does enforce the law and 
 the regulations prescribed by law. The County Superintendent should 
 instruct the subdistrict trustee what to look for when he visits the 
 school and require him to report any delinquencies to the Division 
 Board which should act wisely and promptly. Until we can have 
 supervision by experts in all counties the subdistrict trustee must be 
 "eyes and ears" for the superintendent: The trustee is not a spy, but 
 an officer whose duty it is to report any failure to enforce the law. 
 Faithful teachers invite inspection; unfaithful ones must submit to it. 
 
 The County Superintendent is the administrative officer of the 
 schools. He is charged with vast interests. The right education of 
 the children and the right use of the parents' money rests largely 
 with him. It is his business to see that teachers and trustees en- 
 force the law as it is. He should devote himself entirely to the dis- 
 charge of his duties, and the Fiscal Court should pay him a salary 
 commensurate with his vast and growing duties. It is the uttermost 
 of folly for the county to pay such a poor salary to this most im- 
 portant officer that he must devote his time to something else while 
 such vast interests are at stake and being neglected. 
 
 Finally the Fiscal Court should be assured that the services have 
 been faithfully and honestly rendered before it pays the superin- 
 tendent's salary; and the County Court should not hesitate to turn 
 him out of office if he be incompetent or neglectful of his duties. 
 
 Let us not forget that the welfare of the State and the welfare 
 of the children are at stake and enforce the laws. If this were done 
 our schools would improve as if by magic. 
 
 43 
 
CHAPTER V. 
 
 THE DAILY PROGRAM AND COURSE OF STUDY 
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 44 
 
EXPLANATIONS OF THE DAILY PROGRAM. 
 
 (1) CLASSES OiF THE SCHOOL— The classes of the school 
 are based upon the five adopted readers; students of the first grade 
 constitute the first class; those of the second grade, the second 
 class; those of third and fourth grades, the third class students of 
 fifth and sixth grades constitute the fourth class; and those of the 
 seventh and eighth grades, the fifth class. 
 
 (2) ALTERNATIONS— In the third, fourth and fifth classes the 
 two grades constituting each class alternate with each other from 
 year to year unless otherwise directed in this Course of Study; in 
 case the two grades do not alternate, they recite at the same time. 
 The 5th and 7th grades to be taught in the odd years and the 6th and 
 8th in the even years. 
 
 (3) CORRELATIONS— Spelling and the criticism of the writing 
 exercises are correlated with Reading. The work in Spelling may be 
 done during the first few minutes of the Reading Period, or it may be 
 alternated with Reading as the teacher chooses. Some of the Spelling 
 lessons should be correlated with Language. In some cases (Language 
 and Reading correlate, in others Reading correlates with Geography, 
 Physiology, History or Civics. Nature Study correlates with Geo- 
 graphy, Physiology, Reading and Language. Teachers should corre- 
 late wherever possible to save time or to concentrate effort. 
 
 (4) AVERAGE TIME — The average time for the first and second 
 classes is fifteen minutes; for the third class eighteen minutes; for 
 the fourth class twenty minutes, and for the fifth class twenty-two 
 minutes. If any class be missing the time allotted to it should be 
 apportioned among the other classes. If any class be very small, the 
 time allotted to it should be lessened and the time thus saved appor- 
 tioned among the other classes. 
 
 (5) FORM AND CONTENT STUDIES— It will be observed that 
 the day has been divided into four equal parts of ninety minutes each, 
 and that two of those parts have been given to Language studies, one 
 to Arithmetic, and one to Science and History studies. This is be- 
 cause the Language studies and Arithmetic are "form studies," or 
 tools with which the student must work in educating himself. It is 
 all important that these tools be made sharp, that the studies be 
 thoroughly taught. 
 
 The subjects of Geography, Physiology, History and Civics may 
 be termed "content studies" since their educative value lies largely 
 in their content. In the very nature of things, the student can gain 
 only elemntary ideas of those subjects. At best the students in the 
 public schools can obtain only a good outline of these content studies, 
 an outline that will guide their conduct and furnish a setting for 
 their future study. However, such facts of these studies as may be 
 selected and taught, for their own sake and for the sake of accurate 
 thinking, should he taught well. 
 
 46 
 
The reading, the spelling, the writing, the speaking and the cal- 
 culating of the students must be well nigh perfect; but the pupils 
 will not suffer greatly in life even if they do not understand exactly 
 the monsoon-winds, or the use of the vermiform appendix, or the bat- 
 tle of Gettysburg, or the composition of the United States Senate. 
 These facts are good to know, but not indispensible. At the risk of 
 being thought an "old fogy" we would emphasize again and again and 
 yet again, the better teaching of "the three Rs." 
 
 (G) INTERMISSIONS— In the forenoon and in the afternoon, a 
 fifteen minute intermission has been planned. It is not necessary that 
 this whole time be given over to undirected activity. Some of it 
 with some pupils may be utilized for hand work or field observation. 
 Tlie first thirty minutes of the noon hour should be given to dinner; 
 but the last thirty minutes can be and should be utilized for some 
 directed activity. The five classes of the school might each take 
 one day each week. Such a procedure would not be hard on the 
 teacher, and would be of great value to the school. 
 
 The first and second classes and probably the third class should 
 have extra recesses at the time indicated on the program. One of the 
 older boys or girls might have charge of these "little'' recesses. 
 
 The children of the first three classes should be allowed to go 
 home as soon as they have recited their last lessons, if it be safe to 
 excuse them before the older students are excused. 
 
 (7) SEAT-WORK— It is necessary that the seat-work of the 
 children be programmed and directed. The teacher should plan the 
 seat-work as definitely as the recitation. In crowded schools, it is a 
 good idea for the teacher to train a few of the oldest and most trust- 
 worthy students to assist in directing the seat-work of the younger 
 classes. It is helpful to the student, it relieves the teacher and 
 benefits the class. For example, the teacher should plan the seat- 
 work in Arithmetic for the Second Grade; before school she may in- 
 struct an older student as to what she wants done; and at the proper 
 time, the student can direct seat-work without interrupting the 
 teacher. This is not theory but practice, the practice of hundreds of 
 the best teachers in the State. 
 
 The teacher must learn to direct the energies of his school. 
 Not what the teacher does, but what the pupils do for themselves 
 educates them. Many good teachers exhaust themselves in doing 
 things the student should do. 
 
 A teacher can make no greater mistake than trying to do every- 
 thing himself. 
 
 (8) WRITING AND DRAWING— These subjects are not given 
 time on the recitation program; if the school be properly directed as 
 above suggested, these exercises can be done as seat-exercises and 
 criticised by the teacher in connection with other subjects. 
 
 (9) The general exercises include Singing, Drg,wing, Morals and 
 Manners, Nature Study, Agriculture, Household Arts and Manual 
 Training or Farm Mechanics. Singing will be taught during the open- 
 
 46 
 
ing exercises from 8:15 to 8:30; Drawing will be taught with Writing, 
 the Household Arts and Manual Training as seat exercises or home 
 work; Morals and Manners with Language, Reading, History and 
 Civics; Nature Study will be correlated with Language in the first 
 four grades, and with Geography and Physiology in the third and 
 fourth grades in such a way that it will occupy the time of two lesson 
 periods per week; Agriculture will be correlated with Language, Read- 
 ing and Geography in the last four grades; the Household Arts — Sew- 
 ing and Cooking — will be correlated with Physiology, the instruction 
 in these arts will be given during the last thirty minutes of the noon 
 hour, and the practice in these arts will be given as "seat-work;" or 
 home work. Manual Training or Farm Mechanics will be correlated 
 with Arithmetic and Agriculture, the instruction and practice in this 
 subject will be given during the last half of the noon hour and as 
 "seat work" or as home exercises. The term "seat work," as used in 
 this course, includes all school exercises except recitations in class 
 work. 
 
 4f 
 
COUESE OF STUDY. 
 
 First Year. 
 TEXT-BOOKS. 
 
 iState Adoption: Primer and First Reader. 
 
 Supplementary Books: (Suggested) New Education Readers, 
 Books One and Two, American Book Co.; Jones First Reader, Ginn 
 and Co.; Stepping Stones, Silver Burdette & Co.; The. Sunbonnet 
 Babies' Primer, The Holton Primer, Cyr's Dramatic First Reader, 
 Brook's Reading iby Grades— 1st year, Cyr's Reading by Grades— 1st 
 year. 
 
 APPARATUS: 
 
 Tablet and pencil and a ruler. • 
 
 MANAGEMENT OF FIRST GRADE CLASSES. 
 First Grade Program. 
 
 8:80 to 8:45 — Primer and first reader classes recite to the 
 teacher. In this grade the spelling and writing are a part of the 
 work in reading. If the first grade is very large, as is often the case, 
 the teacher should lengthen the period for this recitation and shorten' 
 the time for some other grade which is smaller. If the first grade is 
 very large, it should be divided into two sections. 
 
 8:45 to 9:00 — Prepare the next reading lesson. Lei, the class 
 learn to know the words at sight. The teacher shoul'-i plan the 
 method and train one of the older students to drill the little people 
 during this period. 
 
 9:00 to 9:18 — Play out doors or hand work at the seats. The lit- 
 tle ones can not give attention for long periods to any one subject; 
 hence there shuld be a frequent change of work for them. If the 
 weather be good, they should play out doors in charge of one of the 
 older pupils. If not, they may do hand work at their seats, directed 
 by the older pupil. 
 
 9:18 to 9:38 — Prepare the Reading lesson working alone. If the 
 children must get further help in preparing the lesson, one of the 
 advanced students should furnish the help. The Teacher's time be- 
 longs to the class reciting. 
 
 48 
 
9:38 to 10:00 — Writing. Work directed ty a student, 
 
 10:00 to 10:15— 'General Recess. The Teacher should teach a 
 variety of games to the children. Play has a great educative value. 
 No period in the day is more valuable than the Recess period; and 
 none should be more carefully planned and directed. Make the re- 
 cesses tell for discipline in organized play and for education in co- 
 operation. 
 
 10:1.5 to 10:30— Arithmetic and Hand Work. In this grade the 
 Number Work should be based upon and grow out of the Hand Work, 
 or Construction Work. The emphasis should be upon the handwork, 
 with number, reading and writing correlated with It. 
 
 While the children are cutting from objects such as birds, ani- 
 mals, vegetables, fruits, etc., the printed and written names of these 
 objects should be taught to the children and written by them. Many 
 sentences for the reading lessons will grow out of these construction 
 lessons. In fact, reading, writing and spelling — the visible forms of 
 speech — should be correlated with every exercise. In the work in 
 Number. Sentences should be written by the teacher and read by 
 the students. Reading and Writing are tools of learning, and as tools, 
 they should be used continuously. To illustrate further, suppose the 
 little ones have made a seed box out of paste board. Let the teacher 
 see how much reading and number she can correlate with this seed 
 box. Number — How long is the Box? How deep? How much will it 
 hold? Let the answers be given orally and then written and read. 
 Again, what kinds of seed can we put into the hox? Names may be 
 given orally and in writing. The teacher should create the necessity 
 for reading and writing. 
 
 10:30 to 10:45 — Continue the preparation of the Reading lesson as 
 before. 
 
 10:45 to 11:03 — Out door play or indoor handwork. 
 
 11:03 to 11:18 — Preparation of Reading Lesson or Handwork. 
 
 11:18 to 11:45 — Handwork with correlated reading and number 
 in charge of an advanced student who has been previously instructed 
 by the Teacher how to use the Course of Study. There is no reason 
 why a reliable Third Grade Student may not direct the activities of 
 the little people. The children should* he trained to teach each other 
 and to learn from each other. In a school, every one should be a 
 teacher; every one is a learner. 
 
 11:45 to 12:45— Noon Recess. 
 
 12:45 to 1:00 — Language Class composed of First and Second 
 Grade students recites. In 1913 use the course for First Grade; and 
 1914, the course for Second Grade. Secure original statements from 
 the children about the home life in such a way as to lead them to 
 observe and to think. Their answers should be written on the hoard 
 and read by the students, always giving the First Grade students the 
 first opportunity to read, permitting the Second Grades to read what 
 the others can not read. In these lessons as outlined in the Course 
 of Study, reading and spelling should be correlated with the Lan« 
 
 49 
 
guage. In the Mother Goose melodies, the pupils should memorize 
 the selection, and write it. Talking, reading and writing should be 
 a part of every Language Lesson. 
 
 1:00 to 1:15— The Writing Class for First and Second Grade stu- 
 dents should practice under the guidance of an advanced student. The 
 lesson should have been written previously on the board by the 
 Teacher. 
 
 1:15 to 1:33 — Out door play or indoor hand work in charge of a 
 pupil teacher. 
 
 1:33 to 2:15 — Preparation of Reading Lesson under the guidance 
 of a reliable pupil teacher. If it be possible, select the pupil teacher 
 from the most advanced grades. 
 
 2:15 to 2:30 — Recess for whole school. 
 
 2:30 to 2:45 — 'Reading class recites. 
 
 2:45 to 3:18 — Preparation of work in Spelling. This is word study 
 in preparing the next reading lesson. Word building out of known 
 syllables is an excellent exercise. 
 
 3:18 to 4:00 — Hand-work or play outdoors. If it he safe, the little 
 ones may go home. 
 
 The great problem in First Grade teaching is to keep the little 
 ones happy and contented in doing educative work. In fact, school 
 work for these little people should be really play for them. Children 
 are happy while busy. The Teacher should train some of her older 
 pupils to help her direct the activities of these restless little bodies. 
 A First Grade child should play or do hand work at least one half of 
 the time. 
 
 SYNOPSIS OF FIRST-YEAR COURSE. 
 
 1. Reading: Primer and First Readers. 
 
 2. Writing: Correlated with Reading, Spelling and Language. 
 
 3. Spelling: Words from readers and familiar phonetic words. 
 
 4. Language: Statements, stories. Fables, Picture Lessons, 
 Poems, Health Lessons, Morals and Manners. 
 
 5. Number; Combinations, operations, and applications within 
 10, 
 
 6. Hand-work: Paper-cut^ng, representative construction with 
 Number work. 
 
 7. General Exercises: Singing and Drawing, Agriculture, Na- 
 ture Study and Domestic Science. 
 
 SUGGESTIONS ON. THE COURSE. 
 
 1— READING. 
 
 Reading is the most important study taught in school. No other 
 subject is capable of becoming so effective, under wise teaching, for 
 informing and disciplining the student's mind. No other study de- 
 serves more carefully work-out plans. If unwisely taught, no study 
 conduces more effectively to the formation of bad mental habits. 
 
 50 
 
"Reading must begin and at every point proceed on the basis 
 of genuine vigorous thinking on the part of the child; and the life of 
 such thinking is constant, clear, vivid imaging." Another author 
 says: "Reading is imaging."' Such imaging grows out of the real, 
 BUgnificant enjoyable experiences of the child. The teacher should 
 ever test such imaging by questioning, by requiring drawings or con- 
 structions, by dramatization and other forms of expression. From 
 the beginning to the end of the reading course, the teacher's care 
 should be that the child has the thought. 
 
 Based upon the foregoing statements are the following sugges- 
 tions : 
 
 1. The reading matter for children should be adapted to their 
 intelligence, experience and taste, in spirit, in thought and in words. 
 
 2. The reading matter should be closely correlated with the 
 children's interests, experiences, environments and other studies. 
 
 3. Much of the reading should be selected from choice literature. 
 
 4. Supplementary reading should be planned, not only to im- 
 prove mechanical sMll, but also to aid in the other studies. 
 
 5. The assignment of lessons in reading should be clear and 
 definite. The words to be looked up for meaning or pronunciation 
 should be pointed out; the allusions to be explained; the questions 
 of fact to be verified by observation, reading, inquiry or study; the 
 questions to be thought of and answered bearing either upon the 
 meaning of the subtle or difficult portions, or on the motives of 
 characters where these bear upon the general thought; maps or dia- 
 grams to be prepared and placed upon the board; and reviews of 
 other studies to give setting to selections studied; all these teaching 
 acts should be carefully planned by the teacher. 
 
 6. After the fourth year, no reading book, which is not a liter- 
 ary whole, should be taught lesson after lesson in the order of the 
 book The readers should be analyzed and the contents should be 
 indexed together so the selections may be assigned when and where 
 they may have a significant bearing. For example, the Fifth Reader 
 should be so analyzed, the orations, the narrations, the essays, the 
 lyric poems, etc., being indexed together. 
 
 7. In every grade, the voice should be carefully and persistently 
 trained and cultivated. 
 
 8. In every grade, appropriate selections should be acted out; 
 that is, given pantomimic and dramatic representation. 
 
 Stories and poems lend themselves especially to this form of 
 expression. This type of work is being emphasized more and more 
 every year in the better class of schools. It is both educative and 
 highly enjoyable. Children in all grades should be encouraged to 
 write little dramas and to act them out. It would improve the lan- 
 guage and reading work as few devices can do. Not only should the 
 pupils dramatize the stories and poems for presentation at school, 
 but they should carry this form of entertainment into the home, 
 
 .51 
 
The school should help to furnish the homes with clean, healthful, 
 amusement. What would he more enjoyable than for a class of little 
 people to furnish an evening's entertainment at some country home 
 with the "best room" for an auditorium, a few sheets for curtains and 
 the neighbors for an audience? If this form of language exercise were 
 begun in the first grade and carried through the eighth, the lan- 
 guage of the students would be greatly improved and their powers 
 of oral expression largely increased. For an elaboration of this sub- 
 ject, the teacher should secure and read carefully "The Dramatic Ele- 
 ment in Teaching," by Finlay-Johnson, Ginn & Company. 
 
 The work as outlined by the month provides for lessons in Gram- 
 mar. It is not intended that these grammar lessons be taught sep- 
 arate and apart from the language lessons. On the contrary, below 
 the Seventh Grade there should be no lesson in pure grammar. All 
 grammatical principles should b^ taught in connection with the lan- 
 guage work. If the pupil's attention be called to the parts of speech, 
 the forms of pronouns, the agreement of subject and verb and such 
 other facts of grammar in the language lessons, the work will be sat- 
 isfactory. Teach the children to speak and write the language cor- 
 rectly by speaking it and writing it correctly in expressing their own 
 thoughts. 
 
 9. The grades will be divided into four groups — First and Sec- 
 ond, Third and Fourth, Fifth and Sixth, Seventh and Eighth— in or- 
 der to give these directions in more detail. Any direction, therefore, 
 given to one grade of a group will apply to the other grade of that 
 group. 
 
 Specific Directions for First Grade. 
 
 TEXT-BOOKS. — Besides the work to be done independently of 
 books as suggested later, the children should read two or three 
 primers and first readers at the same time and read them alternately. 
 Thus when the lessons in one book become too difficult, the class 
 should take up another. In this way more practice is given, and prac- 
 tice is greatly needed. Every school should own three or four sets 
 of first readers which should be used in the same way to supplement 
 the adopted texts. The County Boards of Education should count 
 these supplementary books in with necessary supplies. The child 
 learns to read by reading, and the more practice the better. It is 
 far better to read four first readers than to read one first reader four 
 times. 
 
 AIMS. — 1. From the first the teacher's aim should be to have 
 the children weld firmly together the thought and the word or the 
 sentence by which the thought is expressed. It is of the greatest im- 
 portance that the children image clearly as they read. To this end, 
 the reading material should be intrinsically interesting or made so 
 
 62 
 
by the manner of its presentation. (2) A second aim is to lead tlie 
 cliildren to express the thought in clear, sweet, distinct tones, adapted 
 to express the sentiment, or the character represented as speaking, 
 and in an easy, natural, lively manner, as if they were expressing 
 their own thought. (3) A third aim is to make children independent 
 readers by giving them such training in the mechanics of reading 
 as will enable them to make out new words for themselves. These 
 three aims may be summarized as follows: Clear imaging and think- 
 ing; distinct vocal expression; and word mastery. 
 
 SOURCES OF LESSONS.— Besides the lessons from the text- 
 books, other lessons may be based upon the management of the room, 
 upon games and plays, and upon stories told to the children and re- 
 told by them. 
 
 METHOD. — It is very important that the method of presenting 
 these lessons at first be simple, direct, lively and natural. In the 
 beginning, the method is everything. If it be natural and vivacious, 
 the little people will learn rapidly; if the method be dry and monot- 
 onous, they will quickly grow tired. These first lessons should be 
 given independently of any book; and should be presented in writing 
 on the blackboard. The writing should be large, clear script, swiftly 
 executed, so as not to lose the zest of the thought. -In planning these 
 first script lessons, the teacher should keep in mind the vocabularies 
 of the reader for which the blackboard lessons are a preparation. 
 
 A few lessons may be based upon the management of the room. 
 The children become familiar with such oral directions as stand, 
 marcli, sit down, etc. These directions may be written on the board 
 and explained. Afterwards the children may do what the directions 
 say. Gradually many written directions may be substituted for the 
 oral ones. This kind of exercise should be kept up through the first 
 year. 
 
 As soon as children learn to play a game from spoken directions, 
 written ones may be substituted. For example, suppose the little 
 people at recess have learned to play "Wigwag." They have learned 
 to do what the teacher says. Now let the directions be written on 
 the board and the children play the game from written words. Learn- 
 ing to read may be played into the children. After all, playing is the 
 child's normal method in learning. 
 
 A story with which the children are familiar may be made the 
 basis of reading lessons. For this purpose a story in which there is 
 much repetition should be chosen. As the teacher repeats the story 
 and, comes to a word or a phrase which she Welshes the children to 
 learn, she writes it on the board as she speaks it. Suppose she se- 
 lects the story of the "Little Red Hen." 
 
 "Once upon a time, there lived in tlie woods a little red hen. She 
 had a little house, and in the house was a little stove, a little bed and 
 a little round table with tiny dishes on it." 
 
 53 
 
The first time the teacher tells the story, she writes the itali- 
 cized words on the hoard; the second time she points to the words 
 and lets the children tell her. Later a child tells the story and points 
 out the words. P'inally, the children learn the words between the 
 known words by associating the known story with the written forms. 
 
 In some of the best schools the teachers take a month or six 
 weeks in preparing the class for the text-book and the children learn 
 to know at sight forty or fifty words, reading them in numberless 
 sentences written on the board. When such a preparation has been 
 made the gradual use of the books is easy and require^ no further 
 suggestions. 
 
 But in some schools, owing to an over-crowded condition or some 
 other reason, it is resirable to begin the use of the Primer or Reader 
 when the children enter school. For such schools the following sug- 
 gestions may be helpful: 
 
 1. Begin each lesson with a conversation based upon the picture 
 in which the teacher is careful to use and have the children use the 
 words of the lesson. 
 
 2. As the words of the lesson are spoken, the teacher should 
 write them on the board in script and have the children name them. 
 
 3. Teach the class to read the script and printed sentences in 
 the books. 
 
 4. Have the class copy in large hand the script sentences of the 
 lesson at the class. Copying may afterwards be used for seat work. 
 Care should be taken not to require too much writing from young 
 students in any grade. 
 
 5. Begin each new lesson by asking the children to point out 
 and name all known words. Then by means of the picture and the 
 order of the words, lead them to "make out" other unknown words 
 v/hich should be written on the board and learned. 
 
 6. In reading from the board and in the early reading from the 
 books, the pupils should be trained to look through a sentence or a 
 paragraph and learn what it says before they try to read it aloud; 
 in this way stamm^ering and word calling may be avoided. Children 
 should be taught not to attempt to read aloud what is not clear to 
 them. They should be encouraged to ask what a word or a sentence 
 means before reading it aloud. Children should not point to words 
 as they read since it encourages monotonous word calling instead of 
 reading. 
 
 7. While the teacher should always avoid focusing the child's 
 attention upon the mechanical side of reading to the exclusion of the 
 thought, she should ever keep in mind that he is gradually 'to be 
 made independent of her in making out new words. This being true, 
 what shall be the method? Shall children be taught the names of the 
 letters, these letters built into syllables, and the syllables into words 
 as ip the "Alphabet Method"? Children can learn to master words 
 in this way; millions have done so, but it is a slow, wasteful, tire- 
 
 54 
 
some, uninteresting way of learning to read. However, one tiling 
 must be kept in mind; the children must he taught in some way to 
 recognize the syllables of the language, for pronunciation is syllable 
 reading. If we will study our own experience upon meeting a new 
 and unknown word, we shall, I think, discover the true method. If 
 we fail to recognize the word as a whole, we try to recognize the 
 parts; that is, we analyze the word into its syllables. This being 
 done, we place the accent and pronounce the word. It should be 
 observed that we never analyze the word further than is necessary 
 in making it out; it should be noted, also, that every good reader 
 has learned to pronounce instantly all the syllables of the language. 
 It seems to the writer that these facts give us the key to word mas- 
 tery. For the purposes of reading the student must master the syl- 
 lables of English words — how shall it be done — The following plan 
 is suggested with the hope that it may be helpful to the inexperienced 
 teacher: 
 
 8. When the class in First Reader has reached the first "Re- 
 view," page 17, the work in phonics should be begun. Up to this 
 time the words have been taught at sight as wholes; and in the 
 reading class the same method should be continued; but now, at a 
 different period in the day the children should begin to make out 
 words for themselves. The first step is to analyze by slow pronun- 
 ciation the known words into syllables and sounds; the second step 
 is teach the children to pronounce at sight the syllable or sounds; 
 and the third step is to recombine the syllables and sounds into new 
 words known as sounds but unknown at sight. For example, from 
 the Review take the words can, hat, ball, take and catch. Let each 
 word at first be analyzed into only two parts, e. g., c-an, h-at, b-all, t-ake, 
 c-atch; next drill the class until they can instantly name the sounds 
 represented by c, h, b, t and at, all, ake, atch. When this has been 
 done the children know the powers and probably the names of four 
 letters, three words and two syllables. The next step is to lead 
 the pupils to recombine these parts into new words; thus the c can 
 be united with at, all and ake; the h, with all and atch; the b, with 
 at, ake and atch. So, by the use of four little words, known as 
 wholes, by the method of analysis — synthesis, the children have mas- 
 tered four letters, two syllables and eleven new words. It will be 
 noticed that such syllables — phonograms — as atch, ake, ing, ight, tion, 
 sion, etc., are not separated in phonic analysis; we do not analyze 
 further than the needs of synthesis demands. We analyze for the 
 sake of the synthetic work which follows. If the teacher will be 
 careful in selecting her words for these phonic lessons, choosing at 
 first purely phonic words, the children will quickly learn the sounds 
 and names of the vowels and simple consonants and the common 
 syllables found in the ordinary reading lesson. The work should be 
 graded so that the easiest sounds and commonest syllables will be 
 presented first. Later, the obscure vowel and consonant sounds, the 
 
 55 
 
double and triple consonants and diphthongs should he taught. It is 
 not wise to hurry in this work; each sound should be learned thor- 
 oughly before another is presented. 
 
 Methods of Teaching Beginners to Read. 
 
 More has been written and said, perhaps, in regard to the differ- 
 ent methods of teaching children to read than concerning any other 
 problem of teaching. In a broad way, it may be said that there are 
 two general classes of methods of teaching this subject: the analytic 
 methods, which begin with the sentence or the word as wholes and 
 work down to the parts, the syllables and letters; and the synthetic 
 methods, which begin with the letters and syllables and work up to 
 words and sentences. The Sentence Method and the Word Method 
 are examples of the analytic methods, while the Alphabet Method and 
 the Phonic Method are examples of the synthetic methods. To these 
 may be added the so-called Combination Method, which is a kind of 
 ' combination of the analytic and synthetic methods. Each of these 
 methods has its enthusiastic advocates except possibly the Alphabet 
 Method, which has very few advocates in public, but a great many 
 adherents in actual work. Each one of these methods has its advan- 
 tages and disadvantages. If a teacher uses the sentence method 
 
 - or the word method exclusively, she will probably discover that her 
 students are gaining power to help themselves rather slowly. If she 
 uses the alphabet method or the phonic method exclusively, she will 
 likely focus unduly the child's attention upon the mechanical side of 
 reading to the detriment of the thought and feeling side. Taking 
 these things into consideration, the Combination Method, or a union 
 of all the others, is probably the best. The teacher of primary read- 
 ing, theu, should study all the different methods of teaching the sub- 
 ject and then carefully work out her ow^n method. 
 
 It will be noticed that the method here suggested is based upon 
 a few simple principles of elementary teaching. The order is from 
 the known spoken word to the unknown written word; from the 
 known written word to the unknown syllable or letter; from the 
 known syllable or letter to new words; from the whole to the part- 
 analysis; and from the parts to a new whole — synthesis. At all stages 
 in education it is wise to lead the student to put new ideas into im- 
 mediate use. It is a way to assimilate new thought. The word build- 
 
 . ing suggested is an excellent kind of seat work. 
 
 2_WRITING. 
 
 During the First and Second years, writing is correlated with 
 reading and language. Good penmanship in later years depends 
 largely upon the methods employed in the first grades. The old 
 motto, "Begin right, keep right, and you are sure to end right," is a 
 good one to follow in teaching writing. The correct position at the 
 
 56 
 
desk and the correct method of holding the pencil or pen are vital 
 points during the first grades, and these two essentials should be 
 carefully guarded until they become fixed ha.bits. If this is done the 
 battle is won. Most copy books describe correctly these positions. 
 During the first year, the children should use large pencils with soft 
 leads and unruled or broad-spaced paper.^ At first they should write 
 large, the size gradually diminishing as they gain power through 
 practice. To develop freedom, let the children write on the black- 
 board as often as is convenient. From the very first a reasonable 
 degree of speed should be expected, since movements too slow result 
 in cramped fingers and wavering uncertain lines. 
 
 The following from the American Penman is to the point: "Mem- 
 bers of an infant class, as they enter school and begin the study of 
 writing, should be taught how to sit; this is the first step. They 
 should be taught how to rest their arms on the desks; this is the 
 second step. They should be taught how to relax sufllciently to se- 
 cure action from the muscles of their right arms when those arms 
 are resting on the desks; that is the third step. They should be 
 taught how to hold the pens lightly and easily in their hands; that 
 is the fourth step. All these things should be taught before teaching 
 the letters is begun." Even in older classes, if these steps have not 
 been properly taught, they should be taught. The teacher should 
 insist upon these essentials to future success. Indeed, the desire of 
 primary teachers for pretty writing is one of the prime causes of the 
 gripping of the pencil and a slow, labored movement. During the first 
 years the teacher should keep in mind what the child should not do. 
 He must not form bad habits of sitting and pen holding. He must not 
 scribble. He should not fail to do his best. He should not write until 
 tired out. 
 
 It would be better for children not to write at all during the first 
 schools years than to form bad habits. 
 
 3— SPELLING. 
 
 During the First and Second years, Spelling is taught in connec- 
 tion with Reading and Language. Read carefully the discussion of 
 Analysis-Synthesis under Reading. The Word-Building-Synthesis is a 
 form of spelling. When children copy words from the board, they 
 are spelling in a vague way. 
 
 Teach the spelling of about 200 purely phonetic words, the child's 
 own name, and such non-phonetic words as the children may need 
 in their language lessons. Keep a list of all words used for spelling 
 lessons. 
 
 There should be vocal drills every day to train the children in 
 clear, sweet tones. Do not permit the children to pitch their voices 
 too high. Teach the pupils to open their mouths in making the vowel 
 sounds. A low, sweet voice is more to be desired than great riches; 
 it is a thing of beauty and a joy forever. 
 
 57 
 
Teachers should, above all things, keep their own voices low and 
 clear. 
 
 4— LANGUAGE. 
 First Month. 
 
 1. Original statements* about the home; appearance, furniture, 
 decorations, utensils, and occupations. Six lessons. 
 
 2. Morals and Manners — Cleanliness, neatness, and politeness. 
 Two lessons. 
 
 3. Health — Positions and playing. Two lessons. 
 
 4. Poem— Mother Goose; Little Boy Blue, Little Bo-Peep. • 
 
 5. Fable — The Fox and the Grapes. Two lessons. 
 
 6. Story— The Little Red Hen. Two lessons. 
 
 7. Nature Story — The Wee, Wee Man. (Cat Tails and Other 
 Tales.) Two lessons. 
 
 8. Picture Study — The Wasp, Bonheur. Two lessons. 
 
 Second Month. 
 
 1. Familiar talks about the occupations of father and mother. 
 
 2. Morals and Manners — Gentleness and kindness. 
 
 3. Health — Sleeping, eating and drinking. 
 
 4. Poem — Mother Goose: Ding dong bell. Pussy's in the well, Old 
 King Cole. 
 
 5. Fable — The Crow and the Pitcher. 
 
 6. Story— Balder the Beautiful (Cook's Myths). 
 
 7. Nature Story — Golden-rod and Aster (Cook's Myths). 
 
 8. Picture Study — Plowing. Bonheur. 
 
 Third Month. 
 
 1. Conversations about getting ready for winter in the home. 
 Laying in the stores of food, fuel, and clothing. 
 
 2. Morals — Kindness to animals. Love and truthfulness. 
 
 3. Health — Clothing and cleanliness. 
 
 4. Poems — Mother Goose: Sing a song of sixpence. There was 
 an old woman who lived in a shoe. 
 
 5. Fable — The Dog and His Image. 
 
 6. Story — Little Tuppen (Baldwin's Fairy Tales and Fables). 
 
 7. Nature Story— Clytie (Cook's Myths). 
 
 8. Picture Study — Flock of Sheep. Bonheur. 
 
 Fourth Month. 
 
 1. Conversation lessons about the preparation for Christmas. 
 
 2. Morals — Fidelity to duty, Obedience or Nobility. 
 
 3. Health — Growth of the body as a whole. 
 
 4. Poems — Mother Goose: Baa, baa, black sheep; There was a 
 little girl, she had a little curl. 
 
 58 
 
5. Fable— The Dog in the Manger. 
 
 6. Story — First Thanksgiving Day. 
 
 7. Nature Story — How Dame Nature Got Her Frost (Cat Tails). 
 
 8. Picture Study — Lion Family. Bonheur. 
 
 Fifth Month. 
 
 1. Talks about animal life in winter. Sources and preparation 
 of food used in the family. 
 
 2. Morals — Gratitude, Thankfulness, and Forgiveness. 
 8. Health — ^Study of head, arms, hands. 
 
 4. Poems — Mother Goose: There was an old woman lived under 
 the hill; Little Jack Horner. 
 
 5. Fable — The Grasshopper and the Cricket. 
 
 6. Story— The Pilgrims. 
 
 7. Nature Story— Seedlings on the Wing (Cat Tails). 
 
 8. Picture Study — Coming from the Fair. Bonheur. 
 
 Sixth Month. 
 
 1. House cleaning, Gardening, Return of the birds. 
 
 2. Morals — Confession of wrong-doing. Honesty, Honor. 
 
 3. Health— ^Legs and feet. The senses. 
 
 4. Poem — Mother Goose: Hickory, dickory, dock; Curly Locks. 
 
 5. Fable— The Wolf and the Lamb. 
 
 6. Story — How Fire Came to Earth (Judd's Classic Myths). 
 
 7. Nature Story — The Little Maple Leaves (Cat Tails). 
 
 8. Picture Study — The Horse Fair. Bonheur. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 When we consider that Language is both an end and a means 
 of instruction, its importance will be seen. "To speak, read, and 
 write the language proficiently is the chief requirement of all pro- 
 gressive school systems; and to know and to appreciate literature is 
 the chief test of culture." 
 
 The work has been outlined by the month. Certain poems, 
 stories, fables, etc., have been suggested; but the teacher may make 
 a different selection if she chooses. The course in language in the 
 lowest grades includes the work to be done in Nature Study, Physi- 
 ology, History, Geography and Civics. 
 
 It is intended this year to give each month, six conversation les- 
 sons on homes to open the children's eyes and to cultivate expres- 
 sion, two lessons to Morals and Manners, and tw^o each to Health, 
 Poems, Fables, Stories, Nature Stories and Picture Study. In the 
 first grade the children will become familiar wath Mother Goose Mel- 
 odies and Rosa Bonheur and her pictures. 
 
 The plan is for each grade to become familiar with one poet and 
 his poems and one artist and his pictures each year. 
 
 59 
 
The Problem of Language Teaching. — When children enter school 
 at six years of age they have acquired a large number of spoken 
 words and idioms, but their knowledge of the language is restricted 
 from lack of an experience calling out the necessity for more varied 
 expression, and from their ignorance of correct language forms. Of 
 written language they have none. Therefore, definite means must b© 
 provided by which experience may be enlarged, and knowledge of 
 language forms be supplied to meet the growing demand for ex- 
 pression. 
 
 Language teaching is often barren of good results because some 
 teachers clothe their work with unnecessary formality, while others 
 work without any definite aim, in a spasmodic way without knowing 
 exactly what is needed to be done. Language teaching should he 
 characterized by clearness, simplicity, and directness of aim and pur- 
 pose. At all stages of progress, success in teaching. English depends 
 upon "line upon line, and precept upon precept." 
 
 The First Step. — "The fact that lies at the foundation of all lan- 
 guage teaching is that language was invented by men because of the 
 need to express thoughts and emotions and to preserve records. This 
 being true, it follows that the first thing to do in teaching language 
 is to arouse thoughts and to inspire emotions such as will stimulate 
 heart and brain, and force the child to ask questions, or to utter 
 spontaneous exclamations, statements, and commands," In other 
 words, the first thing to do is to make the child to think and to feel. 
 
 "Have something to say and say it" is a good motto. It is a 
 difficult thing to teach a child to speak or to write when he has noth- 
 ing to say. We must have content before we can have form. 
 
 To these ends the following course in Language has been planned. 
 
 LANGUAGE LESSONS. 
 
 Conversations. — This series is designed to lead the child to ob- 
 serve his home environments more carefully, to arouse in him a 
 deeper sympathy for the common but necessary things done at home, 
 and to train him to converse with his teacher and with his fellows. 
 These lessons should be indeed conversation lessons, not a question 
 and answer match. The little ones should be trained from the start 
 to observe the rules of politeness in conversing — to pay courteous at- 
 tention to what is said, to wait until another is through speaking be- 
 fore they begin, etc. It is desirable, however, that these lessons be 
 as free and natural as possible. The teacher should observe the 
 children's errors in the use of words and in their pronunciation, and 
 correct them in a way that will not make the child timid. Anything 
 like criticism should be avoided. 
 
 IVIorals and IVlanners. — The chief aim in all education is to make 
 good citizens. To this end a place is given upon the regular program 
 to morals and manners. It is not intended that the teacher shall 
 preach morals into children. It cannot be done. The idea is for the 
 
 60 
 
teacher, by story, by anecdote, or example, to place before the chil- 
 dren the virtue to be cultivated or the vice to be avoided, remem- 
 bering always that positive teaching is more effective than negative. 
 "Thou shalt do a good deed" is more effective than "thou shalt not 
 do a bad one." 
 
 Conversations with the children about the rightness or the wrong- 
 ness of certain examples of conduct are appropriate. Children do 
 not know right from wrong until they learn. Each child's ideas of 
 these things are determined largely by his environment. For exam- 
 ple, in some places the children grow up with the idea that it is right 
 and manly to "get even" with one who does them an injury, never 
 thinking that they cannot get even with evil men without becoming 
 evil themselves. It is important that correct standards of conduct 
 be taught. 
 
 Health Lessons. — ^A sound mind in a sound body is an end greatly 
 to be desired. In early life children should be instructed in the care 
 of their bodies and so exercised in right lines that right habits will 
 be formed. To this end two lessons each month have been planned. 
 These lessons should be presented in a conversational way, and 
 should be made as impressive as possible. See "Essentials of Health" 
 for exercises. 
 
 Poems. — Each month the children will have read to them a poem, 
 and some of it should be memorized. They should enjoy the poem; 
 should see the images suggested by it. This exercise will stimulate 
 the imagination, touch the emotions and furnish standards for the 
 best English. Memory gems learned in childhood are seldom for- 
 gotten; often they suggest ideals of the highest living. 
 
 Fables. — Fables are very interesting to children. They contain 
 in homely garb great moral truths. They should be told not read to 
 the children. Encourage the pupils to learn the story so they can tell 
 it at home to "mama." 
 
 Stories. — "The first qualification of being a good primary teacher 
 is to tell a story well." The purposes of telling stories to children 
 are so many that only a few can be mentioned. Children are de- 
 lighted with "tales." It is possible to mold their moral natures al- 
 most at will by the right use of right stories. Their imaginations are 
 quickened by the images aroused through story-telling; and their 
 vocabularies can be enlarged. Children are better pleased with stories 
 told to them than read to them. They should be encouraged to tell 
 the stories at home; and should be taught the value of telling a story 
 well in real life. 
 
 Nature Stories. — It is planned to have read or told to the children 
 one nature story each month. Children are delighted with myths; 
 and, if this work is well done, they will grow up in sympathetic 
 touch with "mother nature." Let us keep in mind that the problem 
 of the teacher is not so much to arouse in the heart of the child a love 
 
 61 
 
of nature, as to keep him from losing that love in our artificial sys- 
 tems of education. 
 
 Pictures. — The plan, also, involves the study of one picture eacb 
 month. These pictures have been selected with a view to revealing 
 to the children the beauties of nature, the charms of rural life, or 
 some great lesson to be learned from them. In our schools too often, 
 we fear, the joys and advantages of country life are ignored while 
 those of the city are held up in glowing terms before the hungry 
 Imaginations of the children. This -is not best. On the other hand, 
 let the rural teacher, at least, by conversations about home, its joys 
 and its beauties, by the skilful use of poem and picture, teach the 
 children of the country the great truth that the greatest beauty, the 
 best health, and the highest joys are not found in the din and turmoil 
 of the distant and alluring city, but in the oM country home. At the 
 same time, let it be suggested how that which is good may be made 
 better in home and community. 
 
 Language Games. — One of the newer and thoroughly accepted 
 ideas is that much correction of errors may be successfully achieved 
 through the instrument of language games. Practically all up-to-date 
 schools use these games in the first three grades. "Language Games," 
 by Myra Kelley, Educational Publishing Co., outlines the principles 
 and gives forty-four such games. 
 
 From all these things it will be seen that the Language Lessons 
 should grow out of the home life of the child; they should enfich his 
 experience, and make him happier and better. 
 
 The teacher will observe that in each of the first three grades the 
 poems are by the same author and the pictures from the same artist. 
 This is because it was thought wise to make the children acquainted 
 with at least one poet and one artist a year. However, if the teacher 
 prefers it, she may substitute other poems and pictures by different 
 authors and artists. The plan adopted in this course was recom- 
 mended to the writer by many of the best primary teachers in the 
 country. It must be understood that the picture study is primarily a 
 part of the language work and to form a basis for language lessons. 
 
 5— NUMBER WORK. 
 First and Second IVIonths. 
 
 During the first two months of school the following parallel lines 
 of work will be taught: 
 
 1. Counting with and without objects. 
 
 2. Drawing lines of a given length. 
 
 3. Finding equal parts of composite numbers 4, 6, 8, 9, 10. Let 
 the pupils use square inches laid in form of square and rectangle. 
 
 4. Little problems given by the teacher, and by the students to 
 one another. 
 
 ' 5. Separation of numbers to 8 into unequal parts. 
 
6. Learning the number of the lessons and the page in the 
 readers. 
 
 Encourage the children to look for number and quantity about 
 home. How many toes has a chicken? How many rails in a panal 
 of fence? How many posts in a given distance? How far apart are 
 posts? How long is a rail? How many gallons of mik does the cow 
 at home give? The children should use their ideas of number in get- 
 ting acquainted at home. 
 
 Third Month. 
 
 Introduce the foot ruler with inches subdivided into fourths. 
 Draw lines involving the half inch. Measure the yard with the foot 
 and give home problems involving feet and yards. Teach signs plus, 
 minus and equality, and have the class learn and express all combina- 
 tions in which the sum is not greater than 6; such as 4 and 2, 6 less 
 3, one half of 6, one third of 6, two thirds of 6, 6 divided by 2, 2 times 
 3, etc. Count by lO's to 100. 
 
 Fourth Month. 
 
 Teach the combinations through 8 as in the third month. Teach 
 the relations of gallon, quart and pint, using the actual measures. 
 Thus a gallon is 4 quarts; a quart is one-fourth of a gallon. Count 
 and write to 100. Use splints about 4 inches long in (bundles of 10. 
 
 Fifth Month. 
 
 Teach and xipress the equal and unequal parts of 9 and 10. Count 
 by 2's to 12. Use familiar denominate numbers and teach units and 
 relations of the yard-foot, bushel-peck, dollar-quarter-dime-nickel-cent, 
 ^week-day. Continue the home problems. 
 
 Sixth Month. 
 
 Teach addition and subtraction by placing one number under the 
 other with the sign at left of lower number. Add columns whose sum 
 does not exceed 10. Learn halves of odd numbers to 11. 
 
 Teach continually the three-type-problems; one-third of 9 are how 
 many? 2 is what part of 4? Teach to tell the time by the clock. 
 
 Arithmetic learned in school should be applied at home, and 
 number relations learned at home should be applied at school. The 
 school-life and the home-life should be one life, not two lives. 
 
 6_HAND WORK. 
 
 The following course in Hand Work has been, adapted from that 
 set forth in the Illinois Course of Study. 
 
 The Science of Number in the primary grades until somewhat re- 
 cently has been much less useful as an educational agency than it 
 should have been. Consisting mainly of formal combinations of num- 
 
bers without apparent reasons for presenting them to children, it 
 has failed to give that high degree of mental discipline which, when 
 properly presented, it is so well calculated to afford. 
 
 A new era has dawned upon the science of numbers in the pri- 
 mary grades; a stepping stone to formal work has been discovered, 
 ^o carefully graded that the child can follow it with interest and 
 pleasure. Constructive number work, when properly taught affords 
 the finest mental discipline of any study in the primary grades. It 
 gives quickness of perception, the power of concentration and an in- 
 tellectual grasp that can be acquired in no other branch of study. 
 In preparing the following outlines an attempt has been made to 
 make the work not only simple, progressive and practical, but to 
 adapt it to the wants of those who believe that constructive number 
 should be taught in connection with the other branches of work. 
 Great care has been taken to make the suggestions simple and direct. 
 
 First Year. 
 Basic Principles. — I. Cutting. II. Representative Construction. 
 III. Box Making. IV. Book Making. V. Apparatus Making. VI. 
 Weaving. VII. Decorative Construction. 
 
 I. Cutting — 
 
 1. Cutting to line— /pictures from magazines and old seed cata- 
 
 logues relating to literature and nature. 
 
 2. Cutting from objects — birds, animals, vegetables, fruits, etc. 
 
 3. Cutting from memory — birds, trees, lamp posts, fences, etc. 
 
 4. Cutting from imagination — to illustrate History and Litera- 
 
 ture, a. Cutting in one piece, b. Cutting separate objects 
 and combining to form complete picture. 
 
 II. Representative Construction — 
 
 1. Figures made with tooth picks and pegs on desks, a. Games — 
 
 shovel, swing, cart, sled, pail, seesaw, b. Home Occupations 
 — stove, chair, couch, table, broom, dish, brush, duster, flat- 
 iron, tub, coal scuttle, wash board, dust pan, candle stick, 
 tea pot, coffee pot, clothes rack, churn, house, sail boats, 
 etc. 
 
 2. From folding and cutting to crease, a. Square prism. Ob- 
 
 jects based on square prism — Box, trunk, cradles, house, 
 barn, table, bed, kettle, wagon, clock, street car, bath tub, 
 match safe., music cabinet, b. Cube. Objects based on cube — 
 chair, taboret, match safe, cart, wheelbarrow, basket, c. 
 Thanksgiving basket, church steeple. 
 
 3. Other objects — May, Christmas and Thanksgiving baskets, 
 
 seed and work envelopes, sleigh, sled, soldier cap, sail boat, 
 candy box, book mark, wall pocket, church, corn crib, barn. 
 
 4. Introduction of Ruler. 
 
 Drawing of 1, 2, 3, 4, 5, and 6 inch lines. Compare. Draw 1, 
 2, 3, 4, 5 inch squares for paste trays. Compare squares. 
 
 64 
 
Cut various ^ized squares and rectangles on which to mount 
 
 autumn leaves. 
 Cut squares of colored paper and arrange according to color 
 
 and size. 
 Cut squares of red, white and blue paper. 
 Cut strips for paper chains. 
 Cut one-inch strips for paper mat weaving. 
 
 III. Box Making— Seed, chalk, soil and work hoxes, trays for paste 
 
 and pins, half inch strips prepared for double weaving of 
 boxes. 
 
 IV. Book Making — ^Bcoks to contain free cutting and pictures cut 
 
 from magazines. Book to contain Perry pictures. 
 
 V. Weaving (Textiles). 
 
 1. Double weaving in making circular and rectangular baskets 
 
 and cubical twine holders. 
 
 2. Single weaving around circular, rectangular and cubical forms. 
 
 3. Weaving on fiat card board looms to illustrate first principles 
 
 in darning — make rugs for doll house, blankets for doll bed 
 and curtains. 
 
 VI. Decorative Construction. 
 
 1. Free cuttings of stories for decorative purposes. 
 
 2. Assorted colored geometrical cuttings, applied to problems. 
 
 3. Designing in bands, one or two colors. 
 
 4. Chains, garlands, balls, baskets, leaves, flowers. 
 Materials. — Drawing, lining, ingrain, and figured wall papers, 
 
 tissue, poster, manilla and colored papers, punch, jute and 
 bristol board, paste, woolen carpet yarn, jute and raffia, 
 colored crayon, paints, pegs, tooth picks, twine. 
 
 Tools. — Scissors, brush, pencil, darning needle, ruler. 
 
 Movements. — Cutting and folding, measuring to one inch and one- 
 half inch, pasting, tying, lacing, wrapping, penciling out- 
 lines, cutting and assembling, sewing and ipunching, making 
 leaf and geometric outlines, threading looms. 
 
 First Month. 
 
 Cut from magazines, papers and seed catalogues those pictures 
 which relate to the nature work and literature. Cut from objecta 
 placed before pupils. Have an occasional cutting lesson from mem- 
 ory. Use the imaginative cutting and tearing more often than any 
 of the above mentioned for illustration. Pass to pupils squares of 
 the desired size and fold and cut seed or crayon boxes. Fold square 
 prism — box, trunk, house, barn, table, bed. Cut paper dolls and dress 
 them. 
 
 Second Month. 
 
 Continue imaginative cutting and tearing. Assemble parts to 
 bring out a few of the elementary ideas of perspective. Pass shoe 
 pegs and tooth picks and have pupils lay them in the shape of shovel, 
 
 65 
 
 C. S.— 3 
 
swing, cart, sled, pail, seesaw, chair, couch, table, broom, duster, 
 brush, iron, tub, scuttle, wash board, dust pan, churn. Continue to 
 make objects based on the square prism, such as cradles, ibath tub, 
 wagon, street car, match safe. Begin to place before pupils simple 
 objects based on those previously constructed and have them make 
 others, without assistance. Give ample opportunity for originality. 
 Construct cube. Make box with cover, chair, taboret, match safe, 
 cart, wheelbarrow. 
 
 Third Month. 
 
 Continue cutting and tearing to illustrate stories. Cut wigwams, 
 bow and arrows, tomahawk, etc. Continue to have an occasional 
 lesson in cutting from memory and from objects. Use shoo pegs, 
 and tooth picks in arranging designs on desk. Fold pyramid. Thanks- 
 giving basket. Combine house, square prism and pyramid in mak- 
 ing church. Fold Mayflower, cradle and lanterns. 
 
 Fourth Month. 
 Continue imaginative cutting and tearing. Assemble parts to 
 make complete picture. Construct triangular iprism from folding. 
 Simple formal foldings decorated and used as Christmas and New 
 Year's cards. From foldings make CHristmas tree decorations, let- 
 ter cases, book marks, candy boxes, envelopes. Arrange herders of 
 simple geometric forms of colored paper. Apply decoration to ob- 
 ject made. 
 
