LB 1561 I$I4 UC-NRLF B 3 lib DTE t^/^c4 / i4sGU&svv - . ' , - '-i-L. oJllMoc Course of Study for the District Schools of Michigan Eleventh Edition 1914 By the State Superintendent of Public Instruction COURSE OF STUDY AND MANUAL OF METHODS FOR THE DISTRICT SCHOOLS OF MICHIGAN REVISED AND PUBLISHED BY FRED L. KEELER STATE SUPERINTENDENT OF PUBLIC INSTRUCTION ELEVENTH EDITION LANSING, MICHIGAN WYNKOOP HALLENBECK CRAWFORD CO.. STATE PRINTER? 1914 "RELIGION, MORALITY AND KNOWLEDGE BEING NECESSARY TO GOOD GOVERNMENT AND THE HAPPINESS OF MANKIND, SCHOOLS AND THE MEANS OF EDUCATION SHALL FOREVER BE ENCOURAGED."— Ordinance of 1787. WORK THAT ENDURES If we work upon marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds, if we imbue them with principles, with the just fear of God and love of our fellow men, we engrave on those tablets something which will brighten to all eternity. DANIEL WEBSTER. >34 THE STAR SPANGLED BANNER It is not a painted rag; it is a whole national history. — Beecher. The St. Nicholas flag will suggest many interesting exercises. If possible a large flag should be procured; at least place the outlines of one upon the blackboard, coloring while studying. With primary pupils give a few leading facts connected with the history of the colony represented by the first stripe and, when they can state them, color the stripe with crayon; then take the second, continuing until pupils can give the facts of all the colonies represented by the stripes. A flag might also be made upon heavy cardboard or pasteboard and the stripes cut out. Then have a flag-building exercise, letting each pupil take a stripe, tell what he can concerning the colony, and place it in its proper order. Whatever method is used, study the work in connection with a United States map. Use also pictures, history stories, patriotic poems and songs. Many incidents, catch-words, and associated facts will help pupils to remember the order of the "star-states." For example, Vermont, the first "star state;" Kentucky and Ten- nessee the "neighbor states." Take next the six "see-saw" states, first a northern, then a southern. Explain the jealousy of the North and South, how they were like selfish children, each afraid the other would get the advantage. Associate with Maine, the "Pine Tree State," the thought of lumber for the many buildings necessary in the growing country; with Missouri, the slavery question and Missouri Compromise; with Michigan, the "home state" idea; with California, the "Golden State," the dis- covery of gold and consequent excitement, contrasting with the Klondike of to- day; with Kansas, its central location, giving an idea of the vastness of our country. Finally, let every lesson teach that for which the flag stands. Emphasize the growth or rather the growing together, of the colonies and territories up to the present complete union. Then teach our "E pluribus unum" and its significance. 'Tis the star-spangled banner! Oh, long may it wave O'er the land of the free and the home of the brave! Francis Scott Key. Digitized by the Internet Archive in 2008 with funding from Microsoft Corporation http://www.archive.org/details/courseofstudymanOOmichrich PREFACE Compiler's section 22 of the general school laws of 1913 provides that the Superintendent of Public Instruction shall prepare and have printed a course of study for the district schools of the state, except city school districts, which shall be pursued in all district schools in the state. This is the eleventh edition of the Course of Study. The work in penmanship, physiology, history, geography, music and bookkeeping has been revised. Recog- nizing the value of play in education, it has been deemed advisable to include suggestions along this line. The changes made are, we believe, along the line of the natural evolution in education. The present organization must be im- proved and better conditions as to buildings and equipment must be provided in order that the most effective work can be done. The tendency in teaching is away from complete dependence on the text. More and more we must come to the truth, that books alone can never educate. The personality of the teacher is the big factor. «^£L^ /^*SfcL^L<^ Superintendent of Public Instruction. CONTENTS Page Agriculture, eighth grade 87 Agriculture, outline 81 Agriculture, suggestions to teachers 12 Alternation 59,68 Appendix 13,79 Arithmetic — Eighth grade 75 Fifth grade 55 First grade 26 Fourth grade 49 Second grade 35 Seventh grade 68 Sixth grade 63 Third grade 40 Arithmetic, suggestions to teachers 11 Bookkeeping 84 Casts, list of 19S Civics, elementary 77 Correlation 51 Course of study, outline 15 Current events 77 Drawing, outline for 142 Drawing, suggestions to teacher.. . 12 Elementary agriculture, eighth grade 72 Elementary agriculture, outlined.. 81 Elementary agriculture, sugges- tions to teachers 12 Flag, St. Nicholas 4 Games 13,163 Geography — Comparative home geography . . 105 Fifth grade 58 Fourth grade 50 Globe study 107 Maps and mapping 103 Method 101 Michigan 120 Physical 112 Purpose 101 Regional 108,117 Seventh grade 70 Sixth grade 64 Third grade.. 42 Geography, outline for — Continental study 115 Observational study 101 Physical geography 112 Geography, suggestions to teachers 11,101 Grammar — Eighth grade 75 Seventh grade 67 Page History — Michigan 119 United States, Eighth grade 76 Seventh grade 70 History stories 71 History, suggestions to teachers.. . 12 Humane education 13 Hygiene of the body 131 Introduction 9 Language — Fifth grade 52 First grade 23 Fourth grade 46 Second grade 32 Sixth grade 60 Third grade . . . 37 Language, suggestions to teachers. 10 Libraries, traveling 199 Library list, teachers' 199 Library, suggestions to teachers. . . 13 Map showing population 200 Memory gems 191 Morals and manners 161 Music 122 Music, suggestions to teachers. ... 13 Nature study, suggestions to teachers 81 Orthography, eighth grade 72 Penmanship exercises 96 Penmanship, suggestions to teachers 10,95 Physiology and hygiene, seventh grade 65 Physiology and hygiene, suggestive method of teaching 126 Pictures, list of 196 Pictures loaned by State Library. . 199 Poems — Eighth grade 72 Fifth grade 53 First grade 24 Fourth grade 47 Second grade 33 Seventh grade 65 Sixth grade 61 Third grade 38 Preface 5 Reading — Eighth grade 72 Fifth grade : 51 ^ I : CONTENTS Reading — Continued. First grade Fourth grade Second grade Seventh grade Sixth grade Third grade School library, The Schoolroom decoration . Sense training exercises . First grade Spelling — Eighth grade Fifth grade First grade Fourth grade Second grade Page 17 45 31 65 59 36 13 196 152 26 72 51 21 45 31 Spelling — Continued. Page Seventh grade 67 Sixth grade 59 Third grade 36 Star Spangled Banner 4 Stories, suggested — Fifth grade 53 First grade 24 Fourth grade 46 Second grade 33 Sixth grade 60 Third grade 37 Suggestions to teachers 9 Visualization 151 Writing exercises 96 Writing, suggestions to teachers. . . 