 Fifth Month. 
 Continue imaginative cutting and assembling of parts. Intro- 
 duce the ruler. Drawing of 1, 2, 3, 4, 5 and 6 inch lines. Compare 
 lines. Make chains for decorating room. Cut 1, 2, 3, 4, 5 iuid 6 
 inch squares for paste trays. Compare squares. Cut various sized 
 squares and rectangles on which to mount leaves and flowers gath- 
 ered and pressed during autumn. Cut squares of colored paper and 
 arrange according to color and size. Cut one inch strips for paper 
 mat weaving. Form woven rectangles and squares into card and 
 letter cases. For decoration, draw around simple geometric forms 
 and color surface with the outline. Napkin ring wrapped with raffia. 
 Cut red, white, and blue paper squares. Arrange these and in 
 the center mount the picture of Washington or his home. Make Red 
 Riding Hood basket. Make booklets in which to mount Ferry pic- 
 tures or free cuttings. For decorations cut figures from wall paper. 
 Encourage originality in all this work. 
 
 Sixth Month. 
 Introduce half inch. Make study of wool. Shearing of sheep, 
 washing, carding, spinning and dyeing of wool. Let the teacher 
 demonstrate. Make card board looms. Place warp threads one- 
 half inch apart. Wetive rugs for doll houses, blankets for bed and 
 curtains. Make word books, crayon boxes, half inch thread winders 
 
 66 
 
Make simple design in bands of two or three colors for ends of 
 rugs. Continue to place before the pupils completed objects asking 
 them to make similar ones. Urge the pupils to work out their own 
 ideas. 
 
 Illustrative Cutting. Cut half inch strips for weaving. Weave 
 around square and rectangular objects. Introduce double weaving 
 (strips cut by machine). Make circular baskets and cubical twine 
 holder. Construct weather vane, pin wheel, simple May baskets 
 based on square and rectangle. May crown, simple poem books, lan- 
 terns, cages, fans, berry boxes, kites. For decoration use spring flowers 
 and leaves as motives. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Without entering upon a discussion of the psychology of number, 
 it may be said that it is generally agreed that the number concept 
 arises from the mind's activity in measuring quantity. A little re- 
 flection will convince one that the practical value of number is found 
 in the necessity for measuring quantity. How much is an ever pres- 
 ent question. These things being true, it follows that actual measur- 
 ing with real measures should enter largely into any method of teach- 
 ing numbers to children. 
 
 For the first half year at least the work should be mainly oral, 
 and largely incidental to other school exercises, especially hand 
 work, in this way the child begins to feel the need of measuring the 
 numbering. This related number work will consist mainly in count- 
 ing objects and units of measure and in finding and stating results 
 in problems like the following: 
 
 1. When two or more equal numbers are combined. 
 
 2. When two or more unequal numbers are combined. 
 
 3. When a number is separated into two or more equal parts. 
 
 4. When a number is separated into two unequal numbers. 
 The results of the combinations and separations made in the first 
 
 two school years, must be fixed in memory; for though the child may 
 see that 4 rows of squares with 5 squares in a row are 20 squares, he 
 knows that 5 times 4 are 20, because he remembers it. Quickness and 
 accuracy of calculations depend upon how well the various number 
 combinations are remembered. Now, remembering depends upon at- 
 tention, repetition and expression. It follows, therefore, that the 
 teacher should use a method that will attract the child's attention to 
 the number facts to be learned; these must be fixed in memory by 
 repetition; and they should be expressed in clear, appropriate lan- 
 guage. 
 
 The teacher of number lb primary children should read such text- 
 books on teaching number as the Psychology of Number by McClel- 
 lan and Dewey. She should also secure a number of modern primary 
 arithmetics for a comparison and study of their methods. Such texts 
 
 67 
 
as Smith's Primary Arithmetic, published by Ginn & Co., and Milne's 
 Primary Arithmetic, by American Book Company are excellent. 
 
 If the teacher will instruct some of her oldest and most trust- 
 worthy girls in regard to the constructive work to be correlated with 
 Number, they will be able to assist much in the seat work. 
 
 The First and Second year classes in number are to recite at the 
 same time; but the courses are not alternated. 
 
 7— GENERAL EXERCISES. 
 I. Agriculture. 
 
 1. Farm crops. 
 
 a. Corn — ^planting, gathering. 
 
 b. Cotton— (planting, picking. 
 
 2. Garden and orchard. 
 
 a. Apple — uses as food, storing for winter, gathering, 
 h. Beans — planting, uses, canning. 
 
 3. Domestic animals. 
 
 a. Cow — feeding, watering, housing, uses, value. 
 
 b. Horse — uses, feeding, value. 
 
 4. Miscellaneous. 
 
 a. Farm implements: Hoe, rake, plow, as to uses, appearance, etc. 
 
 b. Weeds: The most common good and bad ones in relation to 
 
 farm activities. 
 
 II. Nature Study. 
 
 1. Animals. 
 
 a. Dogs — traits, uses, care, kinds. 
 
 lb. Birds: Robin, bluebird, chickadee, chipping sparrow, English 
 
 sparrow, crow; as to appearance, habits, song, good or bad 
 
 for community. 
 
 c. Frogs and salamanders: Tree frog, toad, red and green newts; 
 
 as to food, habits, appearance, habitat. 
 
 d. Fishes: ;Sunfish, goldfish, shiners; as to food, appearance, where 
 
 found, relative value as food. 
 
 e. Miscellaneous: Snakes, turtles; as to kinds, appearance, habits, 
 
 place of living. 
 
 2. Plants. 
 
 a. Wild flowers: Arbutus, anemone, goldenrod, dandelion, aster, 
 
 bluets, hurdock, buttercup, milkweed, poison ivy, oxeye daisy; 
 as to appearance, uses, good or bad. 
 
 b. Garden: Radishes, onions, rhubarb; studied simply as plants 
 
 as suggested above. 
 
 c. Fruit: Peach, plum; studies as a tree and fruit and not as a 
 
 farm product. 
 
 d. Trees: Soft maple, chestnut; as to appearance, shape of leaves, 
 
 kind of bark, character of wood, 
 
 68 
 
c. Flowerless plants: Ferns, few kinds discussed as to appear- 
 ance, etc. 
 3. General. 
 
 Frost — how formed, effect on plant life, what plants resist its 
 blighting power. 
 
 ill. Household Arts. 
 
 1. The home — Its purpose; what does father do; mother; brothers; 
 
 sisters? How do you help? 
 
 2. Interior of the home — Uses, furnishings; methods of cleaning with 
 
 ibrooms, dusters, carpet sweepers, vacuum cleaners, damp 
 cloth; care of clothing. 
 
 3. Heating of home — Kinds of fuel; source and supply of wood, coal, 
 
 and kindling; stoves, grates, and fireplaces, and their points 
 of advantage and disadvantage. 
 
 4. Sources of food — ^Garden, orchard, farm, store; how food is se- 
 
 cured from these and in what condition. 
 
 SUGGESTIONS AND DIRECTION. 
 
 The work in agriculture, nature study and domestic science in 
 this grade should be correlated with the language work. Much of 
 the work in "conversation lesson" should be based upon these s-en- 
 eral exercises. The idea is to train the children in observation and 
 expression. Drawing may well be correlated with these lessons as a 
 means of expression. It is not intended that any class shall do all 
 the work herein outlined. Rather should the teacher make seloctions 
 appropriate to the children's tastes, environments and the time of 
 year. 
 
 These suggestions apply to the second, third and fourth grades as 
 well as to the first grade. 
 
 69 
 
SECOND YEAR. 
 
 TEXT BOOKS. 
 
 STATE ADOPTION— McGuffey's Second (Reader, and Primary 
 Arithmetic. 
 
 SUPPLEMENTARY BOOKS (Suggested).— ^New Education Reader 
 Book 3, Jones' Second Reader, Stepping Stones No. 2, Lights to 
 Literature, Book 1, Baldwin's Reading by Grades, I, Cyr's Art Reader 
 No. I, Brook's Reading by Grades, No. II, Cyr's Reading by Grades No. 
 II, Beckwith's In Mythland, Fox's Indian Primer, Wiltsie's Folklore 
 Stories. 
 
 Synopsis of Second Year Course. 
 
 1. Reading — Second Reader completed. Supplementary Readers. 
 
 2. Writing. — Correlated with Reading, Spelling, and Language. 
 
 3. Spelling — Words from readers and phonetic words continued. 
 
 4. Language. — ^Statements, Stories, Fables, Picture Lessons, 
 Poems, Health Lessons, Morals and Manners. 
 
 5. Number. — Combinations, operations and applications within 
 20. Text book through Lesson 43. 
 
 6. Hand-work. — Paper cutting, representative construction with 
 Number. 
 
 7. General Exercises.— iSinging, Drawing, Agriculture and House- 
 hold Arts. 
 
 DIRECTIONS AND SUGGESTIONS ON THE COURSE. 
 
 1 — ^Reading. 
 
 The ,teacher should read carefully the directions and suggestions 
 for first year work, and the preface of the text book. She should seek 
 all the help the author can give. One cause of failure in teaching 
 text books lies in the fact that the teacher does not understand and 
 often makes no effort to understand, the authors plan in the book. 
 It is a poor soldier that does not understand the workings of his gun, 
 and a poor teacher that does not understand his text ibooks. The 
 author of a series of readers tries to grade the vocabularies so the 
 student can read the books with ease and pleasure; therefore, below 
 the Fifth Grade the lessons in the readers should be taken in the 
 order of the book and not to suit some idea of correlation. The read- 
 ing lesson is to learn to read — forget it not. It is not a nature study 
 lesson, or an arithmetic lesson nor a geography lesson but a reading 
 lesson; and the reading period should be kept for the pleasure of 
 
 70 
 
real reading. Even the work in phonetics should be kept apart from 
 the reading lesson proper, at least at first. 
 
 At the beginning of the second year the children should revie'W 
 the first Reader before taking up the Second Reader. Between 
 schools they forget much. Two -or three weeks' review will bring 
 it all back again to mind. These precautions are necessary to pre- 
 vent discouragement, since second readers are often a long, hard 
 step above the first readers and not so well graded. The specific ends 
 of these reviews are to secure certainty in vocabulary, intelligent and 
 accurate reading, confidence and fiuency. 
 
 The teacher should prepare for each recitation. She should 
 look through the lesson to see what thought is expressed, and to 
 decide what illustrations she will use to make the thought clear 
 and to emphasize it. She should read the lesson carefully, noting 
 the difficulties as they appear. She should try to take the child's 
 viewpoint in deciding where the "hard places" are; and she should 
 decide in advance what devices she will use in helping him to over- 
 come them. She should note what words are to be mastered phoneti- 
 cally and what ones may be learned from their positions in the sen- 
 tences. Nay, more, she should even think over what ibackward chil- 
 dren will likely need help. The practice of definite preparation takes 
 little time and it is the key to success. 
 
 Pictures are found at the head of nearly every reading lesson. 
 They tell enough of the story to make the class want more. The 
 teacher should discuss the pictures with the children and teach them 
 to read them. In this conversation most of the new words of the les- 
 son will be used, among them the words at the head of the lesson. 
 As these words are mentioned by the children, the teacher should 
 write them on the board, and their printed forms learned from the 
 text. 
 
 Following the picture study, the class should read the selection 
 through silently to get the lesson in mind as a whole, after which 
 a careful study of words, phrases, sentences and paragraphs should 
 be made in class. The child should read a sentence silently, then 
 look at the teacher and tell her what it says. Students must be 
 trained to keep the eye ahead of the tongue, and to take in a word 
 group at a glance. Children that point at the words will seldom 
 read fiuently and well, because they do not cultivate the eye in tak- 
 ing in groups of words quickly. A good reader perceives instantly 
 the content of a clause, a sentence and even a paragraph. Some 
 readers have developed this eye power until they can almost read a 
 book hy turning through it. 
 
 After the students have read the selection sentence by sentence, 
 they should close their books and tell the story, as well as they can, 
 to the teacher, after which they are ready for oral reading. The 
 question is not how many lessons a child reads in a given time but 
 how well. 
 
 71 
 
students will continually be meeting with new words not brought 
 out in the picture study. They should be treated as sight words or 
 phonetic words. If they are not such as can be made out by the 
 children through their letters or syllables, the teacher should name 
 them at once or lead the children to name them through their posi- 
 tion in the sentence. If they are phonetic words, the teacher should 
 patiently lead the class to make them out for themselves. The chil- 
 dren must be taught to help themselves. To this end frequent les- 
 sons should be given in analyzing w-ords into syllables and sounds, 
 in learning diacritical marking of letters, and in building new words 
 from syllables or phonograms. A very good form of seat-work for 
 children in this and other primary grades is to write a number of 
 syllables and letters on the board and have them make as many words 
 as possible out of them. Children like to build things. If this 
 phonetic work is done well, by the end of the third year students will 
 be able to make out most of the words of their reading lessons without 
 assistance. 
 
 Teach students certain standards of good reading and lead them 
 to apply them. For example, your reading is good if every one, with- 
 out looking at a book, understands and enjoys your reading. 
 
 Stand erect with shoulders thrown back when you read. 
 
 Hold the book in the left hand as far from the eye as you can 
 see easily and low enough not to hide the mouth. 
 
 Be sure you can pronounce the words and know the meaning of 
 the sentences before you try to read to others. Take a deep breath 
 before beginning to read. 
 
 Read loudly enough that all may hear you and slowly enough 
 that each word may be heard distinctly. 
 
 2— WRITING. 
 
 For directions and suggestions see Writing for First Year. 
 
 During this year the children should do some writing at their 
 seats. Copying all or a part of a reading lesson with careful attention 
 to spelling, capitals, punctuation, and paragraphing is a good seat- 
 exercise. Children should not do careless work, nor write till their 
 hands and arms are tired. 
 
 3— SPELLING. 
 
 Read the suggestions for First Year. By the close of the Second 
 Year the children should be able to spell most common, purely phon- 
 etic words. They should be able to mark diacritically all the vowel 
 sounds except the most obscure ones, and such consonant sounds 
 as c in cat. The teacher should herself use the adopted speller and 
 teach the spelling, marking, and pronunciation of words of one sylla- 
 ble in Lesson 1 to — inclusive. 
 
 Continue the phonic work in the spelling class. The spelling of 
 such sight words as the children need in their Language Lessons 
 should be taught. The teacher should keep lists of all words spelled 
 
 72 
 
by the class, and show such lists to the Superintendent on his visit. 
 Read the Introduction to the Second Reader. The strength of the 
 Old Blue-backed Speller method lay in the fact that children did 
 learn to make out words for themselves. It is worth while for all 
 teachers, at least, to investigate that old book. It contains some 
 good ideas. 
 
 The Daily Program does not provide for a spelling class snice 
 the work in spelling is to be done in preparing for the Reading and 
 Language lessons. 
 
 4— LANGUAGE. 
 First Month. 
 
 1. Conversation lessons based upon the home and the farm. 
 
 2. Morals: Courage and Humility. 
 
 3. Health: Parts of the body— .Cleanliness. 
 
 4. Poem: The Duel — Eugene Field. 
 
 5. Fable: The frog that wanted to he as large as an ox. 
 
 6. Story: How Fire Came to Earth. (Judd's Classic Myths.) 
 
 7. Nature Story: The Little Maple Leaves. (Cat Tails.) 
 
 8. Picture: My Dog. — Landseer. 
 
 Second Month. 
 
 1. Talks about the work of the children at home. 
 
 2. Morals: Self respect and self control. Prudence. 
 
 3. Health: Wear and Repair of the Body. Need of food, exercise 
 
 and rest. 
 
 4. Poem: Wynken, Blynken and Nod. — Field. 
 
 5. Fable: The Lark and Her Young Ones. 
 
 6. Story: The Three Bears. 
 
 7. Nature Story: The Vapor Family (Cat Tails.) 
 
 8. Picture: Shoeing the Bay Mare. — Landseer. 
 
 Third Month. 
 
 1. Talks about gathering crops. How crops are cared for. How 
 
 mother gets ready for winter. How children may help at 
 home. 
 
 2. Morals: Good Nature. Good manners of children. Politeness of 
 
 Japanese children. 
 
 3. Health: Sense of Taste. Table Manners. 
 
 4. Poem: Little Boy Blue.— Field. 
 
 5. Fable: The Lion and the Mouse. 
 
 6. Story: Cinderella, (McMurry's Classic Myths.) 
 
 7. Nature Story: The Fairy Mercury. (Cat Tails.) 
 
 8. Picture: Saved. — Landseer. 
 
 73 
 
Fourth Month. 
 
 1. Talks about the homes of the Indians. Their manner of liv- 
 
 ing. Use pictures and drawings. Let children construct of 
 paper, wood, etc., articles related to Indian life, such as wig- 
 wams, canoes, etc. 
 
 2. Morals: Temperance, Evil Habits, Bad Language. 
 
 3. Health: Care of Eyes and Ears. 
 
 4. Poem: The Sugar Plum Tree. — Field. 
 
 5. Fable: The Wind and the Sun. 
 
 6. Story: The Childhood of Lincoln or Washington. 
 
 7. Nature Story: The Little Brown Seed. (Cat Tails.) 
 
 8. Picture: Monarch of the Glen.— Landseep. 
 
 Fifth IVIonth. 
 
 1. , Talks about the homes of the Esquimaux. Manner of living. 
 
 Character of the country and its seasons. The Reindeer and 
 the White Bear. Arouse imagination. Read stories of the 
 far North to the children. Illustrate with constructions of 
 igloo, the sled, etc. 
 
 2. Morals: Industry and economy. Evil speaking to be shunned. 
 
 3. Health: The Voice and the Nose. 
 
 4. Poem: The Shut^Eye Train.— Field. 
 
 5. Fable: The Fox and the Stork. 
 
 6. Story: Tiny Tim. (iDickens.) 
 
 7. Nature Story: Pussy Willow's Hood. (Cat Tails.) ' t 
 
 8. Picture: The Challenge.— Landseer. 
 
 Sixth Month. 
 
 1. Talks about the original homes of the Negroes, Life in Africa. 
 
 the land of the monkey and the lion. Homes and manners of 
 life. Constructions. 
 
 2. Morals: Patriotism and Civil Duties. 
 
 3. Health: The touch. Tobacco and Cigarettes. I 
 
 4. Poem: The Rock-A-By-Baby.— Field. "^ 
 
 0. Fable: The Horse and the Stag. 
 
 6. Story: Jack and the Beanstalk. (Judd.) 
 
 7. Nature Story: Fish or Frogs. (Cat Tails.) 
 
 8. Picture: A Distinguished Member of the Humane Society. — 
 
 Landseer. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. The Language Lessons of the First and Second Years are 
 planned along the same general lines, and should alternate with each 
 other from year to year. 
 
 2. In the "conversation le&son" the children should talk freely 
 -vith the teacher and with each other, asking such questions as they 
 
 iesire. Out of the school, the child is an animated question mark; 
 
 74 " 
 
in school, often he is a full stop. The disposition of the children to 
 ask questions and express opinions must not be repressed. 
 
 IB. In the discussions based upon the home life of the Indian, 
 the Esquimaux, etc., the children should be led to compare their own 
 homes with those of the other less fortunate people, and to apipre- 
 ciate to some extent the good things they enjoy. 
 
 4. Each month of the first two years the teacher should read 
 the poem to the children and have them memorize selections from it. 
 
 5__ARITHMETIC. 
 First Month. 
 
 Teach 12 by means of rectangles 2 by 6, and 3 by 4. The dozen 
 and its parts. The foot rule and its equal parts. The year, the 
 month, the four seasons and their relations. Make a study of the 
 clock face, position of minute hands at the quarter hours. Add toy 
 2's, 3's, 4's, and 6's to 12. Count down from 12. Introduce foot-rule 
 with inches divided into eighths. From the divided inch teach the 
 relations of half, fourth, eighth, i. e. the half equals two fourths, 
 equals four eighths. Measure lengths true to an eighth of an inch. 
 Add such numbers as 2 1-2, 3 1-4, using the foot rule. Verify by 
 measuring. Eggs are sold by the dozen; make many problems like 
 the following: What are three eggs worth at 24 cents a dozen? 
 
 Second Month. 
 
 Teach the unequal parts of 11 and 12. Show that the inch is l-12th 
 of the foot. Learn the number of 12ths equivalent to 1-6, 1-4, 1-3, 1-2, 
 using the foot as the standard of reference, and identifying l-12th 
 with the inch. Pupils should build a rectangular solid of 12 inch- 
 cubes d point out 1-2 of 12, 1-3 of 12, 2-3 of 12, etc. 
 
 Third Month. 
 
 Teach 14 as four-ten, the equal .parts of 14. Teach days and 
 week as related to 14. Count by 2's to 14 and back again. Divide 
 14 by smaller numbers and express the quotient. Teach the facts by 
 measuring a 14-inch strip by a 2-inch strip, by a 3-inch strip, etc. 
 Teach the unequal parts of 13, and the equal parts of 1.5. Add by 
 3's and by 5's to 15". Fifteen should suggest a dozen and a quarter- 
 dozen. Write multiplication of 5's to 20. One half of all numbers to 
 20. 
 
 Fourth Month. 
 
 the unequal iparts of 15 and the equal parts of 16. Build rec* 
 tangular solid of 16 inch cubes. Teach the pound and the ounce. 
 Teach such facts as 1-8 equals 2-16, 1-4 equals 4-16, 1-2 equals 8-16, 
 using the pound or 16 inch rule as the unit of reference. The child 
 needs a number experience. Measure 15 and 16 by smaller numberg. 
 Teach the unequal parts of 16. 
 
 75 
 
Fifth Month. 
 Teach the equal parts of 18 with rectangles 2 hy 9, and 3 hy 6. 
 Find 1-2, 1-3, 1-6 of 18 inches and compare results. Lead the children 
 to find out how often one-sixth of 18 inches is contained in one-half 
 of 18 inches. The habit of finding relations by experiments, is worth 
 forming. Add by 2's, 3's, 6's and 9's to 18. Study 17 by comparing 
 it with 16 and 18. All addition facts have now been taught. Review 
 them. 
 
 Sixth Month. 
 
 Teach 20 as two-tens- "twain-tens." The equal parts of 20. Build 
 solids of 20 inch-cubes. Add by 2's to 20 and build complete multi- 
 plication and division tables to 20; also the addition and subtraction 
 tables to 18. Measure 19 and 20 by smaller numbers, expressing 
 quotient and remainder. Give some drill daily upon the addition 
 table. Drill upon such facts as 8 and 7 are fifteen until the mind does 
 the work automatically. 
 
 6— CONSTRUCTION WORK. 
 
 I. Cutting. 
 
 1. Free cutting to illustrate stories. 
 
 2. Folding and cutting for decorative purposes. 
 
 II. Representative Construction. 
 
 a. Introduce the quarter inch, straight line. Combine paper and 
 
 splints in making doll furniture, beds, chairs, ta,ble, park 
 bench, wagon, writing, piano, bridge, mail box, barn, 
 house, post bag, bill holder, lantern valentines, valentine en- 
 velopes, sled, Eskimo sledge, May, Christmas and Thanks- 
 giving baskets, paper dolls, dresses, trunks and suit cases, 
 soldier tent, fort. 
 
 b. Introduce circle maker. Cut 2, 4, 6 and 8 inch circles. Cut 
 
 1, 3, 5, and 7 inch circles. Cut circles of color and arrange 
 as suggested with squares, circles for weather record, 
 match scratch, calendar, tomahawk, bows and arrows, pan, 
 bowls, Christmas, Easter and New Years cards based on 
 circle, valentines, clock dial, seed envelopes. 
 
 III. Box Making. 
 
 Candy and work boxes, pin trays. 
 
 IV. Book Making. 
 
 Poem and art books, book for word list, weather record, calen- 
 dar book, large envelope to hold work. 
 
 V. Apparatus Making. 
 
 Circle maker, thread winder, pin wheel loom, weather vane. 
 
 VI. Weaving. 
 
 Book bags, handkerchief bags, twine bags, doll bonnet and hat, 
 doll skirt, curtains for doll house, whisk broom holder, mats 
 woven in plaids, candy boxes wrapped with raffia, ham- 
 mocks. 
 
 76 
 
VIT. Decorative Construction (Applied Art). 
 
 Motive cut from colored paper and applied to objects. Arrang* 
 these in borders. Repeat them for surface design. 
 
 With this motive as a pattern, draw around edge and color the 
 enclosed space with water color or crayon. 
 
 Materials. — Drawing, lining, marble, tissue, poster, manilla and 
 colored papers. Ingrain and figured wall papers. Jute, cloth and 
 bristol boards. Leatherette, paste, carpet yarn, carpet warp, raffia. 
 
 Tools. — Brush, pencil, scissors, darning needle, circle maker, 
 punch, ruler. 
 
 Movements. — Folding, measuring, cutting, ipastlng, tying, lacing, 
 knotting, penciling outlines, cutting and assembling, sewing, punch' 
 ing, chain, crocheting. 
 
 First Month. 
 
 Continue the illustrative cutting as outlined for first grade. In- 
 troduce the quarter inch. Have pupils measure in inches, halves, 
 and quarters. Construct a simple seed or crayon box 3 inches square 
 and one inch deep. Lead the child to see that he must first draw a 
 five inch square before he can construct the above box. Following 
 this have him construct other boxes, allowing him to work out th€> 
 mathematical part himself. For example, construct the following 
 boxes: These when completed should be 4x4x1 inches; 3 1-2x3 1-2x1 1-2 
 inches; 2x2x11-4 inches. Show the pupil that the marks (") means in- 
 ches and (x) means by. Combine paper and splits in making doll furni- 
 ture — bed, chairs, tables. In the first grade the above named objects 
 were made entirely from folded paper. In the second, the ruler 
 should be used. Insist upon accuracy and neatness. For decoration 
 cut motives from colored paper and apply to objects. Cut motives 
 from white paper and color. 
 
 Second Month. 
 
 Construct weather record calendar book. Continue the making 
 of doll furniture. Introduce the circle maker. Draw and cut 2, 4, 6 
 and 8 inch circles. Draw and cut 1, 3, 5 and 7 inch circles. Cut 
 circles of color and arrange, as suggested in squares. Draw and cut 
 circles for weather record calendar books. Make wagon, house, 
 barn, pen, bridge, fence, etc., in connection with work on farm. 
 
 Third Month. 
 
 Let the cutting and constructive work relate directly to the 
 Thanksgiving work. F'ree cutting of turkey, pumpkin, Indian, Puri- 
 tan, etc. Arrange these to form a complete picture. Make Puritan 
 cradle, bonnet, canoe^ wigwam, quiver, bow and arrow, moccasins, 
 candle stick, lantern, Thanksgiving basket. Present a completed 
 exercise and have pupils construct one like it without direction from 
 the teacher. Teach pupils to understand the drawing of a pattern 
 
 77 
 
when drawn on the board. This will lead to the translation of a 
 working drawing. Discriminate between a pattern and a working 
 drawing. Plan suitable decorations by cutting from paper the desired 
 units to be repeated in borders or surface designs. 
 
 Fourth Month. 
 
 Illustrative cuttings suitable for the month of December, candle 
 stick, fire place, chimney, pine trees, stockings, and such gifts as chil- 
 dren like for Christmas, paper dolls and dresses, handkerchief bags 
 woven around a square or rectangular piece of straw board, doll's 
 bonnet based on handkerchief bag, weaving around but one edge of 
 straw board loom, knotted twine holder, braided raffia doll hat. For 
 work in decoration making Christmas and New Year's cards and work 
 out designs for plaid weaving. 
 
 Fifth Month. 
 
 Calendar making; the foundation a square, rectangle or circle. 
 Plan art books. Thread the loom for a doll's skirt. For decoration 
 make designs for calendar. Plan conventional design for an art book 
 cover. Make design for doll's skirt in bands of two colors. 
 
 Valentines and Valentine envelopes, Eskimo sledge, sled, doll's 
 trunk and suit case. Make a brief study of cotton. Rule card board 
 loom for stringing of hammers. Weave this cotton carpet warp. 
 Make Washington hat and fort. Make designs in color for a ham- 
 mock. 
 
 Sixth Month. 
 
 Make large envelopes or portfolios for drawings or unnished work, 
 curtains for doll house, braided raffia whisk broom holder, braided 
 raffia book bag, weather vane. Make designs in color for portfolios. 
 Make Easter cards. 
 
 Make book for word list. May baskets based on the square, 
 rectangle or circle, mail box, post bag, garden bench, park swing, bill 
 holder. Make design for ward list book and May baskets. In all the 
 work give ample opportunity for originality. 
 
 GENERAL SUGGESTIONS. 
 
 1. In order that the pupil may learn to help himself, we would 
 suggest that the adopted primary arithmetic be put into the hands 
 of second year children. The problems should be used to supple- 
 ment the teacher's oral work and to furnish exercise in interpreting 
 written sentences. The text should be completed through Lesson 
 xliii. The lessons from xliii to the end of the text should be com- 
 pleted so far as the problems do not involve products and dividends 
 above ?0. Such problems as exceed the limit may be deferred until 
 the Third Year. 
 
 78 
 
2. The subject of Arithmetic presents to the student five lines 
 of study; the units of measure, pure number, symbolism, operations 
 with numbers and the applications of all these to the affairs of actual 
 life. Three of these — number, symbolism, and operations — should be 
 mastered thoroughly; the other two — units and applications — depend 
 upon the environment of the class. In other words, those units of 
 measure and those applications of arithmetic which touch most closely 
 the actual life of the child should be thoroughly taught, even if some 
 other things be entirely omitted. Thus, in a farming community, the 
 children should be taught those applications of arithmetic that actually 
 enter into the lives of the people, even if they remain somewhat igno- 
 rant of the drug-store, the bank and the stock exchange. 
 
 GENERAL EXERCISES. 
 I. Agriculture. 
 
 1. Farm crops. 
 
 a. Corn— Uses as food for man and beast. 
 
 b. Cotton — Hoeing, plowing, cultivation. 
 
 c. Wheat— Harvesting, threshing. 
 
 2. Garden and orchard. 
 
 a. Peach — Varieties, uses as food, canning, drying. 
 
 b. Tomatoes — Planting, cultivation, care of plants, uses as food, 
 
 canning, hotbeds for raising plants. 
 
 3. Domestic animals. 
 
 a. Cow — Milk and its various uses. 
 
 b. Horse — Uses, shoeing, gaits, 
 
 4. Miscellaneous. 
 
 a. Farm implements — Harrow, wagon. 
 
 b. Fences — Kinds,, methods of building, advantages of each. 
 
 c. Rocks — Value in fences, road building, foundations of houses, 
 
 filling guUeys. 
 
 II. Nature Study. 
 
 1. Animals. 
 
 a. Domestic — Cat. 
 
 b. Birds — Goldfinch, blue jay, scarlet tanager, Baltimore oriole, 
 
 song sparrow, snow bunting, downy woodpecker. 
 
 c. Frogs — Bullfrog. 
 
 d. Fishes — Pout, dace. 
 
 e. Insects — Grasshoppers, crickets, June beetles, potato beetle, 
 
 elm-leaf beetle, luna, lice, flies, polyphemus. 
 
 f. Miscellaneous — Rats, mice. 
 
 2. Plants. 
 
 a. Wild flowers — Cone flower,, trilliums, wild geranium, blood root, 
 iris, tansy, poison sumac, robin's plantain, mallow, yarrow. 
 
 79 
 
b. Garden — Lettuce, carrot, potato. 
 
 c. Fruit — Grapes. 
 
 d. Trees — Elm, oak. 
 
 e. Flowerless plants— Moasei. 
 3. General. 
 
 Snow — How formed, shape of crystals, effect on land and vegeta- 
 tion. Likewise sleet and hail. 
 
 III. Household Arts. 
 
 1. The kitchen — Cleanliness in and care of; proper keeping of food 
 
 in; care of stove, dampers, draft, how to make a fire, uses and 
 purposes of oven; location of kitchen in house and why. 
 
 2. Winter food supply — What, source, m.ethods of cooking, as boiling, 
 
 baking, frying, roasting, etc.; preservation of food for winter. 
 
 3. Clothing — Kinds, texture, purposes, change and care of; summer 
 
 and winter materials and source of each; primitive clothing. 
 
 4. House plants — ISTeeds in soil and moisture, sunlight and air, favor- 
 
 able temperature, window boxes, identification of a few. 
 
 5. Hygiene and personal habits — Proper habits in eating and drink- 
 
 ing, simple hygiene of nutrition, care of teeth, table manners, 
 mastication, regularity in eating, temperance in eating and 
 drinking. 
 
 «0 
 
THIKD YEAR 
 
 TEXT BOOKS. 
 
 STATE ADOPTION: McGuffey's Third Reader, Pronouncing 
 Speller, Elementary Steps in English Part One, Primary Arithmetic, 
 and Copy Book No. 1. 
 
 SUPPLEMENTARY BOOKS (suggested): New Education Read- 
 er Book 4; Jones' Third Reader; Stepping Stone No. 3; Lights to Lit- 
 erature, Book 11; Baldwin's Reading by Grades, II; Cyr's Art Reader, 
 II; Brook's Reading by Grades, III; Cyr's Reading by Grades, III; 
 Scudder's Fables and Folk Stories; Stories of Great Americans; Bald- 
 win's Fairy Stories and Fables; Little Folks of Many Lands; Seven 
 Little Sisters. 
 
 ALTERNATIONS AND CORRELATIONS. 
 
 1. Teach the Third Grade Course in Reading during 1911-12 and 
 1913-14. 
 
 2. Correlate Writing with Language. 
 
 3. Teach the Third Grade Course in Spelling in 1911-12 and 
 1913-14, correlating as in the Fourth Grade Course. 
 
 4. Teach the Third Grade Language in 1911-12 and 1913-14, omit- 
 ting the Fourth Grade Language. 
 
 5. The Third Grade Arithmetic will be taught in the same class 
 as the Fourth Grade Arithmetic, but the grades will be kept distinct. 
 
 6. Alternate Home Geography and Nature Study with Health 
 Lessons as in F'ourth Grade. See directions in Fourth Grade. 
 
 7. Correlate General Exercises as in Fourth Grade. 
 
 8. The Third Grade students and the Fourth Grade students 
 constitute one class — "The Third Class of the School." These grades 
 recite the same lessons in Reading, Spelling, Language, Home Geog- 
 raphy, Nature Study and Health and General Exercises; and they re- 
 cite at the same time, but different lessons in Writing and Arithmetic. 
 
 9. The courses in General Exercises for Third and Fourth Grades 
 alternate from year to year as the courses in Spelling alternate. 
 
 SYNOPSIS OF THIRD YEAR COURSE. 
 
 1. Reading: The Third Reader and Supplementary Lessons. 
 
 2. Writing: Copy Book No. 1. 
 
 3. Speller as Outlined. Supplementary Lists. 
 
 4. Language: Steps in English, Part One as Outlined in this Course. 
 
 5. Number: Combinations, Operations and Applications through 81. 
 The Primary Arithmetic should be completed. Fractions learned 
 to sixths. 
 
 81 
 
6. Home Geography and Nature Study. 
 
 7. General Exercises: Singing, Drawing, Hand-work, Agriculture and 
 Household Arts. 
 
 LESSONS OUTLINED BY THE MONTH. 
 First Month. 
 
 The Introduction — Good' Reading, 2; Wild Strawberries, 3; The 
 Lark's Nest, 3; True Duncan, 3; The Boy. and the Wolf, 2; Let it Rain, 
 2; Grace Darling (Language Lesson Part 2), 16 lessons. Review each 
 Monday the lessons of the preceding week, 4 lessons. 
 
 Second Month. 
 
 This is the Way, 2; The Old Slate, 3; Good Morning, 1; Nature's 
 Voices, 2; The Purple Jar, 4; A Song, 2. From Language Lessons 
 Part Two, Arrow and Song, 1; Bruce and the Spider. 1. 
 
 Third Month. 
 Doing a Kindness, 2; The Fishhawk, 2; Do Your Duty, 1; The 
 Echo, 3; The Country Lad and the River, 1; The Wind, 1; Stick to 
 Your Bush, 3; from Language Lessons Part Two, "Arnold Winkel- 
 ried, 1." 
 
 Fourth Month. 
 
 A Plucky Boy, 3; The Signs of the Seasons, 1; The Seven Sons, 
 1; A Famous Story Book, 3; Rover, 3; The Three Kingdoms, 2; 
 Grandmother's Clock, 1; from Language Lessons Part Two, Captain's 
 Daughter, 1, and the Brave Three Hundred. 
 
 Fifth Month. 
 
 Weighing an Elephant, 3; Kind Hearts, 2; Which Loved Best, 1; 
 Stories About Parrots, 3; Honesty is Best, 2; The Arab and His Camel, 
 2; The Little Doves, 3. 
 
 Sixth Month. 
 
 Robert Bruce and the Spider, 3; Pilling Up the Quagmire, 4; 
 Hurrah for the Flag, 1; Good Night and Good Morning, 2; Twenty- 
 third Psalm, 2; The Arrow and the Song, 1; from Language Lessons 
 Part Two, A Rescue and Gaelic Lullaby. 
 
 METHOD OF TEACHING THE THIRD READER. 
 
 The Third Reader has been outlined by the month to indicate 
 about the length of time that should be given to a "lesson." The fig- 
 ure following each selection suggests the number of days that should 
 be given to the lesson. In the first three readers the child is learning 
 to read, learning to master the mechanics of reading. This work 
 should be done thoroughly. It must be done thoroughly if the child 
 
 8S 
 
make satisfactory progress later on. The writer would suggest the 
 following method of teaching a "lesson" to which (3) three days has 
 been assigned: 
 
 Irst Step — The first day should be given to the interpretation 
 plete, absolute mastery of every new word in the lesson. This word 
 master means: (1) the ability to pronounce correctly each work in- 
 stantly at sight; (2) the ability to spell each word in the lesson cor- 
 rectly in writing and orally; (3) to give the meaning of each new 
 word; (4) to use each word' correctly in a good sentence; and (5) to 
 read these sentences in the class. 
 
 Second Step — The second day should be given to the interpretation 
 of the lesson as a whole, paragraph by paragraph and sentence by 
 sentence. The entire period of eighteen minutes should be given to 
 getting the thought. The teacher should ask such questions as will 
 enable her to see that the children understand the lesson. 
 
 Third Step — The third day should be devoted entirely to reading 
 the lesson orally. 
 
 If only two days are assigned to a lesson, the first and seconds 
 steps should be taken the first day and the third step the second day. 
 If only one day is assigned to a selection, of course, all the steps must 
 be taken that day. 
 
 The time given to each selection in these directions is the short- 
 est possible time that should be used in teaching a lesson. It pays to 
 make haste slowly. The teacher who follows these directions will 
 succeed every time. 
 
 GENERAL SUGGESTIONS AND DIRECTIONS. 
 1_READING. 
 
 1. In schools where the teacher is crowded for time, the classes 
 in reading in the Third and Fourth Grades may be alternated. 
 
 2. This course of study suggests the adopted Third Reader and 
 supplementary reading matter for the Third and Fourth Grades. 
 This is done because the Fourth Reader of the adopted series is too 
 difficult for fourth grade children. Again, the adopted Third Reader 
 does not furnish enough reading matter for two years. This makes 
 it absolutely necessary to supplement the Third Reader. We would 
 suggest that the school own a set of Supplementary Third Readers 
 and that the adopted Third Reader and Supplementary Third Reader 
 be read alternately, the class completing one-half of each during th€ 
 third year and the rest during the fourth year. Another plan is to 
 complete the adopted Third Reader in the third year, and a Supple- 
 mentary Third Reader in the fourth year. A third plan is to read the 
 first half of the Third Reader the third year, supplementing with the 
 first fifteen stories and poems, etc., found in "Steps in English, Parts 
 One, Two and Three," bound in one book; and to read the last half of 
 the Third Reader the fourth year, supplementing with the last fourteen 
 stories, poems, descriptions, etc., found in "Steps in English." If the 
 
third plan is selected, the lessons from Steps in English should al- 
 ternate with the lessons of the reader. 
 
 3. Read the suggestions for reading in the First and Second 
 years. By the end of the third year, the child should have mastered 
 the fundamental principles of reading and should be able to help him- 
 self to a large degree. 
 
 4. The long vacation has, to some extent dulled the child's mem- 
 ory of book lessons, but both his bodily and mental powers have 
 gained strength. 
 
 5. An inexperienced teacher cannot realize how much the suc- 
 cess of the class depends upon the apparently little things mentioned 
 in the following suggestions. Before taking up the Third Reader, 
 carefully review the Second Reader; recall the vocabulary learneu, 
 the phrases and the sentences. In teaching the Third Reader, all the 
 previous steps must be retained, but in different proportions. A word 
 will occasionally need to be taught as a sight word. Use the method 
 of syllabication whenever possible. All reading lessons this year 
 deal with connected sentences, paragraphs, stanzas and entire stories 
 and poems. The sentiment of the lesson is to be looked for, the new 
 words being taught as incidents needed to reach the meaning of the 
 sentence. 
 
 6. The children should be given daily practice in the recogni- 
 tion of groups of words, the group sometimes being a phrase, at other 
 time a clause or even a whole sentence. The power to take in at a 
 glance the meaning of a group must be continually exercised. Stu- 
 dents should be taught that a group does not go beyond a comma; 
 and that to breathe before a group is finished in oral reading may 
 spoil the meaning. To prevent bad habits of this sort, give rules in 
 regard to the proper places for taking the breath when reading aloud, 
 and see that the rules are o,beyed in the reading lesson. 
 
 7. Continue the work in phonics suggested for the First and 
 Second years, teaching in connection with the reader and speller. 
 Add new phonograms, blends, endings, and words as rapidly as the 
 advancement in reading requires, but do the work thoroughly. Drills 
 in enunciation, articulation and pronunciation should be given for a 
 few minutes daily. 
 
 8. During the last half-year occasional lessons in reading at 
 sight should be given as tests. These lessons should be somewhat 
 easier than lessons to be studied. 
 
 9. The third year is the critical period in oral reading because 
 the child is becoming self-conscious; and for this reason the subject 
 should receive careful attention. 
 
 10. Before attempting to read a lesson aloud, the child must 
 know that he can pronounce all new words, and that he understands 
 the meaning of every sentence and paragraph in the lesson. The 
 students should discover the thought for themselves under the guid- 
 
 S4 
 
ance of the teacher, and then they will be more likely to express it 
 correctly. 
 
 11. Pupils should read without being interrupted by others. 
 When the pupil is done, criticism, under the direction of the teacher, 
 may be given. Pupils may criticise the rendering of the whole se- 
 lection provided they will illustrate their criticism by reading them- 
 selves — not otherwise. Fault-finding, criticising pronunciation and 
 other petty details should not be allowed. These personal matters 
 should be criticised only by the teacher, and he should perform this 
 duty with great tact. In general when a pupil is reading the rest 
 of the class should respectfully listen with closed books. 
 
 12. Some of the causes of poor reading are: teachers fail to 
 recognize reading as the foundation study; they are not always good 
 readers themselves; children are hurried from one book to another 
 too rapidly; interest is lost through lack of variety, and lack of dra- 
 matic element in the reading given; the imagination does not have 
 sufficient exercise; teachers often lack the knowledge necessary to 
 make difficult parts of the reading lesson clear to the pupils; they 
 are not always skilled questioners; they do not always secure and 
 use illustrative material properly; their methods are often poor and 
 monotonous; they are often lacking in interest themselves, 
 
 13. The following suggestions as to method in third and fourth 
 y€ar reading may be helpful. The teacher and students should read 
 time and again the Introduction to the Third Reader, on pages 7, 8 
 and 9. Children should be taught to follow the suggestions. 
 
 (1) Require the class to read the entire selection through si- 
 lently at a single sitting to get the thought, to appreciate the senti- 
 ment, and to form the habit of continuous reading. 
 
 (2) Make a careful sudy in class of all words difficult in pro- 
 nunciation, meaning, or in use. Help the children to form the habit 
 of word mastery for the sake of the reading itself and to build a good 
 vocabulary. 
 
 (3) Study in class the lesson sentence by sentence, paragraph 
 by paragraph, stanza by stanza, until the students understand the se- 
 lection. Be sure to ask questions that will encourage imaging. 
 
 (4) After the words, phrases, and meaning have been studied 
 and understood, the selection should be used as a lesson in oral read- 
 ing. At one time the students may read "turn and turn" about; at 
 another time, one or two students should read the whole lesson. But 
 whatever plan is used, the students should know in advance how the 
 reading is to be done, so that one student may begin as soon as the 
 other has finished in order that the reading may be continuous. It 
 will be noted that all criticism has been done under previous steps. 
 It is a common error to stop a child in the expression of a thought 
 to criticise some petty fault. Aft€r the students have concluded, the 
 teacher should call attention to any error worth while. It is not a 
 good idea to try to overcome too many faults at one time. It is better 
 
 86 
 
to select some one fault and drill the students until it is cured, then 
 take up another. After a student has erred in oral reading, it is 
 folly to ask him "to read it again" unless the teacher calls his 
 attention to the specific error to be corrected. Indeed, "to read it 
 again" often fixes the ha^bit in the student of reading incorrectly. 
 
 (5) After the selection has been read orally, it is a good plan 
 sometimes to have the students to outline it. For example, when 
 a student has read a paragraph, the class may select one or more 
 "key words" that will bring to memory the sense of the paragraph. 
 Let this be continued through the lesson, and the result will be. an 
 outline of the selection from which the students may reproduce it 
 orally in the class in Language. In some cases, the students should 
 rewrite from the outline all or a part of the selection. When com- 
 pleted, the work of the children should be compared with the orig- 
 inal, and they should be led to observe their own faults, such as capi- 
 tals, spelling, choice of words, etc. Children should be led to become 
 their own critics. 
 
 14. Going too fast through the readers cannot be condemned too 
 strongly. Make haste slowly. Quality of work, not quantity, should 
 be the ideal. Not how much, but how well, should be the teacher's 
 care. The test of the method and of the teacher is, do the children 
 learn to read? Recently the writer heard a good business man say 
 of a certain expert teacher, "Her method was fine, no doubt, but the 
 children did not learn to read." "By their fruits ye shall know 
 them" is as true of teachers as in the moral world. If the work in 
 the Third Reader is to be done thoroughly as herein suggested, the 
 class may well spend several days upon one selection. Suppose, for 
 example, that the selection is the first in the reader, "Wild Straw- 
 berries." The class may spend one day reading the lesson silently 
 at their seats, and in discussing in class the ideas and sentiment 
 therein expressed for the moral effect upon the cnildren. Another 
 day may be given to a study of the vocabulary of the lesson and its 
 phrases. Certain words should be analyzed into syllables to increase 
 the power to make, out new words; some work of this kind should 
 be done every day. It will pay in the long run. A third recitation 
 may be devoted to a close study of the paragraphs, and a fourth 
 to the oral reading of the selection. A fifth, even, may be used in 
 outlining the lesson, after which it may be passed over to Language 
 Class to be discussed in the form of an oral composition and later 
 rewritten and compared. It is not meant to- suggest that every les- 
 son be so intensely studied, but that som« be so taught. 
 
 15. Let the work in reading be well done at whatever cost of 
 time and effect It is the key that unlocks the door to the temple 
 of knowledge; it is the open sesame to the treasure house of the 
 ages. 
 
 16. Outline of Steps in Third and Fourth Reading. 
 (1) Silent reading of whole section at one time. 
 
 S6 
 
(2) Study of words, pronunciation and meaning. 
 
 (3) Study of sentences and paragraphs. 
 
 (4) Oral reading of the lesson. 
 
 (5) Making the outline. 
 
 (6) Oral discussion from the outline. 
 
 (7) Lesson rewritten from the outline. 
 
 (8) Composition criticised by student, class and teacher. 
 
 (9) Composition rewritten from corrected copy. 
 
 The above should sometimes be applied in full; Nos. 1, 2, 3, 4 
 should always be followed. No 1 is seat work; the rest class work. 
 Nos. 5, 6, 7, 8, 9 are ex€rcises for the Language Class. 
 
 2— WRITING. 
 
 The Writing Book, Pen and Ink are introduced into this grade. 
 The work for Third and Fourth Grades should be along the same 
 lines as First and Second Grades, with more attention given to the 
 individual forms or letters and their combinations into words and 
 sentences. The practice work for movement is stressed in this grade. 
 
 The work in writing may be done in crowded schools largely as 
 seat work. Often the work of guiding the younger classes may be 
 delegated to an older and trusted student. The teacher cannot and 
 should not try to do everything. 
 
 Every child should have the writing book, some practice paper, 
 black ink, a good coarse pen and a blotter. He should be taught 
 how to dip his pen into the ink, and how to shake off superfluous ink. 
 He should write first on his practice paper, keeping blotter under his 
 hand. The last few lines should be in his writing book. He should 
 be taught how to clean and to dry his pen. Above everything else, 
 neatness should be insisted upon in a writing class. 
 
 Study the illustrations and directions in the Copy Books. The 
 straight front position seems to be the most natural. Correct pen- 
 holding is of the greatest importance. 
 
 Begin with the short letter group — i — u n — m. etc., and pro- 
 ceed to the more difficult groups. Practice upon short words that 
 contain only short letters at first — as "come." 
 
 Give the oral exercises of various styles. Let the pupils prac- 
 tice them upon the blackboard as well as upon their practice paper, 
 the teacher or an older student counting for the downward strokes 
 to secure evenness and uniformity of movement. 
 
 The capital letters should be plain and simple. Teach them in 
 combination with the small letters. The work of the teacher upon 
 the blackboard should always be well done for the sake of its in- 
 fluence and example. The teacher should insist that the student 
 always shall do the best and the cleanest work of which he is capa- 
 ble, and accept nothing short of that. 
 
 Starting with the figure 1 as a unit, the figures should be taught 
 
 87 
 
incidentally. Make the figures small as small figures are usually more 
 legible than large ones. In all the work in arithmetic insist that the 
 figures be plain, practical and neatly arranged in straight lines. 
 
 3— SPELLING AND WORD STUDY. 
 First Month. 
 
 1. Spell the difficult words in the lessons of the montn. 
 
 2. Spell the names of objects in the school room — Lessons 31 and 33, 
 adopted Speller. 
 
 3. Homophones — write words of Lesson 159. 
 
 4. Synonyms of add, arouse, admit, applaud, arrange, beak, bring, 
 breach, brisk. 
 
 5. Antonyms of alike, absent, bless, cold, come. 
 
 6. Word-building — Lists of words to which less can be sufllxed — 
 Lesson 31, Part Two. 
 
 7. Lessons 1, 2, 3, 4, 5, 6, 7, 8 of the Speller. 
 
 Second Month. 
 
 1. Spell the diflacult words in lessons of the month. 
 
 2. Spell names of building material and articles of food — Lessons 
 35 and 38. 
 
 3. Homophones — write words of Lesson 163. 
 
 4. Synonyms of branch, bear, brave, brim, crowd, catch, clad, clasp, 
 cross, and calm. 
 
 5. Antonyms of cheap, deep, down, dark, evil. 
 
 6. Word-building — Lists of words to which er can be annexed — Les- 
 
 son 10, Part Two, adopted Speller. 
 
 7. Lessons 9, 10, 11, 12, 13, 14, 15 and 16. 
 
 Third Month. 
 
 1. Spell and pronounce the difficult words in the lessons of the 
 month. Make and keep lists of words spelled. 
 
 2. Spell names of fruits and articles of clothing — Lessons 40 and 42. 
 Supplement the words of the book. 
 
 3. Homophones — write words of Lesson 170. 
 
 4. Synonyms of cute, doze, dim, drone, damage, entreat, exact, en- 
 circle, rail, freeze. 
 
 5. Antonyms of former, far, friend, false, fine. 
 
 6. Word-building — Lists of words to which y can be suffixed — Les- 
 
 son 32, Part Two. 
 
 7. Lessons 17, 18, 19, 20, 21, 22, 23, and 24. 
 
 Fourth Month. 
 