10,23 32,37,45,52,60,65,72,95 INTRODUCTION SUGGESTIONS TO TEACHERS Fundamentals: loyalty, thoroughness, accuracy, speed. Make and keep in a book provided for that purpose an outline of what you expect to accomplish in each of your classes during each day. Specify the sub- ject to be studied; the ground to be gone over; devices you will use; points and topics you desire to emphasize; any habits that you desire to form or reform; what you will do, and how, and why. All lessons should be definitely planned for to-morrow's work and written in your plan book. Do not write in your plan book during school hours. Keep this book in the schoolroom ready for your own use and for inspection by the superintendent or commissioner. Carefully correct and supervise all written work done in your school. So much is absolutely imperative. This will, however, be of no avail unless the pupil in some way corrects his own errors. This may be done by re-writing, perhaps in some other way. Have exercises at least three times a week in sight reading of suitable selec- tions not previously studied by the pupils. In all recitations, call upon dull, slow pupils more often than upon the bright, quick pupils. Insist upon absolute, prompt, and unquestioning obedience. Do not "baby" the pupils. Do not notice slight injuries nor small griefs. Teach pupils to be self- reliant and self-helpful. Insist that all such work as passing paper, pencils, books, collecting and arranging, etc., shall be quickly done by the pupils and not by the teacher. Insist that all pupils shall speak distinctly and loudly enough to be heard, and, more important, that the speech shall be articulate. On the other hand, the teacher should speak in a low, pleasant, distinct voice. Pupils are often en- couraged in indistinct speech by standing too near the teacher during a recita- tion. Let every teacher guard against talking too much. The talking teacher is always an unskillful teacher. There should be the minimum amount of talk on the part of the teacher and the maximum on the part of the pupil. Your work is effective if you talk little and your pupils talk freely. Insist upon quickness of movement on the part of all the pupils at all times. Physical quickness and alertness tend to produce mental quickness and alertness. Insist upon activity. Do not allow loafing and dawdling about anything. Every- thing must be done with a snap and vigor that savors of military discipline. Make things move. Cultivate in your pupils, whether in speaking, reading, or singing, high pitched, soft voices. During the rest period have the pupils play games which call for physical activity and which will engage as many pupils as possible. Ordinary calisthenics are of doubtful value. Take up all the time of the recitation period in recitation, not in getting ready, nor in telling stories, nor anything that detracts from the subject in hand. For example, the time for reading recitation ought to be spent mainly in reading. Plan things so that your moves will count. Your hours of work are few. They ought to be intense in their earnestness. Teachers often unintentionally fool away a great deal of time. Be definite in the assignment of lessons. Tell the pupils what to do and how to do it. Young pupils cannot plan for themselves. All geography and history work should be taught topically. The pupil should 2 10 INTRODUCTION be required to recite from topics without question, suggestion, or correction from anyone until his recitation is finished. Teach pupils to talk connectedly on a topic for several minutes without interruption. It is especially true in the first four grades that the teacher is the only source of inspiration. All the pupil gets he gets in the recitation. Attention is secured only through interest. The child's mental habits are formed almost entirely in the primary school, hence the importance at this stage of careful and skillful teaching. Insist on intelligent, ready, dramatic, pleasant reading. Do not allow for any reason, or at any time, hesitation or monotonous word-calling and have it pass for reading. See to it that when lessons have been assigned no pupil attempts to read a sentence until he is master of its meaning and every word in it. He then should read promptly, intelligently and fluently. As a rule teachers should not sit during recitation periods. The teacher who sits during a recitation is not likely to be either interested or interesting. Stand in front of your class. Each teacher should have a Course of Study and become familiar with it. Cultivate in pupils a regard for school and public property. Care of schoolroom and tidiness of person make for this end. Teachers of whatever grade should assist in maintaining a spirit of unity, loyalty, and service among the members of the profession. WRITING This Manual attempts to place upon writing the emphasis which the subject deserves. The teaching force of the state is at present deficient in the teaching of writing. The teacher herself must master the subject before she attempts to teach it. This is by no means an unreasonable requirement. An hour a day for twelve weeks spent in earnest study and diligent practice will give any teacher the ability to teach writing almost with expertness. The outlines given in this Manual are the result of successful experience. They will be found workable in all details if faithfully followed. . LANGUAGE We desire above all things to emphasize the usefulness and desirability of oral training and to discourage the excessive amount of written work on the part of pupils. Young children should not be allowed to do any written work in language. The ability of a person, young or old, to stand upon his feet and in the presence of his fellows state clearly what he thinks or knows or feels, is of the greatest value to the individual. This kind of ability is too often repressed or undeveloped by the excessive amount of written work. The person who can state clearly what he thinks or feels or knows, and can then write correctly what he has said, has had the best training in English. The ability to write pre-supposes very little technical knowledge aside from the ability to form the letters and spell the words. One must know only the simplest rules of capitalization and punctuation. These can be taught in a very few brief lessons, while the ability to speak in public grows with the performance of the act of speaking in public. If the pupil has a topic on which he is to recite or speak, train him to tell all that he knows about this topic without question, prompting, suggestion, or criticism. After this oral work is completed brief questions or suggestions may be used to bring out any important thing that has been omitted. The criticism of errors in speech is of doubtful value. One forms his habits of speech long before he comes to school. A mere direction on the part of the teacher to the pupil to use another form will not change a bad habit. If one is habituated to an error it will never he effectively corrected until he does it himself from his own inner consciousness. Everyone who has an unfortunate habit of speech will testify to this in his own case. Constant nagging of children and constant correction of errors rather interferes with a free development of ideas or with fluency of speech. Train pupils for fluency and hope for correct- ness at some future time. INTRODUCTION 11 In all grades, the work will consist of story-telling; memorizing poems; narra- tives and descriptions based on nature study, investigations, geography, history, and picture study; and drills on correct forms. The work should be progressive with each year. There should be no attempt to teach technical grammar, one of the hardest subjects in the school curriculum, below the seventh grade. The