 1. Spell and define the difficult words of the month. 
 
 2. Spell the names of parts of the human body, and of domestic 
 animals — Lessons 45, 47, and 49. 
 
 3. Homophones — write words of Lesson 176. .. 
 
 88 ' 
 
4. Synonyms of globe, grace, garb, greet, ghost, glad, gaunt, grief, 
 heap, harm. 
 
 5. Antonyms of good, gay, high, Inhale, and kind. 
 
 6. Word-building — Lists of words to which un can be prefixed — 
 Lesson 88, Part Two. 
 
 7. Lessons 25, 26, 27, 28, 29, 30, 32, and 34. 
 
 Fifth Month. 
 
 1. Spell and pronounce all difficult words of the lessons of the 
 month. 
 
 2. Spell names of wild animals and birds in Lessons 51 and 53. 
 
 3. Homophones — write words of Lesson 181. 
 
 4. Synonyms of hale, hire, hot, jeer, kirk, lure, leap, mire, meal, 
 mar. 
 
 5. Antonyms of keen, long, little, loss, and more. 
 
 6. Word-building — Lists of words to which mis can be prefixed — 
 Lesson III, Part Two. 
 
 7. Lessons 36, 37, 39, 41, 43, 44, 46, 48. 
 
 Sixth IVIonth. 
 
 1. Spell and pronounce the difficult words of the lessons of the 
 month. 
 
 2. Spell names of girls and boys in Lessons 55 and 58. 
 
 3. Homophones — write words of Lesson 184. 
 
 4. Synonyms of naught, prim, pick, prate, prop, predict, profit, quell, 
 raze, and roam. 
 
 5. Antonyms of open, often, proper, quick, reduce. 
 
 6. Word-building — Lists to which hood can be suffixed — Lesson 40, 
 part Two. 
 
 7. Lessons 50, 52, 54, 59, 60, 62, and 64. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The Third and Fourth year courses may alternate if schools are 
 crowded. 
 
 The course as outlined for the Third and Fourth years involves: 
 
 1. The pronunciation and spelling of all difficult words of the month 
 in the various studies. 
 
 2. The pronunciation and spelling of names. 
 
 3. The systematic study of homophones. 
 
 4. The meaning and use of synonyms. 
 
 5. The use of antonyms. 
 
 6. Word-building and — 
 
 7. The spelling of simple words with their diacritical markings. 
 
 This method might be termed the "spiral method" in spelling. 
 
 The teacher should keep in a book for the purpose the lists of 
 words selected from the lessons of the month, and review the diffi- 
 cult ones from time to time. 
 
 89 
 
Special care should be given to the study of homonyms — ^words 
 that sound alike but have different meanings. The spelling of there 
 for their, cite for sight, etc., are errors common in composition. 
 
 The systematic study of synonyms, antonyms and word-building 
 should result in the habit of observing these forms in the early les- 
 sons. In the Reading Class, in Geography, etc., the children should at 
 times be asked to substitute a synonym or to select an antonym. 
 Word-building is one of the very best seat-exercises. It is highly in 
 teresting and educative. 
 
 There are two forms of language — oral and written, and a sys- 
 tematic course in word-study should give careful training in both 
 forms, pronunciation and spelling. 
 
 People pronounce more often than they spell; therefore, pro- 
 nunciation is as important, if not more so, than spelling. Few things 
 will mark one as ignorant so quickly as incorrect pronunciation; 
 while on the other hand careful enunciation and correct pronuncia- 
 tion are sure marks of culture. 
 
 The teacher should studiously avoid the old-time, parrot-like, 
 meaningless, deadening recitations which brought the study of spell- 
 ing into disrepute in many localities a few years ago. 
 
 Do not waste time on words that the pupils already know, or 
 on words that nobody ever misspells. There are some words never 
 misspelled. 
 
 Use methods that will lead the pupils to form the habit of care 
 fully observing spelling of new words wherever met with, in other 
 studies, in newspapers, on sign-boards or in advertisements. 
 
 Train students in habits of exactness. If a student misspells a 
 few words out of each lesson for several years he has received much 
 positively bad training. Make lessons short enough so all can learn 
 them, and then require all to learn them. 
 
 If the school be crowded, the work in word-study should be 
 correlated with Reading and language. 
 
 4— LANGUAGE. 
 First Month. 
 
 1. Text-Book: Compositions — "Self," "The Family." 
 
 2. Picture Lessons: Vacation Tiine and Unwelcome Visitors. 
 
 3. Story and Poem: The Fox in the Well. A Prayer. 
 
 4. Dictation Exercises: Proper Names and Initials. 
 
 5. Punctuation: The Comma in Series. Syllables. 
 
 6. A Note: See Section 31 of the text. 
 
 7. Use of In, Into, Their, There. 
 
 8. Grammar: The Sentence — The Declarative Sentence. 
 
 9. Special Poem: My Shadow — Robt. Louis Stevenson. 
 
 10. Picture: The Gleaners — Millet. 
 
 11. Morals: Same topics as first month, first year. 
 
 12. Conversation Lessons. 
 
 90 
 
Second Month. 
 
 1. Text Book: Compositions — The Home. The Little Bread Maker. 
 
 2. Picture Lessons: In Trouble, Playing School. 
 
 3. Story and Poem: Valentine, Jack Frost. 
 
 4. Dedication Lesson: Abbreviations and Titles. 
 
 5. Punctuation: The Hyphen. Quotations. 
 
 6. A Note — See Section 31 of the text-book. 
 
 7. Use of right and write, lie and lay. 
 
 8. Grammar: Imperative and Interrogative sentences. 
 
 9. Special Poem: My Ship — 'Stevenson. 
 
 10. Picture: Shepherdess Knitting.^— Millet. 
 
 11. Morals and Manners: See topics second month of first year. 
 
 12. Conversation Lesson. 
 
 Third Month. 
 
 1. Compositions: The Dog. The Horse. 
 
 2. Picture Lessons: Good Morning. The Barber. 
 
 3. Story and Poem: The Lion and the Mouse. Hiawatha's Sailing. 
 
 4. Dictation: Names of Companies. Titles of Books. 
 
 5. Punctuation: Divided Quotations. Quotation Marks. 
 
 6. A note: See Section 32 of the text-book. 
 
 7. Use of love and like. A and An. , ft 
 
 8. "Yes" and "No." Review. 
 
 9. Poem: The Wind — ^Stevenson. 
 
 10. Picture: Feeding Her Birds — Millet. 
 
 11. Morals: Topics of 3rd month in first year. 
 
 12. Conversation Lessons. 
 
 Fourth Month. 
 
 1. Compositions: The Apple. Trees. 
 
 2. Picture Lessons: Freedom. Playing by the Sea. 
 
 3. Story and Poem: A Little Hero. The Sword of Bunker HiU. 
 
 4. Dictation: Poems, Chapters. 
 
 5. Punctuation: A Test. 
 
 6. A Note: See Section 33 of the text-book. 
 
 7. Use of to, too, two. Teach and learn. 
 
 8. Grammar: Person addressed. Capitals. 
 
 9. Poem: Winter Time — Stevenson. 
 
 10. Picture: Angelus — Millet. 
 
 11. Morals: Topics of fourth month, first year. 
 
 12. Conversation Lessons. 
 
 Fifth Month. 
 
 1. Compositions: Flowers. 'Review. 
 
 2. Picture Lessons: A Good Time. 
 
 3. Story and Poem: Mary Shepherd. Why Do Bells for Christmas 
 
 Ring? Field. 
 
 91 
 
4. Dictation: Names of Deity. The Word I. 
 
 5. Punctuation: Study the comma in a reading lessson. 
 
 6. A Note: See Section 34 of the text-book. 
 
 7. Use of saw and seen, did and done. 
 
 8. Grammar: Contractions. 
 
 9. Poem: The Land of Story Books — Stevenson. 
 
 10. Picture: Labor — Millet. 
 
 11. Morals: Topics same as fifth month of first year. 
 
 12. Conversation Lessons. 
 
 Sixth Month. 
 
 1. Compositions: The Characteristics of January. How to Decorata 
 
 a Christmas Tree. 
 
 2. Picture Lesson: Christ in the Temple with the Doctors. Hoffman. 
 
 3. Story and Poem: The Hero of Haarlem (Third Reader); We are 
 
 Seven. 
 
 4. Dictation: Dictate a lesson from the reader after it has been 
 
 studied. 
 ,5. Punctuation: Study the comma in a reading lesson. 
 
 6. A Note: See Section 35 of the text-book. 
 
 7. Use of sit and set. Very and Awful. 
 
 8. Grammar: Possession and Possessives. 
 
 9. Poem: Birdie with the Yellow Bill — Stevenson. 
 
 10. Picture: The Sower — ^Millet. 
 
 11. Morals: Topic same as sixth month of first year. 
 
 12. Conversation Lessons. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. Alternation. — The third year language should be taught dur- 
 ing the year 1911-12, and the fourth year language during the school 
 year 1912-13. 
 
 2. Health Lessons. — The health lessons should alternate with 
 the Third and Fourth year Geography courses, giving about two pe- 
 riods a week to health, and three periods a week to Geography. 
 
 3. Text-book. — The writer would urge upon the teachers of the 
 State the careful use of the adopted text-book. No teacher without 
 a careful training can plan a good language course. The text-books 
 may not ibe the best on the market, but they are far better than 
 none in a crowded school with a teacher who has not had a careful 
 normal training. Topics 1 to 8 inclusive are text-book work, while 
 topics 9 to 11 inclusive are extra work. 
 
 4. Time Given. — One lesson a month should be given to each 
 of the following topics: Morals, Pictures, Special Poem, "Use of," 
 Punctuation, Dictation Exercises, Story and Poem, Picture Lessons, 
 in all 10 lessons. Six lessons to Composition and two to Gram- 
 mar, and two lessons to the Note. The work in Compsition, Dictation 
 and Note Writing should be written; the rest of the course should 
 be largely oral, sometimes written. i 
 
 92 
 
5. Method.-^The following suggestions taken from the Illinois 
 Course of Study will be helpful. Read them carefully. 
 
 Aims. — The ultimate aim in language work is the establishment 
 of a habit of clear, forceful, and correct expression of thought. This 
 involves the enrichment of the writing and the speaking vocabulary, 
 the correction of bad habits in speech, and instruction in matters of 
 form in written work. Since pupils write and talk during all parts 
 ■of the day, language must be an all-day subject. 
 
 The Sipecial work of a language period is to establish rules in 
 regard to oral and written speech, to give definite drill in the applica- 
 tion of these rules, to afford opportunity for gaining high ideals 
 of speech through contact with good models, and to give much prac- 
 tice in writing and speaking, unhampered by the necessity of cov- 
 ering a certain amount of subject matter in geography, history, or 
 some other subject demanded by the general course of study. But 
 the work of the period can not be made effective if the principles 
 established and the ideals set up are forgotten during the rest of the 
 day. 
 
 Common Errors. — If a child never heard mistakes in speech, 
 he would probably speak fairly correctly with little drill or instruc- 
 tion. But since all children do hear a great deal of poor language 
 and so acquire bad habits, teachers must do much positive work In 
 the way of correction. This work must be done persistently and sys- 
 tematically. Many types of errors must be corrected eoch day, hut 
 one kind of mistake at a time should be attacked with special vigor. 
 
 In each month's work, drill intended to correct one or more 
 common errors is suggested. The list of errors indicated is not an 
 arhitrary one to be used necessarily in each school. If a mistake 
 is not common with a group of children, no time should be wasted 
 over it. The teacher will certainly be able to find some other fault 
 to correct. Before special drill for the correction of a mistake is 
 begun, pupils should be convicted of this particular error. That is, 
 they should be shown that they often commit it, and that there is 
 therefore need of work for its correction. The work should be done 
 in such a way as to call little attention to the wrong form. Lists of 
 correct sentences may be obtained in different ways. 
 
 1. The teacher may write sentences on the board leaving iblanks 
 for doubtful words. Children may be asked to fill the blanks. If 
 this seems to be done by guessing, the teacher should insert correct 
 words in enough sentences to enable pupils to discover a simple 
 untechnical rule; for example, use is and was when speaking of one 
 and are and were when speaking of more than one. Remaining blanks 
 may then be filled by pupils. 
 
 2. The teacher may ask questions using the correct form and 
 have pupils answer in complete sentences. They will, in this way, 
 be led to use the right form; thus, Were Mary and Anna there? 
 Mary and Anna were there. Are there three apples in the basket? 
 There are three apples in the basket. 
 
 93 
 
3. After a rule is understood, but before the habit of choosing 
 correctly is established, pupils may be asked to bring to class in cor- 
 rect form each sentence in which they have found themselves using 
 the wrong form. 
 
 When a number of correct sentences have been obtained, they 
 should he repeated orally and written, that the correct expression 
 may come to seem the right one. Through repeated choices of the 
 right form and through accustoming the ear to the sound of this 
 form, right habits will finally be established. A school sentiment in 
 favor of improved English is very important. 
 
 Oral Composition. — One of the greatest errors in present-day lan- 
 guage work is the failure to emphasize oral composition work. In the 
 past and at present, language work has meant written language work. 
 "As are a child's habits of oral expression, so will his habits of writ- 
 ten expression tend to become" says Chubb. All the newer language 
 texts are taking cognizance of this fact. Therefore, the teacher ought 
 to emphasize oral narration of actual experiences, oral descriptions of 
 scenes and objects, oral exposition in the form of discussing sub- 
 jects that give information about every day things, and those that 
 take up steps in the processes of making things and doing things, and 
 oral argument in subjects associated with the child's interests. Much 
 oral work may be done in all the grades in giving reports on ob- 
 servations that the children have been led to make. In the higher 
 grades, a good type of oral work is the report to the class, or even to 
 the whole school, on magazine articles, or even books. 
 
 Outlined Work. — Teachers should lead the children to prepare 
 outlines arranging in logical sequence, the main points of a subject 
 preparatory either to oral reports or written composition. It is fine 
 to prepare such an outline of the subject matter in the various les- 
 sons of the day. Teachers would do well to write to Department of 
 Education at Washington and secure a copy of a pamphlet entitled 
 "Teaching Language Through Agriculture and Domestic Science," by 
 M. A. Leiper, of Bowling Green, Ky. 
 
 The Dictionary. — In all grades above the Fourth, the pupils should 
 be taught the daily, systematic use of the Dictionary. 
 
 Literature and Language Work.— Orammatical correctness is but 
 a minor element in self-expression. Clearness, fullness, and strength 
 are more important, and these involve a large vocabulary. Any large 
 measure of language power involves also wide and deep interests. 
 For the sake of deepening the interest of pupils in their own lives 
 and environment and of so widening their interests as to make these 
 include the lives of other people, real or imaginary, in other coun- 
 tries and ages, as well as for the sake of widening the vocabulary 
 and giving high ideals of speech, some study of literature is com- 
 bined with the language work. 
 
 Poems. — One or more poems are suggested for each month from 
 the third to the eighth year inclusive. These poems should be 
 studied first of all as literature. The teacher should ask, in regard to 
 
 94 
 
each, how it may be made to give pleasure and awaken thought. 
 He should see the pictures in a descriptive poem himself and should 
 strive to make them vivid to his pupils, thus kindling their imagina- 
 tion and often awakening in them a consciousness of kindred beau- 
 tes in their own neighborhood. He should first see that they really 
 get the story, the sequence of events, in a narrative poem; then the 
 story may be given significance .by a discussion of the causes, mo- 
 tives, and results of acts. A teacher cannot make a poem a vital 
 thing to his pupils unless he himself sees, feels and thinks what the 
 poet saw, felt and thought. 
 
 But though the poem should be studied primarily as literature 
 the teacher should have constantly in mind the opportunity offered 
 for language training. Freedom of speech, combined with proper 
 self-restraint, should be encouraged in the conversations about the 
 poems. In the class talk, the teacher should use the specific words 
 of the poet and thus lead the pupils to substitute these for the more 
 general terms that they are in the habit of making serve their pur- 
 poses. Entire poems or selected passages should be memorized. One 
 of the advantages of this work is the widening of the vocabulary. 
 Special word exercises will be suggested to the teacher by each poem. 
 The following may serve as examples: 
 
 1. Make a list of descriptive words in the poem. What is each 
 used to describe? Use each to describe something else. 
 
 2. Make a list of the words that you never use. What should you 
 have used in the place of each? Which is better, your expression or 
 the author's? 
 
 3. Find synonyms for the following words (these to be selected 
 by the teacher). Did the author make a good choice? 
 
 Poems will often suggest subjects for written compositions. Some 
 suggestions for the connection of literature and composition work are 
 made in the different months' work. Not much in the way of formal 
 paraphrasing of poems is desirable. The highest value of a fine piece 
 of literature may be destroyed by a forced attempt to reproduce the 
 thought. The story in a narrative poem may and should be given 
 by the pupils in their own words; but the final impression made hy 
 a fine description or a lofty thought should be left in the words of 
 the author. A narrative poem should often be followed by an original 
 story and a descriptive poem by a descriptive composition. 
 
 The method of presenting poems to children should vary with 
 the nature of the poem and the age and development of the class. 
 In the lower grades all poems should be read first by the teacher. 
 The following plan is followed by some of the best primary teachers: 
 _ 1. Short introduction consisting of explanations and questions 
 fitted to arouse interest and prepare for an understanding of the poem. 
 
 2. Teacher reads poem, stopping for question or explanation only 
 when this seems necessary in order to hold interest of class. 
 
 95 
 
3. Brief conversation to find how much children have got fron. 
 the first reading and to interest them in getting a fuller appreciation 
 of the poem. 
 
 4. Teacher reads again, part by part. This is the time for fu]I 
 explanation and discussion. 
 
 5. If time permits, teacher reads again, that the final impression 
 may he left by the author's own words; or pupils are permitted to 
 read the poem. 
 
 6. Pupils copy and learn all or a part of poem. 
 
 The pupils in the higher grades may be asked to read easy nar- 
 rative poems and to be able to tell the story to the class with no 
 help from the teacher. For the most difficult poems, they will need 
 almost the same help from the teacher that the younger children re- 
 quire. 
 
 In a few cases substitutions have been made in this revision for 
 poems in the former list. In many cases a choice has been offered 
 between a new poem and one in the old list. The new ones may be 
 used as additional work if time permits the study of both. A consid- 
 erable number of these new poems are by British writers, although 
 a large fraction of all the poems named are by four or five American 
 poets. While American children should acquire a sense of acquain- 
 tance with leading American authors through their writings, they 
 should also get a glimpse of the wealth of British literature. 
 
 Prose Stories. — Children find keen delight in hearing and telling 
 good stories over and over again. To repeat to some one else a story 
 told by a master story teller is one of the best of langauge exercises, 
 if one is at first thoroughly familiar with what he is to tell. It gives 
 freedom and ease of speech, and it also adds to the speaking vocabu- 
 lary, since one unconsciously comes to use himself the good words 
 of the writer. Many bad habits of speech can be broken up in the 
 story telling exercises; for example, the "and," and the "why," the 
 "ur," the "says he to her," and the "Robin Hood he" habits. At the 
 same time that the language of the children is being improved, their 
 lives are being enriched, as they share the delight that the stories 
 have brought to numberless other children. Much will be done to 
 brighten and vitalize the language period if some days each month 
 are spent in reading and retelling some of the w^orlds good stories. 
 
 The teacher must read the stories to the children in the lower 
 grades. After they have heard them read, one or more times, they 
 may tell them themselves. In the higher grades, the teacher should 
 still read some of the stories to the class. Others the pupils may read 
 for themselves and then tell to their classmates. 
 
 Composition Work. — Much composition work, both oral and writ- 
 ten, under careful and sympathetic supervision, is necessary, if chil- 
 dren are ever to be good users of English. 
 
 Wellington's maxim "Have something to say and say it" is not so 
 easy in practice as it sounds. It may well serve as the test of a 
 good composition. The first element is fundamental; no one can 
 
 96 
 
speak elearly whe does met see and think elearly, wh» daes aot 
 have something to say. Therefore composition work should grow out 
 of the experiences and the interests of the pupils. It follows that 
 any general composition course must be suggestive largely. No two 
 groups of children have or can have exactly the same interests; so 
 each teacher must, in part at least, shape his own composition work 
 according to the interests of his own children. He must not, however, 
 shirk some measure of responsibility for determining what those in- 
 terests shall be. Careful preparation should be made for every writ- 
 ten exercise. The subject should be talked over in class and often 
 outlines should be prepared. The teacher should not ask pupils to 
 write until he is sure that they have something they wish to say. 
 
 Two or three composition subjects are suggested for each month. 
 In some cases they have been determined by the natural interests of 
 the season, in some by the literature studied during the month. Na- 
 ture study work, history, geography, local environment, events of 
 local interest, will all suggest topics about v/hich the children will 
 be eager to express themselves. A language period may frequently 
 be spent in correcting exercises that have been prepared as a part 
 of the work of some other subject. The relation of clear thought 
 to clear speech must never be forgotten. Letter writing is a very 
 satisfactory form of composition work, as it is easy to give it a mo- 
 tive. The members of a class may write letters to an absent class- 
 mate, or they may write to some school officer asking for some needed 
 article, or each may write to some friend about some incident of school 
 life; or each may write to a pupil of the same grade in some other 
 state or county. 
 
 In written compositions, as in oral speech, many points of form 
 must be corrected at once; but some one or more questions should 
 be given special attention each month. After some matter, such as 
 leaving a margin, the proper heading of a letter, or some rule of 
 punctuation, has been carefully discussed, the observance of the 
 rule formulated should be demanded. Criticism upon the thought 
 itself or any peculiar expression of it should be made with great care. 
 These are personal matters, upon which all are sensitive; and harsh 
 criticism may prevent spontaneous self-expression, the very thing 
 which should be most esteemed. Good models, kindly suggestions, 
 and hearty praise of the best points in the work of the children must 
 be relied upon to bring the results desired. 
 
 Pupils should be encouraged to express themselves by other 
 means than words. Let them illustrate what they read as well as 
 what they write with pencils, colored crayons, water colors, or by 
 clay models. Dramatization of something read or written is also 
 valuable, if it can be kept spontaneous. It is grows out of the chil- 
 dren's desire to lose themselves even more completely than they 
 have been able to do in the life that has interested them, it maks 
 their lives richer. If it degenerates into an entertainment prepared 
 
 97 
 C. S. 4 
 
f©r their friends under the dominating control of the teacher, it de- 
 velops self-consciousness and so defeats its only legitimate purpose. 
 
 From the Third Grade on through the Eighth Grade, the pupils 
 should be encouraged to write original stories. It is especially fine 
 work for the upper grades. At first this exercise may take the direc- 
 tion of rewruing otner stories read or heard, the pupils furnishing 
 only a small element of originality. Again the pupils may write the 
 beginning of a story to a given conclusion, or a conclusion from a 
 beginning. From such exercises as these, the pupils may pass on to 
 stories wholly original. These exercises develop the power of inven- 
 tion and originality. 
 
 5— ARITHMETIC. 
 First Month. 
 Review the facts and processes taught in the second year. The 
 combinations within 21 and 22. Make rectangle of square inches 
 3x7 and 2x11. Teach reduction of yards to feet and weeks to days. 
 Ask such questions as how many yards in 21 feet, in 20 feet? How 
 many days in 3 weeks, in 2 weeks? How many weeks in 22 days? 
 Teach addition and subtraction within the limit. Teach the frac- 
 tion family, V2, Va, %, 1-16 with diagram and ask such questions as 
 how many sixteenth in %, in 14, ^2- Do not fail to use the objects. 
 Teach the addition of mixed numbers as 25 y^ and 4i/^. 
 
 Second Month. 
 
 Teach the products of 4x6, 3x8, 5x5, 3x9. Review first month's 
 work. Review addition and subtraction table to 18 and add by end- 
 ings to 30; thus, 4 plus 7, 14 plus 7, 8 plus 6, 18 plus 6. Teach sub- 
 traction with minuend endings in 3, 4, 5. Add by 3's, 4's, 5's to 30. 
 Make multiplication table of 3's. Also a partition table, 1-3 of 9, 1-3 
 of 12, etc. 
 
 Measure top of desk all around true to the eighth of an inch 
 and add to obtain perimeter. Continue to reduce yards to feet and 
 feet to yards. Also pecks to ibushels and bushels to pecks. Each 
 month give exercises in the three-type problems: e. g., 2-5 of 2& 
 equals? 10 is how many 5ths of 25? lOi is 2-5ths of what number? 
 
 Third Month. 
 
 Continue to review primary number facts. Teach the products 
 4x7, 5x6, 4x8, 5x7; also 1-4 of 28, 1-5 of 30, 3-4 of 32, 2-5 of 35, etc.; 
 also 29 divided by 4; 31 divided by 5; 33 divided by 4, etc. Add 
 problems made up of two columns whose sum does not exceed 35. 
 Teach children to name the sum only in addition. Teach carrying 
 tens with bundles of splints. Reduce pecks to quarts and quarts to 
 pecks, gallons to pints and pints to gallons. Teach fraction family 
 with diagram, 1-3, 1-6, 1-12, 1-24, and ask such questions as how many 
 24ths in 1-12, in 1-6, in 1-3. Teach to compare 1-2 and 1-3 through 
 the sixth. Use objects before figures, ideas before symbols. 
 
 9S 
 
The work here outlined is suggestive; the earnest teacher will 
 adapt it to the needs and the, development of hdr class. 
 
 Fourth Month. 
 
 The factors of 36, 40 and 42 in the same as in the month before. 
 Reduce integers to halves, thirds, fourths, fifths, and sixths. Sub- 
 traction of mixed numbers as 3 1-2 from 8 1-4 — use foot rule. 
 
 Teach subtraction with minuend endings 6, 7, 8. Reduction of 
 halves, thirds, and fourths to integers. Illustrate work in fractions 
 with divided paper circles. 
 
 Fifth Month. 
 
 Factors of 45, 48, 49, 54 to be taught as before. Review factors 
 of 20, 30, 40 and 50. Build solid 48 inch cubes, 3x4x4 and 4x2x6. 
 Where possible arrange other numbers same way. Teach proof of 
 addition by adding up and down. Train for rapidity. Begin now to 
 give two-step problems as — what will 3 apples cost if 5 apples cost 
 20 cents? Multiply two-place numbers by integer as — 3x18, 4x23. 
 The three-type problems. Reduce square yard to square feet. Teach 
 the class to know a rod by measuring on the floor. Have them guess 
 a distance in rods and verify. 
 
 Sixth Month. 
 
 The products 8x7, 9x7, 8x8, 9x9, also 10x6, 10x7. Construct multi- 
 plication and division tables to 81. Practice computing areas of rec- 
 tangles by dividing them into rows of unit squares. Addition of U. S. 
 money. Review the year's work. 
 
 The Primary Arithmetic should be used to furnish additional 
 •drill work. The teacher would do well to secure copies of Smith's 
 Primary Arithmetic, Ginn & Co., Milne's Primary Arithmetic, Ameri- 
 can Book Co., and Speer's Primary Arithmetic, Ginn & Co. These 
 books set forth the work to be done in the third and fourth years in 
 a very suggestive and helpful way. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 During the third year the students should master the various 
 combinations within 81; they should read and write numbers to 1,000 
 and master Roman Notation so far as it is found in the text-books. As 
 has been suggested. Arithmetic is studied in order that we may meas- 
 ure space, time, force and value, and properly proportion means to 
 end in accomplishing our purposes in life. In the development of the 
 subject, the student's attention is successively focused upon facts, 
 processes, and problems. 
 
 1. Facts. — The facts to be learned comprise: 
 
 (1) The number relations needed in the fundamental processes 
 of computation, viz., the addition table to 9 plus 9, in all 45 primary 
 number facts, and the multiplication to 9 times 9, in all 37 facts. 
 
 99 
 
(2) Other number relations, such as the multiples 12, 16, 25; the 
 aliquot parts of numbers to 100; the factors of all numbers to 100; 
 the squares and cubes of certain numbers. 
 
 (3) The Tables of Denominate Numbers in use in the com- 
 munity. 
 
 (4) Certain physical and arithmetical constants, such as the 
 weight of a cubic foot of water, the ratio of the circumference of a 
 circle to its diameter. 
 
 Facts are fixed in mind by use and verbal repetition. This repe- 
 tition should be continued until the work becomes automatic. 
 
 2. Processes. — The arithmetical processes enable us to find an 
 unknown number or quantity from the known relation to some known 
 number of quantity. Computation is commenly performed with fig- 
 ures, but every process is primarily a process with real numbers of 
 things. Hence every operation — figure process — should be learned 
 in connection with the real process that it represents. It may be 
 noted that the real process should precede the figure process: e. g., 
 if the class is to learn 1-4 of 1-4, the teacher should lead them to see 
 the part of the whole is represented by taking one of the four equal 
 parts into which one-fourth is parted. When they see the physical 
 fact that one-fourth of one-fourth is one-sixteenth, the figure process' 
 takes on some meaning. A process learned with the intelligent use 
 of objects is more likely to be intelligently applied to concrete 
 problems. 
 
 3. Problems. — The application of the processes of computation 
 to human affairs constitute problems. In solving the problem two 
 steps are involved: finding what processes to employ and performing 
 the computation. In the solution of problems, from the very start 
 the students should be trained to find out and to state clearly what 
 is given in the problem and what is to be found. A student should 
 never begin to make figures until he has decided these two ques- 
 tions. Having determined what is given and what is required, the 
 student should decide how to proceed with his computation. In other 
 words, the student should be trained to go through the entire process 
 mentally before he begins the figure process. 
 
 4. Text-Books. — The primary Text should be completed this year. 
 
 HOME GEOGRAPHY AND NATURE STUDY. 
 For Third and Fourth Grade Pupils. 
 
 Purposes. — The work in Geography and Nature Study in the third 
 and fourth years will be done largely as a means of training the pupils 
 in observation of the physical phenomena oE their immediate environ- 
 ment and of preparing them for the broader study of geography later 
 in life. It should be the conscious purpose of the teacher — 
 
 1. To direct attention at every step to the causal relations in 
 things asking the question "why?" and find the answer in the phe- 
 nomena. 
 
 100 
 
2. To use the observations thus made in the Language work. ' ' ' 
 
 3. To lead students to make drawings of objects seen and to 
 record measurements taken. 
 
 4. To give the children a peep into the world beyond the hori- 
 zon in the study of types of people which have been developed under 
 definite conditions of climate and food supply. 
 
 5. To cause the students to make such a study of their home 
 surroundings as will help them to interpret the text-books in Geog- 
 raphy. 
 
 First Month. 
 
 The Rain. — Study the fate of the rain: Notice that as the rain 
 falls some of it sinks at once into the soil, as into a sponge; some 
 of it may seep out, down the hill somewhere, as a spring. Why does 
 it seep out? Why not on the top of the hill? Some creeps into 
 wells for use at home. Why do wells and springs sometimes go 
 dry in times of drouth? Notice that the soil gets dryer and dryer 
 as the days go by, after a rain. What becomes of the water? Notice 
 that a pan of water left in the sun evaporates. Where does the water 
 go? Hold a cold dish or a piece of glass over the spout of the boil- 
 ing tea-kettle and account for the drops of water on the cold surface. 
 Notice that some of the water, in a hard shower, or a long rain, runs 
 off at once down the slope into the stream. 
 
 The Weather. — Occasional observation on the weather, to be car- 
 ried on each week, though not necessarily each day. Only a few min- 
 utes need be devoted to this, at most, each time. Notice the tem- 
 perature, warm, cool, cold. Take thermometer readings at noon, night, 
 indoors, in the shade, in the sun. The best temperature to put on 
 the permanent record is at the time of the opening of school. Ob- 
 serve the air as to the moisture; dry, damp, fog, mist, rain, snow; 
 winds, gentle, strong; wind direction; use of weather vane; use of 
 compass; naming the winds, a north wind from the north, etc. Sky 
 clear, cloudy. A calendar with a blank space may be used to record 
 these observations, so preserving them. 
 
 The Sun. — One day in the month (or better, one day in the week) 
 make a study of the sun; time and place of rising, time and place of 
 setting. Design a form of graphic record which the class may fill 
 in through the year to show the varying length of day. Measure 
 the length of the shadow of a vertical yard-stick at noon; devise a 
 form of graphic record which may be added to, as the observations 
 are taken, to show the varying length of the time of day by the 
 shadow (the sun-dial). 
 
 Health. — Pure air and breathing. How air gets into the lungs. 
 Practice pupils in deep breathing. Change of air in living rooms. 
 Effects of a stove in the room. Food — Sources — Used for food for 
 growth, strength, warmth. Rules for eating. 
 
 101 
 
A' StOdy' of ^Human Types. — The Arab. — The teacher may read 
 to the children or tell them of the Arab family, showing how de- 
 pendent the tribes are upon their flocks and herds; how the poor 
 pasture requires frequent moving; how this fixes the tent mode of 
 life, character of food and dress, and means of travel; how the rais- 
 ing of sheep invites the weaving of blankets and rugs; how in the 
 more arid regions the camel hecomes the ship of the desert. 
 
 Second Month. 
 
 Work of Water. — About one-half of the time of this month spent 
 in a study of the work of running water; notice that in a heavy rain 
 the run-off down the slope tends to collect into streams, which cut 
 gullies or ditches into the soil. Go to a brook or permanent stream 
 somewhere and notice how the stream works; that it rolls or pushes 
 gravel and sand along the bottom, or carries mud in suspension; that 
 it eddies round larger stone (rapids), tending to undermine it, so 
 letting it fall forward down the stream; that on the outcurve it cuts 
 into the bank, causing the bank to "cave in;" that is, it causes a 
 landslide. Notice the work of the run-off on the slopes, causing the 
 soil, grain by grain, to creep down hill; notice that every movement 
 made on a slope tends to cause some soil to take a position lower 
 down, hence the hills are being flattened down, and the streams are 
 carrying the soil down toward the sea. Observe that the stream 
 in the bottom of the valley is responsible for lowering the axis of 
 the valley, while the run-off and every moving thing on the hillslope 
 helps to wear it down and into the stream. So we observe the valley 
 in its origin, and the birth of slopes, hills, divides, drainage basins, 
 main streams, tributary, drainage system. 
 
 The Moon. — On three or four different evenings in the month 
 observe the moon: when it is new; position with reference to the 
 sun, and with reference to the horizon; shape, direction of horns 
 with reference to the sun; time of setting; when at first quarter, its 
 position at sundown, direction of flat side, time and place of setting; 
 when full, direction from sun in the evening, shape, path in the sky. 
 Make the same observations, if possible, for the last quarter. 
 
 Continued Work. — a. Occasional observations on the weather, 
 with record continued as in first month. 
 
 b. One ohservation of the sun, as before, each week, with record 
 continued; length of the day, length of the shadow of the vertical 
 yard-stick at noon. 
 
 c. Note the signs of changing seasons; make a calendar of the 
 migration of the birds; change in color of leaves; the work the farmer 
 is doing. 
 
 Health.— The teeth and their care. The stomach. How care for 
 it. Stress health lessons. 
 
 Human Types. — Study the American Indian. The hunting Indian 
 on the great plain, living in a tepee, following the herds of buffalo; 
 
 102 
 
living upon his pony. The Pueblo Indian or the arid southwest liv- 
 ing by agriculture, and making his home in the cliffs or on tops of 
 mesas, to defend himself against the forays of the wild plains tribes. 
 
 Third Month. 
 
 The Soil. — About half the time, as occasion permits, devote to 
 a study of the soil. Notice that it is made of little pieces of rock; 
 that it varies in different places, in fineness, sandy or gravelly, or 
 fine clay or loam; that it is blacker near the surface; try to find out 
 what part vegetation plays in furnishing the black cofor. Break 
 open a roadside stone, and notice the fresh color inside and the 
 rusty or weathered outer surface, some particles of which may be 
 loosened by the thumb nail, and so added to the soil. Notice the 
 kinds of plants that grow in the soil, when sandy, when clay, when 
 dry, when undrained. Notice how the farmer prepares the soil for 
 the crop, and answer the question why he does so. 
 
 Continued Work. — a. Occasional weather observations, with rec- 
 ord continued, as in the first month. Observe the signs of approach- 
 ing winter; list all the changes you can. 
 
 b. Observations of the sun, as before, with records continued. 
 
 Health. — Study of heart and blood vessels. The blood, the brain 
 and the nerves. See primary text. Location and hygiene of these 
 organs to be taught. 
 
 Human Types. — The teacher tells and reads about the people who 
 live in the highlands, for example, in Switzerland; how they live in 
 cottages in the high valleys; the danger from avalanches; the slow 
 rivers of ice in the upper valleys (glaciers) ; the herding of cattle 
 on the mountain slopes too steep to till; the danger of being lost 
 in the snows in crossing over the high passes (St. Bernard) ; the 
 love of freedom of the mountain people (William Tell); the beauty 
 of mountain scenery. 
 
 Fourth Month. 
 
 Winter. — Notice the provision all nature has made for winter — 
 a change of season. The broad leaved trees have lost their leaves; 
 bulbous plants, like the onion are dead at top, but the bulb is all 
 ready for next year; the cord is dead, but next year's seed is ripe 
 on the ear. The cattle and horses have grown thick coats of hair; 
 the squirrels have gathered a store of nuts; the frogs and snakes 
 have crept away in moist nooks to sleep (hibernate) till next spring; 
 the birds are going, or have gone south; why? the farmer has made 
 provision for the winter's cold in getting wood or coal for the stoves. 
 
 Continued Work. — Make occasional weather observations, as in 
 the first month, and continue the record. After a south wind has 
 been blowing for a time, notice how the weather changes, in tem- 
 perature, in moisture, sky clear or cloudy, or rain. Make the same 
 observations for a north wind. 
 
 103 
 
Winter Solstice. — On December 22nd, or a day or so before or 
 after, as you may catch a clear day, make careful observations of 
 the time between sunrise and sunset, on the length of the shadow 
 of the vertical yard-stick at noon, on the apparent path of the sun 
 through the sky, and place of setting. Make a mark on the east or 
 west wall of a building at noon, which will show the direction of 
 the sun's rays. Study the past record of the decrease in the length 
 of the day, and of the increase in the length of the shadow at noon 
 (sun now low in the noon sky), and bring out the meaning of solstice. 
 
 Health. — Study of Bones. Cigarettes and Alcohol. Teach that 
 these things ruin health and morals. 
 
 Human Types. — Study the Eskimo; the life in the extreme cold, 
 where the flesh of animals is the only food and fur the only clothing, 
 and hunting and fishing the only industry; where the house is made 
 of blocks of snow or ice; where the dog is the only domestic animal, 
 and is trained to draw the sledge; and where the winter is dark as 
 well as cold. 
 
 Study the Lapp; living in the cold, but on the land (not on the 
 sea like the Eskimo); hence having permanent houses; the reindeer, 
 the domestic animal, living on moss, which it may have to dig out of 
 the snow with hoof and horns; furnishing milk and meat and skins 
 for clothing, or drawing the sledge for his master. 
 
 Fifth Month. 
 
 The Frost. — Make a study of frost and its work. Note the tem- 
 perature at which water freezes; whether the water freezes first at 
 bottom or top? Why? Whether water or ice is heavier; why? Why 
 the pitcher or pipe will burst if the water freezes in it; how the ice 
 forms in needles on the pond, or flowers on the window, or crystals 
 in the air; why the ground freezes hard in the beaten path, but no 
 under the snow-filled stubble; that the bare ground if frozen deep 
 will crack open in long seams; why? Try to studdy out what effect 
 the freezing and thawing will have on the soil; notice it particularly 
 on a hillside or creek bank. 
 
 The Heavens. — Begin the study of stars and planets; notice that 
 some of the brighter stars do not twinkle (the planets). Pick out a 
 very bright star in the early evening, near the western horizon, and 
 notice it at intervals for an hour or two to see what becomes of it. 
 (Stars set just like the sun). Watch another bright star near the 
 eastern horizon in early evening and for an hour or so after (stars 
 rise just like the sun); try to watch what paths the stars seem to 
 follow through the sky and compare with the path of the sun; try 
 to learn to recognize the planets Jupiter, Mars and Venus during the 
 year. 
 
 Continued Work. — a. Occasional weather observations each week 
 recorded as before. 
 
 104 
 
b. Observations on the sun as before; the significance of the 
 fact that the shadow is growing shorter (sun rising higher in the sky 
 each day, hence stronger heating power). 
 
 Health. — The Muscles. Grain and Beer. 
 
 Human Types. — Study the Dutch. Living on a very flat land, 
 where they have to drain the land by pumping out the water by 
 windmills. Hence a land full of rivers and canals, and with boats in 
 summer and skates and sleds in winter. A land of grass and hay, 
 hence a land in which cattle are of great value. 
 
 Sixth Month. 
 
 Snow and Ice. — Make a study of snow and ice. Notice that the 
 snow when it first falls is white and fiuffy, but under the feet on 
 the walk it packs down and becomes solid ice of a bluish color; 
 notice that a leaf or a bit of dust on the snow will sink into the snow 
 or solid ice when the brisjht sun is melting the snow; but the purest, 
 whitest snow melts the slowest. Support a block of ice between two 
 chairs or boxes in a warm room; put a loop of broom wire around 
 the ice and hang a ten-pound weight (say a bucket of water) to the 
 loop; watch the wire cut through the ice; the ice melts in front of 
 the wire, the water flows round behind the wire and freezes solid 
 again. Watch the roofs after a heavy snowfall for "avalanches." 
 Watch the formation of icicles and explain. 
 
 Continued Work. — ^a. Occasional weather observations and the 
 record continued as before. 
 
 b. Observations on the sun and additions to the record as before. 
 
 The Heavens. — Begin a study of the constellations; learn to find 
 the North Star by means of the "pointers" in the Big Dipper at early 
 evening; be very careful to note its change in position occasionally 
 for three or four hours after, if possible; notice its position in early 
 morning before the sun has risen; determine its path through the 
 twenty-four hours, and its relation to the Pole Star (North Star) 
 during all this time; account for its apparent motion. The teacher 
 may tell the myths which have attached themselves to this constella- 
 tion, and some of its other names, as Great Bear and Charles' Wain. 
 
 Health. — Skin and Cleanliness. Teach that dirt causes disease. 
 
 Human Types. — The teacher should read and tell about the Japanese 
 and Chinese; the one-story houses, with curious roofs, the peculiar 
 pagodas, the flowing dress, the Chinese practice of distorting the 
 women's feet, of wearing long queues, of eating with chopsticks, and 
 of the curious ways of writing and printing. Of the beautiful things 
 in silks, and bronzes, and pottery, and wood which the people make. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. The Third Year Course and the Fourth Year Course in these 
 subjects really constitute only one course and this combined course 
 should be presented each year. No class can master this course; it Is 
 not expected that any class do so. A study of the two courses re- 
 
 105 
 
veals that the combined course is made of each month of the follow- 
 ing kinds of lessons, e. g.: First Month — The Rain, the Weather, the 
 Sun, a Human Type, Health and a study of Flowers. That is, each 
 month d study is to be made of some phase of the weather, a study of 
 inorganic nature, a study of the heavens, a study of some human type, 
 a study of health, and a study of animals and plants, or organic nature 
 — six kinds of lessons. 
 
 2. In addition to the foregoing, the class should make a close 
 study of some farm, the school district, and the local community as 
 is set forth under the suggestions for Seventh Grade Geography. See 
 these suggestions. 
 
 3. Maps of the school room and yard, the farm studied, the 
 school district and the community should be made. 
 
 4. Outline maps of the continents may be made, and the names 
 of the principal countries located upon it, as the children study the 
 human types, and the origin of the people of the neighborhood. Use 
 wall maps. 
 
 5. Teach also the names of the State and county, and the names 
 and locations of the capital and the county seat. 
 
 6. Have a production map made of the county, showing roads, 
 railroads and rivers. 
 
 7. GENERAL EXERCISES. 
 
 I. Drawing. 
 
 For the present year the work in drawing in all grades will be 
 incidental. It should be taught in connection with all other subjects 
 especially to illustrate Geography, Plant Study, Animal Study, and 
 Anatomy. Each teacher is expected to give necessary training in this 
 art. No study can be more enjoyable, no study is capaible of produc- 
 ing more successful results. 
 
 Drawing is a form of expression, like language, music, etc. The 
 question for the teacher is not whether the child is making pretty 
 drawings, but whether he is developing his power to see accurately 
 and to express to the eye what he sees. No other subject is better 
 suited to develop the power of observation and expression. Draw- 
 ing correlates with the other studies, and is one of the best forms oH 
 seat work. 
 
 In the Reading Lessons, the children should be instructed how 
 to illustrate them by appropriate drawings. For example, in the Third 
 Reader lesson, "Wild Strawberries," encourage the children to draw 
 ideal pictures of the images suggested by the different paragraphs. 
 The writer has seen this lesson so well expressed by a series of pic- 
 tures made by ten-year-old boys and girls that he had no trouble in 
 recalling the situation. This kind of exercise arouses the imagina- 
 
 106 
 
tion and develops the powfer of expression. Again, take this stanza 
 from an old familiar poem, 
 
 "He charged upon a flock of geese, 
 And put them all to flight. 
 Except one sturdy gander, 
 
 That thought to show us fight." 
 
 Let the children tell this story in pictures. 
 
 Drawing is invaluable in the work in Geography. The lessons in 
 home geography should be well illustrated by accurate drawings of 
 the school yard, the immediate neighborhood, etc. 
 
 In Arithmetic, teach the children to draw accurately the various 
 forms, such as the triangle, the cone, the cylinder, etc.; in Anatomy, 
 drawings of the heart, the lungs, etc., should be made; in Agricul- 
 ture, drawings of plants at various stages of growth should be made. 
 In short, drawing should be used in teaching every school subject. 
 The best drawing should be kept and exhibited at the close of school, 
 or sent to the County Superintendent, whose office should contain 
 specimens of the best work in his county. 
 
 II. Agriculture. 
 
 1. Farm crops. 
 
 a. Corn — Fodder, uses of stalks and shucks, fertilizing. 
 
 c. Wheat — Protection from pests, i. e., rust, army worm, etc. 
 
 2. Garden and orchard. 
 
 a. Grapes — Varieties, uses, pruning, arbors. 
 
 b. Turnips — Preparation of soil, sowing, uses of leaves and root 
 as food, storing for winter. 
 
 3. Domestic animals. 
 
 a. Cow — Breeds, difference in appearance and milk-producing 
 
 power. 
 
 b. Horse — Breaking and training for work. 
 
 c. Hogs — Feeding and care. 
 
 4. Miscellaneous. 
 
 a. Farm implements — Cultivator, wheat and corn drills. 
 
 b. Roads — Methods of building, materials used, value of good roads 
 
 to the farm. 
 
 III. Nature Study. 
 
 1. Animals. 
 
 a. Domestic — Rabbit. 
 
 b. Birds — Barn swallow, night hawk, whippoorwill, chimney swift, 
 
 humming bird, cedar bird, phoebe, chebec, junco, meadow 
 lark. 
 
 107 
 
c. Frogs — Leopard frog. 
 
 d. Fishes — Pickerel, pike. 
 
 e. Insects — Mourning cloak, imperial moth, meal worm, rose bee- 
 
 tle, asparagus beetle, clothes moth, water hugs, strawberry- 
 insects, damsel fly, dragon fly. 
 
 f. Miscellaneous — Squirrel, chipmunk. 
 
 2. Plants. 
 
 a. Wild flowers — Bur marigold, cinquefoil, iSolomon's seal, hepatica 
 
 chickweed, lambkill, bellwort, bittersweet, wild carrot, 
 lb. Garden — Beets, asparagus. 
 
 c. Fruit — Strawberry, raspberry, blackberry. 
 
 d. Trees — Hard maple, horse-chestnut, hickory. 
 
 e. Flowerless plants — Lichens, algae. 
 
 3. General. 
 
 a. Rain — Benefits, how precipitated, floods, overflows and causes. 
 
 b. Clouds, mist, fog— What, how formed, etc. 
 
 IV. Household Arts. 
 
 1. The living room — Pictures, curtains, furniture, floors and floor 
 
 covering, wall decorations, v/all paper, cleaning. 
 
 2. Food. 
 
 a. Corn — Uses as food, methods of preparation and cooking. 
 
 b. Wheat — Same as above. 
 
 c. Popcorn — F'ood value, methods of popping, why it pops. 
 
 3. First aid to the injured — What to do in case of cuts, scratches, 
 
 burns, bruises, nosebleed, nails stuck in feet, frostbite. 
 
 4. Heating of house — Proper tempi«»!ure, reading of thermometer on 
 
 floor, near ceiling, near heat supply, near window; most healthful 
 methods of heating. 
 &. Clothing: Cotton — Where grown, cultivation, preparations for 
 market, manufacturing processes, kind of clothing made from, 
 thread. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. See the suggestions for the First Grade. 
 
 2. It will be noted that Nature Study appears twice in this course. 
 The selections made by the teacher from the course in "Home Ge- 
 ography and Nature Study" are to be recited during the period set 
 apart on the program for Third Grade Science at 3 o'clock p. m. The 
 selections he makes from Nature Study under the heading of Gen- 
 eral Exercises will form the basis of language lessons under the title 
 "Conversation Lessons." Again, the Nature Study work as first men- 
 tioned above is a kind of abridgement of the entire eight years' work, 
 and is intended to give the children a kind of general notion of the 
 whole course, while the Nature Study work as last mentioned above, 
 is one step in the work arranged by grades to avoid repetition. 
 
 3. These suggestions apply to the Fourth Grade as well as to 
 the Third. 
 
 108 
 
FOUETH YEAR 
 
 TEXT-BOOKS. 
 
 STATE ADOPTION. — Third Reader; Pronouncing Speller; Ele- 
 mentary Steps in English, Part Two; Intellectual Arithmetic; Copy 
 Book No. 2. 
 
 SUPPLEMENTARY BOOKS (Suggested).— Jones' Fourth Read- 
 er; Stepping Stones, No. 4; Brooks' Reading by Grades, IV; Lights to 
 Literature, Book III; Baldwin's Reading by Grades, III; Cyr's Read- 
 ing by Grades, IV; Stories of American Life and Adventure; Old 
 Greek Stories; Black Beauty; Stories Mother Nature Told; Children 
 of the Palm Lands; Friends and Helpers; and The Page Story Book. 
 
 ALTERNATIONS AND CORRELATIONS. 
 
 1. Teach the Fourth Grade Course in Reading during 1912-13 and 
 1914-15, reviewing the Third Grade Course as far as time will allow. 
 
 2. Correlate Writing with Language Lessons. 
 
 3. Spelling should be alternated -from year to year. Teach the 
 Fourth Grade Course in 1912-13 and 1914-15. Correlate the "difficult 
 words" with the lessons from which they are taken; the n.ames, word- 
 building and unclassified lists with Language; the homophones, syn- 
 onyms, and antonyms with Reading. 
 
 4. Teach the Fourth Grade Course in Language in 1912-13 and 
 1914-15, alternating with Third Grade Course from year to year. 
 
 5. The Arithmetic Class in Fourth Grade Course will be taught 
 at the same time as the Third Grade Class, but the work of the classes 
 will be kept distinct. 
 
 6. Alternate Home Geography with Health Lessons and Nature 
 Study from day to day, i?iving about equal time to each subject. The 
 courses in Home Geography, Health, and Nature Study are excep- 
 tions to the general rule of alternating by years. The children of the 
 Third and Fourth Grades constitute one class in these subjects and the 
 course in the Third Grade and the course In the Fourth Grade make 
 one course in these three subjects. See suggestions at the close of 
 the Third Year Course in these branches. 
 
 SYNOPSIS OF FOURTH YEAR COURSE. 
 
 1. Reading: The Third Reader and Supplementary Lessons. 
 
 2. Writing: Copy Book No. 2. Drill Exercises. 
 
 8. Speller: The Speller as outlined. Supplementary Lists. 
 
 4. Language: Steps in English, Part Two, as outlined In the Course. 
 
 109 
 
i. Arithmetie: Text as outlined; Numbers with combinations to 
 144, reading and writing numbers to 1,000; Fractions to twelfths; 
 Intellectual completed to Lesson 28. 
 
 6. Home Geography and Nature Study. 
 
 7. General Exercises: Singing, Drawing, Handwork, Agriculture and 
 Household Arts. 
 
 COURSE OUTLINED BY THE MONTH. 
 
 FOURTH GRADE READING. 
 
 First Month. 
 
 Waves, 3; The Golden Eagle, 3; The Chickadee, 2; The Snow 
 Birds' Song, 2; Which was the Wiser?, 3; from Language Lessons 
 Part Three, the Eider Duck and Henry's Father. 
 
 Second Month. 
 
 What Would You Do? 1; The Little Loaf, 3; Trustworthy and 
 True, 3; Hassan and His Horse, 3; The Night Before Christmas, 3; 
 from Language Lessons Part Three, Alexander and Bucephalus, and 
 My Old Kentucky Home, 1. 
 
 Third Month. 
 
 True Courage, 2; Try, Try Again, 1; Our Native Land, 1; The 
 Contented Boy, 3; The Race of the Winds, 4; Little Gustava, 2; from 
 Language Lessons Part Three, Then and Now, 1; A Life Lesson, 1; 
 and Bivouac of the Dead, 1. 
 
 Fourth Month. 
 
 The Blackbirds, 3; The Brown Thrush, 1; The Declaration of In- 
 dependence, 2; America, 2; The Lamb and the Wild Beasts, 2; The 
 Big Foot, 3; from Language Lessons Part Three, Valley Forge, 1, and 
 Nathan Hale, 1. 
 
 Fifth Month. 
 
 Little Brown Hands, 3; The Best Recommendation, 2; Tomorrow, 
 2; The Hero of Haarlam, 4; From Language Lessons Part Three, Sup- 
 posed Speech of an Indian Chief, 1; The Flag Goes By, 1; Lexington. 
 1; and Boone's Escape, 1. 
 
 Sixth Month. 
 
 Philemon and Bancis, 4; The Humming Bird Moth, 3; We Are 
 Seven, 3; Black Beauty, 5; from Language Lessons Part Three, Andre 
 to Washington, and The Four Sunbeams. 
 
 110 
 
GENERAL DIRECTIONS AND SUGGESTIONS. 
 
 1— READING. 
 
 1. In crowded schools the Third and Fourth year classes in read- 
 ing may be alternated. 
 
 2. For suggestions as to Third and Lourth year courses, see di- 
 rections for Third Rear Course. 
 
 3. McGuffey's Third Reader is a real jewel box of good and 
 beautiful thought. Such lessons as Wild Strawberries, True Dun- 
 can, The Echo, Stick to Your Bush, if properly taught, will make a 
 good and lasting impression upon the life and character of the chil- 
 dren. No boy or girl can rightly read this book without becoming a 
 better child. Much material for the lessons in morals and manners 
 can be found in the Third Reader. 
 
 Do you want to teach kindness to animals? Read "Black Beauty" 
 or "Little Gustava." Would you teach honesty? Read the story of 
 the "Little Loaf." 
 
 2— WRITING. 
 
 See Directions and Suggestions for Third Year Course. 
 
 The Third and Fourth Year classes should he taught together. 
 
 3— SPELLING AND WORD STUDY. 
 First Month. 
 
 1. Spell and pronounce the difficult words of the lessons of the 
 month. Do not fail to do this every month. 
 
 2. Spell the names of trees of the neighborhood— (Lesson 90. 
 
 3. Homophones: write words of Lesson 189, 
 
 4. Synonyms of result, release, sheaf, sire, seem, spring, sign, skip, 
 search, sear. 
 
 5. Antonyms of rich, rare, straight, simple, smile. 
 
 6. Word-building — lists of words to which dom can be suffixed — ^Les- 
 son 40, Part Two. 
 
 7. Lessons 66, 68, 70, 72 and 73, Part One Adopted Speller for mis- 
 
 cellaneous or unclassified work in spelling. 
 
 Second Month. 
 
 1. Spell and pronounce the difficult words of the lessons of the 
 month. 
 
 2. spell the names of insects in Lesson 111. 
 
 3. Homophones: write words of Lesson 194. 
 
 4. Synonyms of shun, silent, strife, twig, trite, tact, trade, tarry, 
 uproar, vend. 
 
 5. Antonyms of sharp, saint, tight, tough, thin. 
 
 6. Word^building — lists of words to which ful can be suffixed.-H=-Les- 
 
 son 28, Part Two. 
 
 7. Lessons 75, 77, 79, 80 and 82. 
 
 Ill 
 
Third Month. 
 
 1. 'Spell and pronoune« the Oifficult words of the lessons of tli« 
 
 month. 
 
 2. Spell the names of trades and occupations of the neighborhood 
 — Lesson 119. 
 
 3. Homophones: words of Lesson 199. 
 
 4. Synonyms of aid, abide, alike, argue, ample, barge, blink, brag, 
 bard, blind. 
 
 5. Antonyms of above, best, break, cool, cry. 
 
 6. Word-building— lists to which en can be suffixed.— -Lesson 33, 
 Part Two. 
 
 7. Lessons 84, 86, 88 and 89. 
 
 Fourth Month. 
 
 1. Spell and pronounce all difficult words of the lessons of the month. 
 
 2. Spell the names of farm products— Lesson 122, Part One. 
 
 3. Hcmophones: words of Lesson 202. 
 
 4. Synonyms of break, build, bent, crawl, cleave, cost, climb, curve, 
 cheer, chasm. 
 
 5. Antonyms of careful, dry, day, dwarf, even. 
 
 6. Wordnbuilding — lists to which ness can be suffixed. Lesson 215. 
 
 7. Lessons 92, 94, 95, 96. 
 
 Fifth Month. 
 
 1. iSpell and pronounce the difficult words in the lessons of the 
 month. 
 
 2. Spell the names of garden products. — ^Lesson 126 as supplemen- 
 tary to the teacher's list. 
 
 3. Homophones: words of Lesson 203. 
 
 4. Synonyms of dig, ditch, dell, drear, enlarge, error, fang, fight, 
 fright, finish. 
 
 5. Antonyms of frigid, feast, first, fat, full. 
 
 6. Word-building — lists to which ly can be suffixed.— Lesson 33, 
 
 Part Two. 
 
 7. Lessons 98, 100, 102, 103 and 105. 
 
 Sixth Month. 
 
 i. Pronounce and spell the difficult words of the lessons of the 
 month. 
 
 2. Spell the names of trades and occupations of the vicinity. Sup- 
 plement with Lesson 128. 
 
 3. Homophones in Lesson 206. 
 
 4. Synonyms of gait, glen, gape, growl, green, groove, grand, gleau, 
 heed, hide. 
 
 5. Antonyms of give, glossy, hard, idle. Include. 
 
 •. Word-building — lists to which in, il, ir, ca^ be prefixed. Lei- 
 
 ?5on 89, Part Two. 
 7. I>?WK«^ lOT, im, lit 11)4 lis. 
 
 112 
 
SUGGESTIONS AND DIRECTIONS. 
 
 The Third and Fourth year courses may be alternated from year 
 to year. 
 
 The diflacult words of the lessons of the month should he pro- 
 nounced, spelled and defined in correlation with the lesson from 
 which they are taken. The teacher should keep these lists to he in- 
 spected by the Superintendent. 
 
 The Homophones, Synonyms and Antonyms should be taught in 
 connection with the Language Lessons. 
 
 The spelling of names, the word-building and the miscellaneous 
 lessons in spelling may be taught in connection with the reading les- 
 son. Not more than one-third of the combined spelling-reading period 
 should be devoted to word-study. 
 
 Both the oral and the written methods of studying and reciting 
 spelling should be employed. In assigning a spelling lesson, the 
 teacher should call attention to the words or syllables that may give 
 
 ,j u. I:' :i _i;._ 
 4— LANGUAGE. 
 
 First Month. 
 
 1. Composition: The Rabbit. The Squirrel. 
 
 2. Picture Lessons: His First Ride. The Soldier Boys. 
 
 3. iStory and Poem: Grace Darling. The Arrow and the Song. 
 
 4. Dictation: Dictate a selection of a reading lesson. 
 
 5. Punctuation: The comma following name addressed, 
 
 6. Letter: See Section 38 of the text-book. 
 
 7. Use of funny and queer, guess and think. 
 
 8. Grammar: The Subject and the Predicate. Is and Are. Simple 
 and modified subject. Analysis. Forms of the subject, phrases. 
 
 9. Special Poem: September. — Helen Hunt Jackson. 
 
 10. Picture: Spring. — Corot. 
 
 11. Morals: Topics of first month in second year. 
 
 Second Month. 
 
 1. Compositions: Grasses. The Hen. 
 
 2. Picture Lessons: Friends or Foes. Summer Time. 
 
 3. Story and Poem: Bruce and the Spider. Night. 
 
 4. Dictation: A selection from a reading lesson. 
 
 5. Punctuation: The comma in compound sentence. 
 
 6. A Letter: See Section 39 of the text-book. 
 
 7. Use of come and came, stay and stop. 
 
 8. Grammar: Capital Letters. Forms of Subject. The Comma. 
 Clauses. 
 
 0. Special Poem: October's Bright-Blue Weather.-HJackson. 
 19. Picture: The Lake.— Corot. 
 11. Morals: Topics of second month of second year. 
 
 113 
 
Third Month. 
 
 1. Compositions: The Ducli. The Sheep. 
 
 2. Picture Lessons: A Birthday Gift. Off for America. 
 
 3. iStory and Poem: Arnold Winkeried, God's Will. 
 
 4. Dictation: A poem that has been read. 
 
 5. Punctuation: The comma in a series. 
 
 6. A Letter: See 'Section 39 of the text-book. 
 
 7. Use of in and into. 
 
 8. Grammar: The Apostrophe, Supplying Subjects, Imperative and 
 Interrogative sentences. 
 
 9. Special Poem: Down to Sleep. — Helen Hunt Jackson. 
 
 10. Picture: Road Through the Woods. — Corot. 
 
 11. Morals: See topics for third month of second year. 
 
 Fourth iVIonth. 
 
 1. Compositions: Swimming and Wading. The Rose. 
 
 2. Picture Lessons: The Music Lesson. The Toy Book. 
 
 3. Story and Poem: The Brave Three Hundred. The Captain's 
 Daughter. 
 
 4. Dictation: A poem that has been read. 
 
 5. Punctuation: The comma in the dictation exercise. 
 
 6. A Letter: See Section 40 of the text-book. 
 
 7. Use of got or have got for have. 
 
 8. Grammar: The word there. Predicate modified by a word. 
 
 9. Special Poem: November. — Alice Gary. 
 
 10. Picture: Orpheus and Eurydice. — ^^Corot. 
 
 11. Morals: See topics for fourth month of second year. 
 
 Fifth Month. 
 
 1. Compositions: The Garden. The Potato. 
 
 2. Picture Lessons: Naughty. The End of the Day. 
 
 3. Story and Poem: A Rescue. Gaelic LullaTDy. 
 
 4. Dictation: A selection for a reading lesson. 
 
 5. Punctuation: The period in the dictation exercise. 
 
 6. A Letter: See Section 40 of the text-book. 
 
 7. Use of O and Oh. 
 
 8. Grammar: The Predicate modified by a phrase. 
 
 9. Special Poem: Twenty-third Psalm. — Bible. 
 
 10. Picture: Dance of the Nymphs. — Corot. 
 
 11. Morals: See topics for fifth month of second year. 
 
 Sixth Month. 
 
 1. Composition: The Flag. Examination. 
 
 2. Picture Lesson: Lessons in Boat Building. 
 
 3. iStory and Poem: The Eider Duck: the Sand-piper. 
 
 4. Dictation: A Selection from the reading lesson. 
 
 5. Punctuation: The question mark. Use. 
 
 6. A Letter: See Section 41 of the text-book. 
 
 114 
 
7. Use of is and are, was and were. 
 
 8. Grammar: Object Complement. Capitals. 
 
 9. Special Poem: Children's Hour.— Longfellow. 
 
 10. Picture: Landscape with Cottages.— Corot. 
 
 11. Morals: See topics for sixth month of second year. 
 
 DIRECTIONS. 
 
 1. See general suggestions for Third Year. 
 
 2. Alternation: Fourth year language should be taught during the 
 school year 1912-13; third year language during the year 1912. 
 
 5— ARITHMETIC. 
 First Month. 
 
 Text-book. — Multiplication, Lessons 17 to 21 inclusive. Division, 
 Lessons 21 to 27 inclusive. 
 
 Supplementary. — Give short daily drills upon the Primary Num- 
 ber Facts taught in the preceding grades. The facts of the Multiplica- 
 tion and Division tables should be illustrated with rectangles in which 
 the length and hreadth are given to find the area, and in which the 
 area and one side are given to find the other side. These facts may 
 toe illustrated by problems like the following: How many tobacco 
 plaints in a lot if there are 9 rows with 12 plants in a row? 
 
 Second Month. 
 
 Text-book Work. — Let the central thought this month be Reduc- 
 tion or the process of making unlike units alike. Before taking 
 up the text-book, give problems that will make the children see the 
 necessity of such a process, e. g.: What will 2 quarts and 1 pint of 
 molasses cost at 5 cents a pint? Don't explain. Begin the text-hook 
 work with lessons on Compound Numbers 66, 67 and 68. Follow this 
 work up with lessons in Fractional Units 24, 25, 26 and 27. Teach 
 with objects first; use divided circles, squares, etc. Never forget 
 that the idea, the image, the real process must precede the symbol, 
 the figure process. 
 
 Supplementary Work. — As each lesson in the text is mastered, it 
 should be applied to the affairs of home life. 
 
 Third Month. 
 
 Text-book Work. — Addition, or the process of uniting numbers 
 of similar units into a common sum, is the leading subject for this 
 month. Addition of integral and fractional units, like and unlike 
 units should receive attention. Review the lessons on Addition in the 
 text-book, drilling for rapidity and accuracy. Apply addition to the 
 problems in Lesson 37. Teach Lesson 38. Apply addition to Lessons 
 56, 57, 58. 
 
 Supp^iementary Work. — The teacher and students should hring 
 in numberless problems arising out of the home life of the children 
 and involving the principles studied during the month. 
 
 115 
 
Fourth Month. 
 
 Text-book Work.— For this month Subtraction is the principal 
 theme. Teach the suhtraction of integral and fractional units; like 
 and unlike units. Review the lessons in Subtraction in the text drill- 
 ing for accuracy and speed. Teach Lessons 39, 40 and 41. 
 
 Supplementary Work. — ^Continue the work of supplementing the 
 text-book work with problems arising out of the home life of the chil- 
 dren. 
 
 Fifth Month. 
 
 Text-book Work. — Review the Multiplication Table and the text- 
 book lessons in Multiplication. Apply multiplication to both integral 
 and fractional units. Give reviews almost daily in parts of preceding 
 lessons of the year. Teach Lessons 42, 44. 
 
 Supplementary Work. — Problems arising out of the home life ol! 
 the children. 
 
 Sixth Month. 
 
 Text-book Work. — Partition and Division are the subjects of 
 study. Partition is a process of separating a number or a quantity 
 into equal parts; Division is a process of measuring, of finding how 
 many times another number as a measure is contained in the given 
 number. These processes are not the same and should not be con- 
 fused with each other. Find 1-3 of $9 is partition; the result or part 
 is $3. How often are $3 contained in $9 is division; the result is 3 
 times. Teach Lessons 30 and 33. 
 
 Supplementary Work. — Teach the class to divide, to measure 
 one similar fraction by another; as 8-9ths divided by 2-9ths, 2-3ds 
 divided by l-6th, etc. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. Text-Book.— iThe intellectual Arithmetic should be completed 
 to Fractions; the lessons in fractions involving a single process, that 
 can be taught objectively, and that do not involve smaller fractions 
 than twelfths should be taught; and the lessons 69, 70 and 71 in Com- 
 pound Numbers should be learned. 
 
 2. Method. — The method herein suggested continues the "spiral," 
 not however, the extreme spiral. The class should be held to one 
 subject until it is learned. The numbers from 81 to 144 are to be 
 mastered and fractions to twelfth. The various operations with these 
 numbers are to be taught and their applications to home life. 
 
 (a) Operations. — The various operations are addition, subtrac- 
 tion, multiplication, division, partition and reduction. These opera- 
 tions should involve both integral and fractional units. There is no 
 more difficulty in operating with fractional units than with integral 
 units unless the method makes it so. But the child must know the 
 
 116 
 
unit as a unit. The children should be taught to add, subtract, multi- 
 ply, and divide, using integral and fractional units interchangeably. 
 One student may add 5 bu., 6 bu., and 8 bu.; another 5-12ths, 6-12ths, 
 and S-12ths. Let me repeat there is no more diflficulty in dividing 
 9-12ths by 3-12ths than in dividing 9 apples by 3 apples; nor in find- 
 ing one-third of 9-12ths than in finding one-third of 9 apples. 
 
 The students should be taught from the first that they can not 
 add, subtract, multiply and divide numbers unless they express units 
 exactly alike. They should be taught, also, from the start, that Re- 
 duction is the way or process of making unlike units alike. After 
 the students have learned, pints, quarts, and gallons, they should be 
 challenged with such questions as: how many pints in three quarts 
 and two pints? how often are two quarts contained in twelve pints? 
 etc. Also with fractions: how many sixths can be made of one half 
 and two-thirds? 
 
 Concentration is the very soul of good teaching, therefore, when 
 the class takes up any one kind of operation, it should stick to that 
 operation until it Is thoroughly learned. That is the class should not 
 study addition one day and subtraction the next, and so on; but it 
 should stick to addition until the desired impression is made. The 
 teacher should not forget that there is a time element in learning. 
 
 Note. — The Third and Fourth grades are taught together in 
 Arithmetic, but from the very nature of the case, the courses are 
 kept distinct from each other: i. e. they are not alternated. 
 
 6— HOME GEOGRAPHY AND NATURE STUDY— ANIMATE. 
 For Third and Fourth Grades. 
 
 No work in Nature Study should be undertaken without a clear 
 conception on the part of the teacher of the motive or purpose of 
 teaching it. There is nothing more fascinating to the child than a 
 broad view of nature, but the work must not be deep for the younger 
 pupils. The young child soon tires of "drudgery" and too much 
 routine. 
 
 The place to study a few types and to study them thoroughly 
 is in college. The duty of an elementary school is to give a broad 
 view of all parts and to create and maintain the pupil's interest by 
 gradual development and then will follow the desire for a more 
 thorough knowledge, while the habit of observing correctly will have 
 been acquired. 
 
 Do not tell the child facts that he can find out for himself. 
 Question him in such a way as to cause him to observe the facts and 
 then let him describe what he sees. If one question does not lead 
 him to observe all the facts, then ask other questions until the 
 child observes all of the important facts to be learned. See that 
 the descriptions are given in good English, and in the child's own 
 language. Suggest other words that might be more appropriate in 
 
 117 
 
the description. Induce concise and clear statements in methods of 
 expression. When conclusions are to he drawn, see that they are 
 correctly drawn. 
 
 Do not make the mistake of attempting to go heyond the power 
 of the child to understand. For study, use those things which are 
 common and appeal to the child nature. If the subject is flowers 
 or leaves, let the child observe for himself as he sees them in the 
 fields or by the wayside as he goes to and from school and then let 
 him tell you what he sees. Do not separate the flowers or leaves 
 from the plants themselves, but let the leaf be studied as a part of 
 the entire plant, and so let him come to see how the one differs from 
 the other and the use which the part serves to the plant^ 
 
 Do not go too rapidly. One question will suggest another. Carry 
 the studies outlined so far as the interest of the pupil is sustained 
 and their intellectual development enables them to discover facts for 
 themselves under your guiding and stimulating influences. 
 
 It will be well to take up the matter to he studied in the follow- 
 ing order: 
 
 1. Observation and oral description. That is, what do you see, 
 and how do you describe it? 
 
 2. Make an outline drawing of the parts and of the object 
 studied. 
 
 3. Write a composition describing what you have seen. 
 
 By this method of study the power of quick observation is trained 
 and the power of clear and concise statements of facts is developed. 
 In making the drawings the pupil acquires skill in drawing and train- 
 ing for the eye and hand. In composition writing he completes this 
 study, rounds out his power of expression, learns correct spelling, 
 and fixes the whole permanently in his mind. 
 
 The teacher should be supplied with books to aid and serve as 
 guides in suggesting questions and methods of study. There should 
 also be a good library of literature suitable for the child to read after 
 the subject has been well studied from the object itself. The value 
 of nature study does not depend upon the ability to answer a long 
 series of questions, but is to be found in the training the pupil re- 
 ceives, in the acquired ability to observe well, reason intelligently, 
 and above all, in developing a love for Nature herself. 
 
 The habit of observation is developed by seeing and describing 
 the most common things and those with which we are most familiar 
 in childhood. The man or woman who failed to acquire the habit of 
 observing accurately during the period of childhood and youth is but 
 poorly educated. Nature study, when properly taught, will '''> more 
 to develop these powers than any other known study. 
 
 118 
 
First Month. 
 
 Select as many kinds of wild and cultivated flowers as possible 
 and study color. Compare color of leaves and of grasses. What col- 
 ored flowers do bees and butterflies frequent most commonly? What 
 do bees and butterflies frequent flowers for? How do they get the 
 sweets or nectar? Where in the flowers is the sweet located? 
 Where do these insects stay at night? Put a few of the large green 
 and brown worms, also caterpillars, in small boxes covered with 
 mosquito netting. Give them for food some leaves from plants, such 
 as they were found on. See how they eat. Watch their daily change. 
 (They may be kept until spring and observed in coming out from the 
 winter protection.) 
 
 Health. — The frame-work of the body. Shape and material of 
 bones. Names and location of large bones. Health of bones. 
 
 Second Month. 
 
 See how many kinds of goldenrod you can find. How do they 
 differ? Where do goldenrods grow? Draw outlines of flowers and 
 leaves studied^ Other flowers treated same way. 
 
 Describe the meadow lark. Its size, color and song. What is 
 its food? Its habits? Is it a bird that likes to make its home about 
 man? In same manner observe the robin. Note difference and re- 
 semblances to meadow larks. The English sparrow. The wood- 
 pecker, the hawk. Can you distinguish these birds by appearance, by 
 song? Make outline sketches of birds. 
 
 (Drawings should be made as a part of every study.) 
 
 Health. — Foods, 'Sources, Kinds, Drinks 
 
 Third Month. 
 
 What animals are covered with hair? What ones with wool? 
 What ones with fur? What ones with feathers? What is the differ- 
 ence between hair, fur, and wool? Which covering is for protec- 
 tion against the cold? Which against the rain? How does the hen 
 differ from the goose in this respect? In what way does the foot of 
 the cat differ from that of a dog? Name animals having feet re- 
 sembling the cat, the dog. Is the fox most like a cat or a dog? Why 
 does the cat have short, heavy fore legs and long slender hind legs? 
 How do the legs of the hound differ from those of the cat? Why? 
 Which do the legs of the rabbit most resemble, dog or cat? What 
 are the advantages to him? What is the food of each of these ani- 
 mals? Where do they make their homes? 
 
 Health. — >Digestion and Assimilation. 
 
 Fourth Month. 
 
 What class of wild animals remains with us? Are these covered 
 
 with hair, fur, or wool? What has become of the other wild animals? 
 
 What is the food of the cat, dog, rabbit, deer, bear, squirrel? In 
 
 making a jump or spring, how does the cat differ from the rabbit? 
 
 119 
 
How does the rabbit run? Note some of tbe other animals mentioned. 
 What is a beast of prey? Note the difference in manner of taking 
 food by the cat, dog, horse, cow, sheep, hen, Wliich use their paws 
 or feet in connection with eating, and how? Which make use of 
 their lips in eating? Notice difference in use of jaw, tongue and teeth, 
 study kinds of teeth and their use. Which can eat the shortest pas- 
 ture grass, the horse, sheep, or cow, and why? What is the differ- 
 ence between a cat's tongue and that of a dog? What is the advan- 
 tage? In what respect is the cow's tongue like that of the cat? Why? 
 Health. — Circulation and Respiration. 
 
 Fifth Month. 
 
 Of the animals remaining with us during the winter, name the 
 food of each. What animals store up food? What kind of food do 
 they store up? What insects store up winter food and how and 
 where? Have the other animals migrated like the birds? What is 
 hibernation? Do hibernating animals have no food for the winter? 
 What is the difference between the shape of the teeth of the cat, 
 mouse, cow, sheep, and horse? Which animals tear their food, which 
 grind, which gnaw? How many kinds of teeth have you? What is 
 the use of each? What causes toothache? The outside of the teeth 
 is a hard enamel, why? Should we crack nuts with our teeth? Why? 
 Will brushing and washing teeth prevent their decay? Why? When 
 should they be brushed and how? 
 
 Health. — Muscles. Exercise. The Skin. 
 
 Sixth Month. . 
 
 What use is made of fur, wool, hair, feathers, and skins? Where 
 does cotton for cloth come from? From what is linen made? Study 
 the fibers in flax. Why do we wear woolen in winter and cotton 
 in summer? Why is fur worn about the hands and neck? Why do 
 we wear light colors in summer and dark or black for winter? We 
 put on heavy clothing for winter wear. Do animals and birds make 
 any such change? How? How do birds differ from other animals? 
 How do land birds and water birds differ? What are birds of prey? 
 Name some birds of prey. How do their bills differ from other birds? 
 Where do these different types of birds stay, and what is their food? 
 Of what use in flying is the tail? What is the difference between 
 down, a feather, and a quill? Are feathers waterproof? How are 
 feathers arranged on the bird? Why? How on the wing? Why? 
 How on the tails? Why? How do the feathers of swimming birds, 
 like ducks and geese, differ from those of the hen and turkey? 
 
 Health.— The Brain and the Nerves. The Senses. 
 
 120 
 
Seventh Month. 
 
 Gather some twigs from different kinds of trees. Examine ar- 
 rangement of the buds. Cut the twig crosswise. What do you see? 
 Descrihe parts. Is there any sap flowing? Cut the twig lengthwise 
 and note parts from bark to center. What causes the circular rings 
 seen in cross section? How does the pith differ from rest of twig? 
 Does pith extend all the way to the bud at the end? 
 
 Examine pebbles. What causes them to become rounded? Are 
 they all alike in appearance? In color? In weight? Why are the 
 days longer now than in December? Why is it warmer in the spring 
 than in December? What becomes of the snow? Watch for any new 
 birds that are coming back. Keep record. Describe habits. 
 
 Eighth Month. 
 
 Once a week examine a twig from some tree or shrub and note 
 changes; see where the new leaves come out. Describe the English 
 sparrow, meadow lark, robin, and blackbird What is their food? 
 Where do the young plants come from that are just coming out of 
 the ground? The grass, the weeds? 
 
 Watch for the first appearance of insects, describe each kind, 
 and find what its food is. 
 
 Ninth Month. 
 
 Where do the following birds built their nests: meadow lark, 
 blackbird, robin, sparrow, etc.? Of what do they build their nests? 
 How do they build them? Why is it wrong to destroy the birds and 
 their eggs? Prom some pond or slough gather a mass of frogs' eggs 
 and place in large jar or pail and watch for the young to hatch. 
 
 Why do horses and cattle shed their hair in the spring? Do but- 
 terflies, moths, etc., shed their winter coats? How? Why? 
 
 What change does man make? 
 
 Study leaves, their growth, shape, markings, change in color, etc. 
 What are leaves for? Watch the development of flowers, their color, 
 perfume, etc. 
 
 BOOKS FOR PUPILS AND TEACHERS IN NATURE STUDY. 
 
 Nature Study, Jackman. 
 
 All the Year Round. Strong, 
 
 The Farmstead, Roberts. 
 
 Out Door Studies, Needham. 
 
 Bird World, Stickney. 
 
 Plants and Their Children, Mrs. Dana. 
 
 Nature-Study for Grammar Schools. Jackman^ 
 
 Seed Travelers, Weed. 
 
 Short Stories of Our Shy Neighbors, Mrs. Kelly. 
 
 121 
 
Botany Readers, Newell. 
 The Foods of Plants, Laurie. 
 Plant World, Bergen. 
 Little Flower People, Hale. 
 Ants, Bees, and Wasps, Lubbock. 
 A Hand Book of Nature Study, Lance. 
 /Chemistry of Soils and Fertilizers Snyder. 
 Seed Dispersal, Beal. 
 Stories of Insect Life, Weed. 
 Seed Babies; Flowers and Their Friends; and a Few Familiar 
 
 Flowers, Morley. 
 Friends and Helpers, Eddy. < 
 The Fertility of the Land, Roberts, 
 Way of Wood Folk, Long. 
 Natural History Series, Johonnot. 
 Animal Memoirs, Lockwood. 
 Home Studies in Nature, Treat. 
 Elements of Botany, Bergen. 
 Nature Study in the Elementary School, Wilson. 
 Nature Study and Life, Hodge. 
 
 The last named text should be in the hands of every teacher. It 
 sets forth the things best worth knowing in Nature Study. 
 
 7— GENERAL EXERCISES. 
 I. Agriculture. 
 
 1. Farm crops. 
 
 Si Corn — Preparation of soil, plowing, enriching. 
 
 b. Cotton — Uses in cloth, thread, rope, etc., where grown. 
 
 c. Tobacco — Cutting, methods of curing, stripping, marketing. 
 
 d. Sorghum — Planting, cultivation, stripping and cutting. 
 
 2. Garden and orchard. 
 
 a. Cherry — Varieties, uses as food, canning, bird pests. 
 
 b. Cabbage — Sowing, hotbeds, transplanting, cultivation, storing 
 
 for winter, uses as food. 
 
 3. Domestic animals. 
 
 a. Hogs — Killing, salting and curing of meat, rendering of lard. 
 
 b. Sheep — Care, feeding, watering, salting, housing. 
 
 4. Miscellaneous. 
 
 a. Farm implements — Binder, mower, hay rake. 
 
 b. Ditches — Draining of swamps and sloughs, on hillsides to pre- 
 
 vent erosion, for draining around house and barn. 
 
 c. Painting and whitewashing — Trees, fences, buildings and out- 
 
 houses. 
 
 122 
 
M. Nature Study. 
 
 1. Animals. 
 
 a. Domestic — Chicken, turkey, duck, goose. 
 
 b. Birds — Catbird, kingbird, cowbird, redstart, flicker, vesper spar- 
 
 row, browD tlirasher, wliite-breasted nuthatch, red-breasted 
 nuthatch, t^uail, partridge, prairie chicken. 
 
 c. Frogs and salamanders — Green frog, spotted salamander. 
 
 d. Fishes — Suckers^ 
 
 e. Insects— Codling moth, tent caterpillar, cankerworm, red ad- 
 
 miral, appletree borer, fall webworm, apple-leaf crumpler, car- 
 pet beetle, white-marked tussock moth. 
 
 f. Miscellaneous — Spiders and harvestmen. 
 
 2. Plants. 
 
 a. Wild flowers — Meadow rue, purple aven, Indian pipe, sundew, 
 
 shad bush, saxifrage, lady's slipper, blue-eyed grass, thorough- 
 wort, jack-in-the-pulpit, corn cockle. 
 
 b. Garden — Parsnips, sage, horseradish. 
 
 c. Fruit — ^Apple. 
 
 d. Trees — Butternut, mulberry. 
 
 e^ Flowerless plants — mushrooms, poisonous amanitas. 
 
 3. General. 
 
 Thunder, lightning — How caused, relation to rain. 
 
 III. Household Arts. 
 
 1. The dining room — Light, location in house, proper furniture, cur- 
 
 tains, decoration, plate rail. Table service — Kind of table, table 
 linen, decorations, laying of silver, placing plates, napkins, 
 glasses. 
 
 2. Food. Potatoes, sweet and Irish — ^Varieties, how to choose and 
 
 keep, food value, preparation for food, reasons for cooking, 
 economy in paring. 
 
 3. Clothing. Wool — ^Source of supply, preparation for market, manu- 
 
 facturing processes, kinds of wearing apparel made from, pro- 
 tection from moths, laundering, spinning, weaving. 
 
 4. Sanitation problems — How the family disposes of its wi ^te, cellar, 
 
 sewerage, garbage, vents for gases, disinfectants. 
 
 5. Water — Sources of supply, uses, hard and soft, softening of hard 
 
 water, care of wells, filtering and boiling for purifying, use of 
 individual drinking cups, windmills and private water systems. 
 
 123 
 
FIFTH YEAR. 
 
 TEXT BOOKS. 
 
 STATE ADOPTION— Fourth Reader; Pronouncing Speller; Ele- 
 mentary Steps in English, Part Three; Primary Geography; Intel- 
 lectual Arithmetic and Elementary Arithmetic; Primary History; 
 Essentials of Health; Writing Book No. 3. 
 
 SUPPLEMENTARY BOOKS (suggested)— Jones' Fifth Reader; 
 Stepping Stones No. 5; Brook's Reading by Grades, V; Lights to Lit- 
 erature, IV; Baldwin's Reading by Grades, IV; Cyr's Reading by 
 Grades, V; Beautiful Joe; Stories of Heroic Deeds; Ways of Wood- 
 folks; Our Birds and Their Nestlings; Waste Not, Want Not, Stories; 
 Alice in Wonderland; Northern Europe (Youth's Companion Series). 
 
 CORRELATIONS AND ALTERNATIONS. 
 
 1. Teach the Fifth Grade Course during the school years 1911-12 
 and 1913-14, omitting entirely the Sixth Grade Course. 
 
 2. Alternate the Fourth Reader and the Primary History, using 
 the history largely as a reader. 
 
 3. Correlate Writing with Language^ 
 
 4. Spelling will be correlated as in Sixth Grade. 
 
 5. Alternate Primary Geography and Essentials of Health, giving 
 the first tw^o weeks of each month to Geography and the last two weeks 
 to Physiology. 
 
 6. Correlate the General Exercises as in the Sixth Grade. 
 
 7. The Fifth Grade students and the Sixth Grade students constl? 
 tute one class, the Fourth Class of the school, and they recite the same 
 lessons. 
 
 SYNOPSIS OF FIFTH YEAR COURSE. 
 
 1. Reading: First Thirty Lessons of the Fourth Reader. 
 
 2. Writing: Copy Book No. 3, Drills. 
 
 3. Spelling: The Speller as outlined. Supplementary Lists. 
 
 4. Language: Steps in English, Part Three as outlined by the month. 
 
 5. Arithmetic: Text Books completed through Compound Numbers 
 
 as outlined by the month. 
 
 6. Geography: The Text Books completed through the Minor Coun- 
 
 tries of North America as outlined by the month. 
 
 7. Physiology: Text completed through the Lymphatics. 
 
 8. History: The Text Book through the Inter-Colonial Wars. 
 
 9. General Exercises: Singing, Drawing, Hand-work, Agriculture, and 
 
 Household Arts. 
 
 124 
 
THE COURSE OUTLINED BY THE MONTH. 
 
 READING AND LITERATURE. 
 
 First Month. 
 
 Prose: Young Benjamin Franklin, A Hard Word, and The Jour- 
 ney of Life. 
 
 Poetry: A Song, and What I Live For. 
 
 Second Month. 
 
 Prose: True Manliness, A Boy on a Farm, and The Eagle. 
 Poetry: Try Again, and The Miller of Dee. 
 
 Third Month. 
 
 Prose: The Old Eagle Tree, A New Kind of Fun, and Two Ways 
 of Telling a Story. 
 
 Poetry: Meddlesome Mattie, and The Blind Men and the Elephant. 
 
 Fourth Month, 
 
 Prose: Harry's Riches, Watska, and Harry and His Dog. 
 Poetry: A Happy New Year, and Jeanette and Joe. 
 
 Fifth Month. 
 
 Prose: If I Were a Boy, The Right Way, and An Adventure with 
 Wolves. 
 
 Poetry: Little Boy Blue, and The Tempest. 
 
 Sixth Month. 
 
 Prose: The Farmer and the Fox, and At Rugby School. 
 Poetry: The Old Oaken Bucket, Hiawatha's Childhood, and Some- 
 body's Darling. 
 
 SUGGESTIONS FOR FIFTH AND SIXTH YEAR READING AND 
 
 LITERATURE. 
 
 1. The teacher and the students should study the suggestions in 
 the Elocutionary Introduction to the Fourth Reader and follow them. 
 
 2. Give drills upon emphasis. Inflection, force and volume, enun- 
 ciation, accent and position. Do not neglect these important matters. 
 Encourage the students to practice at home^ A good voice and a 
 healthy, graceful body are invaluable possessions. 
 
 3. The words defined at the close of the lessons should receive 
 careful attention as to spelling and definition. Teach the use of the 
 dictionary. The '"Exercises" at the close of some lessons are in- 
 tended to suggest the exercises that the teacher should plan at the 
 close of every lesson. 
 
 125 
 
4. The habit of careful reading is of infinite value, while careless 
 reading is one of the worst mental vices. The great end of all in- 
 tellectual education is the formation of right mental habits. 
 
 5. This course plans for a definite amount of reading each month 
 in Prose and Poetry. The students are to learn how to read real 
 masterpieces, what to look for in them, how to appreciate and enjoy 
 them. The untrained teacher will do well to follow the directions 
 given below: 
 
 (1) The student should read the selection from beginning to 
 end without stopping to get a general idea of it and to enjoy it. 
 
 (2) He should study the words, the sentences and paragraphs, 
 the stanzas, and the larger divisions of the selection. 
 
 (3) He should look up carefully all allusions historical, geograph- 
 ical or otherwise. 
 
 (4) He should discover and explain the figures of speecfiT iTany, 
 
 (5) He should occasionally have his attention called to the gram- 
 mar of a sentence by questions asking for the antecedent of a pro- 
 noun or the subject of a verb. 
 
 (6) His attention should be called to the choice of words; some- 
 times he should be asked to substitute a synonym for some word in 
 a sentence. 
 
 7. The student should learn to classify the selections read as to 
 the kinds of prose and poetry. He should know description from nar- 
 ration, and he should be able to state whether a poem is a lyric or 
 an epic. There is no reason why a child in the Fifth Grade or the 
 Sixth Grade should not think of poetry as measured discourse, no 
 reason why he should not learn to divide a line of simple poetry into 
 poetic feet and to know at sight the kinds of feet most common in 
 the poems he reads. There is no reason for putting off these simple 
 things to the High School. 
 
 2— WRITING. 
 
 Fifth and Sixth Years. 
 
 A strong muscular movement should be developed during the fifth 
 and sixth years. Be careful that pupils are forming correct habits 
 of position at the desk and of pen-holding. The short letters should 
 now be made with a pure muscular movement, while the extended 
 letters may be made by combining the action of the forearm and 
 the finger movements. After practice upon the oral exercises, both 
 direct and indirect, it is well to take up the letters in regular order 
 and make movement exercises out of them, the teacher counting for 
 the downward strokes to secure uniformity of movement. Practice 
 small n, then the m, joining them in an exercise, after which practice 
 joining the small o, being careful to close it at the top Put a great 
 deal of work upon the small words such as man, mum, etc. Be care- 
 ful to get the angle of the m at the bottom and of the u at the top. 
 
 126 
 
An important element in writing is uniformity of slant. The 
 downward strokes determine the slant which should be about 15 de- 
 grees. 
 
 The pen must be held lightly. Do not permit the pupil to allow 
 his hand to rest upon the fleshy part, but see that the hand glides 
 lightly upon the nails of the third and fourth fingers. 
 
 SPELLING AND WORD STUDY. 
 First Month. 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: figures, notation, thousand, reduction, 
 cipher, continent, island, Caucasian, frigid, axis, bacteria, hygiene, 
 physiology, skeleton, periosteum, history, wigwam, tomahawk, mari- 
 ner, Iceland. 
 
 2. Spell names of familiar objects seen in city or country. Cor- 
 relate Lessons 133 and 135. 
 
 3. Homophones in Lesson 209, 
 
 4. Synonyms in Lesson 180. 
 5'. Antonyms in Lesson 65. 
 
 6. Word-building: Lists to which under can be prefixed. Lesson 
 109, Part Two. 
 
 7. Pronounce words in Lessons 244 and 247, Part One. 
 
 8. List correlated with Geography. Lesson 9, Part Two. 
 
 9. Unclassified lists: Lessons 118, 120, 121, 123 and 124. 
 
 Second Month. 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: addition, subtraction, equality, min- 
 uend, subtrahend, Greenland, peninsula, canyon, Appalachian, drain- 
 age, muscle, tendon, voluntary, oxygen, calisthenics, Columbus, Isa- 
 bella, Salvador, Amerigo Vespucci, champlain. 
 
 2. Spell the names of tools used by the farmer. Correlate Les- 
 son 139. 
 
 3. Homophones in Lesson 211. 
 
 4. Synonyms in Lesson 187. 
 
 5. Antonyms in Lesson 67. 
 
 6. Word-building: Lists of words to which ship can be suffixed. 
 Lesson 40, Part Two. 
 
 7. Pronounce words in Lessons 136 and 137. 
 
 8. Unclassified Lists: Lists 125, 127, 129, 130 and 131. 
 
 Third Month. 
 
 1. Pronounce and spell the difficult words in the lessons of the 
 month, such as the following: multiplication, product, abstract, con- 
 crete, multiplicand, St. Lawrence, Chesapeake, Sierra, manufacture, 
 commerce, digestion, tonsil, membrane, pharynx, esophagus, colony, 
 Plymouth, adventuress, Powhattan, Berkeley. 
 
 127 
 
2. Spell the names of articles found in a dry goods store. Les- 
 son 1*42. 
 
 3. Homophones in Lesson 214. 
 
 4. Synonyms in Lesson 193. 
 
 5. Antonyms in Lesson 69. 
 
 6. Word-buiMing : Lists to which ize can be suffixed. Lesson 
 64, Part Two. 
 
 7. Pronounce the words in Lessons 138 and 139. 
 
 8. Unclassified lists: Lessons 132, 134, 136, 137, 'and 138, Part 
 
 One. 
 
 Fourth Month 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: division, remainder, dividend, quotient, 
 divisor, quarry, Massachusetts, Providence, granite, cataract, albu- 
 men, ferment, distillation, chocolate, beverage, Mayflower, Puritan. 
 Massacoit, Quakers, witchcraft. 
 
 2. Spell the names of articles found in a hardware store. Les- 
 son 144. 
 
 2. Homophones in Lesson 217. 
 
 4. Synonyms in Lesson 198. 
 
 5. Antonyms in Lesson 71. 
 
 6. Word-building: Lists to which ess can be suffixed. Lesson 
 70, Part Two. 
 
 7. Pronounce words in Lessons 141 and 142, Part Two. 
 
 8. Unclassified: Lessons 140, 141, 143, 145, 147 and 149. 
 
 Fifth Month. 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: Debtor, creditor, denominate, receipt, 
 balance, turpentine, southern, tobacco. Savannah, irrigation, alcohol, 
 cigarette, gastric, circulation, pulmonary, Manhattan, Stuyvesant, 
 toleration, Catholic, Oglethorpe. 
 
 2. Spell the names of articles found in a drug store. Lesson 146. 
 
 3. Homophones in lesson 221. 
 
 4. Synonyms in Lesson 200. 
 
 5. Antonyms in Lesson 81. 
 
 6. Word-building: Lists to which dis may be prefixed. Lesson 
 93, Part Two. 
 
 7. Pronounce words in Lessons 144 and 145. 
 
 8. Lessons correlated with Geography, 17, 20, 24 and 29, Part 
 Two. 
 
 9. Unclassified Lists: Lessons 150, 152, 153, 155 and 157. 
 
 128 
 
Sixth Month. 
 
 1. Pronounce and spell the difficult words «f the lessons of the 
 Konth, such as the following: avoirdupois, rectangle, cubic, rectan- 
 gular, miscellaneous, Canada, Eskimos, mackerel, Bahamas, Haiti, cor- 
 puscle, capillary, vein, inflammation, lyrtiphatic, inter-colonial, British, 
 Washington, DuQuesne, Quebec. 
 
 2. Spell the names of articles found in a grocery store. Les- 
 son 148. 
 
 3. Homophones in Lesson 223^ 
 
 4. Synonyms in Lesson 205. 
 
 5. Antonyms in Lesson 85. 
 
 6. Word-building: Make lists to which fore, ante and pre may 
 be prefixed. Lesson 94, Part Two. 
 
 7. Pronounce words in Lessons 146 and 148. 
 
 S. Unclassified Lists: Lessons 156, 158, 161, 162 and 164. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The Fifth and Sixth Year Courses should be alternated in crowded 
 schools. The Fifth Year Course should be taught in the odd years 
 and the Sixth Year Course in the even years^ The courses for these 
 two years follow the same plan as for the third and fourth years. 
 
 Lessons in pronunciation have been added. In assigning these 
 lessons the teacher should pronounce each word distinctly before 
 the students try to do so. If possible to avoid it, a student should 
 never hear a word mispronounced. 
 
 Lessons selected from Arithmetic, Geography, Physiology and 
 History, and correlated with the lessons in those studies, have been 
 introduced as types of the kinds of words which should be selected. 
 These words should be taught with the study from which they have 
 been selected. 
 
 The "unclassified lists" are to be taught in the order of the text 
 after the classified work has been done. 
 
 4. LANGUAGE. 
 
 First Month. 
 
 1. Compositions: Grain. The Orange. The Lemon. 
 2^ Picture Lessons: A Mute Appeal. Not Invited. 
 
 3. Story and Poem: Alexander and Buchephalus. My Old Ken- 
 tucky Home. 
 
 4. Grammar: Parts of Speech. The Noun — Common and Proper 
 Gender, Number, and the Cases. Use of Shall and Will. 
 
 5. Special Poem: Robt. of Lincoln. — Bryant. 
 
 6. Picture: Sistine Madonna. — Raphael. 
 
 7. Letters: See Sections 49 and 50 of the text-book^ 
 
 8. Use of don't, doesn't, isn't, aren't, hasn't and haven't. 
 
 129 
 C. S.— 5 * 
 
Second Month. 
 
 1. Compositions: Coal, Pepper and Salt. The Peanut. 
 
 2. Picture Lessons: Fishing, Summer Pleasure. The Little 
 Mother. 
 
 3. Story and Poem: Then and Now. A Life Lesson. The 
 Bivouac of the Dead. 
 
 4 Grammar: Pronouns, Personal Pronouns, Forms, The Verb, 
 Person, Number and Tense Forms. 
 
 5. Special Poem: To the Fringed Gentian. — Bryant. 
 
 6. Picture: The Transfiguration. — Raphael. 
 
 7. Letter: See Sections 51 and 52 of the text-book. 
 
 8. Use of did and done, saw and seen, wrote and written, spoke 
 and spoken. 
 
 Third Month. 
 
 1. Compositions: The Watch. Water_ Vehicles. 
 
 2. Picture Lessons: Camping Out. For Liberty. A Mishap. 
 
 3. Stories and Poems: Valley Forge. Nathan Hale, A Second 
 Thought. 
 
 4. Grammar: Verbs and Pronouns used together. Principal 
 Parts of Verbs. The verb Be. Verbs, Tense. 
 
 5. Special Poem: Song of Marion's Men. — Bryant. 
 
 6. Picture: Cherubs. — Raphael. 
 
 7. Letter: See Sections 53 and 54 of the text-book. 
 
 8. Use of party and person. 
 
 Fourth Month. 
 
 1_ Compositions: Nuts. The Turkey. The Grape. 
 2. Picture Lessons: The Little Artist. Bubbles. The Casta- 
 ways. 
 
 3. Stories and Poems: Supposed Speech of an Indian Chief. 
 The Flag Goes By. Lexington. 
 
 4. Grammar: Principal Parts of Verbs. The Adjective. Ad- 
 jective phrases and clauses. The Adverb. Adverb, Adverb Phrases 
 and clauses. 
 
 5. Special Poem: Planting the Apple Tree.— Bryant. 
 
 6. Picture. Miraculous Draught of Fishes. — Raphael. 
 
 7. Letters: See Sections 55 and 56 of the text-book. 
 
 8. Use of rather — than, proof and evidence. 
 
 Fifth Month. 
 
 1. Compositions: Fruit. Hemp. Review. 
 
 2. Picture Lessons: Hellen Patterson and the Indians. A Temp- 
 tation, The Doctor. 
 
 3. Stories and Poems: Boone's Escape. Andre to Washington. 
 The Four Sunbeams. 
 
 130 
 
4. Grammar: Adverb^ and the Preposition. 
 
 5. Special Poem: To a Waterfowl— Bryant. 
 
 6. Picture: Angel with Tablet.— Raphael. 
 
 7. Letter: Se Section 57 of the text-book. 
 
 8. Use of try to, kind of, sort of. 
 
 Sixth Month. 
 
 1. Composition: How Improve the School House. Care of the 
 Strawberry Bed. 
 
 2. Picture Lessons: Gleaner's Recall. — Brelori. 
 
 3. Stories and Poems: Boyhood of Longfellow. The Blue and 
 the Gray, — Finch. 
 
 4. Grammar: The Conjunction and the Interjection and Reviews. 
 
 5. Special Poem: Death of the Flowers. — Bryant. 
 
 6. Picture: Deliverance of St. Peter. — Raphael. 
 
 7. (Letter: See Section 58 of the text-book. 
 
 8. Use of guess, except, think. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. See directions for Third Year. They apply to the Fifth and 
 Sixth years. 
 
 2. Alternation. — Fifth year language should be taught during 
 schol year 1911-12, and sixth year language during 1912-13; fifth year 
 language during 1913-14, and sixth year language during 1914-15'. 
 
 3_ The Grammar of both years should be taught inductively. 
 Students at first, should give definitions and rules in their own 
 languages; but later they should learn the accurate definitions of the 
 text-book. 
 
 4. The writer would suggest that during the fifth and sixth years 
 about two-fifths of the language lessons be given to grammar and 
 three-fifths to oral and written composition. 
 
 5. As the students learn the rules of Grammar and Composition, 
 they should be led to apply them in their readers. 
 
 5--ARITHMETIC. 
 First Month. 
 
 1. Notation and Numeration of Simple Numbers. 
 
 2. Addition and Subtraction of Simple Numbers. 
 8. Multiplication of (Simple Numbers 
 
 4. Division of Simple Numbers. 
 
 Second Month 
 
 1. Notation, Numeration and Reduction of United States Money. 
 
 2. Addition, Subtraction and Multiplication of United States Money. 
 
 3. Division of United States Money and Miscellaneous Examples. 
 
 4. Bills and Acounts. Book-keeping. 
 
 131 
 
Third Month. 
 
 1. Reduction of Compound Numbers. Dry Measura. 
 
 2. Avoirdupois Weight and Troy Weight. 
 
 3. Long Measure: Reductions and Applications. 
 
 4. Square Measure: Reductions and Applications. 
 
 Fourth Month. 
 
 1. Square Measures: Areas, Squares and Rectangles. 
 
 2. Square Measure: General Applications. 
 
 3. Cubic Measure Table and Reductions. 
 
 4. Cubic Measure: Application to Rectangular Solids. 
 
 Fifth Month. 
 
 1. Liquid Measure: Reductions and Applications. 
 
 2. Time Measure: Years, Seasons, Months. 
 
 3. Miscellaneous mesaure and Miscellaneous Examples. 
 
 4. Review of the work in Compound Numbers. 
 
 Sixth Month. 
 
 1. Addition of Compound Numbers. 
 
 2. Subtraction of Compound Numbers. 
 
 3. Multiplication of Compound Numbers. 
 
 4. Division of Compound Numbers. 
 
 6— GEORGAPHY 
 First Month. — The Introductory Lessons. 
 Second Month. — North America as a Whole. 
 Third Month. — The United States as a Whole. 
 Fourth Month. — The North Eastern and Northern States. 
 Fifth Month. — The bouthern, The Plateau, and the Pacific Sec- 
 tions. 
 Sixth Month. — The Minor Countries of North America. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Closely correlate Geography, History, Literature and Language. 
 M'ake Geography a thought study. Let over half of the questions de- 
 mand thinking rather than memorizing. Require maps, flat, relief, and 
 production. Secure pictures and railroad maps. Make the study alive. 
 Emphasize the life of the people. 
 