so-called language books are of doubtful utility except as they may suggest to the teacher. The value of a teacher may be estimated by the fluency of speech which she secures from her pupils. This ought to be in inverse ratio to the amount of talking done by herself. A talking teacher is ineffective. ARITHMETIC In arithmetic, young children should not be taught to work with pencil and paper. All operations should be mental and oral. We have in times past compelled pupils to study written arithmetic for eight years with a knowledge of the fact that they did not know very much about it after they got through. One great cause of this failure in the teaching of arithmetic has been too much written work. Pupils ought to be drilled in the fundamental operations until they possess a degree of skill that will make operations automatic. Oral work in arithmetic is most important; written work, except to pupils of maturer age, least important. It is very easy to assign written work. Pupils are occupied; the room is still; written work is much more pleasant for the teacher, but it is of doubtful utility in creating and promoting facility, alertness, accuracy. Young children have reasoning powers imperfectly developed. Written arithmetic should not come until the reasoning powers of the child begin to develop and he becomes mentally able to solve problems. All the work of an ordinary written arithmetic, a book containing approximately two hundred pages, ought certainly to be completed in two years. The arithmetic work in the first four grades should all be oral. There should be absolutely no written work. The processes should all be taught and then fol- lowed by rapid drills. The drill work should be both upon abstract and con- crete examples, devoting most of the time to the former. The concrete prob- lems should involve the processes which have been taught and should relate to real conditions as far as possible, such as purchases for the home and actual business life. A textbook may be used by the teacher but not by the pupil. All work must be done in class recitation. There should be no seat work in numbers. GEOGRAPHY Outline prepared by Prof. R. D. Calkins of the Central Michigan Normal School. It is not the purpose of this course to minimize the importance of the textbook of geography in the rural school. The text ought and must form the basis for the work, although it is most earnestly recommended that every teacher learn how to supplement the text wisely with geographical readers, magazine articles, newspaper clippings, pictures, field trips, excursions, etc. The suggestions in this course have in mind certain needed reforms in geography teaching and the needs and difficulties of the average teacher using the average text, rather than to give a basis for the work that shall be independent of the text. The study of geography with daily recitations is to begin in the third grade where one whole year should be devoted to out-of-door and home geography. No book is to be used, the work covering for the home region those topics usually covered under the so-called home or introductory geography of the average text, the difference in the work being that, in the one case, it is based upon observation and experience, while in the other it is usually the committing to memory of the more or less meaning- less text. Most schools will be using a two-book sorics of text. It is planned that the first of these books will be taken up in the fourth grade, the use of the text sometimes preceding and sometimes following the class work on a given topic, according as the best judgment of the teacher dictates. This book should lie completed by the close of the fifth grade. The regional geography in the fourth and fifth grades is 12 INTRODUCTION to cover the chief geographic regions of the earth. Many pupils drop out of school in the fifth or sixth grade. It is very important that they know something of the various regions of the earth before they leave school. The second, or advanced text, should be begun in the sixth grade and continued through the seventh and eighth grades. The work in these grades is to be more intensive in character and to bring out those various geographic relations which constitute the soul of modern geography. HISTORY History can be assimilated only through the imagination, hence this faculty should be assisted by a proper use of historical fiction, maps, pictures, etc. Biog- raphy is one of the most valuable adjuncts to the teaching of the subject. Pupils should be made to see that our present social and political conditions are but the outgrowth of previous conditions. The study of civics should be closely correlated with the work in United States history. As much attention as possible should be paid to local history and the history of the State. Perhaps the condition that most seriously interferes with the successful teaching of the subject is lack of time. Under the present system of one-room schools, the most that can be done to over- come this is through combining classes or a plan of alternation. Under all condi- tions the teacher is by far the most important factor in good history teaching. (See Bulletin No. 6, Suggestions for Teaching History.) ELEMENTARY AGRICULTURE (See Appendix.) The plan of work is given in the Appendix. The purpose of the nature study in the elementary grades is to lead the child to observe his environments and to lead him to know and to love the nature with which he is surrounded. Nature study confined to books is doomed to failure, but as every natural object cannot be studied, it must be left to the teacher to select those things which may be of special local interest or those subjects from which one can secure the best esthetic culture. The practical must always be considered in any course of nature study and such a course if properly selected and presented will prepare the child for more specific studies in agriculture proper as he reaches the later grades. This work must not interfere with the regular course of study covering the common branches. All subjects like nature study, manual training, etc., must be made subsidiary to that work. Agriculture is to be given during one-half year of the eighth grade. A textbook is to be in the hands of the pupils. The work to be of value must be practical. DRAWING Because many fail to appreciate how drawing enriches many of the activities of life there is a tendency to ignore it. Its practical value along the line of manual training should be emphasized. Accurate handwork such as constructive work in drawing, has a high educative value for pupils. It prepares pupils for manual training and other work in schools of higher grades. It calls for originality. perseverance, self control and motor activity. It can be used with great benefit to the pupil in the study of physiology, nature study, geography, in fact nearly all school work. Teachers should use the drawing suggested herein both in the inter- est of the pupil and in their own interest, as a time saver. The exercises arc suggestive. They teach the pupil how to get certain effects. This knowledge can and should be used by the pupil for self expression. His drawing, like his language, should be the spontaneous Illustration of what he has in mind Encourage pupils in "making pictures." In schools having bui one teacher drawing may be alternated with