 7_PHYSI0L0GY. 
 
 First Month. — A study of cells, tissues, organs, and system. The 
 Material of the Body, the Bones of the Body and Hygiene of the Bones. 
 
 Second Month. — The Muscles of the Body. Hygiene of the Mus- 
 cles. Calisthenics. 
 
 Third Month. — The Digestive Organs, the Mouth and the Stom- 
 ach, Intestines, Accessory Organ, Digestion. 
 
 132 
 
Fourth Month. — Foods. Drinks, Water. 
 
 Fifth Month. — The Hygiene of Digestion and the Organs of Cir- 
 culation, 
 
 Sixth Month.— The Hygiene of Circulation and the Lymphatic 
 System. 
 
 The slogan of the schools during the year 1913-14 should be Good 
 Health. Let this be the one big idea running through all the work of 
 the school. The teachers of the State, ten thousand strong, should 
 see to it that everybody thinks, talks and works for good health. The 
 schools can and should pay for themselves in good health. The flag 
 of the nation should float over every school house, and, side by side 
 with it. the banner of Good Health. Put mottoes on the walls of every 
 school house, such as "Down with Preventable Disease." 
 
 In the Fifth Grade Course, there are several kinds of lessons in 
 physiology and hygiene; but the one big central thought is FOOD. 
 
 In this connection, children should be given exact and specific in- 
 struction in the care of the teeth. They should form the habit of keep- 
 ing the teeth clean. Lessons of this kind can be given during the 
 lunch hour. It is useless to say and do not. Lead the children to ex- 
 amine their own teeth for decayed spots and have them report to their 
 parents who should call in the dentist. This is all important. 
 
 Children should be given rules for eating, and these rules should 
 be reviewed frequently. If the pupils bring lunches, practice lessons 
 in eating may be given, the teacher setting the example. Table 
 manners should be inculcated; for the refinement of a family or a 
 people can be fairly judged by their methods of preparing and taking 
 foods. When traveling, to know how to deport one's self at the table 
 of a good hotel, is more valuable knowledge than to know how to go 
 from place to place. Manners and self-control are of greater value 
 than geography. Chapter XI and XII deserves special study. Pupils 
 should be taught the foods that contain these constituents. The prin- 
 ciple of balanced ration should be taught and some model "meals" 
 worked out. Every child si^ould know the substances contained in the 
 comon articles of food. The effects of cooking upon these foods should 
 be taught. It would be well for the teacher to weave in a few cook- 
 ing lessons on the common foods. 
 
 The question is often debated whether cooking ought to be taught 
 in school. The answer is that the subject of Foods cannot be taught 
 without it. Cooking is simply a modification of foods. Cooking is to 
 food what the experiment is in chemistry. The only question is, shall 
 the experiments be at school or at home? 
 
 The chapter on Water also, deserves special attention. Pupils 
 should be taught that typhoid fever and other deadly diseases are 
 caused by impure water. They should be instructed how water be- 
 comes impure and how to keep it pure. They should be taught to 
 observe the suroundings of wells and springs at home and school and 
 report bad conditions to the teacher and to their parents. It would 
 
 133 
 
be well if pupils werd taught to observe at all times and at all places 
 the physical Conditions unfavorable to health. Make a study of the 
 picture on page 89 of the text and lead the pupils to notice at home 
 if any conditions similar to that in the picture, prevails. Be tactful 
 in this kind of work; but let the truth be known. Send specimens of 
 the drinking water of the school to the State Board of Health at 
 Bowling Green, and have it analyzed. It may save life. 
 
 These lessons on food, water and digestion are the most important 
 In the course. 
 
 8— HISTORY. 
 
 First Month. — Period of Discovery. Story of Columbus. 
 
 Second IVIonth. — The Period of Discovery. Chapters 1 to 5 in- 
 clusive. 
 
 Third Month. — Make a careful study of Virginia. Chapters 6-9 
 Inclusive. 
 
 Fourth Month. — Teach the New England Group. Chapters 12 to 
 17 inclusive. 
 
 Fifth Month.— The Southern Groups of Colonies. Chapters 10, 
 11, 18, 19 and 20. 
 
 Sixth Month. — A Study of the Inter-colonial Wars. Chapters 21 to 
 25 inclusive. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Make your students love history. Use no method in the name 
 of thoroughness that will cause them to dislike this study. V&e the 
 following supplementary texts: Stories of Heroic Deeds, Four Ameri- 
 can Inventors, Stories of Great Americans, Old Greek Stories, Four 
 American Pioneers, Thirty Famous Stories Retold, Stories of Our 
 Country, Lives and Stories Worth Remembering, Stories of American 
 Life and Adventure, Stories of Great Artists. 
 
 During the Fifth and Sixth Years emphasize the biographical and 
 story side of History. Use much supplemental work. 
 
 9— GENERAL EXERCISES. 
 
 I. Agriculture. 
 
 Aims. 
 
 1. To instruct the pupil in some of the foundation principles of 
 agriculture. 
 
 2. To interest the pupil in farm work and farm life. 
 
 3. To enable the pupil to read agricultural literature intelligently. 
 It is not the purpose to attempt to teach farming out of a book; 
 
 but it is expected that a study of the reasons and principles under- 
 lying agriculture will serve to create an interest in farm life, to pre- 
 vent a dislike for agricultural pursuits, and to explain the meaning 
 of farm processes. The study will also give general konwledge and 
 
 134 
 
culture by teaching some of the principles of the various sciences 
 that relate to farming. The three aims noted above should be kept 
 constantly in mind by the teacher of the subject. This subject is to 
 be taught in connection with Language, etc. 
 1. The Soil. 
 
 (a) Since all products come directly or indirectly from the soil, 
 naturally the work should begin with the soil. Work on this sub- 
 ject should be done in the field, or with the soils collected by the 
 pupils for this purpose in order that the different kinds may be 
 studied and their qualities learned by actual contact. Pupils should 
 be able to recognize and readily name different kinds of soil and 
 state their different qualities. 
 
 Teach: 
 
 1. Kinds of soil. 
 
 2. Qualities and constituents of each kind. 
 
 3. Origin of each. 
 
 4. Uses of soil: (a) To fix plants, and (b) to supply plant food 
 and moisture. 
 
 5. Adaptation of certain soil to certain plants. 
 Pupils should be able to answer the following questions: 
 
 1. What are the principal kinds of soils? 
 
 2. What is the origin of each kind of soil? 
 
 3. Name the qualities of each. 
 
 4. Why is one kind of soil called heavy? 
 
 5. Why is one kind of soil called light? 
 
 6. What is humus? What are its uses? 
 
 7. How may a sandy soil be improved? 
 
 8. How may a clay soil be improved? 
 
 9. What is meant by texture of the soil? 
 
 (b) Water and the Soil — Teach: 
 
 (a) The meaning of the terms free, capillary, and hygroscopic, 
 as related to water in the soil, (b) Chemical processes, (c) Plant 
 tissue. 
 
 1. By experiments, the three kinds of water free, capillary, hy- 
 groscopic, or film. 
 
 2. The uses of water in the soil — 
 
 a. To supply the plant with water. 
 
 b. To dissolve plant food. 
 
 c. To carry plant food. 
 
 d. To aid in chemical processes. 
 
 e. To build up plant tissue. 
 
 3. The water capacity of the different kinds' of soil. 
 
 4. The amount of water needed by plants. 
 
 5. How to conserve soil moisture—* 
 
 a. By draining. 
 
 b. By cultivating. 
 
 c. By adding humus. 
 
 135 
 
6. The importance of water to plant life. 
 
 7. The effect of saturation of the surface soil upon plant life. 
 
 a. Prevents warming in the spring. 
 
 b. Hinders working. 
 
 c. Causes washing and erosion. 
 
 d. Prevents root penetration. 
 
 e. Keeps oxygen from entering the soil. 
 
 8. Drainage — how accomplished, benefits of drainage, kinds ot 
 drainage. 
 
 (c) Tilling the Soil— Teach: 
 
 1. The definition of tillage. Intertillage. 
 
 2. The different kinds of tillage: 
 
 a. General. 
 
 b. Intertillage. 
 
 c. Deep and shallow. 
 
 3. The purpose — 
 
 a. To loosen the soil. 
 
 b. To conserve moisture. 
 
 c. To pulverize the soil. 
 
 d. To dry the soil. 
 
 e. To expose the soil to atmospheric action and weather con- 
 ditions. 
 
 f. To increase amount of available plant food. 
 
 g. To destroy weeds, 
 h. To cover the :?eed. 
 
 4. The time for tillage. 
 
 5. The tools and methods. 
 
 6. The process of plowing. 
 
 7. The time of plowing — spring and fall. 
 
 8. The advantages of each. 
 
 9. Depth of cultivation. 
 
 10. Danger of root pruning. 
 
 (d) Soil Enrichment. — Teach: 
 
 1. Properties and uses of phosphrous, nitrogen, potassium, cal- 
 cium. 
 
 2. The thirteen elements necessary for plant growth. 
 
 3. That phosphorus, nitrogen, potassium, and calcium are the 
 only elements that the farmer needs to provide. 
 
 4. Where each of these plant foods is found, as in barn yard 
 manure, ashes, plowed-under stubble, roots of stubble in leguminous 
 plants, commercial fertilizers, etc. 
 
 5. That plant fod already in the soil may be set free by chem- 
 ical changes which are aided by tilling the soil or adding humus. 
 
 6. Distribution of nitrogen, potassium, and phosphorus in parts 
 of the plants and the relative loss of these elements by the sale of 
 grains and grasses from the farm. 
 
 136 
 
If a school garden is made, plant corn, or some other crops, and 
 put well rotted manure in every other hill. Note the differences in 
 the growth of the plants. Numerous soil experiments illustrating the 
 effect of soil-enrichment should he performed in school by pupils and 
 teachers. 
 
 2. Farm Crops. 
 
 a. Corn — Plowing, harrowing, hoeing, varieties and where each 
 grows best. 
 
 b. Wheat — Preparation of soil, sowing, cultivation. 
 
 c. Tobacco — Protection from pests, spraying, dusting, etc. 
 
 d. Sorghum — Manufacturing and marketing molasses. 
 
 3. Garden and Orchard. 
 
 a. Plum — Varieties, uses as food, canning, planting of tree, 
 
 b. Onions — Planting from seeds and sets, uses as food, storing for 
 winter, marketing. 
 
 4. Domestic Animals. 
 
 a. Hogs — Breds and advantages of each, pen building. 
 
 b. Sheep — Wool and its uses, shearing, preparation for market. 
 
 c. Beef Cattle — Feeding, care, when to buy and when to sell. 
 
 5. The plant. 
 
 a. Food — Water, air, soil. 
 
 b. Growth— Conditions favorable, cultivation, sunlight, moisture. 
 
 6. Miscellaneous. 
 
 a. Farm implements — Thrasher, hay press. 
 
 b. Waste products — Saving manure, using straw for mulch. 
 0. Rainy days on the farm— How utilized. 
 
 If. Nature Study. 
 
 1. Animals. 
 
 a. Domestic — Horse. 
 
 b. Birds — Bobolink, kingfisher, chewink, ovenbird, purple finch, 
 red-eyed vireo, indigo bunting, brown creeper, purple martin, 
 sparrow hawk. 
 
 c. Frogs — Brown frog, red triton. 
 
 d. Fishes — Perch. 
 
 e. Insects — Plant lice, lady beetles, mosquito, regal moth, cur- 
 culios, honeybee, bumblebee, mud wasp, paper wasp. 
 
 f. Miscellaneous — Clam, snail, muskrat, slug. 
 
 2. Plants. 
 
 a. Wild Flowers^Evening primrose, meadow lily, buttonbush, 
 
 jewelweed, bishop's cap, snake's head, sarsaprilla, elecampane, 
 columbine, blueberry, checkberry. spurges. 
 
 b. Garden — Spinach, tomato, cucumber. 
 
 c. Fruit — Plum, apricot, nectarine. 
 
 d. Trees — Black walnut, cedar, juniper, willow, hackberry, larch. 
 
 137 
 
e. Flowerless plants — Mould, yeast foul brood, black knot monilla, , 
 3. General. 
 
 a. Sun — Producer of heat and light, its movements, causes of 
 winter and summer, eclipses. 
 
 b. Moon — Phases, where it gets its light, eclipses. 
 
 III. Household Arts. 
 
 1. The bedroom— light, shades, curtains, wall coverings, decorations, 
 
 furniture, floor and floor coverings, care, ventilation, removal of 
 curtains, decorations, etc., in case of contagious disease, dis- 
 infection. 
 
 2. Food. Milk — Food value, qualities of good milk, cleanliness in 
 
 milking and care of vessels, preparation for churning, Babcock 
 test. 
 
 3. Clothing. Linen— eource, manufacture, uses in articles of clothing, 
 
 handkerchiefs, etc. 
 
 4. Ventilation — importance of, how breathing makes air unfit for use, 
 
 deep breathing, vent during sweeping periods, and in sleeping 
 rooms at night, value of fireplaces in ventilation. 
 
 5. The house fly — typhoid or filth fly, why objectionable and danger- 
 
 ous, how they carry disease, means of extermination, source of 
 breeding. 
 
 SUGGESTIONS 
 
 1. Agriculture — The plan for the year's work in this subject is to 
 
 make a close study of one topic — the Soil — and a general study 
 of several topics, as crops, gardens, orchards, domestic animals, 
 the plant and miscellaneous subjects. The same plan is followed 
 in the sixth, seventh and eighth grades, that is to study closely 
 one or two topics and to study in a general way, several topics. 
 This involves some little repetition but it will do no harm. 
 
 2. Nature Study — The work in this subject will furnish a basis for 
 
 many valuable language lessons as well as to give thought ma- 
 terial. If the teacher will study the plan outlined for third and 
 fourth grades, it will be helpful. 
 
 3. Household Arts — The household arts include a study of foods and 
 
 the methods of preparing them for use, as in cooking; and a 
 study of various kinds of "goods" and ways of preparing them 
 for use, as in sewing. The subject of cooking may be handled 
 in two ways. A small cooking outfit may be procured at small 
 cost, and some experiments may be made and studied at school. 
 Or the students may study bulletins and recipes at school and 
 try the experiments at home. Both methods have been used 
 with success in our rural schools with only one teacher. 
 Hundreds of school in this State have done sewing successfully 
 at school as busy work, or between recitations. 
 The same suggestions apply to all the grades. 
 
 138 
 
4. Manual Training or Farm Mechanics — In all the grades from the 
 fifth to the eighth inclusive, the boys should receive some train- 
 ing at school in these arts. There are three distinct and im- 
 portant ends in view. 1. To teach boys the care and use of 
 tools. 2. To train the boys in habits of accuracy and physical 
 industry. 3. To lead the boys to learn how to make things 
 necessary on the farm or in the home. The saw, the plane, 
 the augur, the chisel, the ax, the hatchet, the knife, the hammer, 
 etc., are the tools with which men build themselves homes. It 
 is necessary, therefore, for every boy and probably every girl 
 to learn how to sharpen these tools and how to keep them sharp 
 and in good condition. It would be well if every school could 
 purchase a full set of tools and a work bench with good vise; 
 but if this is not practicable, the school can borrow from the 
 neighbors, and the boys can make their own bench. Several 
 schools have done these very things. 
 Again, the pupils should learn to be accurate in their work. They 
 should learn to drive a nail true, to saw to a line, and to make a square 
 box. It will be valuable in later life. 
 
 The boys and girls should learn how to make things necessary in 
 the home and on the farm. It will make better homes and better out- 
 buildings. It is unnecessary to name the objects to be made. The 
 need of the school, of the home and of the farm will determine all 
 these Lhings. The idea is to make real things of use and of value, 
 to make them accurate and beautiful and to keep the tools in good 
 shape. 
 
 One school last year built a wood shop on the school grounds, se- 
 cured a set of tools and, as a result eighteen boys stayed in school 
 the full term when they had been in the habit of quitting in the ses^- 
 fion. 
 
 The work of the grades should be adapted to the age and strength 
 of the pupil. 
 
 Manual work should be done in every grade from the First 
 •trough the Eighth. 
 
 139 
 
SIXTH YEAR. 
 
 TEXT BOOKS. 
 
 STATE ADOPTION — Fourth Reader; Pronouncing Speller; Ele- 
 mentary Lessons In Language and Grammar; Primary Geography; In- 
 tellectual Arithmetic and Elementary Arithmetic; Primary History; 
 'Viss'^.ntials of Health; Copy Book No. 4. 
 
 SUPPLEMENTARY BOOKS (suggested): Jones' Sixth Reader; 
 Stepping Stones to Literature, No. 6; Lights to Literature, Book V; 
 ■:> (wm's Reading by Grades, V; Brooks' Reading by Grades, Book 6; 
 Cyr's Reading by Grades, VI; Hiawatha, Being a Boy, Blaisdell's 
 Short Stories from English History; Wilderness Ways, American 
 Book of Golden Deeds. 
 
 CORRELATIONS AND ALTERNATIONS. 
 
 1. Teach the Sixth Grade Course during the School Year 1912-13 
 and 1914-15, omitting entirely the Fifth Year Course these years. 
 
 2. Alternate Fourth Reader and Unitea States Primary History. 
 
 3. Correlate Writing with Language. 
 
 4. Alternate Primary Geography and Essentials of Health, giving 
 same time to each subject. Devote first two weeks of each month 
 to Geography and the last two weeks to Health. 
 
 5. Correlate Drawing with the other studies, using it as a method 
 of expression: Hand Work with Language; Agriculture and Nature 
 Study, with Reading and Language, and the Household Arts with 
 Physiology. 
 
 6. Spelling will be correlated as follows: The "difficult words 
 of the mouth" will be correlated with the subjects from which they 
 have been selected; the spelling of names, word building, and un- 
 classified lists with Language; homophones, synonyms, antonyms, and 
 pronouncing lessons with Reading and History. 
 
 SYNOPSIS OF SIXTH YEAR COURSE. 
 
 1. Reading: Last Thirty Lessons in the Fourth Reader. 
 
 2. Writing: Copy Book No. 4. , 
 
 3. Spelling: Speller as outlined. Supplementary lists. 
 
 4. Language: Elementary Lessons in Language and Grammar com- 
 
 pleted as outlined by the month. 
 
 5. Arithmetic: Text-books completed. 
 
 6. Geography: Primary completed as outlined by the month. 
 
 7. Physiology: Essentials of Health completed as outlined. 
 
 8. History: Primary text completed. 
 
 9. General Exercises: Singing, Drawing, Handwork, Agriculture and 
 
 Household Arts. 
 
 140 
 
THE COURSE OUTLINED BY THE MONTH. 
 
 I^READING AND LITERATURE, 
 
 SIXTH GRADE READING. 
 
 First Month. 
 
 Prose: The Captive, Our National Banner and Burning the Fallow. 
 Poetry: The Star Spangled Banner and Piccola. . 
 
 Second Month. 
 
 Prose: White Ants, Red Ants, and the Four Mac Nicols. 
 Poetry: The Mountain and the Squirrel and Dear Country Mine. 
 
 Third Month. 
 
 Prose: The Ride to London. The Apple and the Story of Captain John 
 
 Smith. 
 Poetry: My Country and The Blue and the Gray. 
 
 Fourth Monthw 
 
 Prose: Good Will and Good Reader. 
 
 Poetry: The Captain's J^'eather, Planting the Apple Tree and the 
 Bugle Song. 
 
 Fifth Month. 
 
 Prose: The Sermon on the Mount and The Golden Touch. 
 Poetry: On the Banks of the Tennessee. A Legend of Bregenz and 
 The Song of Steam. 
 
 'Sixth Month. 
 
 Prose: The Gentle Hand, and Marion's Men. 
 Poetry: Spring and the Pied Piper of Hamlin. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. The Fifth and Sixth Year Classes have been so planned that 
 they may alternate; i. e. hoth 5th and 6th year students may read the 
 Fifth Year Course in 1911-1912 and read the Sixth Year Course in 
 1912-1913. 
 
 2. For method and suggestions see the Directions and iSugges- 
 tions for Fifth Year. Also see suggestions for all lower grades. 
 
 141 
 
2— -WRITING.. 
 
 S—SPELLING AND WORD STUDY. 
 
 First Month. 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: decimal, thousandth, factor, integer, 
 composite, steamship, Australia, Negroes, Indian, Suez adenoids, ven- 
 tilation, larynx, diaphragm, inspiration, revolution, taxation, conti- 
 nental, Mecklenberg, Hessians. 
 
 2. Spell the names of flowers in Lesson 151. 
 
 3. Homophones in Lesson 226. 
 
 4. Synonyms in Lesson 207. 
 
 5. Antonyms in Lesson 87. 
 
 6. Word-building: Lists to which re can be prefixed, as in Lesson 
 100, Part Two. 
 
 7. Pronounce words in Lessons 149 and 151, Part Two. 
 
 8. Unclassified Lists: Lessons 166, 167, 168, 172, 173, 174, 177, 
 Part One. 
 
 Second Month. 
 
 1. Pronounce and spell the difficult words of the lessons of the 
 month, such as the following: numerator, denominator, improper, 
 nineteenths, horizontal, Caribbean, Arctic, plateau, Mississippi, sys- 
 tem, oxidation, conductor, secretion, sweat, membrane, Cornwallis, 
 declaration, treason, Andre, Yorktown. 
 
 2. Spell the names of article of furniture as in Lesson 154. 
 
 3. Homophones in Lesson 229. 
 
 4. Synonyms in Lesson 210. 
 
 5. Antonyms in Lesson 91. 
 
 6. Word-building: Lists to which ment can be suffixed, as in Les- 
 son 34, Part Two. 
 
 7. Pronounce the words in Lessons 152 and 154, Part Two. 
 
 8. Lessons 93, 101, 104, 106, 108, 112, 116. 
 
 Third Month. 
 
 1. Pronounce and spell the diflEicult words of the months, such as 
 the following: fractional, operation, deficiency, prefixing, decimal, 
 equator, Brazil, Amazon, pampas, llama, sympathetic, cerebrum, con- 
 volution, ganglia, function, constitution, capital. Federalist, Tippe- 
 canoe, Ghent. 
 
 2. Spell the names of fishes in Lesson 165. 
 
 3. Homophones in Lesson 231. 
 
 4. Synonyms in Lesson 213. 
 
 5. Antonyms in Lesson 97. 
 
 6. Word-building: Lists to which ant, ent and ist are prefixed, as 
 in Lesson 39, Part Two. 
 
 142 
 
7. Pronounce words in Lessons 155 and 156, Part Two. 
 
 8. Lessons 99 and 190 correlated with Grammar. 
 
 9. Unclassified lists: Lessons 178, 182, 183, 185, 186, 191 and 192. 
 
 Fourth Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: division, invert, annex, sufficient, equivalent, Eurasia, 
 England, Archipeligo, Biscay. Germany, delirium, stimulation, epilepsy, 
 apoplexy, morphine, Louisiana, ceiied, veto, nominee, statesman. 
 
 2. Spell names of musical instruments as in Lesson 169. 
 
 3. Homophones in Lesson 237. 
 
 4. Synonyms in Lesson 218. 
 
 5. Antonyms in Lesson 200. 
 
 6. Word-huilding: Lists to which et, elt, ling, ule, and ettes are 
 suffixed as in Lesson 45, Part Two. 
 
 7. Pronounce words in Lesson 157, Part Two. 
 
 8. Lessons 74, 76, 78 and 83 correlated with Language. 
 
 9. Unclassified lists: Lessons 195, 197 and 201. 
 
 Fifth Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: Africa Sahara, Capricorn, ocean, savage, Egypt, 
 ese, porcelain, camel, Jerusalem, lachrymal, fatigue, yeast, typhoid, 
 disinfect, secession, ordinance, inaugurate, campaign, emancipation. 
 
 2. Spell names of the months and their abbreviations in Lesson 
 171. 
 
 3. Homophones ijt Leson 238. 
 
 4. Synonyms in Lessons 220 and 222. 
 
 5. Antonyms in Lesson 213. 
 
 6. Wordnbuilding: Lists of words to which ness, age, ancy and 
 ency are suffixed as in Lesson 53, Part Two. 
 
 7. Pronounce words in Lesson 158, Part Two. 
 
 8. Unclassified Lists: Lessons 203, 204, 208, 216, 219, 225, 228, 
 234 and 235. 
 
 Sixth Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: Africa, Sahara, Capricorn, ocean, savage, Egypt, 
 Khedive, pyramids, fertile, Sudan, eresipelas, diphtheria, pneumonia, 
 measles, vaccination, submarine, centennial, electoral, administration, 
 tariff. 
 
 2. Titles and abbreviations in Lesson 175. 
 
 3. Homophones in Lesson 212. 
 
 4. Synonyms in Lesson 224. 
 
 5. Antonyms in Lesson 232. 
 
 148. 
 
6. Word-building: Lists containing the suflSx fy as in Lesson 
 67, Part Two. 
 
 7. Pronounce words in Lesson 159, Part Two. 
 
 8. Lessons 14 and 26, Part Two, correlated with Geography. 
 
 9. Unclassified Lists: Lessons 240, 241, 242, 243 and 246. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The courses for the Fifth and Sixth years should be alternated 
 in crowded schools with but one teacher. 
 
 4— LANGUAGE. 
 First Month. 
 
 1. Compositions: Lessons 5, 16 and 17. 
 
 2. Picture Lessons: Lessons 1 and 9. 
 
 3. Story and Poem: The Chimera. The Tempest. — Field. 
 
 4. Grammar: Review the Sentence, Subject, Predicate, Copula, Sen 
 
 tence Classification and the Conjunction in Lesons, 2, 3, 4, 5, 
 6, 7, 8, 10, 11, 13, 14 and 15. 
 
 5. Poem: The Corn Song.— Whittier. • 
 
 6. Picture: The Night Watch. — Rembrant. 
 
 7. Letters: Lesson 12. 
 
 Second Month. 
 
 1. Compositions: Lessons 25, 33 and 53. 
 
 2. Picture Lessons: Lessons 20 and 40, 
 
 3. Story and Poem: Sinbad the Sailor. Piccola. 
 
 4. Grammar: Review the Noun, the Pronoun, the Cases and the Verb 
 
 and its uses in Lessons 18, 19, 21, 24, 26, 27 and 34. 
 
 5. Poem: The Huskers. — Whittier. 
 
 6. Picture: The Singing Boy. — Rembrant. 
 
 7. Letter Writing in Lessons 32 and 35. 
 
 Third Month. 
 
 1. Composition: Lessons 56, 60 and 62 of Text Book. 
 
 2. Picture Lessons: Lessons 50 and 59. 
 
 3. Story and Poem: David and Jonothan. The Old Oaken Bucket. 
 
 4. Grammar: Make a study of Adjectives and Adjective Elements, 
 
 Adverbs and Adverbial Elements and Independent Elements in 
 Lessons 28, 29, 30, 31, 46, 47, 48, 49, 83 and 9S. 
 
 5. Letter Writing in Lesson 41. 
 
 6. Poem: Pipes of Lucknow. — Whittier. 
 
 7. Picture: Christ Blessing Little Children.—Rembrant. 
 
 Fourth Month. 
 
 1. Compositions: Lessons 76, 77, 86 and 88. 
 
 2. Picture Lessons: Lessons 72, 84 and 85. 
 
 3. Story and Poem: Joseph and His Brethren. Hiawatha's Childhood. 
 
 144 
 
FAYETTE COUNTY CONSOLIDATED SCHOOLS. 
 
 1. Domestic Arts Club. 
 
 Class in Manual .Training 
 
 Hand work should be encouraged in every school. Sewing can 
 be done as a form of busy work. Manual training can be done on a 
 home made bench under a tree with borrowed tools. 
 
o • ». o » 
 
4. Grammar: Etymoiogy is the general subject for the month. Kind 
 
 of Pronouns in Lessons 100, 102, 104, 105, and 106. Gender in 
 Lessons 1U8 and 109. Number in 111, 112 and 114. Case in 115, 
 116 and 119. Kinds of verbs in 122, 123, 125, 26 and 27. Largely 
 review work. 
 
 5. Poem: Snow Bound. — Whjttler. 
 
 6. Picture: Supper at Emmaus. — Rembrant. 
 
 7. Letter Writting in Lesson 45. 
 
 Fifth Month. 
 
 1. Compositions: Lessons 94, 97 and 107. 
 
 2. Picture Lessons: Lessons 91 and 99. 
 
 3. Story and Poem: How Thor Went to the Land of the Giants; 
 
 Break, Break, Break. 
 
 4. Grammar: A study of phrases in Lessons 70, 71, 73, 74, 75, 76, 78, 
 
 79, 80 and 81. 
 
 5. Poem: The Brook. — Tennyson. 
 
 6. Picture: Jacob Blessing Ephriam and Manasseh. 
 
 7. Letter Writing in Lesson 69. 
 
 Sixth IVIonth. 
 
 1. Compositions: Lessons 129 and 131. 
 
 2. Picture Lessons: Lessons 113, 121 and 124. 
 
 3. Story and Poem: Rip Van Winkle. Pictures from Memory. — 
 
 Gary. 
 
 4. Grammar: A study of clauses as to kinds and uses as presented 
 
 in Lessons 52, 54, 55, 57, 58, 61, 63 and 64. Teach connectives 
 in Lesson 65. 
 
 5. Poem: The Pied Piper. — Browning. 
 
 6. Picture: Rembrant's Mother. — Rembrant. 
 
 7. Letter Writing. 
 
 5~ARITHMETIC. 
 First IVIonth... 
 
 1. Organization of Classes. Cancellation. 
 
 2. Teach Factors and Multiples. 
 
 3. Greatest Common Division by Factoring. 
 
 4. Least Common Multiple by Factoring. 
 
 Second Month. 
 
 1. Fractions, kinds, definitions and propositions. 
 
 2. Reduction of Fractions: Arts. 105 and 106. 
 
 3. Reduction of Fractions: Arts. 107 and 108. 
 
 4. Addition of Fractions. 
 
 145 
 
Third Month. 
 
 1. Subtraction of Fractions. 
 
 2. Multiplication of Fractions. 
 
 3. Teach Compound Fractions. 
 
 4. Division of F'ractions: Dividend and Divisor reduced to the same 
 
 denomination. 
 
 Fourth Month. 
 
 1. Relations of Numbers, Arts. 113 and 114. 
 
 2. Aliquot Parts of $1.00 and Applications. 
 
 3. Miscellaneous Examples. 
 
 4. General Review of Fractions. 
 
 Fifth Month. 
 
 1. Decimals: Definitions, Notation, Numeration. 
 
 2. Decimals: Addition and Subtraction. - 
 
 3. Decimals: IvIultipUcation and Division. 
 
 4. Decimals: Reduction and Miscellaneous Examples. 
 
 Sixth Month. 
 
 1. Percentage correlated with Fractions. 
 
 2. Simple Interest. 
 
 3. Miscellaneous Examples. 
 
 4. General Review. 
 
 6— GEOGRAPHY. 
 
 First Month.— The Introductory Lessons. Review Work. 
 Second Month. — A Study of North America. Review Work. 
 Third Month.— A Study of South America. 
 Fourth Month. — Europe completed per text-book. 
 Fifth Month. — Asia studied and reviewed. 
 Sixth Month. — Africa, Australia and Islands. 
 
 7— PHYSIOLOGY. 
 
 First Month. — The Organs of Breathing, the Hygiene of Breathing. 
 Ventilation. 
 
 Second Month. — A Study of Animal Heat. Secretary Organs. 
 Hygiene of Secretion. 
 
 Third Month. — The Nervous System. The Work and Hygiene of 
 the Nervous System. 
 
 Fourth Month. — Diseases of the Nervous System. The Eye and 
 the Ear. 
 
 Fifth Month. — Taste and Smell. The Sense of Feeling. Bacteria. 
 
 Sixth Month. — Some Common Diseases. Colds and Emergencies. 
 
 146 
 
SUGGESTIONS. 
 
 Read the suggestions for Fifth Grade Physiology. AH the lessons 
 in the text-book are more or less important; but the lessons on Ven- 
 tilation, Clothing and Diseases are, probably, the most valuable be- 
 cause they are under our control. 
 
 The pupils should be taught how to breathe. They should know 
 how to ventilate rooms and the results of bad ventilation. They should 
 be led to observe violations of the laws of ventilation and encouraged 
 to help bring about reforms along these lines. Especially the school 
 house should be studied and its ventilation and heating made right. 
 Methods of heating houses should be discussed in connection with 
 ventilation. See to it that this work does not stop with mere talk. 
 
 The subject of clothing on pages 164 and 165 should be carefully 
 studied and supplemented. Samples of the various kinds of goods 
 used for clothing should be brought to school and studied. 
 
 The chapters on bacteria, and diseases deserve careful study. In 
 fact, every lesson that teaches the child how to keep healthy and how 
 to avoid disease should be emphasized at the expense of facts merely 
 interesting. 
 
 8— HISTORY. 
 
 First Month.— Part Two. The Revolution to the Battle of Trenton. 
 
 Second Month. — The Revolution from the Battle of Trenton to 
 Part Three. 
 
 Third Month. — Part Three. Growth of the Nation from the organ- 
 ization of the Government to the close of the War of 1812. 
 
 Fourth Month|— From the Close of the War of 1812 to the Open- 
 ing of the Civil War. 
 
 Fifth Month.— The Civil War. 
 
 Sixth Month. — Part Five, Peace and Prosperity. 
 
 9_GENERAL EXERCISES. 
 I. Agriculture. 
 1. The Plant. 
 
 (a) Parts. — Teach: For close study. 
 
 1. Definition of cell, root hairs, root, stem, leaves. 
 
 2. The parts of the plant. 
 
 3. The uses of the different parts. 
 
 a. The stem — to support the plant and convey the sap. 
 
 b. The root— ito anchor the plant and convey sap. 
 
 c. The root hairs (single celled) — to gather and absorb plant 
 food and water. 
 
 d. The leaves — to transpire water and absorb carbonic acid 
 gas and serve as a labratory where plant food is com- 
 pounded chemically. 
 
 e. The flowers — to produce seed and furnish food for animals 
 and man. 
 
 4. How all these different parts are adapted to their uses. 
 
 147 
 
5. Point out relation between texture of soil and plant root sys- 
 tem. Have pupils compare the root systems of several plants — grass, 
 corn, etc., growing in different soils and under different conditions. 
 
 6. In what kind of soil do they find that the different root sys- 
 tems have their best development? 
 
 (b) The Leguminous Plants. — 
 
 Define leguminous, bacteria, ferment, nodules. 
 Teach: 
 
 1. The more important leguminous plants and their character- 
 istics. 
 
 2. Have the pupils bring plants to school showing nodules. 
 
 3. Note size, shape, etc., of nodules. 
 
 4. Explain about the nodules and the bacteria they contain. If 
 possible get some inoculated earth and plant some beans. Note the 
 vigorous growth of the nodules on the roots. Make clear to the 
 pupils that leguminous plants are necessary to fix the nitrogen from 
 the air in the soil. 
 
 5. Discuss these bacteria by comparison with others, such as 
 found in yeast, vinegar, ferment, sour milk and cheese ferments. 
 
 6. Tell how clover improves soil by gathering nitrogen, and that 
 it takes away phosphorus and potassium from the soil the same as 
 other crops. 
 
 7. Show the mechanical effects upon the soil of deep rooted 
 plants. Read Parmers' Bulletin No. 214 on "Beneficial Bacteria for 
 Legumes." This bulletin is to be had free from the United States 
 Department of Agriculture, Washington, D. C. 
 
 (c) Rotation of Crops. — 
 
 On the subject of rotation of crops. — Teach: 
 
 1. Definition of rotation. 
 
 2. Reasons for rotation: 
 
 a. Different crops tak§ different amounts of the several plant 
 
 foods from the soil. 
 
 b. Crops have different methods of getting some of their 
 foods; for instance clover takes its nitrogen from the air; 
 other plants get nitrogen from the soil. 
 
 c. Some plants feed deep, some shallow. 
 
 d. Different crops, require different treatment of the soil. 
 
 e. Different crops mature at different times. 
 
 f. Different weeds infest different crops. 
 
 g. Certain insects may be avoided by raising different crops 
 for a few years. 
 
 Have the pupils bring in samples of grain grown under different 
 systems of rotation. Discuss the different plans of rotation followed 
 by the farmers in the neighborhood. The different crops used in the 
 several systems of rotation. The advantages of each system. 
 
 (d) Selection of Seed.— Teach: 
 
 1. The importance of the selection of the best seed. 
 
 148 
 
2. How to choose the seed. 
 
 3. The care of the seed during winter. 
 
 4. How to test seed. 
 
 5. Have the pupils bring in sample ears of seed corn. Compare: 
 
 a. The size and the depth of the kernels. 
 
 h. The number of rows of corn on the ear. 
 
 c. Relation of tl^e size of the cob to amount of corn, 
 d. Length of the ear. 
 
 e. The degree to which the tip of the ear is filled. 
 Have the pupils plant on blotters in the school room, grains of 
 corn, wheat, rye and oats and determine the percentage of vitality 
 of each kind. The brotter must be kept moist. Discuss in this con- 
 nection the preparation of the ground for different grains and the 
 importance of thorough preparation before planting. Discuss the 
 effects of tilling soil after planting and before the plant appears above 
 the ground. 
 
 2. Farm Crops. 
 
 a. A B C's of corn culture: (1) Preparation of seed hed, fall 
 breaking, 8 inches or more; (2) fertilizing seed bed, kind and 
 how much; (3) selection of seed corn for vitality, quality, and 
 high yield; (4) often and shallow cultivation from planting 
 until corn is in full tassel. 
 
 b. Pick out some other crop that is important in your locality 
 and treat it as with corn above. Consult some work on agri- 
 culture for detailed facts. 
 
 3. Garden and Orchard. 
 
 a. Pear — varieties, uses as food, canning, storing for winter. 
 
 b. Radishes, beets, varieties, uses, marketing. 
 
 4. Domestic Animals. 
 
 a. Sheep — value as meat, care and cooking of mutton. 
 
 b. Beef cattle— marketing, care of meat. 
 
 c. Poutry — feeding and care of young and old, gathering and 
 care of eggs for hatching and marketing. 
 
 5. The Plant. 
 
 a. How plants are reproduced from seeds, cuttings, bulbs, etc. 
 
 b. Evil conditions, diseases, and pests. 
 
 6. Miscellaneous. 
 
 a. Irrigation — reasons, methods, value, crops that need it. 
 
 b. Cold frames — how made, plants so grown, value to farm. 
 
 c. Weeds and grasses — varieties good and bad; in pastures and 
 
 cultivated fields. 
 
 II. Nature Study. 
 1. Animals. 
 
 a. Domestic: Pigeons. 
 
 b. Birds: Hairy woodpecker, crossbills, wood pewee, red-breasted 
 grosbeck, veery, hous wren, warbling vireo, white-throated 
 sparrow, fox sparrow. 
 
 149 
 
c. Frogs and salamanders: Wood frog, red-backed salamander. 
 
 d. Fishes: Bass, rock, black, large and small mouth. 
 
 e. Insects: Borers, cabbage worm, tiger beetle, squash bugs, 
 botfly, apple maggot, house ants. 
 
 f. Earthworms, moles, shrews. 
 
 2. Plants. 
 
 a. Wild flowers: F'oam flower, early rue, dogbane, daisy fleabane, 
 
 speckled alder, purple gerardia, celandine, willow herb, 
 clematis, butter and eggs, poison hemlocks. 
 
 b. Garden: Cabbage, turnip, mustard. 
 
 c. Fruit: Cherry, peach. 
 
 d. Trees: Birch, pine, tulip, sycamore. 
 
 e. Flowerless plants: Apple scab, rose mildew, peach-leaf curl, 
 peach yellows. 
 
 3. General. 
 
 Stars, comets, planets. 
 
 III. Household Arts. 
 
 1. The pantry and cellar. 
 
 a. Pantry — purposes and uses; proper place for dishes; storage 
 of utensils not frequently used in kitchen. 
 
 b. Cellar — ventilation, light, cleaning; storage of fruit, winter 
 vegetables. 
 
 2. Food. 
 
 a. Meat: Kinds — pork, beef, mutton, chicken; care of uncooked 
 meat; characteristics of good meat; food value; preparation 
 and cooking; method of cutting up carcasses. 
 
 b. Eggs — food value; care and preservation; how to tell fresh 
 eggs; methods of cooking; combinations with other foods. 
 
 3. Clothing. Silk — source; care of silkworm; where produced; man^ 
 ufacture; imitations; uses as wearing apparel. 
 
 4. The mosquito — how produced, places of production, life history, 
 methods of extermination, as a producer of malaria. 
 
 5. Lighting systems — history through torch, candle, lamps, gas, 
 
 electricity, acetylene lights, methods of improving present ways, 
 care of lamps, home systems of acetylene lights. 
 
 6. Sewing. — In this grade a large variety of stitches should be learned 
 
 A simple cardboard loom may be made to illustrate weaving and 
 
 darning. 
 
 Stitches taught: Basting, running, back stitching, hemming over- 
 casting, over-handing, gathering. 
 
 Warp and woof explained, and kinds of weaves to be recognized 
 Samples of goods should be obtained at the stores and the names 
 and cost learned. 
 
 Mending: Darning stockings, mittens and woolen cloth. Patching 
 muslin and gingham. 
 
 150 
 
SEVENTH YEAR. 
 
 TEXT BOOKS. 
 
 STATE ADOPTION. — Fifth Reader; Copy, No. 5; Pronouncing 
 Speller; New English Grammar; Practical Arithmetic; Natural Com 
 plete Geography; Elementary Physiology; Eclectic History of the 
 United States; Kentucky History; Civil Government; Writing in 
 English. 
 
 SUPPLEMENTARY BOOKS (Suggested).— Jones' Reader, No. 7; 
 Stepping Stones, No. 7; Brooks' Reading ,by Grades, VII; Lights to 
 Literature, Bools. VI; Cyr's Reading by Grades, Book VII; Courtship 
 of miles Standish; Carpenter's Industrial Reader. Foods; Secrets of 
 the Woods. 
 
 CORRELATIONS AND ALTERNATIONS. 
 
 1. Teach the Seventh Grade Course during the School Year 1911-12 
 and 1913-14, omitting the Eight Grade Course entirely these years. 
 
 2. Alternate Fifth Reader with Kentucky History, giving about 
 twice as much time to Reading as to the History. 
 
 3. Correlate Writing especially with Composition, and m a gen- 
 eral way with all the other studies. Use it as a mode of expression. 
 
 4. In Spelling, correlate the "difficult words of the month" with 
 the studies from which they have been selected. Correlate the spell- 
 ing of names and the work in defining with Reading and History; the 
 synonyms anu pronouncing lessons with Reading; and all the other 
 lessons with Grammar and Composition. A few minutes at the be- 
 ginning of each recitation should be given to spelling and word study. 
 
 5. Alternate Grammar and Composition, correlating the Poem 
 and the Picture Study with Composition. Give about the same amount 
 of time to each subjec'c. 
 
 6. Alternate Geography and Physiology, giving the first two weeks 
 of each month to Geography and the last two to Physiology, or the 
 first and third weeks to Geography and the second and fourth to 
 Physiology, or alternate by "method wholes." Do not alternate by the 
 day. 
 
 7. Alternate United State History and Civil Government, giving 
 about twice as much time to the History text as to the Civics text; 
 but correlate Civics with the History where it can be done. 
 
 8. Correlate the Fifth Reader Lesson with History, Geography, 
 Civics and Physiology where the lessons bear upon or throw light upon 
 
 151 
 
those subjects. Occasionally a reading lesson may be used as tha 
 basis of a Grammar or a Composition Lesson. 
 
 9. For correlations of General Exercises, see suggestions under 
 Eighth Grade for same topics. 
 
 10. The Seventh Grade Students and the Eighth Grade Students 
 constitute one class, the Fifth Class of the School, and they recite the 
 same lessons. 
 
 SYNOPSIS OF SEVENTH YEAR COURSE. 
 
 1. Reading: The First forty-five selections as planned by the month. 
 
 2. Writing: Copy Book No. 5. Outlined Course. 
 
 3. Spelling: Course as outlined by the month. 
 
 4. Grammar: The Introduction, Part One, and Part Three. 
 
 5. Composition: Writing in English as Outlined. 
 
 6. Arithmetic: Fractions, Decimals and Percentage. 
 
 7. Geography: The United States; the Minor Countries of North 
 
 America, and South America. 
 
 8. Physiology: Text completed through Lymphatic System. 
 
 9. History: From the Settlement of Virginia to the Adoption of the 
 
 Constitution inclusive. Kentucky History correlated. 
 
 10. Civics: Study Family, School, City, County and Part Two of 
 
 Text. 
 
 11. General Exercises: Singing, Drawing, Handwork, Agriculture and 
 
 Household Arts. 
 
 COURSE OUTLINED BY THE MONTH. 
 
 1_READING AND LITERATURE. 
 
 First Month. 
 
 For Study and Practice in Class. 
 
 Prose: The Country Visitor, Will's Dream of the World and The 
 Discontented Pendulum. 
 
 Poetry: The Villiage Blacksmith and the Corn Song. 
 
 For Reading and Practice. 
 
 Prose: The Discovery of the Mississippi and the Discovery of Lake 
 Champlain. 
 
 Poetry: Carcassonne. 
 
 Second Month. 
 
 For Study and Practice in Class. 
 
 Prose: Three Hundred Spartans and the Darker Side of a Picture. 
 Poetry: Death of the Flowers and Mariner's Dream. 
 For Reading and Practice. 
 
 Prose: A Whaling Adventure and a Balloon Ascension. 
 Poetry: Whip-Poor- Will and Rain on the Roof. 
 
 152 
 
Third Month. 
 
 For Study, and Practice. 
 
 Prose: The \ -nomous Worm and Little Annie's Ramble. 
 
 Poetry: Reaper and the Flowers and Break, Break, Break. 
 
 For Reading and Practice. 
 
 Prose: The Sick Scholar and Hannah Binding Shoes. 
 
 Poetry: An April Day and The Heritage. 
 
 Fourth Month. 
 
 For Study and Practice. 
 
 Prose: A Speech Before the Virginia Convention and The Men To 
 Make a State. 
 
 Poetry: What Constitutes a State and the Song of the River. 
 
 For Reading and Practice. 
 
 Prose: The Town Pump, The First Sunday at Wakefield, and The 
 Riot and Belshazzar's Feast. 
 
 Fifth Month. 
 
 For Study and Practice. 
 
 Prose: Supposed Speech of John Adams and Alexander's Triumph. 
 Poetry: The Vision of Belshazzar and the Recessional. 
 For Reading and Practice. 
 
 Prose: A Chase in the English Channel, The Rising, and My 
 Castles in Spam. 
 
 Poetry: True Wisdom. 
 
 Sixth Month. 
 
 For Study and Practice. 
 
 Prose: The Two Roads and Prairie P^res. 
 
 Poetry: The American Flag and The Chambered Nautilus. 
 
 For Reading and Practice. 
 
 Poetry: Abou Ben Adhem and The Humble Bee. 
 
 SUGGESTIONS AND DIRECTIONS 
 
 1. The Seventh and the Eighth Year courses may be alternated; 
 i. e. all the students in Fifth Reader may read the Seventh Year 
 Course one year, and the Eighth Year Course the next year. In this 
 way every student will get the whole book, but not in the same order. 
 
 2. The method of teaching the Fifth Reader is largely the same 
 as that in the Fourth. The class, however, should be trained to go 
 deeper into the literature of the selections. The teacher should aim 
 at inculcating in the children a love for and an appreciation of good 
 reading. 
 
 153 
 
3. There should be an hour set apart every day upon the pro- 
 grdTm for silent reading for students in the Fourth and Fifth Readers. 
 Students should form the habit of reading good and useful books. It 
 is a preservative from vice. Teachers, in some way, should secure 
 as many useful, interesting books as there are Fourth and Fifth Reader 
 students, so each student may have one every day. The selections 
 in the readers should give the students a taste for more from the 
 same authors. Thus when the class has read "An Old Fashioned 
 Girl," the girls and boys of the class should be anxious to read more 
 from Miss Alcott as "Little Women," "Little Men," etc. When 
 "The Village Blacksmith" has been read and enjoyed, the students 
 should at once read more from Longfellow. After the class has read "A 
 Chase in the English Channel," the teacher should let them read 
 "The Pilot" from which it is taken, 
 
 4. An outline of the steps in teaching the selections of the 
 Fifth Reader follows below: 
 
 (1) Silent reading of the entire selection at the seats. 
 
 (2) A study of difficult words as to spelling, meaning and use. 
 
 (3) Study of lesson by paragraph or by stanza. 
 
 (4) Oral reading of the lesson; aim at good elocution. 
 
 (5) Discover and explain the allusions if any. 
 
 (6) The grammar of the sentences should be noted where it is 
 necessary to bring out the meaning. 
 
 (7) The selection should be classed, as narrative, epic, drama, 
 etc. 
 
 (8) If the lesson is a selection from a larger production it should 
 be related as "Antony's Oration" with Shakespeare's "Caesar." 
 
 (9) Students should be led to discover the grand divisions of a 
 "Lesson;" e. g, if the lesson is an oration, they should note the "In 
 troduction," the "Argument" and the "Peroration;" if a story, they 
 should recognize the "Climax," etc. Reading and Composition should 
 be closely correlated. 
 
 *^ (10) Figures of speech should be discovered and named and ex- 
 plained. 
 
 (11) Simple poems should occasionally be scanned, and the com- 
 mon "feet" identified and named. 
 
 (12) Lastly the author should be studied. The Fifth Reader is 
 a book of choice literature; and, if properly taught, it will lead the 
 children out into a wide, rich field of good reading — and this is the 
 best thing any school can do for any student; for if a student knows 
 how to read, and what to read, and loves to read good books, he can 
 and will educate himself, 
 
 5. It is not intended that the above outline be applied to every 
 lesson completely and exhaustively; but if the teacher keep the vari- 
 ous steps in mind, he will find time to do enough of it to teach the 
 class how to read. 
 
 154 
 
6. The writer would strongly urge the teachers to read care- 
 fully the preface to the text-book and the elocutionary introduction. 
 Do not neglect the culture of the voice and the body in school. Chil- 
 dren should be encouraged to practice the exercises out of school. 
 No method, of teaching any subject is good unless it results in mak- 
 ing the student independent of the teacher, and instills into him a 
 desire and purpose to educate himself. If we should be asked to 
 criticize modern methods of teaching school, we might suggest that 
 the teachers in some schools do too much for the students, and do 
 not require them to do enough for themselves. A student should 
 be an automobile, not a wheel-barrow. The motive power must be 
 in him, not in the teacher. 
 
 7. The following lessons of the Fifth Reader should be correlated 
 with the other studies. "A Chase in the English Channel, A Story 
 of Chief Justice Marshall. The Last Grand Review. The Hero in 
 Gray, The Blue and the Gray, A Speech before the Virginia Conven- 
 tion, The Rising, The Discovery of the Mississippi, The Discovery of 
 Lake Champlain, The Bivouac of the Dead, Supposed Speech of John 
 Adams, On the Death of Washington, On the Restoration of the 
 Union, and War," should be correlated with History and should be 
 taught so as to throw light upon and feeling into those events of 
 history upon which they are based. For example, "The Last Grand 
 Review" and "The Hero in Gray" should be read with the history at 
 the close of the Civil War. It would be a good idea if some of the 
 students would declaim them. They give color to a dry narrative. 
 
 "The Relief of Lucknow, The Pipes of Lucknow, My First Geo- 
 logical Trip, Scenes Among the Pyranees, and Glaciers" should be 
 read and studied in the Geography class. 
 
 "The Town Pump, The Venomous Worm, Results of Intemper- 
 ance" should be correlated with Physiology or Civil Government. 
 
 "A Danger to Our Republic, The American Flag, Liberty and In- 
 dependence, The Men to Make a State and What Constitutes a State" 
 should correlate with Civil Government; for Civics is taught in public 
 schools more for the sake of leading the students to form correct 
 opinions about great public questions than to learn simply the facts of 
 government. 
 
 2— WRITING. 
 SEVENTH AND EIGHTH YEARS. 
 
 The formal work in penmanship, if well taught, should have been 
 finished with the sixth year, leaving the seventh and eighth years 
 for the study of the commercial forms, and business and social corl- 
 respondence. Howevei", in all this work, do not neglect the pen- 
 manship side, neither should the English composition, punctuation, 
 etc., be forgotten. The striking characteristics of good work along 
 this line are what might be called system, which includes artistic 
 arrangement, uniformity, accuracy, etc. Teach suitable content of 
 subject matter and see that the penmanship is neat, smooth and 
 legible. 
 
 155 
 
First Month. 
 
 Business Letters — The most natural course should be pursued in 
 writing business letters. The letter, as a rule, should be short and 
 to the point. Above all, the business letter should be courteous and 
 written in a business-like manner. 
 
 The arrangement of the various parts of the letter may seem 
 unimportant, yet certain forms have become established among busi- 
 ness men and the recognition of these forms facilitates corres- 
 pondence and secures a systematic method in letter writing. Secure 
 a text on letter writing and study the arrangement of parts, after 
 which gather data and prepare business letters pertaining to various 
 kinds of business. 
 
 Second Month. 
 
 Social Letters. — There are many kinds of social letters. Among 
 them may be mentioned, letters of friendship, social letters of intro- 
 duction, letters of sympathy or condolence, letters of congratulation, 
 letters of advice, letters of recommendation, etc. 
 
 The technique of a social letter is similar to that of the business 
 letter. It is quite difficult to give suggestion for writing letters of 
 friendship. The writer must adapt the style to the nature of the case. 
 Secure data and write a letter under each head named above with 
 •answer to the same. 
 
 Third Month. 
 $120.60. Frankfort, Ky., Mar. 30, 1913. 
 
 One year after date I promise to pay W. L. Jones, or order, at 
 First Natl. Bank, Frankfort, One Hundred and Twenty, 60-100 Dollars, 
 for value received. E. M. BARTLETT. 
 
 r i . ' , ^ ,. . , . 
 
 Notes. — What is a note? What words make a note negotiable? 
 Do notes figure largely in the commercial world? Distinguish be- 
 tween an-individual note and a joint note. Write a demand note. 
 What is an indorsement? What is the maker of the note, who is the 
 payee? 
 
 Furnish data and give pupils practice on all kinds of notes. Cor- 
 relate with Arithmetic. 
 
 Fourth Month. 
 $500.65. Frankfort, Ky., March 30, 1913. 
 
 FIRST NATIONAL BANK. 
 
 Pay to the order of M. L. Brown $500.65, Five Hundred 65-100 
 Dollars. O. P. BERNARD. 
 
 The Check. — Negotiable paper is used as the great instrument of 
 modern commerce. Teach something of the greii system of banking. 
 The National Bank. The State Bank. The Private Bank. Teach 
 
 156 
 
metliod of depositing cash in bank, certified check, deposit slip, the 
 check. Secure forms from bankers and teach these forms in a prac- 
 tical way. Much valuable information may be secured from a study 
 of our national banking system. In check who is the drawer, who 
 the payer, who the payee? Correlate with Seventh Grade Arithmetic. 
 
 $565.80. Frankfort, Ky., Mar. 22, 1913. 
 
 At five days' sight pay to the order of Z. T. Brown & Co., Rich- 
 mond, Ky., Five Hundred and Sixty-five, 80-100 Dollars. Value re 
 ceived and charge the same to the account of W. L. BROWN. 
 
 To James Hather & Co. 
 
 The Draft. — The draft is perhaps the oldest class of negotiable 
 paper. Drafts are divided into two classes, foreign and domestic. 
 Foreign bills of exchange are drawn on parties residing in foreign 
 lands, and are usually drawn in sets of three to provide against pos- 
 sible loss in transportation at great distances. When one has been 
 paid, the others are void. Domestic bills of exchange, commonly 
 called the draft, are drawn upon parties residing in the same country 
 with the drawer of the draft. Who is the drawer, who the drawee, 
 who the payee? Distinguish between sight draft and time draft. De- 
 fine acceptance. Secure data and write time drafts, sight drafts, for- 
 eign bills of exchange. Correlate with Eighth Grade Arithmetic. 
 
 Fifth Month. 
 
 $225.00. Richmond, Ky., Mar. 25, 1913. 
 
 Received from K. L. Jones, Two Hundred twenty-five, 00-100 Dol- 
 lars in full of account to date. S. L. ROYER & COMPANY. 
 
 Receipts. — The receipt should state clearly for what account it 
 was given. It should contain the exact date, and place it was given 
 as well as the amount. 
 
 Sixth Month. 
 
 Study bills and due bills. Bills may be given for goods or ser- 
 vices rendered. 
 
 Secure bill heads from business men, and teach pupils the cor- 
 rect forms, after which prepare data and have pupils rule paper in 
 proper form and make bills of various kinds'. Write a due bill. 
 
 Teach cash account and merchandise account as well as per- 
 gonal account. 
 
 Recapitulation. — Review the work of the year this month, giving 
 special emphasis to business and social correspondence. See that 
 each pupil is able to frame up and execute a letter in a business-like 
 way before leaving the subject. 
 
 Most of the work suggested for the Writing Class in the 7th and 
 8th years should be done at the seats. All of it may be correlated 
 
 157 
 
with Aritlimetic and Language. The correct form should be written 
 on the board, and the students should present their work at times 
 convenient to the teacher. Especially should children be taught to 
 keep accounts correctly. Expense accounts should be kept at the 
 homes. The habit of keeping accounts has a tendancy toward mak- 
 ing careful business men — and the Farmer is a Business Man. 
 
 3— SPELLING AND WORD STUDY. 
 First Month. 
 
 1. Pronounce and spell the difficult words of the month, such 
 as the following: multiple, denominate, discourse, language, expo- 
 sition, Appalachian, Piedmont, cyclonic, agriculture, oxidation, dioxide, 
 amoeba, osseous, colonial, Claybourne, Separatists, Winthrop, govern- 
 ment, citizenship, trustee. 
 
 2. Spell commercial terms in Lessons 188 and 196. 
 
 3. Learn and apply Rule 1 for Spelling in Lessons 11 and 12, 
 Part Two. 
 
 4. Synonyms in Lesson 227. 
 
 5. Pronounce words in Lesson 160, Part Two. 
 
 6. Word-building: Lists of words to which ance is suffixed as 
 in Lesson 35, Part Two. 
 
 7. Unclassified Lists: Lessons 1, 2, 3, 4, 5, and 6, Part Two. 
 
 Second Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: commission, discount, nominative, interrogative, in- 
 dustrial, Connecticut, Pennsylvania, Syracuse, biceps, sphincters, 
 elimination, salivary, Stuyvesant, Cromwell, Model, Covenanters, mag- 
 istrate, superintendent, constable, supervisor. 
 
 2. Spell the names quadrupeds in Lesson 38. 
 
 3. Learn and apply Rule 2 for spelling in Lessons 15 and 16, 
 Part Two. 
 
 4. Synonyms in Lesson 230. 
 
 5. Pronounce words in Lesson 161, Part Two. 
 
 6. Word-building: Lists to which a I can be suffixed as in Les- 
 son 41, Part Two. 
 
 7. Lessons 69, 70, 86, Part Two, correlated with Grammar. 
 
 8. Unclassified: Lessons 7, 8, and 10, Part Two. 
 
 Third Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: profit, revenue, description, comparison, Cleveland, 
 dairying, Indianapolis, Louisville, pharynx, gastric, coecum, intestine, 
 Schenectady, Acadia, Pontiac, Abercrombie, municipal, ordinance, 
 policeman, institutions. 
 
 158 
 
2. Spell the names of birds in Lesson 44, Part Two. 
 
 3. • Learn and apply Rule 3 for spelling in Lessons 22 an<J 27, 
 Part Two. 
 
 4. Synonyms in Lesson 232. 
 
 5. Pronounce words in Lesson 162, Part Two. 
 
 6. Word.building: Lists to which able and ibie are suffixed in Les- 
 son 46, Part Two. 
 
 7. Lessons 23, 129, 133, and 135, Part Two, correlated with 
 Grammar. 
 
 8. Unclassified: Lessons 13 and 19, Part Two. 
 
 Fourth Month. 
 
 1. Spell and pronounce the difficult words of the month, such as 
 the following: indorsement, proceeds, auxiliary, intransitive, Wyo- 
 ming, plateau, canyon, tabernacle, proteid, albumen, cellulose, casein, 
 pamphlets, Franklin, massacre. Gospel, function, constitution, priv- 
 ilege, tyranny. 
 
 2. Spell the names of games as in Lesson 51, Part Two. 
 
 3. Define words in Lesson 43, Part Two. 
 
 4. Synonyms in Lesson 233. 
 
 5. Pronounce words in Lesson 163, Part Two. 
 
 6. Word-building: Lists to which ous is suffixed in Lesson 49, 
 Part Two. 
 
 7. Lessons 25 and 130, Part Two, correlated with Grammar. 
 
 8. Unclassified: Lessons 21, 31, 32, 37, Part Two. 
 
 Fifth Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: bankruptcy, involution, conjugation, synopsis, par- 
 liament, Montreal, Guatemala, Tehuantepec, oxygen, enamel, dys- 
 pepsia, cardiac, Burgoyne, Mecklenburg, Hessians, Declaration, legis- 
 lative, biennial, executive, qualifications. 
 
 2. Spell the musical terms in Lesson 57, Part Two. 
 
 3. Define words in Lesson 47, Part Two. 
 
 4. Synonyms in Lesson 236. 
 
 5. Pronounce words in Lesson 164, Part Two. 
 
 6. Word-building: Lists to which ty and Ity are suffixed in Les- 
 son 52, Part Two. 
 
 7. Unclassified: Lessons 50, 56, 58, 59, 60 and 61, Part Two. 
 
 Sixth Month. 
 
 1. Pronounce and spell the difficult words of the month, such as 
 the following: plastering, kalsomining, coordinate, adversative, Bra- 
 zil, Magellan, Titicaca, Chile, artery, coronary, mesentery, corpuscle, 
 Schuyler, Monmouth, D'Estang, Cornwallis, judicial, administer, crim- 
 inal, decision. 
 
 159 
 
2. Spell names of animals in Lesson 71, Part Two. 
 
 3. Define words in Lesson 114, Part Two. 
 
 4. {Synonyms in Lesson 239. 
 
 5. Pronounce words in Lesson 166, Part Two. 
 
 6. Word-building: Lists to which ion is suffixed as in Lesson 55, 
 Part Two. 
 
 7. Unclassified: Lessons 63, C8, 73, 75, 76 and 77, Part Two. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The Seventh and Eighth year courses should be taught alternate 
 years in crowded schools, and in all one-room schools. 
 
 The difficult words of the month to be spelled and pronounced 
 should be taught in connection with the s,tudies from which they are 
 taken, the words from Arithmetic in the Arithmetic Class, etc. Take 
 pains to cultivate the habit of carefully observing words that may 
 be needed in expression. 
 
 The synonyms and antonyms throughout the full course should 
 be taught in correlation with the Language Lessons. 
 
 Words to be defined and pronounced should be taught with the 
 reading lessons. 
 
 The spelling of names, the word-building and tho unclassified 
 lists constitute the "spelling lesson." All lessons indexed as correl- 
 ated should be taught in the class with which they are correlated. 
 
 4 and S^GRAMIVJAR AND COIVIPOSITION. 
 First Month. 
 
 1. Grammar: Teach the Introduction and Review the Etymology and 
 
 Syntax of Part One. 
 
 2. Composition: Description. Chapters I, II and V to be read by 
 
 the students. Four descriptions to be written during the month. 
 
 3. Poem: The Village Blacksmith. — Longfellow. 
 
 4. Picture: Whistler's Mother. — Whistler. 
 
 Second Month. 
 
 1. Grammar: Begin with Part Three and teach the Noun and the 
 
 Pronoun. 
 
 2. Composition: Narration. Chapter VII to be read by the students 
 
 for suggestions and directions. Four narrations to be written 
 during the month. 
 
 3. Poem: Reaper and Flowers. — Longfellow. 
 
 4. Picture: The Brookside. — Hart. 
 
 Third Month. 
 
 1. Grammar: Study the Adjective. 
 
 2. Composition: "Paragraphing and Unity." Chapters III, IV and 
 
 VI to be carefully read and applied. Two descriptions and two 
 narrations to be written during the month. 
 
 160 
 
4 C »' • 
 
 
3. Poem: The Legend Beautiful. — Longfellow. 
 
 4. Picture: Pilgrims Going to Church. — Boughton. 
 
 Fourth Month. 
 
 1. Grammar: The Verb — definitions, and classification; Voice the 
 
 Participle and its classes; the Infinities; Principal and Auxil- 
 iary Verbs. 
 
 2. Composition: "Sentence Forms," "Clearness in Writing," "Em- 
 
 phasis in Writing." Chapters VI, VIII and X to be studied One 
 each of description, narration, exposition and argument to be 
 written. 
 
 3. Poem: Song of the Potter. — Longfellow. 
 
 4. Picture: Landing of the Pilgrims. — Rothermel. 
 
 1. Grammar: Continue the study of the Verb and its properties, the 
 
 Unipersonal Verbs, Conjugation, Negative Forms, Irregular, 
 Defective, Redundant and Auxiliary Verbs. 
 
 2. Composition: "Letter Writing," and "Figures of Speech," Chap- 
 
 ters XI and XII to be read carefully and applied. Four letters 
 to be written. 
 
 3. Poem: Paul Revere's Ride. — Longfellow. 
 
 4. Picture: Washington Crossing the Delaware. — Leutze. 
 
 Sixth Month. 
 
 1. Grammar: Teach the Adverb, the Preposition, the Conjunction 
 
 and the Interjection. 
 
 2. Composition: "Choice of Words," "Exposition and Arugment." 
 
 Chapters XIII and XIV to be read and applied. Two expo, 
 sitions and two arguments to be written this month. 
 
 3. Poem: Evangeline. — Longfellow. 
 
 4. Picture: Signing the Declaration of Independence. — iTrumbuII. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. Alternation. — Seventh year language should be taught during 
 the school year 1911-12, and eighth year language during the school 
 year 1913*. 
 
 2. In Seventh Year Language the emphasis is placed upon ety- 
 mology , in Eighth Year Language, upon Syntax. For students who 
 have had the preparation of the fifth and sixth year courses it is im- 
 material whether etymology or syntax be completed first. 
 
 3. The aim should be to make the children in the public school 
 acquainted with the plain principles of grammar and their applic- 
 tions to ordinary speech. Disputed questions of grammar and very 
 difficult sentences should not be brought to the attention of young 
 students. 
 
 4. Grammar is elementary logic; the analysis of a sentence is 
 the analysis of the thought in the sentence. Much practice should 
 be given sentence analysis. 
 
 5. The students should write at least four compositions a month 
 giving at least two days to each one, this work with two lessons 
 
 161 
 C. S.— 6 
 
given to the poem and the picture take up half the month. Not less 
 than this should be given to Composition. 
 
 6. Encourage the students to read the Composition text-book 
 out of school. The teacher should read carefully the preface to the 
 text-book. The work in composition should be closely correlated 
 with the reader. Students should be led to identify the kinds of com- 
 position — narration, description, exposition, and argument — in their 
 readers. The study of paragraphing in Language and Reader should 
 proceed together. Also, the students should note the "unity in sen- 
 tences" in the reader and the "clearness and emphasis" in writing. 
 They should be led to note the figures of speech and the choice of 
 words in their reading lessons. In short, the students can learn much 
 by imitating the style of their readers. 
 
 7. Composition should be correlated with all other branches. 
 The students should write the analysis of problems and sentences — 
 this is exposition. They should write in connection with geography 
 and physiology — this is description. They should write biographies 
 and historical statements— this is narrative. They should write upon 
 the duties of a citizen in civics — this is argument. 
 
 8. Composition should be closely correlated with the actual life 
 of the students. Let the boys describe the best method of cultivating 
 corn; and the girls, how to make a pudding. Through this study, lead 
 the students to study their own environment, and to talk about it, 
 and write about it. Children had better write about strawberries than 
 astrology, pumpkins than philanthropy. Keep close to life; idealize 
 the things of common life. Two things are necessary to man or 
 woman— a task and a vision; a task without a vision makes a drudge; 
 a vision without a task makes a dreamer; a task and a vision makes 
 a man or a woman. 
 
 6_ARITHMETIC. 
 First Month. 
 
 1. Fractions: Definitions, Principles and Reduction. 92-109. 
 
 2. Fractions: Addition and Subtraction. 109-115. 
 
 3. Fractions: Multiplication and Division. 115-123. 
 
 4. Fractions: F'ractional Compound Denominate Numbers. 123-129. 
 
 Second Month. 
 
 1. Decimnals: Notations, Numeration and Reduction. 130-143. 
 
 2. Decimals: Addition and Subtraction. 143-145. 
 
 3. Decimals: Multiplication and Division. 145-151. 
 
 4. Decimals: Decimal Comp. Denominate Nos. 151-145. 
 
 Third Month. 
 
 1. Percentage: Cases First and Second. 162-165. 
 
 2. Percentage: Cases Third and Fourth. 166-168. 
 
 3. Percentage: Miscellaneous Examples, 169. 
 
 4. Percentage: Commission. 170-173. 
 
 162 
 
Fourth Month. 
 
 1. Per centage: Trade Discount. 173-174. 
 
 2. Percentage: Profit and Loss. 174-176. 
 
 3. Percentage: Stocks. 176-181. 
 
 4. Percentage: Bonds. 176-181. 
 
 Fifth Month. 
 
 1. Percentage: Simple Interest. 181-190. 
 
 2. Percentage: Compound and Annual Interest. 190-192. 
 
 3. Percentage: Partial Payments. 192-194. 
 
 4 Percentage: Discount, True and Bank. 194-200. 
 
 Sixth Month. 
 
 1. Percentage: Exchange, Domestic and Foreign. 200-203. 
 
 2. Percentage: Insurance, Fire and Life. 204-206. 
 
 3. Percentage: Taxes, State and Local. 207-211. 
 
 4. Percentage: Federal, U. S. Revenue. 211-213. 
 
 7— GEOGRAPHY. 
 First Month. — The United States as a Whole. 
 Second Month. — The New England and the Middle States. 
 Third Month.— The Central and the Southern States. 
 Fourth Month. — The Plateau Section and the Pacific States. 
 Fifth Month. — The Minor Countries of North America. 
 Sixth Month. — A detailed study of South America. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Man should know and understand the world as his own home; 
 he should know geography. In many schools, as at present taught, 
 geography may be described as a conglomeration of everything and 
 a unification of nothing. Perhaps it is true that the average teacher 
 can do little more than reproduce the matter of the text-book in just 
 the shape it is there presented; but he can unify his instruction with 
 the idea that community life is explained by its physical setting. 
 
 "Know then, thyself; presume not God to scan; 
 The proper study of mankind is Man." 
 
 Geography should be more a study of man in his relation to his 
 environment. It should bind together the various social groupings 
 and their physical environments. It should show how any given com- 
 munity is related to its material surroundings, that is, the community 
 is likely to be what it is largely because the physical environment is 
 what it is. Not that man is a slave to his environment; but that en- 
 vironment is a large determining factor in shaping the destiny of a 
 given community. Geography is not geology and botany on the one 
 hand, nor is it a study in abstract social science on the other; but a 
 kind of union of the three in such a way as to explain community life 
 as related to its physical basis. 
 
 163 
 
It is not intended here to belittle, in any sense, the various kinds 
 of information given in our best text-books. It is desirable, however, to 
 reduce the number of unrelated details in order to give time to an 
 intelligent relating of facts which explain human life. To be more 
 explicit, the number of such questions as "Bound Siberia," or "What 
 Cape is east of Africa?" or "What city at the mouth of the Hudson 
 River?" or "Where are the Big Black Mountains?" should be reduced 
 to make room for such queries as "What factors have produced New 
 York?" or "Why does Kentucky grow tobacco?" or "Explain the grow- 
 ing, the storing, the transporting, the handling and rehandling, and 
 the sale and manufacture of tobacco." In other words, it is far more 
 educative to trace the tobacco crop from seed and plant bed to plug 
 and cigar and to understand the relation of this "weed" for good or ill 
 to human life all along the line than simply to know that tobacco 
 grows in Kentucky or Virginia or Cuba. 
 
 Again, in the study of cities, or distributing centers, pupils should 
 be led to see that they are what they are because of their location, and 
 the surrounding area. For example, Chicago is the product of a 
 particular region. Burn it down, and phoenix-like it will spring up 
 from its ashes because it is the product of existing economical con- 
 ditions. It is the expression of the physical possibilities of the area 
 centering in itself. Its location in that area explains it. So with New 
 York, with Louisville, with Lexington, If teachers will teach these 
 community centers in the light of the conditions which create them, 
 pupils will not forget them so easily. The idea is to substitute clear 
 and vigorous thinking for mere memorizing of facts. 
 
 Now a complete geography would be the explanation of produc- 
 ing community after producing community and distributing center 
 after distributing center in the light of the above suggestions, but 
 such a plan is plainly impossible in the time at the disposal of the 
 average individual. Probably such a plan would even be undesirable, 
 and, yet, the idea is worth while as a method of securing the very- 
 fruit which the child needs as a result of the study of geography. 
 These very things should be known; and the method of studying the 
 community-life and the city in the light of conditions which produce 
 or modify them, unifies the mater which is to be studied. This method 
 explains community life and helps the pupil to understand and re- 
 tain knowledge which would otherwise be unrelated and easily for- 
 gotten; for several facts closely related are more easily understood 
 and remembered than one fact unrelated. 
 
 These results may be obtained in either of two ways. 1. Types of 
 communities might be worked out one after another until the world 
 were fairly well understood. That is a succession of typical com- 
 munities could be studied which would afford the essentials of the 
 world's geography. 2. A world geography might be developed by be- 
 ginning with the local communities and from that ascending through 
 a series of larger and larger areas until the world were understood. 
 
 164 
 
3. Even a third plan might be evolved through a union of the two pre- 
 ceding plans. That is, we might begin with the local community and 
 pass out in succession to the county, the State, the Nation and the 
 World as is suggested in the second plan; and we might make a study 
 of the county, the State, the Nation and the World by analyzing each 
 step in the series into its typical communities as is set forth in the 
 first plan. 
 
 To make the idea a little clearer, suppose we consider the follow- 
 ing series of lessons: 
 
 1. A study of a single farm as a type. 
 
 2. A study of a single school district as a type. 
 
 3. A study of a community, as a type. 
 
 4. A study of a given county as a type. 
 
 5. A study of a state as a type. 
 
 6. A study of a single nation as a type. 
 
 7. A study of a grand division as a type. 
 
 8. A study of the World as a unit. 
 
 After the typical farm, school district, community, county, State, 
 Nation or grand division has been studied, any other geographic unit 
 may be easily and quickly learned by comparing and contrasting it 
 with the corresponding type already studied. The type furnished the 
 basic and apperceivmg notions. For example, if the pupils have studied 
 closely one mountain county, as a type, all other counties of the same 
 kind, can be easily understood through the type. If Kentucky be 
 thoroughly studied as a State, any other state can be understood 
 through Kentucky, as a type. The same plan runs through the entire 
 series of type studies. The idea is to master one of each kind of 
 geographic units as a type of the rest. This is economy in teaching. 
 This is the second plan as mentioned above. 
 
 The question now arises as to how to master the type: Here the 
 first plan is helpful; that is to analyze the type into the various sub- 
 types which make it up. Suppose the class is studying Kentucky as a 
 type of the various states which make up the Union. Our first problem 
 would probably be to analyze the state into the various kinds of com- 
 munities which make up the State. For example, we may think of 
 the state as made up of producing and distributing centers; or we may 
 think of it as made up of farming communities, mining communities, 
 manufacturing communities, lumbering communities, or commercial 
 communities, etc. Next we may select one or more of each kind of 
 communities to be studied as types of the rest. Having selected the 
 types, we should master them. Suppose that we elect to study a farm- 
 ing community as a type of community-study; and to be more explicit 
 let us study a tobacco community. F'irst we may study the culture of 
 the plant. Every economic fact that enters into the production, dis- 
 tribution and consumption of the weed should be touched upon. Sec- 
 ond, we should study this industry in its relation to all other industries 
 of the community and see its relation to the social life of the people. 
 
 165 
 
In the same way, types or other farming communities may be studied; 
 and also types of other sorts of communities until the community life 
 of the State is understood. 
 
 It is not meant in these suggestions that this series of lessons 
 be undertaken apart from the orderly development of the subject 
 in the text-book, but more as a method of using intelligently the text 
 itself. 
 
 The following outline adopted from Gillett's Vocational Educa- 
 tion is worthy of close study. 
 
 OUTLINE OF GEOGRAPHY SOCIALIZED. 
 
 1. The study of a small local area, such as a farm, to get the 
 ideas of space relations established and of human beings in relation 
 to the soil on the one hand and to society in the shape of markets 
 on the other. 
 
 2. The study of the nearest community centered about a trading 
 point in its various phases. 
 
 (a) What natural advantages caused people to locate there and 
 
 enable them to sustain themselves. 
 
 (b) The occupations of the people based on the natural ad- 
 
 vantages of the location in relation to the larger world. 
 
 (c) The kind of people as to nationality and race in so far as 
 
 these things affect the community life. 
 
 (d) Transportation facilities, natural and artificial, as connecting 
 the community with other communities and as affording 
 
 the advantages of markets for products and of sources of 
 supplies. 
 
 (e) The effect of the occupations of the community on the peo- 
 
 ple, their habits, customs, education, government, religion, 
 cultural activities, etc. 
 
 3. The study of the smallest distinct physical division of the 
 State or Nation, that is, where physical features, climatic conditions 
 and resources and products are similar and the whole may be unified 
 on the basis of the causal conditions. Of course this region should be 
 the nearest one. Some of the leading considerations would be as 
 follows: 
 
 (a) The topography in its area, configuration, altitude, and 
 
 water courses showing how each of these bears on the dis- 
 tribution of the population. 
 
 (b) Climatic conditions in temperature, length of seasons and 
 
 amount of moisture precipitation with reference to farm- 
 ing and other occupations, their conditioning of kinds of 
 occupations, products, etc. 
 
 (c) Soil and natural resources, such as forests, fish, mines, and 
 
 waterfalls, in their significance for farming, lumbering, 
 fishing, mining, and manufacturing industries. The kinds 
 
 166 
 
of soil and the fertility of the soil would further differentiate 
 occupations, 
 (.d) Populations, races and nationalities as to origins and char- 
 acteristics, only in so far as they are necessary to explain 
 differences which retard or promote the regional well-be- 
 ing and in so far as they illustrate the larger world. 
 
 (e) Industries, in their bearing on the location and distribution 
 
 of people, their reasons for particular locations, their re- 
 lation to the life of the region, and their conditioning in- 
 fluences in the establishment and maintenance of commer- 
 cial relations with the larger world. 
 
 (f) Transportation and communicating facilities, in their bear- 
 
 ing on the prosperity and satisfactions of the region and 
 their influence on locating larger collective populations for 
 commerce and manufacturing. In connection with these last 
 two points much supplementary reading might be done 
 This is a good place to get out into the larger world by 
 following the threads of communication and transportation 
 to see how they really relate and unify the region with 
 others. 
 
 (g) Influence of the pursuits and occupations on the life of the 
 
 people of the region in the way of customs, habitations, 
 dress, education, religion, culture and government. 
 
 4. The study of ou ■ or more regions, either contiguous to or 
 remote from the preceding, in the various aspects indicated above, 
 for puposes of expansion and comparison of ideas. 
 
 5. A physiographical study of the United States, calling atten- 
 tion to the similarities to and differences from the regions studied 
 and showing the larger unity through identity of interests and trans- 
 porting systems. 
 
 6. An expansive study by means of physiographical maps o,f 
 the various continents, indicating their connections with America 
 by commercial routes, the chief products they interchange with us, 
 the bearing of atmospheric and oceanic currents in so far as they 
 affect trade and communication. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Use a topical outline, thus assembling facts in a related way, the 
 fundamental and causal facts first. Closely correlate Geography 
 with History so as to explain movements in History. The question 
 "why?" should be continually asked — why we get most summer rains 
 from the southwest? why prairie regions are so located? etc., etc. 
 General geographic truths should be inductively developed into rules 
 and applied. For example, develop the fact that the region west of 
 the Andes is dry; generalize into a rule that the western side of 
 mountains trending north and south within the tropics is dry; then 
 apply the rule; keep a list of rules thus developed and proved. The 
 general truth is the goal of instruction. Isolated facts are compara- 
 
 167 
 
tively worthless. Geography can be made a thought study of a high 
 order. Supplement the text with the following: Great American In- 
 dustries, Manufactures, Products of the Soil, Minerals, Stories of 
 Industries, This Continent of Ours, From Trail of Railway Through 
 the Appalachians, Coal and Coal Mines, Rocky Mountain and Pacific 
 Slope, Geography of Commerce and Industry, Carpenter's Readers, 
 Commercial Geography by Gannett, Garrison, Houston.* 
 
 8— PHYSIOLOGY. 
 
 First Month. — Term; Cells, Tissues, Organs, System, Composition 
 of the Body, Motion, Nourishment and Control. The Skeleton. 
 
 Second Month. — The Muscles Training of the Muscles. Digestive 
 System: The Mouth and the Stomach. 
 
 Third Month. — The Digestive System, Intestines and Accessory 
 Organs. Digestion and the Foods. 
 
 Fourth Month. — Foods, Water, Beverages. 
 
 Fifth Month. — How Make Good Digestion. The Heart and the 
 Blood Vessels. 
 
 Sixth Month. — The Blood Vessels, The Blood. Hygiene of Circu- 
 lation. The Lymphatic System. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The Seventh Grade Course in Physiology is substantially the 
 Fifth Grade Course expanded. Therefore read carefully what has 
 been said in that course. 
 
 In this course, emphasize the same things emphasized in that 
 one; to-wit: Foods and Drinks and those facts related to them. 
 
 Give especial attention to the teeth, care and diseases. Request 
 the children to permit you, the teacher, to examine their teeth. Re- 
 port to them any disease you may discover. Many people permit 
 children's back jaw teeth to decay, thinking they are "baby teeth." 
 Every teacher should consult a dentist as to what to look for, and 
 what to report to parents concerning children's teeth. 
 
 Chapters XII, XIII and XIV deserve careful study. The table on 
 page 65 should be completely mastered. The table on page 66 must 
 be taught until it be thoroughly understood. The writer is of the 
 opinion that these chapters make cooking lessons absolutely neces- 
 sary. 
 
 The picture on page 80 of the text is suggestive. These lessons 
 should be so strongly emphasized that they will create a sentiment 
 against all such conditions. Send samples of drinking water to the 
 State Board of Health for analysis. The lack of pure water in thou- 
 sands of our schools, is a public crime against childhood. To force 
 by law, a child into a school where the water is so foul as to be abso- 
 lutely dangerous, is a public crime. 
 
 The greatest end and aim in this subject is good health. Empha- 
 size, therefore, those lessons whose end are health rather than a 
 polite knowledge of biology. 
 
 168 
 
HISTORY. 
 
 First Month — Teach Virginia, Maryland and the New England 
 Group. 
 
 Second Month. — The Middle and the Southern Colonies. 
 
 Third Month. — The Intercolonial Wars. 
 
 Fourth Month. — Literature and General Progress. The Causes 
 of the Revolution. 
 
 Fifth Month. — The Revolution. From the Second Continental 
 Congress to the Battle of Trenton. 
 
 Sixth Month. — From the Battle of Trenton to the Adoption of the 
 Constitution of the United States. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Study the Discoveries, Colonization and the Revolution. For 
 method consult Mace's method in History and Hinsdale's How to 
 Teach History. Place special emphasis upon those discoveries and 
 explorations upon the basis of which European Nations laid claims to 
 territory. Make a special study of the development and manners 
 of life of Massachusetts New York and Virginia as types of the North- 
 ern Middle and Southern Colonies. In studying the Revolution, 
 bring out clearly the significance of the Declaration of Rights, the 
 Declaration of Independence, the Articles of Confederation and the 
 Constitution. Supplement the text with the following: Holme's 
 Grandmother Stories of Bunker Hill, Story of Our English Grand- 
 fathers, Discoveries of the Old Northwest, Paul Jones, Explorers and 
 Founders of America, Hero Stories from American History, Peggy 
 Owen, Geographic Influence in American History, Old Indian Legends, 
 Story of the English, Story of the Thirteen Colonies, and Tower or 
 Throne. 
 
 10— KENTUCKY HISTORY. 
 
 This subject has not been outliend by the month because it is 
 to be correlated with the Fifth Reader. For example, while the 
 class is studying Washington's Administration, or the Mexican 
 War, or the Civil War in the United States History, it should read 
 in the Reading Class, the corresponding chapters in Kentucky His- 
 tory. 
 
 11— CIVIL GOVERNMENT. 
 
 First Month. — Family Government, School Government and Mu- 
 nicipal Corporations. Chapters I, II and VI. Study same topics in 
 Supplement. 
 
 Second Month.— Study the Government of the Civil District and 
 the Township and Town in Chapters III IV, and Supplement pages 
 230-233. Read Sec. 142 of Constitution of State. 
 
 169 
 
Third Month. — The County Government in Chapter V and in Sup- 
 plement pages 226-230. Read Sections 63, 64, 65, 139, 140, 141, and 
 144 of State Constitution. 
 
 Fourth Month. — Government, Justice, Law and Liberty. Chap- 
 ters XV, XVI, XVII. Read Bill of Rights in State Constitution. 
 
 Fifth Month. — Study Suffrage and Elections, The Australian Bal- 
 lot System, and Parties and Party Machinery. Chapters XVIII, XIX, 
 and XX. Read Sections 145-155 inclusive in State Constitution. 
 
 Sixth Month. — Study Legislation and Revenue and Taxaiton in 
 Chapters XXI and XXII. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The plan of this course is to study during the seventh year 
 those facts of government which lie nearest the home experiences of 
 the pupils, putting off to the Eighth Year, the study of the intricate 
 machinery of the State and National Governments, as set forth in 
 their respective constitutions. 
 
 During the Seventh Year, the pupils should gain a fairly accu- 
 rate knowledge of the governments of the civil district and of the 
 county. Especially should they study the amount, the collection, and 
 the disbursement of taxes. Each pupil should work out the amount 
 of taxes paid by his school district, and what is done with the taxes. 
 If the young people were properly instructed in our taxing systems, 
 there would be less^ squandering of public funds. A special study of 
 school taxes and road taxes should be made. In short the school 
 should so teach the students that they will know exactly the amount 
 of taxation and what is done with every dollar of public funds. In- 
 stead of finding fault with taxation, it would be wiser to find fault 
 with the waste of public money. In this respect, it is everybody's 
 business to watch those matters. Pupils should be taught that a 
 tax may be a good thing — the very best thing for a community. 
 
 During the seventh year, the pupils should study the suffrage 
 question. They should early be impressed with the idea that the 
 perpetuity of the government depends upon the security of the 
 I -^llot. They should know that the man who buys a vote or the 
 man who sells his vote is a public enemy who deserves the execra- 
 tion of every good citizen. 
 
 The following brief outline sets forth the big ideas to be taught 
 during the seventh year. 
 
 1. The machinery of local government and the men and women 
 who are in charge of the machinery. 
 
 2. A reverence for Government, Justice, Law and Liberty. 
 
 3. Taxation — amount and methods. 
 
 4. Suffrage and Elections. 
 
 If the work during the seventh year results in accurate knowl- 
 edge concerning these questions, and the right feelings toward them, 
 it has been a success. 
 
 170 
 
12— GENERAL EXERCISES. 
 
 1— AGRICULTURE. 
 
 1. Plants — For close study. 
 
 (a) Plant Enemies. — Teach: 
 
 1. Definition of beetle, larva, insecticide, fungicide, rusts, smuts 
 etc., and give the formulae for Bordeaux mixture and other fungi- 
 cides, also formulae for Paris green mixture and two or three other 
 Insecticides. 
 
 2. The two classes of plant enemies, animal and vegetable. 
 
 3. Animal enemies — potato beetles, currant worm, cabbage worm 
 plant lice, chinch bug, etc. 
 
 4. Two classes of animal enemies — leaf chewing, sap sucking. 
 Give methods of application of different insecticides. Send to the 
 Wisconsin Experiment Station for Bulletin No. 112. 
 
 5. Vegetable enemies — rusts, blights, smuts, mildews, etc. 
 
 6. Teach ways of destroying with Bordeaux, formaldehyde, and 
 other fungicides. Collect cocoons of various insects and keep them 
 over winter in a cool, medium dry place. Watch them develop in 
 the spring. 
 
 Collect adult larval forms of these insects and feed the larval 
 on the leaves of the plant on which found. 
 
 Read the Wisconsin Agricultural Experiment Station Bulletin 
 No. Ill, 1905, on "The Prevention of Oat Smut." This bulletin may 
 be procured from the Agricultural Experiment Station,, Madison 
 Wisconsin. Read "Potato Culture," Farmers' Bulletin No. 35, U. S. 
 Department of Agriculture, Washington, D. C. 
 (b) The Farm Garden. — 
 
 If possible, every school should have a farm garden. In this 
 the children should be taught to plant and care for whatever is grown 
 in the home garden. 
 
 Teach: 
 
 1. The best location for the home garden. 
 
 2. The proper kind of soil needed. 
 
 3. The preparation of the soil. 
 
 4. The most desirable things to grow — vegetables fruits, flowers. 
 
 5. The arrangement of crops in order that the early maturing 
 plants may be out of the way of the later ones. 
 
 6. The best time to plant the various crops. 
 
 7. Best methods of planting, cultivating and caring for small 
 fruits, such as strawberry, raspberry, blackberry, gooseberry, grape, 
 currant, etc. 
 
 The pupil should be able to tell how to grow all the common 
 vegetables. Encourage each pupil to plant and care for a garden of 
 his own. If practicable have the pupils plant and care for some 
 marketable crop which may be sold when grown, and the proceeds 
 of the sale used for securing some needed school equipment. 
 
 171 
 
(c) Weeds- 
 Define: Weed, annual, biennial, perennial. 
 Teach: 
 
 1. The names and habits of the different kinds of weeds. 
 
 2. Their manner of growth and propagation. Their nature: (a) 
 annual, (b) biennial, (c) perennial. 
 
 3. How each kind may be exterminated. 
 
 4. Show how knowledge of habit, length of natural life and 
 plan of reproduction determine the best methods of killing certain 
 weeds. 
 
 5. Classify weeds into several groups, as, 
 
 a. Weeds of cultivated fields, as found in corn and potatoes. 
 
 b. Weeds found in pastures. 
 
 c. Weeds found in meadows. 
 
 d. Weeds of the road-side fence corners and neglected places. 
 
 e. Discuss improved methods of eradicating each class. 
 Incite the pupils to destroy all the weeds in the school grounds 
 
 and along the road-sides. Interest them in having their home yards 
 kept neat and clean. Have the pupils discuss the methods used by 
 the farmers of the neighborhood in destroying different kinds of 
 weeds. 
 
 Have the pupils bring in and label specimens of the more com- 
 mon weeds. Secure copies of the pamphlet on "Noxious Weeds of 
 Wisconsin" from the Agricultural Experiment Station, Bulletin No. 
 76, and Circular No. 27, U. S. Department of Agriculture, Washing- 
 ton, D. C. 
 
 (d) Home and School Garden. — 
 
 The instruction in agriculture should be sr given tha' a dispo- 
 sition to clean up and beautify the home and school grounds will be 
 created in the children. 
 
 1. Have the pupils gather and burn leaves, dead weeds and rub- 
 bish; pile stones, dig up stumps, and level uneven places. 
 
 2. If necessary have the ground plowed and leveled. 
 
 3. The weeds and grass should be removed, and the large weeds 
 pulled. 
 
 4. Prepare part or all of the ground for sowing grass seed. 
 
 5. Interest the school board in making all needed repairs on 
 school buildings, fences and grounds. 
 
 6. Plant trees in the background and along the driveway, plant 
 shrubs near the building and on the borders of the school grounds. 
 
 7. In planting, trees and shrubs must be kept on the borders 
 and where they will hide the outhouses and any other unsightly 
 objects. Clear open spaces must be preserved for play grounds. 
 
 8. Vines such as wild grape, Virginia ivy and wild hop, may be 
 planted along fences. 
 
 9. Always choose hardy shrubs. Wild shrubs that grow in the 
 locality are often the best to plant. Confer with the patrons of the 
 district as to what kinds of shrubs grow best in your locality. There 
 
 172 
 
are always people who know about such matters, willing to assist 
 with advice, and often with the desired plants. Do not experiment 
 with unknown shrubs and trees. 
 
 10. If possible, obtain the service of some experienced person 
 who knows how to set out trees and shrubs. Study the bulletin on 
 tree planting sent out with the Arbor and Bird Day Annual for 1905. 
 
 In the spring have a small portion of the school grounds prepared 
 for a school garden. Assign a portion of this plat of ground to each 
 pupil, and instruct him in the best method of preparing the ground, 
 and planting the seed. Have the pupils *do all the work. The work 
 done in the school garden may be very profitably made the topic 
 for general discussion at morning exercises, and also the basis of 
 composition work. 
 
 Send to the Wisconsin Agricultural Experiment Station, Madison, 
 Wis., for Bulletin No. 105; to the U. S. Department of Agriculture, 
 Washington, D. C, for Farmers' Bulletins 134, 185 and 218. 
 
 GENERAL STUDY. 
 
 1. Farm crops. 
 
 a. Corn — testing of seed corn, materials necessary for test, 
 
 methods and demonstration of germination te^ts, why ears 
 of medium size are best, varieties best suited to local land 
 and why, how seed corn should be cared for, importance of 
 improving crop. 
 
 b. Cotton — the A B C's of cotton culture, as outlined for corn in 
 
 preceding grade. Consult a reference work on agriculture 
 for details. 
 
 c. Wheat — same as cotton above. 
 
 2. Garden and orchard. 
 
 a. Strawberries — varieties, choice of plants, cultivation, uses as 
 
 fruit, marketing. 
 
 b. Watermelons, cantaloupes; varieties, preparation of soil, suit- 
 
 able soil, cultivation, marketing. 
 
 3. Domestic animals. 
 
 a. Cow — testing for tuberculosis. 
 
 b. Sheep — breeds and advantage of each, kinds of food and ef- 
 
 fect on wool-producing, value to farm. 
 
 c. Poultry — winter-egg production, prevention and cure of chicken 
 
 diseases, poultry records and accounts. 
 
 d. Bees — hives, care, taking off honey and care of it, bee life. 
 
 4. The plant. 
 
 a. Parts — roots and root hairs in relation to absorption of food; 
 
 stems, as to character (annual, biennial, perennial), uses and 
 functions, structure; leaves, as to type, structure; seed, as 
 to germination, dispersal. 
 
 b. Constituents — of plants and their characteristics; organic and 
 
 inorganic. 
 
 5. The soil. 
 
 173 
 
a. Importance as a natural resource. 
 
 b. Principles necessary to its proper understanding — geological, 
 
 biological, chemical, physical. 
 
 c. Origin — forces in nature that have produced it — weathering, 
 
 winds, water, heat, and cold, etc. 
 
 d. Constituents — inorganic, as rock particles, lime, nitrogen, pot- 
 
 ash, phosphoric acid; organic matter, life of soil, humus, 
 plants, and animals in partial state of decay. 
 
 6. Girls' canning clubs. 
 
 Growth of the plant— Preparation of soil, planting and trans- 
 planting, cultivation, protection from disease and insects, 
 grading and marketing surplus fresh product. 
 
 7. Miscellaneous. 
 
 a. Farm plans — Size and arrangement of fields, situation of 
 
 barns and outhouses, fence building, drainage. 
 
 b. Hot beds and cold frames — How made, plants grown in, value. 
 
 II. Nature Study. 
 
 1. Animals. 
 
 a. Birds — Tree sparrow, grackles, wood thrush, yellow-throated 
 
 vireo, black-billed cuckoo, yellow-billed cuckoo, ruby-crowned 
 kinglet, golden-crowned kinglet, myrtle warbler. 
 
 b. Fishes — Trout, salmon. 
 
 c. Insects — Cutworms, lion beetle, army worm, corn worm, ich- 
 
 neumon fly, sphinx, bedbug, kissing bug, roach.. 
 
 d. Miscellaneous — Wood chuck, centipedes, willipedes, mink, 
 
 otter. 
 
 2. Plants. 
 
 a. Wild flowers — Ragwort, milkwort, chickory, baneberry, star 
 
 grass, June grass, fescue grass, jimson weed, St. John's 
 wort, blue curls. 
 
 b. Trees — Ash, Boxelder, poplar, chokeberry, red cherry, black 
 
 cherry. 
 
 c. Flowerless plants — Molds, grain smuts, orange rust, grape 
 
 mildew. 
 
 3. Study of birds. 
 
 a. Harmful and helpful birds in the community, and why. 
 
 b. Game birds and migratory birds. 
 
 c. Habits — Nest and nest materials, incubation period, migra- 
 
 tion. 
 
 d. Food — Proportion of animal and vegetable food of insects, 
 
 and noxious weed seeds. 
 
 e. Bird enemies and their control — Snakes, English sparrows, 
 
 cats, hunters. 
 
 f. Protection — Boxes, feeding, control of enemies, developing sen- 
 
 timent." 
 
 4. Study of shade and forest trees. 
 
 a. Aesthetic and economic values. 
 
 174 
 
b. Planting and care. 
 
 c. Trees in the community, value for shade, wood, etc. 
 
 d. Problem of forest preservation and reforestation. 
 
 III. Household Arts. 
 
 1. The front and back yard 
 
 a. Porches — Purpose and uses, furniture, decoration, protection 
 
 with vines. 
 
 b. Yards — Care of lawn, flowers, flower beds, etc. 
 
 2. Food. ' ■^'I^l'^^^H 
 
 a. Vegetables — Food values, preservation and canning, methods 
 
 of cooking and serving, best time to gather. 
 
 b. Cereals — Food values, raw and cooked, methods of cooking. 
 
 3. Household pests. 
 
 a. Kinds — Animals, as mouse, rat, fly, mosquito, cockroach, bed- 
 
 roach, clothes moth; plants, as molds, bacteria. 
 
 b. How to eradicate, damage done by. 
 
 4. Preventable diseases — List of preventable diseases and the mor- 
 
 tality from each; causes and eradication by better condi- 
 tions in the home; germs and germ life. 
 
 5. Sewing. 
 
 a. Garment making. 
 
 b. Mending. 
 
 c. Millinery. 
 
 d. Textiles. 
 
 Exercises: Training in making of seams, gussets and plackets, 
 Garment-making — underclothes. Simple clothing in cotton. 
 
 Mending: Exercises in darning, patching, and repairing of real 
 articles. 
 
 Renovating old materials. Cutting and fitting. Use of bought 
 patterns. 
 
 Millinery: Renovating old materials: rosette, bow and frame- 
 making and trimming. 
 
 Textiles: Choice of textiles; materials, properties and values. ' 
 
 Tests for materials — linen, wool, cotton. 
 
 175 
 
EIGHTH YEAE. 
 
 TEXT-BOOKS. 
 
 STATE ADOPTION— Fifth Reader; Copy Book, No. 6; Pronounc- 
 ing Speller; New English Grammar, and Writing in English; Prac- 
 tical Arithmetic; Natural Complete Geography; Elementary Physi- 
 ology; Eclectic History of the United States; Kentucky History; 
 Civil Government. 
 
 SUPPLEMENTARY BOOKS (Suggested).— Jones' Reader, Book 
 8; Stepping Stones, Book 8; Brooks' Reading by Grades, VIII; Lights 
 to Literature, Books 7 and 8; Baldwin's Reading by Grades, 7 and 
 8; Cyr's Reading by Grades, VIII Evangeline, The Trail of the Woods. 
 
 CORRELATIONS AND ALTERNATIONS. 
 
 1. Teach the Eighth Grade Course during the school years 1912- 
 13 and 1914-15, omitting the Seventh Grade Course entirely these 
 years. 
 
 2. Alternate Fifth Reader and Kentucky History. 
 
 3. Correlate Writing with Language, i. e. Grammar and Com- 
 position especially and with other studies in general. 
 
 4. In Spelling correlate the "difficult words of the month" with 
 the studies from which they are selected. Correlate the words in 
 defining with Reading and Kentucky History; the synonyms and 
 pronouncing lessons with Reading, and the word-building and un- 
 classified lists with Grammar and composition. A few minutes at the 
 beginning of each recitation should be given to this spelling and word 
 study. 
 
 5. Alternate Grammar and Composition, giving about equal time 
 to each subject. The study of the Poem and the Picture should be 
 correlated with Composition furnishing the basis of work in that 
 study. 
 
 6. Alternate Geography with Physiology, giving equal time to 
 each study. 
 
 7. Alternate United States History and Civil Government, giv- 
 ing about twice as much time to History as to Civics. Also Civics 
 should be correlated with History where it can be done. 
 
 8. Correlate such lessons of the Fifth Reader as can be done 
 naturally with History, Civics, Geography and Physiology. Occasion- 
 ally a lesson in the Reader should be used as the basis of Grammar 
 and Composition work. 
 
 9. In the General Exercises, instruction in Handwork, Agricul- 
 ture, Nature Study and the Household Arts should be correlated with 
 
 176 
 
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 w o 
 
 t» 
 
 o O 
 
 CD "^ 
 
 ja d 
 
 O /^ 
 
 m *^ 
 * O 
 
 pi 
 
J- il ^^' I- o '^ 
 
the other bianches. The Household Arts with Physiology, Language, 
 Geography and Physiology, the nature of the lesson determining the 
 correlation to be made. Drawing should be correlated with the other 
 studies, used as a method of expression. 
 
 SYNOPSIS OF EIGHTH YEAR COURSE. 
 
 1. Reading: The last forty-one lessons in the text-book, not other- 
 
 wise correlated. 
 
 2. Writing: Copy Book, No. 6. 
 
 3. Spelling: Course as outlined by the month. 
 
 4. Grammar: Introduction and Part One reviewed; Part Four com- 
 
 pleted. 
 
 5. Composition: Writing in English as outlined. 
 
 6. Arithmetic: Compound Numbers, Metric System, Practical Meas- 
 
 urements, Involution and Evolution, Mensuration and Ratio 
 and Proportion. 
 
 7. Geography: The Earth as a Whole, Eurasia, Europe, Asia, Africa 
 
 and Australia. 
 
 8. Physiology: Text completed and reviewed. 
 
 9. History: From the Adoption of the Constitution to the Present 
 
 Time. Kentucky History Correlated. 
 
 10. Civics: The State and National Governments. 
 
 11. General Exercises: Singing, Drawing and Handwork, Nature 
 
 Study, Agriculture, and the Household Arts. 
 
 DIRECTIONS FOR USE OF COURSE. 
 
 THE COURSE OUTLINED BY THE MONTH. 
 
 EIGHTH GRADE READING. 
 
 First Month. 
 
 For Study and Practice. 
 
 Prose: The Voices of Animals and On the Death of Washington. 
 Poetry: Kit Carson's Ride and Pictures from Memory. 
 For Reading and Practice: 
 
 Prose: A Story of Chief Justice Marshall, Glaciers, and My First 
 Geological Trip. 
 
 Second Month. 
 
 For Study and Practice: 
 
 Prose: Liberty and Independence and No Excellence Without 
 Great Labor. 
 
 Poetry: Owl Against Robin and The Glove and the Lions. 
 
 For Reading and Practice: 
 
 Prose: Rip Van Winkle and Joan of Arc. 
 
 Poetry: Sparrows. 
 
 177 
 
Third Month. 
 