music. INTRODUCTION 13 MUSIC The work in music, as given in the Appendix, is suggestive and is given in the hope that teachers will not do less in any school than is outlined and that many will be able to do much more by enlarging along the lines given. In music and in drawing have constantly in mind that the main purpose is to develop artistic sense, APPENDIX Only such subjects as are to be taken up by individual grades are named under those grades. Suggestions for all other work, including drawing, nature study and agriculture, penmanship, music, physiology and sense training are given in the Appendix. Such work can be given to the school as a whole or to several grades as one class. An extensive outline of work for sense training is given. This will be found of value to the teacher in all of the elementary grades. Work in physi- ology must be given in order to comply with the law. THE SCHOOL LIBRARY "As a man thinketh, so he is." As a pupil reads, so he thinks. Reading, then, is a powerful factor in character-building. The selection of school library books is therefore one of the teacher's greatest responsibilities. He should know the character of every book in the school library, and should request the removal of such as are morally depressing. The Teachers' Reference Library only is published in the Course of Study. Act 323 of 1913 provides as follows: With the cooperation of the state libra- rian, he (the Superintendent of Public Instruction) shall prepare, at least once in every two years, and furnish copies of such lists to each township and school officer entrusted with the care and custody of their respective libraries, except city school libraries, and high school libraries, from which lists the said school officers shall select and purchase books for their respective libraries. In accord- ance with this act the list has been prepared and all books purchased for the libra- ries designated must be selected from the list. HUMANE EDUCATION Act 227 of 1913 provides as follows: For the purpose of lessening crime and raising the standard of good citizenship, and inculcating the spirit of humanity, such humane education shall be given in the public schools as shall include the kind and just treatment of horses, dogs, cats, birds, and all other animals. In every public school within this state, a portion of the time shall be devoted to teaching the pupils thereof kindness and justice to, and humane treatment and protection of animals and birds, and the important part they fulfill in the economy of nature. It shall be optional with each teacher whether such teaching shall be through humane reading, stories, narratives of daily incidents or illustrations taken from personal experience. Tliis instruction shall be a part of the curriculum of study in all the public schools of the state of Michigan. The. principal or teacher of every school shall certify in fiis or her reports that such instruction has been given in the school under his or her control. GAMES Repeated experiments have shown that children in primary grades, devoting only half of the usual time to the usual school subjects, and the balance of the school day to play, slightly outstrip in examinations on school subjects children of the same age, grade, and inherited tendencies, who are held during the entire school period to fixed lessons in the schoolroom. The instinct for play is one of the most fundamental instincts of childhood. 14 INTRODUCTION "Infancy is for play" says Professor Groos, and play forms the entire education of young wild animals. Modern pedagogy recognizes the fact that play is one of the most natural mediums through which mental, moral and physical habits become fixed in children. The few games, singing games, and simple folk dances found in this outline, are, for the most part, based upon old race activities which played a vital part in the struggle for survival of the ancestors of all nations. The nervous system of the individual child is tuned to receive a maximum of benefit from engaging in these race activities. Froebel, John Dewey, G. Stanley Hall, and others have pointed out this vital nature of play in the normal mental development of chil- dren. Nearly every large city in the country is spending tens of thousands of dollars for playgrounds, playground equipment, and play leaders. Rural schools are the most fortunate of all schools in the possession of "a place to play." The noon period and the two recess periods afford time for play. But rural children as a rule know fewer good games than city children. Too much of this valuable time is mis-spent in purposeless pranks and loafing about the schoolhouse and outhouses. Rural districts also need games for evening social gatherings. The children must have play leaders and the Department of Public Instruction asks each teacher of a Michigan district school to teach the games described in this Course of Study as conscientiously as any other school work. The teacher will get a direct reward in the increased friendliness and orderliness of the pupils. For descriptions of the games and detailed directions, see Appendix. 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Spelling — From reader. Sense Training — Leading to arithmetic and language. Writing — See Appendix. Language — Oral . Textbook — Reader READING Purpose. — To gather thought from the printed page. All reading consists in forming ideas and thoughts occasioned hy the printed or written words; and the work divides naturally into primary intermediate and ad- vanced reading. The plan of teaching includes, first, preparation of the pupil by the use of language lessons, talks about familiar objects, etc.; second, much prac- tice in reading requiring the formation of correct concepts by the use of language. An essential to good reading is a clear understanding of what is read. PREPARATORY Before beginning in this subject, some time, possibly a week or two, should be devoted to developing the perceptive faculties of pupils. Many children upon enter- ing school have little notion of any formal way of doing things. They now enter upon a new field, and it is the teacher's duty to acquaint the beginners with their own abilities. When the child enters school, he has from, four hundred to one thousand words as his spoken vocabulary. These words he knows by sound, but the time has now come when the eye should be trained so that certain marks with chalk or ink shall present to his mind the same concepts presented by the known sounds. In the first years of school every effort of the teacher should have in constant view the educa- tion of the eye, the ear, the hand. To this end the following exercises are sug- gested : For the Eye — 1. Call attention to some object or picture in the room and allow each pupil to tell what he sees. The following objects will furnish material for many lessons: flowers, fruit, clock, table, doll, desk, stove, silver dollar, etc. 2. Call attention to direction, distance, location, color, form, size, and weight, leaving the pupil to form his own conclusions. For the Ear — 1. Call upon the class to listen to the ticking of the (dock. 2. Make very light strokes upon the desk and see who can detect the sound. 18 STATE MANUAL AND COURSE OF STUDY 3. Procure several different kinds of metal and wood; attach a string to them, hang them upon pegs, and with a piece of dry wood tap them, letting the pupils detect the different kinds of wood or metal. 4. Give short sentences for the pupils to repeat. 5. Give directions as to movement: right hand up, left hand up; turning face to the left, face to the right; marching forward, backward; etc. For the Hand — ■ Handling objects to determine texture, temperature, and whether they are rough or smooth, hard or soft, rigid or flexible. This might be followed by the use of building-blocks, paper-folding, clay-modeling, etc. Suggestion. — In connection with this work, the teacher should note very care- fully and systematically each pupil's peculiarities or weaknesses. Note dullness of hearing or seeing, etc. Seat pupils in class and in the room with reference to this. Be sure that pupils with defective hearing always hear what you say, and that those with defective sight see the work upon the blackboards. Test by ask- ing them to repeat what you say or to tell what you have before them. Many a bright pupil has been called "dull" because he could not hear or see all that was given by the teacher. Correlation. — Let the new words in reading be used in the language work, in spelling, and in conversation. This repetition of words deepens their impression and they are thus more thoroughly memorized. The teacher should give constant attention to words which are new to pupils, and as far as possible persuade the pupils to use such words in their own conversation thus building up a vocabulary. CLASS WORK When the child is free from the embarrassment of new surroundings, he should be taught words and the following plan is suggested: Suppose you wish to teach the expression "an orange." Take an orange to school, or better, one for each pupil in the class, keeping them out of sight of the pupils. Place very carefully upon the blackboard a number of different words among which in several places is the word or expression "an orange." You are now ready to call the class and teach the word. Excite the curiosity of pupils to know what you have for them. Let them see the shape of the objects through the sack, feel them, and smell them. The more mysterious you can be about this and the more interest you can excite, the better. When the pupils have guessed what you have, let them handle the oranges and talk about them. When their attention has reached the highest point, tell them that you have an orange upon the board, at the same time pointing it out to them. Now start the "hunting" game for the other oranges. They will, if you have made this lesson impressive, find every one. When this is done, excuse the class at once, but do not let the lesson slip from their minds. Call their attention re- peatedly to this word or expression, asking them to tell you what it is and to go to the board and point each one out. The word should also be carefully written or printed upon a card for each pupil. These cards might be mixed with other cards of the same size which contain other words quite dissimilar in appearance and the pupils play the "game" of finding the oranges. If you have never put printed cards into the hands of your pupils to be used in some manner similar to the above you have missed a great help in teaching beginners. Let all such work, whether written or printed, be as nearly perfect as you can make it. Each word should, until the child has become very familiar with it, look always the same. With poor writing or spelling the pupils will make slow progress. While the pupils have the oranges in their hands it is a good plan to get a state- ment from them regarding the orange. When you have secured some statement like this, "I have an orange" or "Mary has an orange," tell the pupils you will let the chalk say that and place it upon the blackboard, saying aloud as you write, "I have" "an orange." Then have the pupils read it, grouping as indicated above. Let them point out the groups as they read. Each new name-word taught can be substituted for "an orange" and so make a sentence each day. Teach in this man- ner two or three common name-words with the articles prefixed, as an apple, an orange, a boy, a cat, the dog, pronouncing the expression as if it were a word of FIRST GRADE 19 two syllables like about. Next add several adjectives, as, a black dog, a white cat, etc. When the above words are learned thoroughly, a few sentences should be taught, as, I see, we see, you see. It is a good plan and gives vitality to such work as this last to let the pupils mention something that they actually do see and you add that to the expression, only the essential thing in beginning reading is to have the pupils really appreciate that they are giving forth with chalk actual experi- ences. When the child realizes that he can give an experience, as, I see John, with chalk he has taken a long step toward appreciating the vital element in read- ing. Teach also the expressions I have, you have, he has, she has, also, pupils' names with has — Mary has, Henry has, etc. In teaching the names of objects, use the objects if possible, letting pupils handle them in various ways; e. g., Tell Mary to get what you write upon the board, writing "A red ball," "A white doll," "A black book," etc. In teaching action words, suit the action to the word. Write upon the board "Tom jumps," "Henry runs," ''Charles throws," "Mary laughs." Let Tom, Henry, Charles and Mary illustrate the thought with the proper action. This will vitalize expressions and make them parts of real experiences. Arrange the words taught in as many different sentences as possible. If some child by struggling with some sentence containing a new word makes out such word, do not teach the word by itself but in the sentence. Do not hurry. Avoid getting on hand a large number of partially learned words; words should be repeated often enough so that a few days of disuse will not cause them to be forgotten. No letters should be taught at present. If a child has learned his letters every effort should be made that he should cease to see them. He should see words and groups of words as wholes until he has a vocabulary of at least fifty words and expressions. PREPARATION FOR ELEMENTARY SOUNDS After the above work is well begun preparation should be made for the teaching of sounds and building of words. The child should be taught to distinguish sounds in words. To do this, introduce a "game" something as follows: First. Place upon the blackboard three or four familiar words beginning with different sounds, as, may, boy, see. pail. Second. Pronounce the words and have the pupils pronounce them until they are vividly before the child's mind. Now first pronounce the first sound in one of the words and let the pupil who can first tell which word you are going to pro- nounce point it out. Give him a mark of one point and the pupil who first gets five points wins. Third. Change about and give the latter part of the word, as, oy, e, ail, and let the pupils tell which word you are going to pronounce. Fourth. Give the last sound only of each word, as of n, e, I. Later, take more difficult words. Fifth. Let a pupil give a sound and you tell what word he is to pronounce. This work cultivates attention and concentration and educates the ear to hear sounds in words as well as to hear the words. Finally the teacher pronounces words by sounds only and requires pupils to ' think them out and pronounce the word in the ordinary