 For Study and Practice: 
 
 Prose: Results of Intemperance and The Goodness of God. 
 Poetry: Marmion and Douglas and Anthony's Oration over Cae- 
 sar. 
 
 For Reading and Practice: 
 
 Prose: Inventions and Discoveries and The Old Man at the Gate. 
 
 Poetry: Bivouac of the Dead, Selections from Shakespeare. 
 
 Fourth Month. 
 
 For Study and Practice: 
 Prose: The Last Grand Review and War. 
 Poetry: The Song of the Potter and The Battle of Waterloo. 
 For Reading and Practice: 
 
 Prose: Scenes Among the Pyrennees On Roast Pig and The Vir- 
 ginians. 
 
 Poetry — Music in the Camp. 
 
 Fifth Month. 
 
 For Study and Practice: 
 
 Prose: The Hero in Gray and On the Restoration of the Union. 
 
 Poetry: Burial of Sir John Moore and The Blue and the Gray. 
 
 For Reading and Practice: 
 
 Prose: The Bible the Best of Classics and Relief of Lucknow. 
 
 Sixth Month. 
 
 For Study and Practice. 
 
 Prose: A Danger to the Republic and Gifts. 
 
 Poetry: To a Skylark. 
 
 For Reading and Practice: ^ 
 
 Prose: Virginians of the Valley. 
 
 Poetry: My Mother's Bible. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. The Courses of Seventh and Eighth Years may be alternated 
 in Reading and Literature. 
 
 2. For further suggestions, see Seventh Year Course. 
 
 3— SPELLING AND WORD STUDY. 
 
 First Month. 
 
 1. Spell and pronounce the difficult words of the month, such 
 as the following: Longitude, meridian, adverbial, particle, igneous, 
 atmospheric, detritus, erosion, larnyx, treachea, thoracic, diaphragm, 
 Genet, Algiers, Louisiana, embargo, tranquility, naturalization, alien, 
 supreme. 
 
 178 
 
2. Spell Arithmetical terms in Lesson 62, Part Two. 
 
 3. Define words in Lesson 74, Part Two. 
 
 4. Synonyms in Lesson 242, Part One. 
 
 5. Pronounce words in Lesson 167, Part Two. 
 
 6. Word-building: Lists containing the prefixes, a, ab, de, ad, in 
 Lesson 95, Part Two. 
 
 7. Unclassified lists: Lessons 79, 80, 81, 82, 83, 84, Part Two. 
 
 Second Month. 
 
 1. Pronounce and spell the difficult words of the month, such 
 as the following: Specfic, element, subordinate, inclination, equinox, 
 hemisphere, monsoon, adenoids, asphyxia, diphtheria, asthma, com- 
 promise, Cherokees, centennial, telegraph, disabilities, piracies, re- 
 prisal, habeas corpus. 
 
 2. Spell terms in Grammar in Lesson 65, Part Two. 
 
 3. Define words in Lesson 91, Part Two. 
 
 4. Synonyms in Lesson 245, Part One. 
 
 5. Pronounce words in Lesson 168, Part Two. 
 
 6. Word-building: Lists to which con is prefixed as in Lesson 
 97, Part two. 
 
 7. Unclassified Lists: Lessons 85, 86, 88, 99, and 104, Part Two. 
 
 Third Month. 
 
 1. Pronounce and spell the difficult words of the month, such 
 as the following: Ad valorem, dutiable, grammatical, analysis, Lauren- 
 tian, Orizaba, Eurasia, Hindu Kush, cervical, arachnoid, cerebrum, 
 cranial, Monterey, Chihuahua, omnibus, Gadsden, electoral, reprieve, 
 cabinet, diplomatic. 
 
 2. Spell anatomical terms in Lesson 92, Part Two. 
 
 3. Define words in Lesson 120, Part Two. 
 
 4. Synonyms in Lesson 78, Part Two. 
 
 5. Pronounce words in Lesson 169, Part Two. 
 
 6. Word-building: Lists containing the prefixes trans, inter and 
 super as in Lesson 101, Part Two. 
 
 7. Unclassified Lists: Lessons»106, 111, 112, 113 and 115. 
 
 Fourth Month. 
 
 1. Pronounce and spell the difficult words of the month, such 
 as the following: acceptance, foreign, contracted, abridgement, Med- 
 iterranean, Adriatic, porcelain, Netherlands, delirium, neurasthenia, 
 epilepsy, dementia, Lincoln, marque, Shiloh, Murfreesboro, jurisdic-* 
 tion, marshall, appeal, exclusive. 
 
 2. Spell names of diseases in Lesson 98, Part Two. 
 
 3. Define words in Lesson 173, Part Two. 
 
 4. Synonyms in Lesson 84, Part Two. 
 
 K. Pronounce words in Lesson 170, Part Two. 
 
 179 
 
6. Word-building: Lists containing the prefixes sub and circum, 
 in Lesson 103, Part Two. 
 
 7. Unclassified Lists: Lessons 116, 117, 118, 119, 121, and 122, 
 Part Two. 
 
 Fifth Month. 
 
 1. Spell and pronounce the difiicult words of the month, such 
 as the following: proportion, partnership, syntax, apposition, Arabia, 
 Philippine, Tokyo, Manchuria, schlerotic, crystalline, auditory, coch- 
 lea, copyright, exposition, reconcentrados, Schley, aristocracy, inalien- 
 able, commercial, suffrage. 
 
 2. Spell names of civil officers in Lesson 128, Part Two. 
 
 3. Define words in Lesson 67, Part Two. 
 
 4. Synonyms in Lesson 87, Part Two. 
 
 5. Pronounce words in Lesson 171, Part Two. 
 
 6. Word-building: Lists containing the prefixes uni, mono, bi, 
 and tri, as in Lesson 105, Part Two. 
 
 7. Unclassified Lists: Lessons 123, 124, 125, 140, 143, and 150, 
 Part Two. 
 
 Sixth Month. 
 
 1. Spell and pronounce the difiicult words of the month, such 
 as the following: mensuration, conical, antecedent, infinite, Kongo, 
 Cairo, kangaroo, Hawiian, olfactory, uvula, bacteria, disinfectant, 
 tariff, slavery, expansion, reform, committee, convention, nominate, 
 majority. 
 
 2. Spell law terms in Lesson 131, Part Two. 
 
 3. Define words in Lesson 93, Part Two. 
 
 4. Synonyms in Lesson 172, Part Two. 
 
 5. Pronounce words n Lesson 72, Part Two. 
 
 6. Word-building: Lists containing non and post in Lesson 134, 
 Part Two. 
 
 7. Unclassified Lessons: Reviews 1, 2, 3 and 4, and pages 143 and 
 144, Part Two. 
 
 • 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. The teacher should study all suggestions for previous years. 
 The habit of word-study is an invaluable one. 
 
 2. The writer has made an effort to grade the lessons of the 
 Speller and to correlate them with other studies where it is possible. 
 An effort has been made to write a course in word-study that is 
 practical and pedagogical. By planning for the same kinds of ex- 
 ercises each month, it is hoped that certain habits of thought will 
 become fixed. "Pronounce and spell the difficult words of the 
 month" has been written purposely thirty-six times; the end sought 
 is the habit of carefully observing and learning to pronounce and 
 spell the new words as they are met with. Throughout the course 
 
 180 
 
every month, a series of names has been planned; this is intended 
 to emphasize the importance of forming the habit of spelling names 
 correctly. The repetition of lessons on homophones, synonyms and 
 antonyms is intended to form the habit of observing those forms 
 in the other studies. The habit of carefully choosing words with 
 which to express one's thoughts leads invariably to accurate think- 
 ing and speaking. The repeated work ir. word-building has a two 
 fold purpose; first, to lead the students to observe the force of pre- 
 fixes and suffixes when annexed to root-words, and to memorize the 
 meaning of the affix; and, second, to give students exercise in word- 
 building. The unclassified lists are to be taught in the order in which 
 they occur in the book after the classified work has been done. 
 
 METHOD IN SPELLING. 
 
 Method in spelling falls under two heads, methods of study and 
 methods of recitation, and the former is by far the more important. 
 
 4-5— GRAMMAR AND COMPOSITION. 
 First Month. 
 
 1. Grammar: Review the Introduction and the Etymology and 
 Syntax of Part One. 
 
 2. Composition: Description. Same text-book references as for 
 Seventh Grade. Four descriptions to be written during the month. 
 
 3. Poem: The Heritage. — Lowell. 
 
 4. Picture: Last Judgment. — Michael Angelo. 
 
 Second Month. 
 
 1. Grammar: Part IV. Teach the Classification of sentences; 
 and the Elements, Principal, Subordinate and Independent. 
 
 2. Composition: Narration. Same text-book references as for 
 Seventh Grade. Four narrations to be written during the month. 
 
 3. Poem: The Vision of Sir Launfal. — Lowell. 
 
 4. Picture: Holy Night. — Corregio. 
 
 Third Month. 
 
 1. Grammar: Classes of Elements: Words, Phrases and Clauses. 
 Sections 190 and 200 inclusive, and 210 and 211. 
 
 2. Compositions: "Paragraphing and Unity." Same text-book 
 references as for Seventh Grade. Two descriptions and two narra- 
 tions to be written during the month. 
 
 3. Poem: The Chambered Nautilus. — Holmes. 
 
 4. Picture: The Ascension. — H of man. 
 
 Fourth Month. 
 1. . Grammar: Kinds of Elements, Simple, Complex and Com- 
 pound. Contracted Sentences and Abridgment. Sections 201 to 209 
 inclusive, and 213 to 220 inclusive. 
 
 181 
 
2. Composition: "Sentence Forms," Clearness in Writing, "Em- 
 phasis in Writing." Same text-book references as for Seventh Grade. 
 One each of description, narration, exposition and argument to be 
 written. 
 
 3. Poem: The Bugle Song. — Tennyson. 
 
 4. Picture: Evangeline. — Douglas. 
 
 Fifth Month. 
 
 1. Grammar: Rules of Syntax. Sections 221 to 230 inclusive. 
 
 2. Composition: "Letter Writing and Figures of Speech." Same 
 text-book references as for Seventh Grade. Four letters to be writ- 
 ten during the month. 
 
 3. Poem: Battle of Waterloo. — Byron. 
 
 4. Picture: Joan of Arc. — LePage. 
 
 Sixth IVIonth. 
 
 1. Grammar: Rules of Syntax. Sections 231 to 244 inclusive. 
 
 2. Compositions: "Choice of Words," "Exposition and Argu- 
 ment." Same text-book references as for Seventh Grade. Two expo- 
 sitions and two arguments to be written. 
 
 3. Poem: To the Skylark. — Shelley. 
 
 4. Picture: Aurora. — Reni. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Alternation: The Seventh and Eighth Year courses in language 
 are to be alternated from year to year. 
 
 6— ARITHMETIC. 
 
 First Month. 
 
 1. Compound Numbers: Reduction except Square and Cubic 
 Measures. 
 
 2. Compound Numbers: Square and Cubic Measures. 
 
 3. Compound Numbers: Addition, Subtraction, Multiplication, 
 Division. 
 
 4. Compound Numbers: Longitude and Time — Standard Time. 
 
 Second Month. 
 
 1. Metric: Length and Areas. 
 
 2. Metric: Capacity and Weight. 
 
 3. Measurements: Government Lands. Carpeting. 
 
 4. Measurements: Paper Hanging. Plastering, etc. 
 
 Third Month. 
 
 1. Measurements: Roofing and Guttering. 
 
 2. Measurements: Mason and Bricklayer's work. 
 
 3. Measurements: Lumber Measure. 
 
 4. Measurements: Capacty of Bins and Cisterns. 
 
 182 
 
Fourth Month. 
 
 1. Involution Powers and Exponents. Reviews. 
 
 2. Evolution. Square Root Integers and Fractions. 
 
 3. Evolution: Square Root and the Right Triangle. 
 
 4. Evolution: Cube Root and Its Applications. 
 
 Fifth Month. 
 
 1. Mensuration: The Triangle and the Quadralateral. 
 
 2. Mensuration: Regular Polygons and Circles. 
 
 3. Mensuration: The Surface of Solids. 
 
 4. Mensuration: The Volumes of Solids. 
 
 ^.^^^ .- ■ 
 
 Sixth Month. 
 
 1. Proportion: Ratio and Proportion. 
 
 2. Proportion: Similar Plane Figures and Similar Solids. 
 
 3. Proportion: Partnership and Bankruptcy. 
 
 4. Proportion: Reviews and Examinations. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 Arithmetic is one of the three R's — Reading, writing and reckon- 
 ing. As such, it holds an important position in every course of study. 
 It may well he questioned if the work in this subject is satisfactory 
 in most schools. There must be a reason for this condition. It is con- 
 ceded that Arithmetic is both a cultural subject and an utilitarian sub- 
 ject. As a cultural subject, its end is to make clear, straight and accu- 
 rate thinkers; as an utilitarian subject, its use is the quantitative 
 measure of property values in buying and selling economic goods; it 
 is to apportion quantities of anything, in order to its just distribution 
 relative to individuals. In brief, it is a method of measuring quantity. 
 Prof. Burgess Shank holds that disciplinary and cultural aims of 
 Arithmetic are subordinate and incidental to the utilitarian. He says: 
 "The science of number and the art of computation have been and 
 will continue to be studied chiefly and primarily because of their use 
 in the struggle for existence. Therefore, arithmetic and other branches 
 of elementary mathematics will play a continually more important 
 part, and hence require to be better learned and better taught in the 
 twentieth century than ever in th past." 
 
 In order that Arithmetic may be better taught in the public 
 schools of the State three conditions in the teaching must exist. 
 
 1. The fundamental operations — addition, subtraction, multipli- 
 cation and division of simple, denominate and fractional numbers 
 must be so thoroughly taught that the student can perform these 
 operations with reasonable rapidity and absolute accuracy. In the 
 early years, it is a mistake tO sacrifice accuracy and rapidity in handl- 
 ing numbers to the application of numbers to problems. 
 
 2. The "Three type problem" must be mastered, since, in one 
 form or another, it enters into so many calculations. For example: 
 what are % of 12? 9 is % of what number? 9 is what fraction of 
 
 183 
 
12? Again, What is 20% of 400? 80 is 20% of what number? 80 is 
 what percent of 400? And yet again, If 4 hogs cost $12, what will 
 3 hogs cost? If 3 hogs cost $9 what will 4 hogs cost? The teacher 
 will be surprised, probably, at the large number of problems which 
 can be solved by this "three type problem." "From many, we reason 
 to one, and from that one, to another many." 
 
 3. Arithmetic must be continually applied to the actual prob- 
 lems of every day life. To do this, it may be necessary to pass over 
 lightly or to cut out entirely, imaginary problems, involving num- 
 bers such as $38 7-9, 6 2-5 yd., 18 1-3 lb, 42 1-7 shares of stock since 
 dollars are not divided into ninths, yards into fifths, pounds into 
 thirds or shares into sevenths. There are enough real problems from 
 actual life for all purposes of discipline and culture, without making 
 fantastic problems out of numbers which can exist nowhere except 
 in the imagination. 
 
 In order to make this application of Arithmetic to life, it will be 
 necessary for the teacher to gather such problems from the com- 
 munity wherein the school is located. The following suggestions by 
 Prin. G. R. Davies, on Arithemtic for North Dakota, indicate how 
 Arithmetic may be adjusted to an agricultural region: 
 
 "The predominant agricultural interests of the community open 
 a wide field for applied arithmetic. The teacher who has some knov/1- 
 edge of scientific agriculture — as every teacher should — will contin- 
 ually take illustrative material from farm surroundings. Appro- 
 priate to the autumn season would be problems involving total yield 
 and rate of yield of various crops, cost of threshing, capacity of 
 bins, rate of plowing, cost of labor, etc. In connection with such 
 problems items of knowledge learned in other classes may often be 
 recalled and thus reviewed. Questions involving price give an oppor- 
 tunity to fix the important social law of supply and demand. 
 
 "Problems may be invented, or made from data furnished by the 
 children, involving cost of raising stock, profit or loss on the same, 
 live weight and dressed weight of meat, cost of fodder, nutritive ra- 
 tion and balanced ration, percentage of butter fat in milk, and so on 
 indefinitely. It is not expected, of course, that such problems would 
 constitute the whole course of study, but rather that they would be 
 thrown in as mental or written work when occasion offers. A live 
 teacher necessarily uses much material that he must invent to fill 
 some particular need, and there is no reason why such material 
 should not be taken from the farm environment. 
 
 "Government statistical reports, such as the abstract of the cen- 
 sus or the report of the Bureau of Statistics, though they take the 
 pupil more widely afield, afford much useful data for problems. A 
 class in need of practice in computing percentages may well be re- 
 ferred to such sources. The material may be obtained by application 
 to the various departments at Washington, or through one of the 
 congressmen. Some of the subjects that may be taken up are changes 
 in population of county, state, or nation; comparison of cities; crop 
 
 184 
 
yields by states; output of industries; savings-bank deposits; rate of 
 railroad accidents; cost of living as compared with former years. In 
 connection with the latter subject, opportunity may well be taken 
 to notice the relation of the rise in price level to wages, salaries, and 
 the earnings of capital. The simple economic laws involved are not 
 beyond the comprehension of a seventh or eighth grade pupil, and 
 will be of assistance in developing an insight into the complexities of 
 modern life. 
 
 "Outdoor measurements may be conducted by an entire class 
 working together under the direction of the teacher, or by smaller 
 groups if the class is large. A fourth or fifth grade will enjoy 
 measuring the school yard and making accurate maps of it. This 
 work will come in connection with the home geography. Later areas 
 may be measured and computed in acres.] A real knowledge of the 
 foot, yard, rod, and acre will thus be developed. In the highest 
 grades some interesting illustrative work may be done with the 
 triangles. By setting stakes to mark the corners of two similar 
 vertical right triangles in such a way that the apex of one triangle 
 is some stone or post on the opposite shore of a pond or stream, it 
 is possible by proportion to compute the distance across the water 
 by measurements taken on the one shore. Last spring, I sent the 
 boys of my geometry class to a neighboring stream to nreasure its 
 width in this way. They were surprised to find that they could com- 
 plete the measurement entirely from the one bank. The experiment 
 enabled them to comprehend how the surveyor triangles across a val- 
 ley. By the use of the same principle they computed the height of 
 the flag-pole on the school-house and of a near-by tree. 
 
 "Local industries and civil organizations may be drawn on for 
 data. The size of the elevator will furnish a problem in computing 
 capacity. Use may be made of data concerning shipments of wheat 
 ■ — cost, car capacity, destination, etc. When the class is studying 
 taxes get the township or school clerk to inform you as to the valua- 
 tion of the township or district; let the class estimate the tax levy, 
 and compute the rate. They may then extend the total tax for various 
 imaginary or real individuals. When my eighth grade was studying 
 the subject last year, I obtained data from the tax receipts of the 
 gentlemen who had property in several localities. The class found 
 and compared the rates. 
 
 "Proportion and some other subjects are well illustrated by the 
 physical laws of the pulley, lever, wheel, and inclined plane. The 
 laws of motion and the principles of mechanics are thus introduced. 
 They ought to be taught more than they are in the common school. 
 Just recently I heard a>supposedly intelligent person expressing won- 
 der at the strength of a horse because it was moving a house. The 
 block and tackle were overlooked. A person so ignorant of mechani- 
 cal laws is not in a position to understand this machine age. 
 
 "It is essential in illustrating arithmetic that the teacher should 
 be continually on the watch for material. Perhaps a mason will be 
 
 185 
 
setting stakes and strings to mark out the position of a foundation. 
 You may see him measure from where two strings cross, eight feet 
 one one string and six feet on the other. He then measures diagon- 
 ally across to test his right angle. Call the attention of the eighth 
 grade to the measurements — perhaps even have them reproduce 
 them — and you will have thrown considerable light on the rule re- 
 lating to the square on the hypotenuse. The teacher who is inter- 
 ested in his environment and is alive to the world of industry about 
 him will soon bring arithmetic into touch with real life." 
 
 The following list of problems will be suggestive of the supple- 
 mentary work that ought to be done. 
 
 1. What system of notation do we use in Arithmetical computa- 
 tions ? 
 
 2. How does the Hindu-Arabic systems of notation differ from 
 the Roman system? 
 
 3. What is characteristic feature of the Hindu- Arabic notation? 
 
 4. Why is the Hindu-Arabic system of notation called a decimal 
 system? 
 
 5. What is meant by the base, or scale of a system of notation? 
 
 6. What is meant by the place-value feature of our system of 
 notation? 
 
 7. Add 765 and 436 in the scale of 8. 
 
 8. Divide 4132 by 5 in the scale of 6. 
 
 9. Name the seven letters used in the Roman system of nota- 
 tion to represent numbers, and give the five principles that govern 
 the use of these letters in representing numbers. 
 
 10. Compare the local, or place, value of the different digits in 
 808.42. How would it affect the value of the number to move the 
 decimal point two places to the left? How would that affect the local 
 value of the several digits. How would it affect the relative local 
 values of the digits? 
 
 11. Why, in reducing a common fraction to a demical, do you 
 add zeros to the numerator? Show just how % is equal to .75. 
 
 12. Show that a divisor of two numbers is also a divisor of their 
 sum or difference. 
 
 13. Name at least three general principles employed in dealing 
 with common fractions. 
 
 14. Prove that, if the same number is added to both numerator 
 and denominator of a proper fraction, the value of the fraction is 
 increased. 
 
 15. A gardener prepared for market with three varieties of cab- 
 bage plants; 168 plants of the first kind, 264 of the second, and 312 
 of the third. He tied them in the largest possible bunches, without 
 mixing the varieties, and had the same number of plants in each 
 bunch. How many plants in each bunch? How many bunches of 
 each variety? 
 
 16. A farmer has a field in the form of a rectangle 64 rd. long 
 and 52 rd. wide. He sowed the field in wheat using 200 lb. of fertilizer 
 
 186 
 
to the acre on one-half of the field. On the half not fertilized, the 
 yield was 14 2-3 bu. per acre. On the fertilized half the yield was 
 15-11 of the yield on the unfertilized half. What profit did the farmer 
 derive from the fertiizer, if it cost $3.0 a ton; and the wheat was 
 worth 90 cents a bushel? 
 
 17. The standard formula for Bordeaux Mixture is 6 lbs. of blue- 
 stone and 4 lb. of lime dissolved in 50 gal. of water. A man desires 
 to spray 240 apple trees with this mixture, using 2^/^ gal. of the 
 spray for each tree. How many pounds of each of the chemicals 
 must he use? What will the spray cost if bluestone is worth 81-3 
 cents a lb., and lime % of a sent a lb.? 
 
 18. A farmer gathered 779 bu. 3.2 qt. of corn from 18 A. and 60 
 sq. rd. of land. What was the average yield per acre? 
 
 19. A cubic foot of water w^eighs 62.5 lb. If an acre of clover 
 in growing removes 302.5 tons of water from the soil, how many 
 inches of rainfall would be necessary to supply that amount of water? 
 
 20. An acre of tobacco takes from the soil 511 bu. of nitrogen, 
 5 lbs. of phosphoric acid, and 54 lb. of potash. How many pounds 
 of fertilizer would be necessary to restore the potash to the soil on 
 the acre, if the analysis of the fertilizer shows 8% phosphoric acid, 
 2 1-2% nitrogen, and 6% potash? When enough of the fertilizer has 
 been used to restore the potash, how many pounds of each of the 
 other two plant foods have been put into the soil? 
 
 21. The specific gravity of a solid is the ratio of the weight of the 
 solid to the weight of an equal volume of water. What is the weight 
 of 20 oak joist 16 ft. long, 8 in. wide, and 2 in. thick, if the specific 
 gravity of oak is %? (Water weighs 62.5 lb. per cu. ft.) 
 
 22. The speoific gravity of limestone is 2.75. What is the weight 
 of a block of such stone 4 ft. 6 in. long, 2 ft. 8 in. wide, 1 ft. 9 in. 
 thick? 
 
 23. A cylindrical tank is 5 ft. deep, and holds 470.016 gal. What 
 is the diameter of the tank? How many staves 3 in. wide would it 
 take to build the tank? (gal. = 231 cu. in.) 
 
 24. A bushel is 2150.4 cu. in. A wheat bin 8 ft. long, and 5 ft. 
 wide has in it 230 bushels of wheat. If the wheat in the bin is of 
 uniform depth, what is the depth? 
 
 25. A plot of a field of four sides gives the length of the sides 
 8.5 in., 9 in., 10 in., and 6.5 in., respectively; and one diagonal 11.5 
 in. Find the area of the field if the plot is on a scale of 1 in. = 50 
 ft. (Give either one of the two possible solutions). 
 
 26. A farmer sold 200 bu. of corn at 60 cents a bu. A bu. of corn 
 fed to a hog will add 9 lb. to the hog's weight. Again a bushel of 
 corn has in it .8 lb. of nitrogen, .3 lb. of phosphoric acid, and .2 lb. 
 of potash. If the corn had been fed to hogs, these plant food elements 
 would have been left on the land. What did the farmer lose by 
 selling his corn, instead of feeding it to hogs; if the market price of 
 hogs was 6 cents a lb., nitrogen 20 cents a lb., phosphoric acid 7 
 cents a lb., and potash 6 cents a lb.? 
 
 187 
 
27. 3.25% of the total number of deaths in Kentucky in 1912 was 
 due to pneumonia. What was the total number of deaths in the 
 State, if 2,447 people died of pneumonia? What was the total num- 
 ber of cases of pneumonia, if 20% of the cases were fatal? (Calcu- 
 late to nearest integer.) 
 
 28. What is the daily income from a cow that averages 28 lb. of 
 milk per day, if the milk is 4.8% butter fat; and butter fat is worth 
 30 cents a lb., and skim milk is worth 8 cents a gal? (1 gal. of milk 
 =8.6 lb.) 
 
 29. A trader bought a span of mules Jan. 1, 1913, for $410, what 
 profit will he make if he sells the mules today (examination day) 
 for $500; if the expense of keeping the mules was $18, and money 
 is worth 6%? 
 
 30. A note of $360 dated Jan. 1, 1913, with interest at 6%, due 
 in one year, is discounted today at bank at 8%. A payment of $50 
 was made on the note April 1, 1913. Find the proceeds of the note. 
 
 31. A. commercial discount of 2%, 10%, and 5% is equivalent to 
 what single rate? 6% interest for 1 yr. 3 mo. and 18 da. is equivalent 
 to what simple rate per cent? 
 
 32. A merchant marked his goods 30% above cost, and sold them 
 at a certain per cent discount and still make 20% profit. What was 
 the rate per cent of discount? 
 
 33. A man bought a farm Jan. 1, i913, for $7,000, paying $2,500 
 cash, and five 6% interest bearing notes for $500 each, interest pay- 
 able annually. The notes are due in 1, 2, 3, 4, and 5 years, respec- 
 tively. He paid $250 on the first note May 20, 1913. How much money 
 will be required to meet the balance of the first payment Jan. 1, 1914? 
 
 34. A contractor engaged to do a certain piece of work in 30 
 days. 9 men or 12 boys could have done the work in the required 
 time. He worked 3 men and 8 boys for 10 days, when he dismissed 
 the boys, and employed enough additional men to complete the work 
 in the 30 days. How many additional men did he employ? 
 
 35. A man hoed a field of corn in 28 hours. He found that if he 
 had hoed two more rows per hour he could have hoed the field in 
 20 hours. How many rows did he hoe in an hour? How many rows 
 were there in the field? 
 
 36. 3-5% of a manure is nitrogen, 1-3% phosphoric acid, and i/^% 
 potash. What is the value of these plant foods in 8,000 lb. of the 
 manure, if nitrogen is worth 20 cents a lb., phosphoric acid worth 5 
 cents a lb and potash worth 6 cents a lb.? 
 
 37. What is the value of a ton of commercial fertilizer that 
 analyzes 3% nitrogen, 4% potash, and 8% phosphoric acid, if nitrogen 
 is worth 22 cents a lb., potash 6^4 cents a lb., and phosphoric acid 
 5 cents a lb.? 
 
 38. Milk is 3.2% protein, 3.8% fat, 5% carbo-hydratse. 
 Beef, fresh, 15.5% protein, 15% fat. 
 
 Bread, 9% protein, .8% fat, 48.8% carbo-hydrates. 
 Irish Potatoes 1.5% protein, 1% fat, 14% carbo-hydrates. 
 
 188 
 
A man drank 3 pt. (3 lbs.) of milk, and ate 1 lb. of beef, 8 
 oz. of bread, and 6 oz. of potatoes in a day. How many oz. of each 
 of these nutrients were in the day's rations? 
 
 GEOGRAPHY. 
 First Month. — The Earth as a Whole, The Earth, Upheaval, Wear- 
 ing Away. 
 
 Second Month. — The Earth as a Whole. Climate, Life, Man. 
 
 Third Month. — North America and Eurasia as Wholes. 
 
 Fourth Month. — Europe completed per text-book. 
 
 Fifth Month. — Asia in its relations. 
 
 Sixth Month. — Africa, Australia and Islands. 
 
 PHYSIOLOGY. 
 
 First Month. — The Respiratory System. Breathing. Hygiene of 
 Breathing and Ventilation. 
 
 Second Month. — The Heat of the Body. Secretory System. The 
 Hygiene of the Secretory System. 
 
 Third Month. — The Nervous System. The Brain, Spinal Cord, 
 Nerves, and the Sympathetic System. The Work of the Nervous 
 System. 
 
 Fourth Month. — The Hygiene and Diseases of the Nervous Sys- 
 tem. 
 
 Fifth Month.— The Eye. The Work a'hd Hygiene of the Eye. 
 The Ear and Hygiene of the Ear. 
 
 Sixth Month. — The Nose. Taste. Touch. Bacteria. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The Eighth Grade Course is very similar to the Sixth Grade 
 Course; and, for this reason, the teacher should study that caurse. 
 
 The writer would repeat that Good Health is the specific end 
 we are trying to reach this year. We want to drive these lessons 
 home until they bear immediate and valuable fruit in a more healthy 
 people and a more healthful environment. The school should take 
 for its battle cries: "Down with Preventable Disease," "Swat that 
 Fly," "Death to the Mosquito," "The Hookworm must go," "Typhoid 
 fever is preventable," "Small pox is a relic of the Dark Ages," 
 "Take the World for Good Health," "He who knowingly spreads a 
 disease is a savage." 
 
 Again, beginning at the school house, the teacher and his class 
 should make a survey of the district for those conditions dangerous 
 to health. They should carefully gather the data; and the people 
 of the district should be brought together and the facts pointed out. 
 Suppression of the truth in such important matters as public health 
 is criminal folly. So long as people empty slops and sewage about 
 the wells which contain their drinking water, dig wells in barn yards 
 to be used alike by man and beast, maintain out-door closets so vile 
 and filthy as to stifle those patronizing them, leave dead animals to 
 
 189 
 
rot unburied near dwellings, encourage conditons which breed germ- 
 transmitting flies by the million, defy laws of air space and ventila- 
 tion in homes and school buildings alike, there is ample reason for 
 carrying on a campaign of this sort. It goes without saying that all 
 these things should be done with infinite patience and tact; with 
 zeal and good feeling for the public welfare; but they should be 
 done. The people, young and old, should be told the truth. If the 
 teacher be afraid of his job, he might get some physician to meet 
 the people and tell them the truth. 
 
 Among the many things the school should do along these lines 
 we would mention the following: 
 
 1. Teach the whole district the danger of soil pollution and how 
 to avoid it. 
 
 2. How to make a sanitary toilet. 
 
 3. How avoid typhoid fever; and how care for typhoid patients 
 in the interest of the well people. 
 
 4. How ventilate homes, school houses and churches. 
 
 5. How secure a supply of pure water. 
 
 6. How handle water to keep it pure. 
 
 7. How get rid of flies and mosquitoes. 
 
 8. Danger of these insects. 
 
 9. The list of preventable diseases and how avoid them. 
 
 10. Make a census of deaths n the district from preventable dis- 
 eases in the last five years. Consult the physicians and secure their 
 assistance in your battle for good health. 
 
 11. Get the people to come together to consult about these mat- 
 ters. Furnish some local speaker, doctor or layman, with the facts. 
 Make the people know the truth; and "the truth shall make them 
 free." 
 
 12. Last but not least, never quit agitating until the school house 
 and grounds are right from the standpoint of Good Health; 
 
 9_HIST0RY. 
 
 First Month. — From the adoption of the Constitution to the War 
 of 1812. Chaps. 20-23 inclusive. 
 
 Second Month. — From the War of 1812 to the Mexican War. 
 
 Third Month. — From the Opening of the Mexican War to the Be- 
 ginning of the Civil War. 
 
 Fourth Month.— The Civil War. 
 
 Fifth Month. — From the Civil War to the Present Time. 
 
 Sixth Month. — ^A Review of Great Movements in United States 
 History. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The paramount idea this year is the building of a nation, and 
 the d'evelopment of a national life and spirit. For method study Mace 
 and Hinsdale. The great end of education is character. If history 
 teaching does not result in better ctizenship, it has failed. If it 
 
 190 
 
h-^s not lessened prejudices and broadened sympathies, it has failed. 
 If students do not go out of school with higher ideas of life and its 
 duties, school life is a failure. Supplementary Reading: Self Help, 
 Four American Naval Heroes, Four American Patriots, Four Great 
 Americans, Lives of the Presidents, Our Great Republic, Guerber's 
 Stories of the Greeks and the Romans, Stories from Life, Johonnot's 
 Ten Great Events in History, Walton and Brumbaugh's Stories of 
 Pennsylvania. 
 
 History is the life story of a people, and the fundamental idea 
 is growth. The life of the American people is expressed in such 
 institutions as the Home, the School, the Church, the State and the 
 Industrial Institutions. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 The paramount idea this year is the building of a nation, and the 
 development of a national life and spirit. For method study Mace 
 and Hinsdale. The great end of education is character. If history 
 teaching does not result in better citizenship, it has failed. If it 
 has not lessened prejudices and broadened sympathies, it has failed. 
 If students do not go out of school with higher ideas of life and its 
 duties, school life is a failure. Supplementary Reading: Self Help, 
 Four American Naval Heroes, Four American Patriots, Four Great 
 Americans, Lives of the Presidents, Our Great Republic, Guerber's 
 Stories of the Greeks and the Romans, Stories from Life, Johonnot's 
 Ten Great Events in History, Walton and Brumbaugh's Stories of 
 Pennsylvania. 
 
 History is the life story of a people, and the fundamental idea 
 is growth. The life of the American people is expressed in such in- 
 stitutions as the Home, the School, the Church, the State and the In- 
 dustrial Institutions. 
 
 Each of these institutions is a growth. The modern American 
 Home inter-related with other homes by telephones, telegraph, etc., 
 and with all other institutions in a thousand ways is a growth from 
 the pioneer home. The primitive school of our forefathers has grown 
 into gheat educational systems. The church has grown in feeling 
 and organizatoin. From the League of 1643, a mighty federated na- 
 tion has evolved. Our whole industrial life is a growth. From the 
 primitive wagon to the Pullman Car and the ocean steamer, from 
 the reap-hook to the binder, from the needle to the sewing machine, 
 all is a mighty growth from the simple to the complex. 
 
 Those facts of history are of value that indicate growth. Unre- 
 lated facts are valueless. Emphasize those events in our history 
 that reveal the thought and tendency of the times. Certain series of 
 events stand out in American History and should receive special 
 attention. Such are the territorial growth, religious toleration, the 
 slavery system, the protective system, the Civil Service Reform, in- 
 ventions, the school system, transportation lines, the postal system, etc. 
 
 191 
 
7-8— HISTORY. 
 
 The schools of the State are required to teach United States His- 
 tory. We have two texts adopted, according to law. The study of 
 these texts have been distributed through four grades. In this way, 
 a part of the pupil's time during four years is given to this subject. 
 Since history, thus, holds such a large place in our schools, it should 
 be held accountable for using this extensive and valuable time in the 
 life of the child to secure directly practical results. What are the 
 facts as they exist in our schools and in our state? 
 
 Of course, the average teacher can do little more, and does do 
 little more than reproduce or have reproduced, the matter of the text 
 in just the shape and order in which it is presented in the text. His 
 training is not broad enough to enable him to do more than this. 
 He must, he thinks, follow the chop-feed method of treatment of our 
 histories. The logic of events is lost by the hop-skip-and-jump pro- 
 cedure from the political to the military, then to the literary, then to 
 the religious, then to the industrial, etc., every four years. There is a 
 discontinuity that is bewildering to teacher and student. All sense of 
 order is lost. "History is shot full of gaps." Neither teacher or pupil 
 puts things together as cause and effect. 
 
 On the side of the state, we have results which stare us in the 
 face, as to what has not been accomplished in the past. In too large 
 a measure we have an ignorant citizenship, ignorant of the meaning 
 of the issues confronting us now and liable to be misled in their 
 actions and attitudes relative to these problems. As a social fact, 
 we know that things are little understood. In a republic bought with 
 blood and sacrifice, we find large bodies of our citizens selling their 
 votes, and others buying them. In times of peace, we find parts of 
 our state suffering some of the horrors of war because bodies of citi- 
 zens take the law into their own hands to free themselves from some 
 industrial oppression, real or imaginary, or to avenge some hideous 
 and unspeakable crime. 
 
 The educational situation in the state demands better results from 
 the teaching of history in our public schools. To secure then better 
 results, we must abandon the idea that history is only to give polite 
 information, and we must change our skip-hop-and-jump method for a ra- 
 tional one. We must substitute the idea that history gives information 
 that is useful because it throws light on the problems of our times, or is a 
 study of those problems directly. We want men and women who can 
 tell where the ship of state is drifting by knowing the meaning of the 
 tendencies of the times. We want the common voters to study and 
 understand the present in the light of the experience of the past as 
 recorded in history. This is the chief end of the whole public school 
 system. We want the voters to know how to vote in a national cam- 
 paign on the tariff question, because they understand the relation of 
 the tariff to themselves and to the life of the nation. To be more 
 specific, the young citizen should be taught in the history class, in a 
 
 192 
 
fair and impartial way, the positions of the protectionist, the free 
 trader and the advocate of a tariff for revenue only. We want these 
 young citizens to understand the political system under which they 
 live, in spirit and organization, well enough to he able to decide 
 whether their rights among men are being subserved or subverted; 
 and if subverted, to have some notion of remedies short of a destruc-' 
 tion of our admirable system of government. We want these young 
 people to get larger and clearer visions of social equality and social 
 justice, as against industrial exploitation and political deception. We 
 want them to burn wth enthusiasm for the rights of man, and to have 
 ideals of a better society and a greater faith in social progress. We 
 want history to give our youth such a clear and truthful account of 
 public affairs in the past, that they may be able to control them in the 
 future. If history is going to occupy such a broad field in the life 
 of the child, it must teach him the things it is necessary for him as a 
 citizen, to know. 
 
 If History is to do these things for the young citizen what must it 
 teach him? What is it he needs to know? In the way of suggestion, 
 it may be said that, up to the adoption of the Constitution, the pupils 
 should be made familiar with such historical land marks as: 
 
 1. Steps toward unity of the colonies. 
 
 2. Growth of religious toleration and the idea of suffrage. 
 
 3. Forms of government of the colonies as bearing on the con- 
 stitution. 
 
 4. International strife over the colonies, resulting in the triumph 
 of England. 
 
 5. The Commercial policy of England toward the colonies ending 
 in the Revolution. 
 
 6. The introduction and development of the slavery system. 
 
 7. The labor systems in the colonies. 
 
 In the National period, beginning with the adoption of the Con- 
 stitution, the pupil should know: 
 
 1. The organization of government and parties. 
 
 2. The struggle for commercial independence. 
 
 3. The western expansion of territory. 
 
 4. The development of population and transportation facilities. 
 
 5. Revolutionizing inventions and processes. 
 
 6. Political parties and doctrines. 
 
 7. Establishment and growth of the protective tariff. 
 
 8. Problems in finance and banking. 
 
 9. Development of the slavery issue. 
 
 10. Chief international problems, such as the Monroe Doctrine. 
 
 11. The Spoils System. 
 
 12. Financial Panics. 
 
 13. Inventions, schools, literature, science, etc. 
 
 These are some of the large problems which, the citizen needs to 
 know and which the schools should teach. The next question that 
 presents itself is: "If the pupil needs to know these things, how does 
 
 193 
 
 C. S.— 7 
 
he need to know them?" It may be answered that he needs to know 
 the tariff history in itself, the financial history in itself, the slavery 
 history In itself, etc. He needs to know facts in relation. Facts of 
 history are related in various ways. They may be related in place; 
 as the Declaration of Independence and the Constitution of the United 
 States, both were adopted in Philadelphia. They may be related in 
 time;, as the Surrender of Lee and the assassination of Lincoln took 
 place in 1865. They may be related as cause and effect in the contin- 
 uous development of a system like the links in a chain, following each 
 other in time; as the Missouri Compromise and the Kansas-Nebraska 
 Bill in the slavery question. Or facts may be related as cause and 
 eJect in the parallel development of different systems as the McKinley 
 Tariff Bill in the continuous development of the Tariff System and the 
 restoration of the Republican Party to power in the election of Mr. Mc- 
 Kinley president in the development of the party systems. That is, a 
 fact may be related as cause to another fact as effect of the same kind 
 or name as itself, or it may be related as cause to another fact as effect 
 of a totally different kind from itself. A fact of history has been well 
 taught when the pupils understand the fact in itself, as what the Mon- 
 roe Doctrine is; when they know the time and place of it; when they 
 understand how it came about in the continuous development of our 
 foreign affairs, how it is related to what went before and came after 
 it; its cause and effects in our foreign relations; and when they under- 
 stand the cause of it as growing out of our system of self-defense and 
 its effect upon other lines of development such as our Navy, the Pan- 
 ama Canal, etc., etc. The Important facts of history are those that are 
 related. to important lines of national development. Now, it is a well 
 known fact in teaching that several facts that are related, are more 
 easily remembered and understood than are isolated facts. This peda- 
 gogical +-.'uih suggests the method of teaching, which follows: 
 
 A METHOD OF TEACHING HISTORY. 
 
 1. All the facts presented in our school histories are not of equal 
 value, and should not receive the same amount of time, study or em- 
 phasis. The teacher should determine the historical chains he means 
 to develop and then carefully select and place in logical order the 
 facts which are to form the links in the chain. 
 
 2. It is plain that if we try to teach all the facts of history in a 
 disconnected way, the pupils will understand and remember few of 
 them. Therefore, the teacher should divide the facts of history into 
 two general classes. (1) Those facts that form the links in the histori- 
 cal chains which he purposes to forge. (2) All other facts presented 
 in the text book. The facts-links must be closely studied, understood, 
 related, reviewed and remembered; the other facts may be omitted 
 altogther or read, understood and enjoyed. 
 
 3. Not every fact related to the historical chains is of equal value. 
 In selecting facts to be woven into the chain of events, two criteria 
 
 194 
 
should be continuously kept in mind. (1) Is this fact of such import- 
 ance that the history or destiny of the country would be different if 
 the fact never had existed? (2) Is this fact of such a kind that the 
 vital determining facts cannot be understood without it? If a given 
 fact falls under either one of these heads, it must be taught; other- 
 wise it may be treated as if it were not related at all to the chains. 
 
 4. Not only must the events of history be arranged as contin- 
 uous chains, but the different chains must be related to each other 
 in such a way that each may explain the other. Without these 
 cross relations, the chains cannot be understood. To use another 
 figure, the chains of events may be considered as the warp of his- 
 tory and these cross relations as the woof, altogether forming a 
 tapestry of American life. 
 
 5. Since our school histories present the facts of history in 
 chronological order, or at least as related in time, it is probably best 
 to follow this order in teaching them. Therefore, the following four- 
 step plan may be used: (a) The teacher may select the chains of 
 history he intends to forge and use them as criteria in selecting facts, 
 (b) The facts may be taught in the order they are presented in the 
 text book, those facts being emphasized which form the links of 
 the chain, (c) As the links of the historical chain present them- 
 selves in the successive lessons, they should be welded together by 
 reviews, (d) As the chains are developed, they should be related to 
 each other in the lessons and reviews. 
 
 HISTORICAL OUTLINES. 
 I. OUTLINE OF WASHINGTON'S ADMINISTRATION, 1789-1797. 
 Events related in time. 
 
 1. Washington's Cabinet, paragraph 321. 
 
 2. Hamilton as a financier, paragraph 322. 
 
 3. The Bank of the United States, paragraph 323. 
 
 4. The Seat of Government, paragraph 323. 
 
 5. The Northwestern Territory, paragraph 324. 
 
 6. The Ohio Company, paragraph 325. 
 
 7. Indian Troubles, paragraph 326. 
 
 8. The Whisky Rebellion, paragraph 327. 
 
 9. The French Revolution, paragraph 328. 
 
 10. The Reign of Terror, paragraph 329. 
 
 11. Trouble with England, paragraph 330. 
 
 12. Jay's Treaty, paragraph 331. 
 
 13. Citizen Genet, paragraph 332. 
 
 14. The Two Political Parties, paragraph 333. 
 
 15. A Treaty with Spain, paragraph 334. 
 
 16. Treaty witli Algiers, paragraph 335. 
 
 17. Washington's Farewell Address, paragraph 336. 
 
 18. Washington's Plea for Union, paragraph 337. 
 
 19. The Republican Court, paragraph 338. 
 
 20. Results of First Administration, paragraph 339. 
 
 195 
 
EVENTS OF WASHINGTON'S ADMINISTRATION. 
 
 Rearranged on the Basis of the Chains as Hereinbefore Set Forth. 
 To Study and Review. 
 
 1. Hamilton as a financier, paragraph 322 — Finance Chain. 
 
 2. Bank of United States, paragraph 823 — Finance Chain. 
 
 3. Northwestern Territory, paragraph 324 — Expansion Chain. 
 
 4. French Revolution, paragraphs 328-329 — Foreign Affairs 
 Chain. 
 
 5. Jay's Treaty, paragraphs 330-331 — Foreign Affairs Chain. 
 
 6. The Political Parties, paragraph 333 — Political parties chain. 
 
 For Reading and Enjoyment. 
 
 1. Washington's Cabinet, paragraph 321. 
 
 2. Seat of Government, paragraph 323. 
 
 3. The Ohio Company, paragraph 325. 
 
 4. Indian Trouble, paragraph 326. 
 
 5. Whisky Rebellion, paragraph 327. 
 
 6. Citizen Genet, paragraph 332. 
 
 7. Treaties with Spain and Alg.Ieres, paragraphs 334-335. 
 
 8. Washington's Farewell Address, paragraphs 336. 
 
 9. Washington's Plea for a Union, paragraph 337. 
 
 10. The Republican Court, paragraph 338. 
 
 11. Results of First Administration. 
 
 The first six subjects have been selected for intensive study be- 
 cause they form links in the chains previously determined upon; the 
 last eleven subjects have been set aside for simple reading and en- 
 joyment, because either they do not form links in our chains or be- 
 cause they are not vital. Of course, we might have planned other 
 chains that would have included some of these subjects as links. 
 
 II. OUTLINE OF THE WESTERN EXPANSION CHAIN. 
 
 1. The Treaty of Versailles, paragraph 309. 
 
 2. Jay's Treaty, paragraphs 330-331. 
 
 3. Purchase of Louisiana, paragraphs 355-356. 
 
 4. Removal of Indians, paragraphs 406-407. 
 
 5. Acquisition of Florida, paragraph 403. 
 
 6. Indian Disturbances, paragraph 418. 
 
 7. The Mormans, paragraphs 438-439. 
 
 8. Annexation of Texas, paragraphs 440-441. 
 
 9. Boundary of Oregon and British America, paragraph 444. 
 
 10. The Southwestern Boundary and the War with Mexico, para- 
 
 graphs 44.5-446. 
 
 11. Treaty of Guadaloupe Hidalgo, paragraph 457. 
 
 12. The Gadsden Purchase, paragraph 470. 
 
 13. Pacific Railroad Explorations, paragraph 471. 
 
 14. Purchase of Russian America, paragraph 591. 
 
 196 
 
15. The Pacific Railroad, paragraph 594. 
 
 16. The War with the Sioux Indians, 611. 
 
 17. The formation of States from newly acquired territory. 
 
 The above outline is not intended to be exhaustive but suggest- 
 ive. The idea is for the teacher to organize these chains of events 
 as he teaches the book in regular order. He should form enough 
 chains, to include the facts worth while for guidance. As the 
 i'hain outlines grow from week to week, the relation of the events 
 in one chain to those in another chain, should be established. For 
 Example, the following may be suggested. 
 
 PARALLEL CHAINS. 
 
 Territorial Expansion Chain Slavery Chain. 
 
 1. Purchase of Louisiana, Missouri Compromise. 
 
 2. War with Mexico, Wilmot Proviso. 
 
 3. Treaty of Guadeloupe Hidalgo Compromise of 1850. 
 
 The subject of teaching history has been gone into in such de- 
 tail because of its paramount importance in the preparation of a 
 patriotic enlightened citizenship. 
 
 10— KENTUCKY HISTORY. 
 
 Alternate this subject with Fifth Reader and correlate it with 
 the United States History. See Seventh Grade Suggestions. 
 
 11__CIVIL GOVERNMENT. 
 
 First Month. — The State Citizens Constitution and Bill of Rights. 
 Chapter VII. 
 
 Second Month. — The United States, Form of Government, Citi- 
 zens, Aliens and Constitution. Chapter XI. 
 
 Third Month.— The State, The Legislative Department. Chap- 
 ter VIII. 
 
 Fourth Month. — The United States. The Legislative Depart- 
 ment. Chapter XII. 
 
 Fifth Month. — The Executive Departments of the State and the 
 United States. Chapter IX and XIII. 
 
 Sixth Month. — The Judicial Departments of the State and the 
 United States. Chapters X and XIX. 
 
 SUGGESTIONS AND DIRECTIONS. 
 
 1. During the eighth year, a comparative study of the state 
 and the National governments will be made. The machinery of the 
 two governments are very much alike; indeed the State government 
 is modeled after the National government. The pupils should study 
 then*, side ly side noting their likenesses and differences. 
 
 2. See the suggestions for the seventh grade. 
 
 3. Correlate the work in Civics with the work in History to 
 show the trend of the times. 
 
 197 
 
4. As the History records the passage of new laws, or the estab- 
 lishment of new departments of government, or accounts of execu- 
 tive action or judicial decisions, the pupils should be trained to look 
 into the Constitutions for the authority to do such things. 
 
 5. Teach the pupils a reverence for the constitutions and the 
 laws made pursuant thereto. 
 
 6. 'j'oach that ursurpation of the powers of one department, by 
 anotlier department, is a crime. 
 
 7. Teach that there can be no liberty except under the reign 
 of law. 
 
 8. Teach that our government is one of checks and balances 
 founded on the highest wisdom, and that it should be changed only 
 after the calmest and most mature deliberation. 
 
 9. Teach that our constitutional governments have brought us 
 over one hundred years of comparative peace and the greatest pros- 
 perity recorded in history; and, therefore, it deserves our most in- 
 tense loyalty. 
 
 10. Teach the pupils to study men and their motives, to discount 
 the arts of the demagogue, and to treat all men fairly and justly. 
 
 11. As in that elder day to be a Roman Citizen was the highest 
 honor, so teach Kentucky boys and Kentucky girls that they should 
 so live and act that, in the future years, no greater thing can be said of 
 them than "He or she is an American"; "He or she is a Kentuckian." 
 
 12— GENERAL EXERCISES. 
 AGRICULTURE. 
 1. FARM ANIMALS.— (a)~Care and Feeding.— 
 
 The farm animal may be looked upon as a machine, which takes 
 its food as raw material and transforms it into other products, such 
 as milk, wool, meat, etc. 
 