way but spelling by sound should not yet be attempted. After the child has learned from forty to fifty words put the letter s upon the board. Teach its sound; then pointing to this letter in various words, let the pupil give its sound until, whenever seen, the hissing sound comes to the mind. Then annex it to the word cat, letting the child add the sound, making cats; erase and annex until pupils instantly recognize and pronounce the word correctly, either with or without s. Then use this letter after other words and also prefix it to words already taught as at, s-at; old, s-old; in, s-in, etc. When the s-sound is thoroughly learned, teach r in the same way, building rat, r-an, ring, etc. Con- tinue teaching the sounds of consonants in connection with reading, using them to form new words from those already taught. Have daily exercises in sight reading. Many difficult sounds are easily taught by the following plan: Call m the "mother-sound" and have pupils pronounce the word mother with you, drawing out the m-sound more and more until you "forget to say the rest of the word;" then tell them that m means that sound, and build such words as mat, m-an, m-old, etc. Teach / as the "father-sound." Also practice dropping letters as m from man, b from bat, f from fan, letting pupils determine what the 20 STATE MANUAL AND COURSE OF STUDY word is that remains. When the sound of a letter has been taught, drill upon the same until seeing the letter instantly suggests its sound, and use the letter in forming a number of words, before trying to teach another sound. Each new word formed should be used in sentences until the eye knows it in- stantly. As soon as the required number of words has been taught in this way and read by pupils from chart or from words made on the board by the teacher, the child should take the book. If he has been properly taught from the chart and board, he is now able to read several pages of the reader at sight. From the start try to have him get a mental picture of what he reads. Individual faults should be carefully observed by teacher, such as faulty pro- nunciation, articulation, enunciation, and qualities of the voice, and cautiously corrected, but no corrections should be made in a manner to make the child self- conscious. SUGGESTED OUTLINE WORDS FOR THE FIRST MONTH Teach in the order given the following: A boy, I see, I see a boy; a man, the man, a cat, a cow, a dog, a hen, the doll, the hat, the egg; and, white, black, little, big. Use all these with I see and see. Teach such additional words as come into the pupils' experience, e. g., if Mary found a rose make a sentence with the rose or about the rose. If John lost his knife have some sentence about John's knife. There is probably no one phase of teaching beginners to read which more quickly and surely makes reading a reality than incorporating into their reading work these little impressive, personal ex- periences. WORDS FOR THE SECOND MONTH I have, the boy has, is, man, book, books, ran, men, wood, yes, no, play, ride, ear, nose, eyes, he, she, fish, water. Use these with / have, the boy has, and make questions beginning with is. Teach such additional words as will best prepare for the building of new words and also that grow out of the pupil's ex- perience. Fifty or sixty words can be learned usually in the first two months of school. WORDS FOR THIRD MONTH Teach words to be used as base words and then after using the said words in sentences until the child is perfectly familiar with them use them to build new words upon. From the base word at build c-at, r-at, mat, fat. From the base word it build h-it, m-it, s-it, f-it, b-it. From the base word old build s-old, f-old, m-old, h-old, cold, t-old, g-old. After these words are built, use them repeatedly until they are known at sight. Teach sounds of ch, "sneezing sound;" sh, ''keep still sound;" c (hard); p and iv(oo); then build cat-ch, mat-ch, pat-ch, ch-at, ch-ap, ch-ip, ship, di-sh, wi-sh, fi-sh. Teach all and ear, using them in sentences; then build w-all, tiall, f-all, b-all, f-ear, tear, h-ear, using in sentences until the eye knows them readily. Teach this, that, good, bad, tree, leaves, apple, school, teacher, scholar, one, two, three, where, squirrel, mouth, right, left, smell, jump, and such other words as children are accustomed to use. Break words into parts, and put them together again, having the pupils name l he parts and the whole, e. g., ray, pray, s-pray, spray, pray, ray, ay; r-ay, t-ray, tray, stray, tray, ray, ay. Repeat such work many times until pupils give the various words or parts of words quickly. Throughout all this work the teacher should select and teach words from the first reader that the pupil is to use when a book is put into his hands. He then will find the first part of his reader old material newly arranged. THINGS TO RE NOTED 1. Choose only such words as the children are accustomed to use. '2. Create a need for every word before teaching it. FIRST GRADE 21 10. 11. 12. Always teach the and an in connection with other words. Remember that beginners more easily learn such words as are quite dissimi- lar in appearance. Keep a complete list of all words taught. Use only one form of capital and small letter. Ask pupil to read a sentence silently; then (looking at you) to tell what it is. Insist from the first sentence that a child shall read naturally. Teacher should not read for pupil, and neither teacher nor pupil should point to words while reading. Do not allow pupils to interrupt the one reading with a correction. Make the sentence the unit and, after the child has learned one or two verbs, incorporate every new word into several sentences, at first using only short sentences. Do not ask beginners 'to study; they cannot study and should have no book until they know at least sixty words. Do not try to keep pupils together in their work. Let each pupil learn words as rapidly as he can. SEAT WORK To aid the pupils in naming words at sight, use sentence-builders — cards con- taining the words written or printed on them. As soon as a word or two can be recognized at sight, the pupil should be required to build the sentences, using separate words on bits of cardboard. Continue building sentences in this way until fifty or sixty words have been taught. This will take from two to three months. The words should be taken from the chart or reader to be used, and it will also be found helpful to lead the child to build words by sound and to give him power to pronounce words that he has never seen. SUPPLEMENTARY READING Several different readers should be used so that the same selection may not be read until tiresome. Let every lesson be fresh. Reading "by turn" in the class is not advisable. Now is the proper time for teaching such details as position of hands, standing erect, keeping the chin in proper position, etc. SPELLING Method. — The preceding word-building should be the foundation of spelling, and from this point letters, as well as sounds, must be thoroughly taught. In doing this teach letters separately and teach the alphabet by rote as well. If pupils spell before using a reader, let them spell by ear and not by sight. After a reader is taken up, they should spell all the words in each lesson. Below is a suggestive outline. Form lists of words as follows: bat cat fat hat 1. From at { mat pat rat sat vat 2. From an ban can Dan fan man pan ran tan van 3. From it ffit lit mit pit sit wit 4. From in bin din tin gin pin sin tin win 22 STATE MANUAL AND COURSE OF STUDY 5. From ei 7. From ul bet get jet let met net pet set wet yet f but cut hut jut nut rut 6. From en ■ Ben den fen hen ken men pen J ten L wen ' bun fun 8. From un • gun nun pun run sun During this work teach that a, e, i, o, or u, is necessary in every word, and that they are called vowels. Teach that final e lengthens the vowel, as — at — ate bat — bate rat — rate fat — fate hat — hate mat — mate ban — bane can — cane fan — fane man — mane pan- — pane van — vane Teach that two vowels together in a monosyllable generally give its name-sound the "long sound" of the first, as — bet (e) beet bet (a) beat met (e) meet met (a) meat den (e) deen den (a) dean net (a) neat set (a) seat Following this suggestion drill on such words as these- ail bail fail hail jail nail pail rail sail tail wail fain gain main pain rain die fie hie lie pie tie SYLLABICATION Each syllable should be spelled separately with sufficient pause after it (if pro- nounced) to denote syllabication without pronunciation of syllables is an aid in willing articulation, and its judicious use in lower grades is recommended. FIRST GRADE 23 WRITING The first half of the year should be devoted to blackboard writing. The aim is to learn the letter forms. However, the child should write with freedom and a fair degree of speed. The chalk is held in a horizontal position, the first three fingers on top and thumb below; the pupil standing directly in front of the board and facing it; the left hand holding the eraser and placed behind the back. Guide lines hinder freedom, so they should seldom be used. The exercises and writing should be quite large — four or five inches in height — and in front of the face, the child stepping along as he writes. We must eliminate cramped and jerky motions, and in order to do this, freedom and rhythm are necessary. The manner of counting for rhythm is immaterial so long as it is regular. To determine the count for an exercise or letter, the teacher should write it with freedom and note the impulses required. As a general rule, count for down strokes, but sometimes it is better to count for both up and down strokes, especially in the lower grades. The exercises and writing should have a uniform slant to the right. The letters and words used in reading are, as a rule, the best for practice in this grade. When seat writing is taken up, use a large beginner's pencil and unruled paper. The letters from one to two inches high are more easily formed, then as the forms become fixed in mind they may be decreased gradually. The teacher should write the exercises and letters on the board or paper, before the pupils the same size and rhythm as she expects them to write. If any of the pupils do not get the form and rhythm readily, the teacher must take hold of the child's hand and guide it. The whole arm movement will be found more practicable in this grade; however, if any of the pupils can write with the muscular movement, so much the better. All writing in the grade must be done under the eye of the teacher — do not give writing as "busy work." LANGUAGE (Seellntroduction and Appendix.) The purpose of the work in the primary grades is two-fold, — the acquiring of ideas and the acquiring of words. Introductory to the work of developing the power of expression, is that of putting the child in possession of the right kind of ideas and knowledge to express. The first factor is selection. The materials should be such as will inspire and make the highest appeal to the imagination and emotions and must be gathered from the very choicest of the best works of all time, in literature, history, art and nature. A large portion of the language development in primary grades must be ac- complished through story-telling. The stories selected should be masterpieces of English. They should enlarge the imaginative powers and increase the vocabulary. Pupils should be required to retell a story told by the teacher and it should be re- peated frequently. Do not allow pupils to select their own stories. The stories should include fairy-tales, folk-lore, nature stories, biographies, and the best stories of literature. Work for clear articulation, distinct enunciation, and correct pronunciation. Aim to have the children acquire well-modulated, pleasing voices. Cultivated voices are quite as important as correct language. A very important feature of the work is the dramatizing of stories and the memorizing of poems, and should be carefully planned and executed. There is no other way by which a full, pure vocabulary can be acquired as satisfactorily as in the memorizing of poems. Nature furnishes unlimited resources for language work. Pupils should learn to see things; to recognize the flowers, trees and weeds; to know the growing things of their environment, the habits, growth and use. Study the birds and their habits. This and other similar work will furnish the child with interesting ideas to express. The verb forms used by the children may be acted out, as He, fly, drink, Oiroiv, and the use of the correct forms of each made habitual. The names of persons, places, streets, points of the compass, may be familiarized and used. 24 STATE MANUAL AND COURSE OF STUDY The teacher should frame her questions so that answers may be given in com- plete sentences. Aesop's Fables. Indian Child-Life. Happy Heart Family. The Snow Baby. A Visit to Dreamland. Nursery Tales. The Little Red Hen. SUGGESTED STORIES The Rabbit's Walk. Three Bears. The Bundle of Sticks. The Lamp and the Sun. The Wind and the Moon. Hiawatha Stories. Pippa. POEMS TO BE MEMORIZED Summer is Coming' Summer is nigh. How do I know? Why, this very day A robin sat on a tilting spray, And merrily sang a song of May. Jack Frost has fled From the rippling brook, And a trout peeped out From his shady nook. A butterfly, too, Flew lazily by, And the willow catkins Shook from on high Their yellow dust, As I passed by; And so I know That summer is nigh. In the Heart of a Seed E. L. Brown In the heart of a seed Buried deep, so deep, A dear little plant Lay fast asleep. "Wake!" said the sunshine. "And creep to the light." "Wake!" said the voice Of the raindrops bright. The little plant heard And it rose to see What the wonderful Outside world might be. Whole Duty of Children Robert Louis Stevenson A child should always say what's true And speak when he is spoken to, And behave mannerly at tabli At least as far as he is able. FIRST GRADE 25 Child's Thought of a Star Jane Taylor Twinkle, twinkle, little star; How I wonder what you are! Up above the world so high, Like a diamond in the sky! When the blazing sun is set, And the grass with dew is wet, Then you show your little light, Twinkle, twinkle, all the night. In the dark blue sky you keep, And often through my curtains peep; For you never shut your eye Till the sun is in the sky. Then if I were in the dark, I would thank you for your spark; I could not see which way to go, If you did not twinkle so. Where <*o the Boats? . Robert Louis Stevenson Dark brown is the river, Golden is the sand. It flows along forever, With trees on either hand. Green leaves a-floating, Castles of the foam, Boats of mine a-boating — Where will all come home? On goes the river And out past the mill, Away