 Teach: 
 
 1. The different kinds and compositions of feeds. 
 
 2. The amount of food required by the various animals for main- 
 tenance for each thousand pounds of weight. 
 
 3. What is meant by a nutritive ration? Balanced ration? 
 
 4. The meaning and uses of protein, albumen, carbohydrates. 
 
 5. How to use the feeding tables. 
 
 6. How to make a balanced ration. 
 
 7. Find the results obtained from feeding various feeds and 
 combination of feeds. 
 
 8. Have each pupil determine by the tables, the nutritive ratio 
 of the rations fed the animals on his father's farm. 
 
 The above suggestions are. not intended to be exhaustive, but to 
 suggest some lines along which the teacher and pupil may profitably 
 work. It is expected that as the teacher's knowledge of and famil- 
 iarity with this subject increases, he will learn from other sources 
 what to do and how to do it. 
 
 198 
 
(b) Type Forms. — 
 
 Knowledge of qualities of farm animals can be gained by cultivat- 
 ing the power of observation. 
 
 1. Call the attention of pupils to pictures and written descriptions 
 of the different breeds and types of farm animals. 
 
 2. Study carefully the correct type form, and have the pupils 
 compare the animals found on the nearest farms with these pictures 
 and descriptions. 
 
 3. The pictures may be clipped from farm bulletins and papers. 
 Mount them on cardboard and keep for further reference. 
 
 4. Teach the characteristics, types, and special uses of each 
 breed of animals. 
 
 5. In this way a study should be made of the different breeds 
 of cattle, sheep, hogs, horses, and other farm animals. 
 
 (c) Farm Economics. — 
 
 1. Encourage the pupils to bring in reports of the amount of 
 butter and milk produced during the year by the different breeds of 
 cattle on the several farms of the neighborhood. 
 
 2. Have the pupils investigate the total amount of money re- 
 ceived from the various farm dairy herds in the locality, the cost of 
 keeping the cows, and the total net loss or gain. 
 
 3. Discuss the reasons for this loss or gain. 
 
 4. Make a table showing the average value per cow of the dairy 
 products in the district. 
 
 If sheep raising is practiced in the district, a study may be made 
 of the breeds of sheep and data collected relative to the amount of 
 wool produced by individuals of the dift'erent breeds in the district. 
 
 1. Age at which sheep are most profitably killed for mutton. 
 
 2. Amount of mutton produced by various breeds of sheep, the 
 cost of keeping, etc. Best mutton breeds. Best wool breeds. 
 
 3. The effects produced on land by sheep. Why are they con- 
 sidered especially profitable on hilly land? On wild land? 
 
 4. Why are certain breeds called mutton sheep Wool sheep? 
 etc. Why is not one kind a perfect substitute for the other? 
 
 The same course may be observed in regard to other farm ani- 
 mals, the object of this work being to awa4ten the pupils' interest 
 in these animals, create and form a habit of observation that shall 
 lead to definite knowledge regarding the things with which they are 
 in almost daily contact and with which they must deal in active life, 
 even though they may be engaged in some pursuit other than agri- 
 culture. 
 
 (d) FARM POULTRY.— 
 
 This is a branch of agriculture that will appeal directly to farm 
 boys and girls. Instruction in this subject should serve to impress 
 upon every pupil the necessity of the closest attention to details. No 
 other phase of farm work demands such prompt and exact atten- 
 tion at all times and in every small particular. It is, however, a 
 branch of agricultural industry which the pupil may pursue in a small 
 
 199 
 
way and with very little expense, and the fact that it does require 
 the most exact attention to small things makes it unusually valuable 
 in forming habits of business discipline. 
 Teach: 
 
 1. Different classes of chickens — 
 
 a. Breeds included under each class. 
 
 b. The characteristics and habits of each breed. 
 
 2. What is meant by moulting? 
 
 a. The age at which chickens of the different breeds reach 
 maturity. 
 
 b. At what time in the year should each breed of chickens 
 be hatched in order that the pullets may become winter 
 layers? 
 
 3. The chemical constituents of an egg. 
 
 4. What elements must be supplied in the food in order to stim- 
 
 ulate egg production? 
 
 a. In what common farm foods may these elements be found? 
 
 b. Prepare a satisfactory winter ration for laying hens. 
 
 5. At what age are chickens most profitable — 
 
 a. As layers? 
 
 b. For food? 
 
 6. The care of the flock during the different seasons of the year. 
 
 7. The proper care of the young chickens. 
 
 8. The more common diseases of poultry, and how to prevent 
 and cure them. 
 
 9. The several different plans and styles of poultry houses. 
 
 a. Advantages of each. 
 
 b. Floor space required for each chicken. 
 
 c. Necessity of ventilation, cleanliness and light. 
 
 d. Methods of ventilation, arrangement of windows, etc. 
 10. The principles underlying artificial incubation. 
 
 The same methods should be pursued in the study of the care 
 of turkeys, ducks, and geese. Where practical, urge the pupils to 
 induce their parents to allow them to have the care of the poultry on 
 the farm. 
 
 2. Farm crops. 
 
 The A B C of the culture of at least three crops common to the 
 community as suggested for -corn in the sixth grade. (A stand- 
 ard work on agriculture will furnish details for the work.) 
 
 3. The plant. 
 
 a. The effects of climatic conditions on plant life. 
 
 b. How plants can be improved by pollination, hybrids, cross- 
 
 breeds. 
 
 c. Selection of seed and strains. 
 
 d. Plant diseases and methods of prevention and cure. 
 
 4. The soil. 
 
 a. Kinds, as to components, physical properties, plant food, water- 
 holding capacity, endurance, adaptation to different plants. 
 
 200 
 
b. Preparation for seed — (1) Plowing, as to reasons for, depth, 
 time, sub-soiling; (2) pulverizing in its relation to moisture, 
 plant for food, intertillage, depth, implements; (3) intertil- 
 lage, as to purpose, effects of deep and shallow cultivation, 
 dry farming, and dust mulch. 
 
 0. Soil depletion and conservation — (1) Constituents that may b6 
 lost, amount of plant food that may be removed by various 
 crops, how constituents are lost; (2) importance of conser- 
 vation, best means of preventing erosion and of replacing 
 humus and mineral foods, rotation crops. 
 
 5. Live stock as a farm resource. 
 
 a. Value intrinsically and in maintaining fertility of soil through 
 
 manure. 
 
 b. Pastures — Various grasses and other plants suited for grazing, 
 
 methods of propagating these, value of pasture land as com- 
 pared with that used for other purposes. 
 
 c. Feed stuff — Source, suited to different kinds of cattle, amount 
 
 of each given per day. 
 
 6. The orchard. 
 
 a. Location in relation to slope, drainage, and climatic conditions. 
 
 b. Preparation of soil as to plowing, subsoiling, pulverizing, and 
 
 fertilizing; kinds of soil adapted to various fruits. 
 
 c. Planting fruit trees, pruning, spraying, protection from birds, 
 
 insects, and fungus pests. 
 
 7. Boys' corn clubs. 
 
 a. How I cultivated my corn according to directions given by 
 
 the various departments of agriculture. 
 
 b. How I measured my corn. 
 
 c. How I figured the expense per bushel of growing my corn. 
 
 d. How I select and preserve my seed corn. 
 
 c. How I produced pure-bred seed corn (the ear and row method). 
 
 8. Girls' canning clubs. 
 
 a. How I gathered my fruit. 
 
 b. How I manage my home canner. 
 
 c. Some secrets of good canning. 
 
 d. How I label and market my surplus product. 
 
 e. Some causes of failure in canning. 
 
 II. Nature Study. 
 
 1. Animals. ' -"^^ 
 
 a. Birds — Water thrush, bank swallow, hermit thrush, marsh 
 
 hawk, wild geese, wild ducks, red-headed woodpecker, sap- 
 sucker, loon, owl, eagles, gull, pine grosbeak. 
 
 b. 1^'rogs — Cricket frog, mud puppy, Pickering's tree frog. 
 
 c. Insects — Aphids, rose slug, pear slug, painted beauty, currant 
 
 worm, wood nymphs, swallowtails, scale insects. 
 
 d. Miscellaneous — Bat, weasel, porcupine. 
 
 2. Plants. 
 
 a. Wild flowers — Gentians, pale corydalis, cardinal flower, ground- 
 
 201 
 
nut, viburnum, Cassandra, cohosh, foxglove, nightshades, 
 losestrife. 
 
 b. Trees — Spruce, beech, tupelo, linden. 
 
 c. Flowerless plants — Bacteria, pear blight, foul brood. 
 
 3. The school garden. 
 
 a. Reasons for, practical application of knowledge learned, di- 
 
 rected exercise and recreation, instilling in the child a love 
 for the gfowing plant as directs its growth. 
 
 b. Location and plan of garden. 
 
 0. Preparation of soil and cultivation of plant. 
 
 4. Insect problem. 
 
 a. Economic benefit of knowing good and bad insects. 
 
 b. Insect pests — List of bad insects in community and their life 
 
 histories; probable amount of damage done by them; best 
 methods of eradication; kinds, such as gnawing, sucking, 
 etc. 
 
 c. Beneficial insects — List of those in the community and their 
 
 life histories; how they are beneficial and their value; how 
 they may be propagated. 
 
 d. Insects injurious to health: (1) Fly — life story, places of 
 
 breeding, relation to typhoid fever, methods of exterminat- 
 ing; (2) mosquito — life story, breeding places, rela- 
 tion to malaria and yellow fever, methods of extermination. 
 
 III. Household Arts, 
 
 1. Food. 
 
 a. Fruit — Kinds, food values, uses, source of supply, preservation 
 
 by canning, drying, storing, and cooling; preparation of raw 
 and cooked fruit. 
 
 b. Nuts — Kinds, food values, uses, sources of supply, where 
 
 grown. 
 
 2. Canning. 
 
 a. Purposes, kind of utensils necessary, methods of, in home and 
 
 factory. 
 
 b. Products canned — Fruits, as peaches, apples, berries; vege- 
 
 tables, as beans, tomatoes, pumpkins, corn, etc. 
 
 3. Bread-making — Fermentation, yeast, chemical reactions in use of 
 
 baking powder, cream of tartar, soda. 
 
 4. Chemistry of cleaning. 
 
 a. Agents, as soap, organic compounds, acids; kinds of each, pro- 
 cess of making, uses. 
 
 c. Disinfectants, antiseptics, deodorizers. 
 
 5. Sewing — The sewing this year will consist chiefly of garment 
 
 making. 
 Machine work: Shirt, shirt-waist, graduating dress. 
 Embroidery and decorative work: Stenciling and block printing. 
 Making over, and repairing. 
 Cutting and pattern making. 
 Millinery: Frame-making and trimming. 
 
 202 
 
CHAPTER VI. 
 
 CHAPTER VI.— STANDARDIZATION OF ELEMENTARY SCHOOLS 
 
 PURPOSES. 
 
 The State Department of Education is undertaking to improve 
 the elementary rural schools of the state in a very definite way, by 
 establishing some fixed and certain standards of excellence among 
 them. It proposes to improve the environment of the school by hold- 
 ing up an ideal of what that environment should become; and to im- 
 prove the teaching of the school by fixing a standard for the teacher, 
 the amount of salary and the length of the term. In future, the De- 
 partment will standardize the School, instruct teachers and people 
 as to the use of the standard, measure the school by the standard, 
 and recognize and reward the communities that reach the standard. 
 
 THE PLAN. 
 
 The Department of Education will furnish to every school that 
 reaches and maintains the required standard a metal door plate suit- 
 ably engraved, guaranteeing to the people that the school is a stand- 
 ard school. It will also furnish to the same school a handsome 
 diploma signed by the State Superintendent of Public Instruction 
 and bearing the seal of the Department of Education, to be framed 
 and hung up in the school house. 
 
 RULES. 
 
 1. Application to this department for standardization of schools 
 must be made by the County Superintendent of Schools upon blanks 
 furnished by the State Department and recommended by him. (2) On 
 receiving the application, the State Superintendent will designate 
 some competent person to inspect the school and to make the report 
 required by the department upon blanks furnished by the State oflfice. 
 
 3. In order that a school may be entitled to standardization, 
 every one in authorty over such school must comply with the re- 
 q.uirements of the Department of Education. 
 
 4. On receiving the proper credentials of such schools, the De- 
 partment will forward to the subdistrict trustee of the school the 
 doorplate and the diploma. 
 
 5. All standardized schools will be recorded in the State ofllce. 
 
 6. Schools that fail to maintain the required standard will for- 
 feit the diploma and the doorplate. 
 
 203 
 
SUGGESTIONS. 
 
 Each county superintendent in the State who has schools en- 
 titled to standardization should have them recognized in order to 
 stimulate other districts to raise their standards. 
 
 County Boards of Education should admit pupils who complete 
 the full course in a standardized school to the County High School, 
 without further examination. In case this ruling be made by the 
 County Board, the principal of such standard school should be re- 
 quired to guarantee the preparation of his students to the Board. 
 
 REQUIREMENTS FOR A STANDARD ELEMENTARY SCHOOL. 
 
 Grounds and Outbuildings. 
 
 1. Ample play ground, at least one acre per teacher and kept 
 in good condition. 
 
 2. Good approaches to the house and walks to all the outbuild- 
 ings. 
 
 3. Two well kept toilets, all soil pollution avoided. 
 
 4. Convenient fuel house or houses. 
 
 5. Well or cistern or spring belonging to the school and tested 
 for purity by a competent authority with sanitary drinking ap- 
 pliances. 
 
 6. Shade trees suitably arranged or at least a preparation for 
 the &ame. 
 
 The School House. 
 
 1. House well built with floor space according to law, in good 
 repair and kept painted. 
 
 2. A good foundation. 
 
 3. Properly lighted with a window space at least equal in area 
 to one-fifth of the floor space, with proper shades where exposed to 
 the sun. * 
 
 4. Attractive interior decorations, walls properly tinted and 
 clean. Floor and interior clean and tidy. 
 
 5. Good blackboards of sufficient size, some suitable for small 
 children, 
 
 6. Heated with jacketed stove in the corner, or a room heater 
 and ventilator in the corner, or basement furnace which brings clean 
 air in through the furnace, and removed foul air from the room, or 
 some other method of heating and ventilating equally as good. 
 
 Furnishings and Supplies. 
 
 1. Desks suitable for all children, properly placed and in suffi- 
 cient numbers. 
 
 2. A good teacher's desk and at least two chairs. 
 
 3. A good bookcase of proper size for the required library and 
 in good condition. 
 
 204 
 
4. A complete set of standard wall maps and a globe at least 
 eight inches in diameter. 
 
 5. A good collection of juvenile books, suitable as aid to school 
 work as well as general reading, with suitable reference books. 
 
 6. A good dictionary for the grammar grade, and one for the 
 intermediate grades. 
 
 Organization. 
 
 1. The school well organized according to the State Course of 
 Study and following the same. 
 
 2. A classification and a daily register well and neatly kept. 
 
 3. Definite program of study. 
 
 4. Definite program of recitation, printed in large letters, 
 and placed on the wall within sight of every pupil. 
 
 5. No teacher to have more than twenty-five recitations daily. 
 
 6. Attendance regular. 
 
 7. A minimum of seven months school, the extra month to be 
 provided by the county and the district, or by the county or the dis- 
 trict. 
 
 8. The discipline must be such as to make good school work 
 possible, and tend to establish sound moral character. 
 
 The Teacher. 
 
 1. Education. The teacher must have at least two years train- 
 ing in a standard high school or its equivalent. He must also have 
 at least two terms work in one of the State Normal Schools, or in 
 the College of Education of the State University, or its equivalent 
 in some standard school recognized by the State Department of Edu- 
 cation. In addition, he must hold a first class county certificate or 
 one of the Normal Certificates or equal rank. 
 
 2. The teacher must receive at least $50 per month for the 
 term. 
 
 3. He must have at least two years experience in public school 
 work. 
 
 4. He must be ranked by the County Superintendent as a good 
 or superior teacher. He must attend institutes and other meetings 
 called by the County Superintendent, and be a member of the Ken- 
 tucky Educational Association. 
 
 Standard of Work. 
 
 1." The work as outlined by the State Course of Study must be 
 well and thoroughly done to the satisfaction of the county superin- 
 tendent. 
 
 2. The discipline must make good school work possible and 
 tend to establish sound moral character. 
 
 3. The work of the school must be such as will fit the students 
 who complete the work, to enter a standard high school, 
 
 205 
 
REQUIREMENTS FOR AN ADVANCED STANDARD ELEMENTARY 
 
 SCHOOL. 
 
 Grounds and Outbuildings. 
 
 1. Ample play ground, at least one acre per teacher, and kept 
 in good condition; but no school shall have less than two acres. 
 
 2. Good approaches to the house, and walks to all the outbuild- 
 ings. 
 
 3. Two well kept toilets, all soil pollution avoided. 
 
 4. Convenient fuel house or houses. 
 
 5. Well or cistern or spring belonging to the school, and tested 
 for purity by a competent authority, with sanitary drinking appli- 
 ances. 
 
 6. Shade trees and some shrubbery suitably arranged or at least 
 a preparation for the same. Where trees and shrubs are newly 
 planted, the school will be accepted. 
 
 The School House. 
 
 1. House well built, with floor space according to law, in good 
 repair and kept painted. 
 
 2. A good foundation, suitably underpinned. 
 
 3. Properly lighted, with , window space equal , in area to one 
 fifth of floor space, with proper shades where exposed to the sun. 
 The windows must be adjustable and both windows and doors fur- 
 nished with screens. 
 
 4. Attractive interior decorations, walls properly tinted and 
 clean. Floor and interior clean and tidy. 
 
 5. Good blackboards of sufficient size, some suitable for small 
 children. 
 
 6. Heated with jacketed stove in the corner or a room heater 
 and ventilator in the corner, or basement furnace which brings clean 
 air in through the furnace and removes foul air from the room, or 
 some other method of heating and ventilating equally as good. 
 
 7. Separate cloak rooms for boys and girls. 
 
 Furnishings and Supplies. 
 
 1. Desks suitable for all children, properly placed and in suffi- 
 cient number. 
 
 2. A good teacher's desk and at least two chairs. 
 
 3. A good bookcase of proper size for the required library and 
 in good condition. 
 
 4. A complete set of standard wall maps, and a slobe at least 
 eight inches in diameter. 
 
 5. A good collection of juvenile books suitable as aid to school 
 work as well as general reading, with suitable reference books. There 
 should be at least eighty library books, ten suitable for each grade. 
 
 6. A good dictionary for the grammar grades and one for the 
 intermediate grades. If there be more than one room in the building, 
 there must be a dictionary in each room. 
 
 206 
 
7. A set of measures and scales and a good thermometer. 
 
 8. At least two good wall pictures. 
 
 9. All school books for the teachers use that is, the teacher 
 must not borrow books from the students. 
 
 10. Crayon, erasers, pointers, coal bucket, shovel, poker, broom 
 or floor brush and a wash basin and mirror. 
 
 Organization. 
 
 1. The school well organized according to the State Course of 
 Study and following the same. 
 
 2. Classification and daily register well and neatly kept. A sche- 
 dule of all school property including list of library and text books 
 and monthly report cards. 
 
 3. Definite program of study. 
 
 4. Definite program of recitation, printed in large letters and 
 placed on the wall within sight of every pupil. 
 
 5. No teacher to have more than tv/enty-five recitations daily. 
 
 6. Attendance regular. 
 
 7. A minimum of eight months school, the extra month to be 
 provided by the county and the district, or by the county or the dis- 
 trict. 
 
 8. The discipline must be such as to make good school work 
 possible and tend to establish sound moral character. 
 
 9. Written tests given at least once a month in the four upper 
 grades, and the papers kept on file for the superintendent 
 
 10. The provisions for instruction in agriculture, manual train- 
 ing and domestic art as set forth in the state course of study must 
 be strictly followed. 
 
 The Teacher. 
 
 1. Education. The teacher must have at least four years train- 
 ing in a standard high school or its equivalent. He must also have 
 at least one years work in one of the State Normal Schools or in the 
 College of Education in the State University, or its equivalent in 
 some standard school, recognized by the State Department of Educa- 
 tion. In addition, he must hold a State Certificate, a State Diploma 
 or an equivalent certificate from one of the State Normal Schools or 
 the College of Education of the State University, and he must have 
 had at least three years successful experience in teaching. 
 
 2. The teacher must receive at least $60 per month for the 
 term. 
 
 3. He must have had at least three years successful experience 
 in public school w^ork. 
 
 4. He must be ranked by the county superintendent as a good 
 or a superior teacher. He must attend promptly institutes and other 
 meetings called by the County Superintendent, and be a member of 
 the Kentucky Educational Association. 
 
 207 
 
5. He must make all records and reports required by the County 
 Superintendent. 
 
 Standard of Work. 
 
 1. The work as outlined by the state course of study, must be 
 well and thoroughly done to the satisfaction of the County Superin- 
 tendent. 
 
 2. The discipline must make good school work possible and 
 tend to establish sound moral character. 
 
 3. The work of the school must be such as will fit the student 
 who complete the course to enter a standard high school. 
 
 REQUIREMENTS FOR A STANDARD GRADED SCHOOL. 
 Grounds and Outbuildings. 
 
 1. Ample and well kept school yard. 
 
 2. Good approaches to the house and walks to all the outbuild- 
 ings. 
 
 3. Two well kept toilets; all soil pollution avoided. 
 
 4. Convenient fuel house or houses. 
 
 5. Well or cistern or spring belonging to the school, and tested 
 for purity by a competent authority, with sanitary drinking appli- 
 ances. 
 
 6. Shade trees and some shrubbery suitably arranged or at 
 least a preparation for the same. Where trees and shrubs are newly 
 planted, the school will be accepted. 
 
 The School House. 
 
 1. House well built, with floor space according to law, in good 
 repair and kept painted. 
 
 2. A good foundation suitably underpinned. 
 
 3. Properly lighted with window space equal in area to one fifth 
 •f floor space, with proper shades where exposed to the sun. The 
 windows must be adjustable and both windows and doors furnished 
 with screens. 
 
 4. Attractive interior decorations, walls properly tinted and 
 clean. Floor and interior clean and tidy. 
 
 5. Good blackboards of sufficient size, some suitable for small 
 children. 
 
 6. Heated with jacketed stove in the corner of each room or a 
 room heater and ventilator in the corner of each room or a base- 
 ment furnace which brings clean air in through the furnace and re- 
 moves foul air from the room, or some other method of heating and 
 ventilating equally as good. 
 
 7. Separate cloak rooms for boys and girls. 
 
 208 
 
i- 
 
 ||ir»sr---!-»f| 
 
 1^ rm 
 
 MAYSLICK TRANSPORTATION. 
 
 1. Wagon Sheds. 2. Loading Wagons. 3. Ready for the Home Drive. 
 
 Consolidation of schools should take place where conditions will per- 
 mit it. The people should be encouraged to study 
 this matter. 
 
Furnishings and Supplies. 
 
 1. Desks suitable for all children, properly placed and in suffi- 
 cient numbers. 
 
 2. A good teacher's desk and at least two chairs in each room. 
 
 3. A good bookcase of proper size for the required library and 
 in good condition, in each room. 
 
 4. A complete set of standard wall maps, and a globe at least 
 eight inches in diameter. 
 
 5. A good collection of juvenile books, suitable as aid to school 
 work, as well as general reading, with suitable reference books. There 
 should be at least eighty library books, ten suitable for each grade. 
 
 6. A good dictionary for the grammar grades, and one for the 
 intermediate grades. If there be more than one room in the build- 
 ing, there must be a dictionary in each room. 
 
 7. A set of measures and scales and a good thermometer in each 
 room. 
 
 8. At least two good wall pictures in each room. 
 
 9. All school books for teachers use, that is, the teacher must 
 not borrow from students. 
 
 10. Crayon, erasers, pointers, coal buckets, shovels, pokers, 
 brooms or floor brushes, and a wash basin and mirror. 
 
 11. Closet or cupboard for apparatus and supplies. 
 
 Organization. 
 
 1. The school well organized according to the State Course of 
 Study and following the same. However, the course may be supple- 
 mented to fill the needs of the community. 
 
 2. Classification and daily registers well and neatly kept. A sche- 
 dule of all school property including list of library and text books and 
 monthly report cards. 
 
 3. Definite program of study. 
 
 4. Definite program of recitation, printed in large letters and 
 placed on the wall within sight of every pupil. 
 
 5. No teacher to have more than twenty-five recitations daily. 
 
 6. Attendance regular. 
 
 7. A minimum of eight months school. The extra months to 
 be provided by the district. 
 
 8. The discipline must be such as to make good school work 
 possible and tend to establish sound moral character. 
 
 9. Written tests given at least once a month in the four upper 
 grades, and the papers kept on file to the end of the term. 
 
 10. The provisions for instruction in agriculture, manual train- 
 ing and domestic art as set forth in the State Course of Study must 
 be strictly followed. 
 
 11. The whole school under the direction of the principal, who 
 shall have time daily for supervision. 
 
 12. Not fewer than fifteen nor more than fifty pupils to the 
 teacher in general average, except in the high school. 
 
 209 
 
13. Principal and teachers must meet at least one hour every 
 month for consultation, and professional study. 
 
 14. The school must be supplied with efficient janitor service. 
 
 15. Every standard graded school must support at least a stand- 
 ard two years high school that is, a third class high school. 
 
 The Teacher. 
 
 1. Education. The Principal must have at least four years train- 
 ing in a standard high school or its equivalent. He must have also at 
 least one years work in one of the State Normal Schools, or in the 
 College of Education in the State University, or its equivalent in 
 some standard school, recognized by the State Department of Educa- 
 tion. In addition, he must hold a state certificate, a state diploma, or 
 an equivalent certificate from one of the State Normal Schools or 
 the College of Education of the State University, and he must have 
 had at least three years successful experience in teaching. All other 
 teachers in the school must at least hold a first class certificate or its 
 equivalent from one of the State Institutions. 
 
 2. The principal must receive at least $60 per month for the 
 term, and the assistants must receive at least $50 per month for 
 the term. 
 
 3. The principal must have had at least three years successful 
 experience in public school work. 
 
 4. The principal and each teacher, must be ranked by the 
 County Superintendent as good, or superior teachers. Each teacher 
 must attend promptly institutes and other meetings called by the 
 county superintendent and be members of the Kentucky Educational 
 Association. 
 
 5. The principal must make all records and reports required by 
 the county superintendent and by the State Department of Educa- 
 tion. 
 
 6. Monthly reports must be made to parents of pupils' prog- 
 ress, and also of any defect in sight, hearing or other physical dis- 
 ability which the teacher may have discovered. 
 
 Standard of Work. 
 
 1. The work as outlined by the State Course of Study must be 
 well and thoroughly done, to the satisfaction of the county superin- 
 tendent. 
 
 2. The discipline must make good school work possible and tend 
 to establish sound moral character. 
 
 3. The work of the grammar grades must be such as will fit the 
 students who complete them, to enter any standard high school. 
 
 4. The work of the high school must be up to the standard of 
 a thrd class high school, and must be recognized by the State Depart- 
 ment of Education. 
 
 210 
 
RURAL SCHOOL LIBRARY. 
 
 Reference. 
 
 Adams, J. H. — Harper's indoor book for boys (Harper's practical 
 
 books for boys) Harper, $1.25. 
 Adams, J. H. — Harper's outdoor book for boys (Harper's practical 
 
 books for boys) Harper, $1.25. 
 Carpenter, F. G. — Europe. Amer. Book Co. .70. 
 Carpenter, F. G.— How the World Is Fed. Amer. Book Co. .60. 
 Carpenter, F. G. — North America. Amer. Book Co. .60. 
 Champlin, J. D. — Young Folks' Cyclopedia of Common Things. 
 
 Holt, $3. 
 Champlin, J. D. — Young People's Cyclopedia of Literature and Art. 
 
 Holt, $3. 
 Champlin, J. D. — Young Folks' Cyclopedia of Persons and Places. 
 
 Holt, $3. 
 Colgrove, C. D. — Teacher and the School. Scribner. $1.25. 
 Eggleston, Edward — Household Stories of the U. S. Appleton. $2.50. 
 Gowdy, J. L. — Comp. Special Days in School. School Educ. ,65. 
 Guerber, H. A. — Myths of Greece and Rome. Illus. Ed. A. B. C. $1.50. 
 Johnson, Constance. When Mother Lets Us Cook. Moffat. .75. 
 Kern, O. J. Among County Schools. Ginn. $1.25. 
 Longfellow H. W. — Complete Poetical Works. Houghton. (House- 
 hold edition). $1.50. 
 Ralston, Virginia. When Mother Lets Us Sew. Moffat. .75. 
 Stevenson, B. E. & Stevenson, E. B. Days and Deeds. Baker. $1. 
 Stevenson, B. E. & Stevenson, E. B. Days and Deeds; Prose for 
 
 Children's Reading and Speaking. Baker. $1. 
 Wilson, A. D. & E. W. Agriculture for Young Folks. Webb. $1. 
 World Almanac. Latest vol. New York World. Cloth. .50. 
 
 RURAL SCHOOL LIBRARY. 
 Grade 1. 
 
 Aspinwall, Mrs. Alicia. Short Stories for Short People. Dutton. $1.50. 
 
 Brooke, L. L. — Johnny Crow's Garden. Warne. $1. 
 
 Cox, Palmer — Brownies; Their Book. Century. $1.50. 
 
 Dodge, M. M. — New Baby World. Century. $1.50. 
 
 Fox, F. C. — Indian Primer. Amer. Book Co. .25. 
 
 Grover, E. O. — Ed. Folk-lore Readers. Book 1. Atkinson. .30. 
 
 Holbrook, Florence — Hiav/atha Primer. Houghton. .40. 
 
 Mother Goose — Only True Mother Goose. Ed. by Munroe & Francis 
 
 Lothrop. .60. 
 Potter, Beatrix — Tales of Peter Rabbit. Warne. .50. 
 Richards, L. E. — Five-minute Stories. Estes. $1.25. 
 
 211 
 
Grade 2. 
 
 Arnold, S. L. & Gilbert, C. B. — Ed. Stepping Stones to Literature Sec- 
 ond Reader. Silver. .40. 
 
 Bigham, M. A. — Mother Goose Village. Rand. .45. 
 
 Blaisdell, E. A. & M. F.— Boy Blue and His Friends. Little. .40. 
 (School ed.) 
 
 Blaisdell, M. F.— Polly and Dolly. Little. .40. 
 
 Burgess, Gellet — Goops, and How to Be Them. Stokes. $1.50. 
 
 Howliston, M. H. — Cat-tails and Other Tales. Flanagan. .40. 
 
 Lang, Andrew — Ed. Little Red Riding Hood and Other Stories. Long- 
 mans. .28. 
 
 O'Shea, M. V.--01d World Wonder Stories. Heath. .20. (Home school 
 classics.) 
 
 Peary, J. D. — Snow-baby; a True Story with True Pictures. Stokes. 
 $L25. 
 
 Walker, M. C— Lady Hollyhock and Her Friends. Baker. $1.25. 
 
 Grade 3. 
 
 Andrews, Jane — Seven Little Sisters Who Live On the Round Ball 
 That Floats in the Air. Ginn. .50. 
 
 Baldwin, James — Fifty Famous Stories Retold. Amer. Book Co. (Ec- 
 lectic readings), .35. 
 
 Brown, A. F. & Bell, J. M.— Tales of the Red Children. Appleton. $1. 
 
 Collodi, C. — pseud. Pinocchio. Ginn. .40. 
 
 Eddy, S. J. — Comp. Friends and Helpers. Ginn. .60. 
 
 Grimm, J. L. K. & W. K. — Household Stories, translated by Lucy 
 Crane. Macmillan. $1.50. 
 
 Holbrook, Florence — Book of Nature Myths. Houghton. .45. 
 
 Kipling, Rudyard — Just-so Stories. Doubleday. $1.20. 
 
 Sbyri, Johanna — Heidi. Ginn. .40. 
 
 Williston, T. P. — Japanese Fairy Tales. Rand. .50. 
 
 r'' •'T'- :•■ ' :ri- '■'■■': ■■;■• r. ^ -• 
 
 Grade 4. 
 
 Aanrud Hans — Lisbeth Longfrock. Ginn. .40. 
 
 Baldwin, James — Thirty More Famous Stories. Amer. Book Co. .35. 
 
 Brooks, E. S. — True Story of Christopher Columbus. Lothrop. (Chil- 
 dren's Lives of Great Men.) $1.50. 
 
 Brown, A. F. — Lonesomest Doll. Houghton. .85. 
 
 Burnett, F. H. — Little Lord Fauntleroy. Scribner. $1.25. 
 
 Carroll, Lewis — pseud. Alice in Wonderland and Through the Look- 
 ing Glass. 2 V. in 1. Grossett, .75. 
 
 Otis, James — pseud. Toby Tyler; or Ten Weeks With a Circus. Har- 
 per. .60. 
 
 Pyle, Howard — Some Merry Adventures of Robin Hood. Scribner. 
 (School Readings.) .50. 
 
 Ruskin, John — King of Golden River. Heath. .20. 
 
 212 
 
Scudder, H. E. — ed. Children's Book; A Collection of the Best and 
 Most Famous Stories and Poems in the English Language. 
 Houghton. $2.50. 
 
 Grade 5. 
 
 Alcott, L. M.— Little Men. Little. $1.50. 
 
 Brown, John — Rab and His Friends. Heath. (Home and School 
 
 Classics.) .20. 
 Dodge, M. M. — Hans Brinker; or The Silver Skates. Grosset. .75. 
 Grinnell, G. B. — Jack the Young Ranchman. Stokes. $1.25. 
 Harris, J. C. — Nights with Uncle Remus. Houghton. $1.50. 
 Kipling, Rudyard — Jungle Book. Century. $1.50. 
 Lang, Andrew — Story of Joan of Arc. Button. (Children's Heroes.) 
 
 .50. 
 Morley, M. W.— Donkey John of the Toy Valley. McClurg. $1.25. 
 Seton, E. T. — Lobo, Rag and Vixen. Scribner. .60. 
 Tappan, E. M.— In the Days of Alfred the Great. Lothrop. $1. 
 
 Grade 6. 
 Alcott, L. M.— Little Women. Little. $1.50. 
 Barbour, R. H. — Captain of the Crew. Appleton. $1.50. 
 French, Allen — Junior Cup. Century. $1.50. 
 Munroe, Kirk — Flamingo Feather. Harper. .60. 
 Pyle, Howard — Story of King Arthur and His Knights. Scribner. 
 
 $2.50. 
 Schmidt, Ferdinand — William Tell. McClurg. (Life stories for 
 
 young People.) .50. 
 Sewell, Anna — Black Beauty. Page. $1.25. 
 Tappan, E. M. — American Hero Stories. Houghton. .55. 
 Wiggin, K D. — Polly Oliver's Problem. Houghton. .40. 
 Wyss, J. D. — Swiss Family Robinson. Ginn. .45. 
 
 Grade 7. 
 
 Austin, O. P. — Uncle Sam's Secrets. Appleton. .75. 
 
 Canfield, H. S. — Boys of Rincon Ranch. Century. $1. 
 
 Clemens, S. L. — ^Adventures of Tom Sawyer. Harper. $1.75. 
 
 Dix, B. M. — Merrylips. Macmillan. .75. 
 
 Eastman, C. A. — Indian Boyhood. McClurg. $1.60. 
 
 Jewett, S. O. — Betty Leicester. Houghton. $1.25. 
 
 Mabie, H. W. — Heroes Every Child Should Know. Doubleday. .90. 
 
 Pyle, Howard — Men of Iron. Harper. $2. 
 
 Roberts, C. G. D.— Kindred of the Wild. Grosset. .75. 
 
 Stoddard, W. O.— Little Smoke; A Tale of the Sioux. Appleton. $1.50. 
 
 Grade 8. 
 
 Baldwin, James — Story of Siegfried. Scribner. $1.50. 
 Bostock, F. C. — Training of Wild Animals. Century. $1. 
 Brooks, Noah — Master of the Strong Hearts. Scribner. $1.25. 
 Jacobs Mrs. C. E. — Texas Blue Bonnet. Page. $1.50. 
 
 213 
 
Kipling, Rudyard— Captains Courageous. Century. $1.50. 
 Macleod, Mary — Shakespeare Story Book. Barnes. $1.75. 
 Montgomery, L. M. — Anne of Green Gables. Page. $1.50. 
 Pyle, Howard — Story of Jack Ballister's Fortunes. Century. $2. 
 Slocum, Joshua — Around the World in the Sloop Spray. Scribner. 
 
 (School Reading) .50. 
 Stevenson, R. L. — Treasure Island. Scribner. $1. 
 
 Prepared for Department of Education January 22, 1913. 
 
 By FANNIE C. RAWSON, Secretary. 
 
 FARMERS' BULLETINS. 
 
 The following bulletins, issued by the United States Department 
 of Agriculture, will be sent free on request. Letters should be ad- 
 dressed to the Secretary of Agriculture, Washington, D. C. 
 
 Corn. 
 
 Bulletin No. 199. Corn growing. 
 
 229. The production of good seed corn. 
 
 253. Germination of seed corn. 
 
 272. A successful seed corn and hog farm. 
 
 298. Food value of corn and corn products. 
 
 303. Corn harvesting machinery. 
 
 313. Harvesting and storing corn. 
 
 409. School lessons on corn. (Very fine; contains a full 
 
 bibliography of books and bulletins on subjects 
 
 connected with corn.) 
 
 Dairying and the Dairy Herd. 
 
 32. Silos and silage. 
 
 42. Facts about milk. 
 
 55. The dairy herd. 
 
 63. Care of milk on the farm. 
 
 106. Breeds of dairy cattle. 
 
 114. Skim milk in bread making. 
 
 241. Buttering making on the farm. 
 
 166. Cheese making on the farm. 
 
 348. Bacteria in milk. 
 
 363. The use of milk as food. 
 
 413. The care of milk and its use in the home. 
 
 Bulletin No. 
 
 Poultry. 
 
 Bulletin No. 41. Fowls, care and feeding. 
 
 51. Standard varieties of chickens. 
 
 64. Ducks and geese. 
 
 141. Poultry raising on the farm. 
 
 182. Poultry as food. 
 
 200. Turkeys, varieties and management. 
 
 287. Poultry management. 
 
 214 
 
Farm Animals. 
 
 Bulletin 
 
 No. 
 
 55. 
 
 
 
 96. 
 106. 
 159. 
 170. 
 179. 
 205. 
 
 Circular 
 
 No. 
 
 23, 
 
 The dairy herd. 
 Raising sheep for mutton. 
 Breeds of dairy cattle. 
 Scab in sheep. 
 Principles of horse feeding. 
 Horseshoeing. 
 Pig management. 
 
 Agricultural Experiment, Station, Madison, 
 A catechism on bovine tuberculosis. 
 
 Wis. 
 
 Bulletin No. 35. 
 
 56 and 316. 
 
 91. 
 
 251 and 320. 
 
 295. 
 
 Potatoes. 
 
 Potato culture. 
 Potato scab. 
 Potato diseases. 
 Potato spraying. 
 Potatoes as food. 
 
 Insects on the Farm. 
 
 U. S. Department of Agriculture, Bureau of Entomology: 
 
 Circular No, 16. The larger corn stalk borer. 
 
 67. The clover root borer. 
 
 73. The plum curculio. 
 
 84. The grasshopper problem. 
 
 . . 87. The Colorado beetle (potato bug). 
 
 92. Mites and lice on poultry. 
 
 98. The apple tree tent caterpillar. 
 
 Bulletin No. 99. Three insect enemies of shade trees. 
 
 132. Insect enemies of growing wheat. 
 
 196. The usefulness of the American toad. 
 
 275. The gypsy moth. 
 
 284. Insect enemies of the grape. 
 
 Horticulture. 
 
 Bulletin No. 87. Orchards, cover crops, and cultivation. 
 
 113. The apple and how to grow it. 
 
 154. The home fruit garden. 
 
 181. Pruning. 
 
 198. "Strawberries. 
 
 213. Raspberries. 
 
 283. Spraying for apple diseases. 
 
 293. Use of fruit as food. 
 
 Weeds. 
 
 Bulletin No. 28. Weeds, and how to kill them. 
 
 86. Thirty poisonous plants. 
 Wisconsin Agricultural Experiment Station, Madison: 
 
 215 
 
Bulletin No. 179. 
 Circular No. 19. 
 
 Bulletin No. 154. 
 
 218. 
 255. 
 
 Bulletin No. 
 
 44. 
 
 85. 
 126. 
 134. 
 256. 
 270. 
 342. 
 
 343. 
 317. 
 345. 
 332. 
 389. 
 375. 
 459. 
 468. 
 
 The eradication of farm weeds with iron sulphate. 
 The control of quack grass. 
 
 School and Home Gardens. 
 
 The home fruit garden. 
 
 School gardens. 
 
 The home and vegetable garden. 
 
 General. 
 
 Commercial fertilizers. 
 Fish as food. 
 
 Practical suggestions for farm buildings. 
 Tree planting on rural school grounds. 
 Preparation of vegetables for the table. 
 Modern conveniences for the farm home. 
 Cooking beans and other vegetables — a model kit- 
 chen. 
 Cultivation of tobacco in Kentucky and Tennessee. 
 The farm home. 
 Some common disinfectants. 
 Nuts and their uses as food. 
 Bread and bread making. 
 Care of food in the home. 
 House flies. 
 Forestry in nature study. 
 
 21 fi 
 
INDEX 
 
 Page 
 
 Agriculture, First Grade 68 
 
 iSeoond Grade 79 
 
 Third Grade -- 107 
 
 Fourth Grade 122 
 
 Fifth Grade 134 
 
 Sixth Grade - 147 
 
 iSeventh Grade 171 
 
 Eighth Grade 198 
 
 Alternations, 36 
 
 Alternations, Third Grade 81 
 
 Fourth Grade 106 
 
 Fifth Grade 124 
 
 Sixth Grade 140 
 
 iSeventh Grade 151 
 
 Eighth Grade 176 
 
 Arithmetic, First year 62 
 
 Second Year 75 
 
 Third Year .: 98 
 
 Fourth ^ear 11,5 
 
 iFifth Year 131 
 
 Sixth Grade 145 
 
 ISeventh Grade 162 
 
 Eighth Grade 182 
 
 Bulletins, Farm 214 
 
 Chapter, I 3 
 
 II : 9 
 
 III ., , 22 
 
 IV ^ 35 
 
 V 44 
 
 VI 203 
 
 Character Building 9 
 
 Children, Position and Manner of 16 
 
 Civil Government, Seventh Grade 169 
 
 lEighth Grade 197 
 
 217 
 
Page 
 Class Worir, Objects of - - 13 
 
 Common iSchool Graduates 38 
 
 Construction Work, Second Year 76 
 
 Composition, iSeventli Grade 160 
 
 Eighth Grade 181 
 
 Correlations, Third Year 81 
 
 Fourth lear 106 
 
 Fifth Year 124 
 
 Sixth Year 140 
 
 (Seventh Year 151 
 
 Eighth Year ._ 181 
 
 Course of Study 35 
 
 Course of Study, Redirection of 27 
 
 Law Pertaining to 41 
 
 Outlined by Month 48 
 
 County Graduation iEtxercises 39 
 
 Daily Program, The 44 
 
 Discipline 9-11-18 
 
 Drawing 106 
 
 Examinations ..* 37 
 
 Final 38 
 
 For Common School Graduates 38 
 
 Directions for 39 
 
 Eighth Grade or. Year 176 
 
 iSynopsis of Course 177 
 
 Alternations and Correlations - 176 
 
 Reading 177 ' 
 
 'Spelling 178 
 
 Grammar and Composition 181 
 
 Arithmetic 182 
 
 iGeography 189 
 
 Physiology 189 
 
 History 190 
 
 Kentucky History 197 
 
 Civics 197 
 
 Agriculture 198 
 
 Nature Study : 201 
 
 Household Arts 202 
 
 218 
 
Page 
 
 First Grade or Year 48 
 
 Management of 48 
 
 Synopsis of Course 50 
 
 iSuggesti'Ons for 50 
 
 Directions for 52 
 
 Reading 50 
 
 Writing 56 
 
 Spelling 57 
 
 Language 58 
 
 Arithmetic (Number) 62 
 
 Hand Work - 63 
 
 Agriculture ^8 
 
 Nature Study 6^ 
 
 Household Arts 69 
 
 Fourth Grade or Year 106 
 
 Synopsis -- 109 
 
 Alternations and Correlations 109 
 
 Reading 110 
 
 Spelling : Ill 
 
 Language - — 113 
 
 Arithmetic 115 
 
 Home Geography 117 
 
 Agriculture 122 
 
 Nature Study 123 
 
 Household Arts 123 
 
 Fifth Grade or Year ., 124 
 
 Synopsis 124 
 
 Correlations and Alternations 124 
 
 Reading 125 
 
 Writing 125 
 
 (Spelling - 127 
 
 Language - 129 
 
 Arithmetic 131 
 
 Geography 132 
 
 Physiology 132 
 
 History, Primary 134 
 
 Agrirulture 134 
 
 Nature Study 137 
 
 Household Arts - 138 
 
 Geography Home, Third Grade 103 
 
 Home, Fourth Grade 117 
 
 Primary, Fifth Grade 132 
 
 Primary, Sixth Grade - 146 
 
 Complete, Seventh Grade 163 
 
 Complete, Eighth Grade 189 
 
 219 
 
Page 
 Graduates, Examination for Common School 38 
 
 Graduation, lOounty Exercises 39 
 
 Handwork, First Grade 63 
 
 ISecond Grade 76 
 
 Heating 11 
 
 History, (Fifth Grade, Primary 134 
 
 iSixth Grade, Primary 147 
 
 iSeventh Grade, Advanced 169 
 
 Eighth Grade, Advanced 190 
 
 Seventh Grade, Kentucky 169 
 
 Eighth Grade, Kentucky -- 197 
 
 (Special Method in 192 
 
 Household Arts, First Year 69 
 
 Second Year 80 
 
 Third Year 106 
 
 iPourth Year 123 
 
 Fifth Year 138 
 
 Sixth Year 150 
 
 iSeventh Year 175 
 
 Eighth Year 202 
 
 Introduction 1 
 
 Knowledge, Mind Training and 24 
 
 Language, First Grade 58 
 
 ISecond Grade 73 
 
 Third Grade -- 90 
 
 Fourth Grade , 113 
 
 Fourth Grade - 113 
 
 Fifth iGrade 129 
 
 iSixth Grade 144 
 
 ISeventh Grade 160 
 
 Eighth Grade 181 
 
 Lessons, Preparation of 12- 
 
 Assigning 12 
 
 Lesson, The -- 26 
 
 Library, Rural School - 211 
 
 Lighting .. : 11 
 
 Management, School 9 
 
 Manner, Personal ..10 
 
 220 
 
Page 
 
 Method, General 22 
 
 If Teaching Third Header 82 
 
 Special in Arithmetic 183 
 
 (Special in Geography 163 
 
 ' iSpecial in History 192 
 
 Mind Training 21 
 
 Nature Study First Grade 68 
 
 Second Grade 79 
 
 Third Grade - 100-107 
 
 Fourth Grade 123 
 
 Fifth Grade 137 
 
 iSixth Grade 149 
 
 iSeventh Grade 174 
 
 Eighth Grade 201 
 
 Order 18 
 
 Organization of Rural Schools 35 
 
 With One Teacher 35 
 
 Personal IManners 16 
 
 Physiology, Fifth Grade 132 
 
 iSixth Grade 146 
 
 ISeventh Grade - 168 
 
 Eighth Grade 189 
 
 Play, the Educative Value of 19 
 
 Give Them a Place to .•. 20 
 
 Practice, Theory and 22 
 
 Principles of Teaching 22 
 
 Principles, A Declaration of 6 
 
 Position and Manner of €hildren 16 
 
 Program, the Daily ^ 44 
 
 Questioning, Art of 15 
 
 Reading, First Year 50 
 
 Second Year 70 
 
 Third Year 83 
 
 Fourth Year 110 
 
 Fifth Year 125 
 
 (Sixth Year 141 
 
 iSeventh Year 1 52 
 
 Eighth Year 177 
 
 221 
 
Page 
 Records 41 
 
 Register, The School 41 
 
 Requirements for Standard Elementary School 204 
 
 For Advanced Standard Elementary School 206 
 
 For Standard Graded School 208 
 
 Reviews, Written 37 
 
 Rural School, The 3 
 
 Function of 3 
 
 Organization of 35 
 
 Library 211 
 
 Second Grade or Year 70 
 
 Synopsis of Course 70 
 
 Reading 70 
 
 Writing 72 
 
 Spelling 72 
 
 Language 73 
 
 Arithmetic 75 
 
 Handwork 76 
 
 Agriculture , 79 
 
 Nature Study 79 
 
 Household Arts 80 
 
 Self-examination of the Teacher .' .,. 33 
 
 Seventh Grade or Year — — .- -■ 151 
 
 Synopsis of (Course 152 
 
 Alternations and Correlations 151 
 
 Reading 152 
 
 Spelling 158 
 
 Grammar and Composition 160 
 
 Arithmetic - 162 
 
 Geography 163 
 
 Physiology •- 168 
 
 History United States 169 
 
 History, Kentucky 169 
 
 Agriculture 171 
 
 Nature Study 174 
 
 Household Arts 175 
 
 Writing 155 
 
 Civics 169 
 
 222 
 
Page 
 
 Sixth Grade or Year 13D 
 
 Synopsis of Course 140 
 
 Alternations and Correlations 140 
 
 Reading 141 
 
 Spelling -- 142 
 
 Language 144 
 
 Arithmetic 145 
 
 Geography 146 
 
 Physiology 146 
 
 History 147 
 
 Agriculture .' - 147 
 
 Nature Study 149 
 
 Household Arts -- 1^0 
 
 Spelling, First Grade 57 
 
 Second Grade 72 
 
 Third Grade 88 
 
 Fourth Grade Ill 
 
 iFifth Grade 127 
 
 Sixth Grade 142 
 
 iSeventh Grade 158 
 
 Eighth Grade 178 
 
 Standards, General of Teaching ; 31 
 
 Standardization of Elementary Schools 203 
 
 ^Ptequirements for Standard Elementary School 204 
 
 Requirements for Advanced Standard Elementary 
 
 School 206 
 
 Requirements for Standard Graded iSchool 208 
 
 Suggestions, General 28 
 
 Suggestions and Directions 70 and 83 
 
 Synopsis of First Year Course 50 
 
 Second Year Course 70 
 
 Third Year Course 81 
 
 Fourth Year Course ; 109 
 
 Fifth Year Ccurba 124 
 
 Sixth Year Couicc^ 140 
 
 Seventh Year Course 152 
 
 Eighth Year Course 177 
 
 iSystem, Necessity for , 10 
 
 Teacher, Estimate of the 17 
 
 Self-examination of :. Z6 
 
 Individuality of 35 
 
 A Student 17 
 
 223 
 
Page 
 
 Teaching, Principles of 22 
 
 General Standards of 31 
 
 Method of in Third Reader 82 
 
 Third Grade or Year 81 
 
 Synopsis of Course 81 
 
 Reading 82 
 
 Writing 87 
 
 Spelling 88 
 
 Language 90 
 
 Arithmetic -• 98 
 
 Drawing 106 
 
 Agriculture 107 
 
 Nature Study 107 
 
 Household Arts 108 
 
 Unprepared Pupils, Treatment of 15 
 
 Ventilation 11 
 
 Writing, First Year 5e> 
 
 Second Year 72 
 
 Third Year 87 
 
 Fourth Year : Ill 
 
 Fifth Year 126 
 
 Sixth Year 142 
 
 Seventh Year 155 
 
 Eighth Year 178 
 
 224 
 
GENERAL LIBRARY 
 UNIVERSITY OF CALIFORNIA— BERKELEY 
 
 RETURN TO DESK FROM WHICH BORROWED 
 
 This book is due on the last date stamped below, or on the 
 
 date to which renewed. 
 
 Renewed books are subject to immediate recall. 
 
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 LD 21-100m-l,'54(1887sl6)476 
 
YC 83844 
 
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 264211 
 
 UNIVERSITY OF CAUFORNIA lylBRARY