down the valley, Away down the hill. Away down the river, A hundred miles or more, Other little children Shall bring my boats ashore. The Wind Christina Rosetti Who has seen the wind? Neither I nor you; But when the leaves hang trembling, The wind is passing through. Who has seen the wind? Neither you nor I; But when the trees bow down their heads, The wind is passing by. 26 STATE MANUAL AND COURSE OF STUDY The Man in the Moon Old Rhyme, Anonymoxis The Man in the Moon as he sails the sky Is a very remarkable skipper But he made a mistake When he tried to take A drink of milk from the Dipper. He dipped right into the Milky Way And slowly and carefully filled it. The Big Bear growled And the Little Bear howled, And scared him so that he spilled it. The Stars May Moore Jackson Do you know what the little stars do at night? They play on a deep blue hill. Mother Moon watches to keep them in sight, For they're never, never still. Do you know what the little stars do at dawn? They sink in a sun-kissed sea, And there they sleep till the day is gone, As still as still can be. The above may be supplemented by poems printed in previous editions of the Course of Study and by such poems as, To Mother Fairie, Alice Cary; Obedience, Phoebe Cary; Little Dandelion, Helen Bostwick; Selections from Hiawatha, Long- fellow; Dutch Lullaby, Eugene Field; Mother Goose Rhymes; Autumn Fires, Robert Louis Stevenson. *SENSE TRAINING LEADING TO ARITHMETIC AND LANGUAGE (See Appendix.) In the first grade the exercises are chiefly counting, making comparisons, and visualizing of simple combinations. The work is largely objective to create inter- est, and many illustrative devices are used for comparisons such as sets of blocks, cards, etc. This is the child's natural method of satisfying the needs of his de- veloping mind. Teaching will be successful when it meets these needs. The teacher who knows the child knows that attention is a condition of thinking and interest a condition of attention. The fundamental thing in the teaching of arithmetic is to induce judgments of relative magnitudes. The presentation regards the fact that it is the relation of things that makes them what they are mathematically. The products of the senses, especially those of sight, hearing and touch, form the basis of all the higher thought processes. Since mathematics deals with definite relations of magnitudes it suggests the need of creating definite ideas, and forbids presenting things as isolated, independent or absolute in themselves. If relations are to come into consciousness, the comparing which brings them there must take place. It is the definite relations of magnitudes established by means of solids, sur- faces and lines, that enable us to conceive or interpret the relations of quantities •By permission of Ginn & Co., publishers, Borne material for t lie first and third grades has been taken from Speer's Arithmetics. FIRST GRADE 27 which cannot be brought within the range of perception. The ratios which we actually see are few but out of these grows the science of mathematics. Give appropriate exercises in the following: (a) Sense training: sight, touch, hearing. (b) Visualizing of forms, relative positions, colors, pictures, etc. (c) Handwork in cutting, drawing, building of forms with blocks and tablets, shaping of forms with plastic materials, etc. (d) Ratio work in magnitudes with solids, tablets, drawings, etc. (e) Applications of this work with the simplest measures of length, volume and value; foot, yard; pint, quart, gallon; cent, nickel, dime; etc. (f) Simple problems based on ratios of quantities. (g) Visualizing of simple combinations. (a) Sense training: It is one of the first duties of the schools to test the senses and to de- vise means for their development. Sight training: Pupils find solids, surfaces, colors, etc. Compare with one another and familiar objects in the room and at home. Show pupils the base of a cup, a cylinder or a cone, and tell them that it is a circle. Conduct the exercises so that the doing will call forth variety of oral expression in telling what is done. 1. Find circles. 2. Find circles that are larger than others. Find circles that are smaller. 3. Find the largest circle in the room. 4. Find one of the smallest. 5. Find circles in going to and from school and at home, and tell where you saw them. Finding forms of the same general shape as those taken as types is of the highest im- portance. Unless this is done pupils are not learning to pass from the particular to the general. They are not taught to see many things through the one, and the impression they gain is that the particular forms observed are the only forms of this kind. Unless that which the pupil observes aids him in interpreting something else it is of no value to him. Teaching is leading pupils to discover the unity of things. Touch training: Pupils handle solids. 1. Find one of the largest surfaces of each solid. Example: This is one of the largest surfaces of this solid. 2. Find one of the smallest surfaces. 3. Find surfaces that are larger than other surfaces. Example: This surface is larger than that one. 4. Find surfaces that are smaller than other surfaces. 5. Compare the sizes of other surfaces in the room. 6. Find the largest surface or one of the largest surfaces in the room. 7. Close the eyes, handle solids and find largest and smallest surfaces. 8. Cover the eyes; handle and tell names of blocks and of other objects. These exercises for mental training are only suggestive of many others which teachers should devise. Be sure the exercises are suited to the learner's minds, and to their physical condition. Ear training: Have pupils listen and tell what they hear. Have pupils note sounds when various objects are struck. Pupils close eyes. Teacher strikes one of the objects. Pupils tell which was struck. Teacher strikes two or more objects. Pupils tell by sound the order in which they were struck. Train pupils to recognize one another by their voices and by sounds made in walking. Pupils close eyes and listen. Drop a ball or marble two feet, then three. Pupils tell which time it fell the farther. 28 STATE MANUAL AND COURSE OF STUDY (b) Visualizing: Place on the table three objects. For example: a box, a book and an ink 1 Kittle. 1. What can you tell about the box? About the book? About the ink bottle? Which is the heaviest? Which is the lightest? Which is the largest? 2. Look at three objects carefully, one after another. 3. Close your eyes and picture one after another. r the objects. 4. Think the objects from right to left. From left to right. 5. Name the objects from right to left. From left to right. 6. Which is the third from the right? The second from the left? When the position of every object in the group can easily be given from memory, place another object at the left or right. When a row of five is pictured and readily named in any order, begin with another group of five. Each day review the groups learned so as to keep thein vividly in the mind. Questions or directions similar to the following will test whether the groups are distinctly seen. Picture each group from the right, name objects in each from the right. In the third group, what is the second object from the left. What is the middle object in each group? What is the largest object in each group? When four or five groups can be distinctly imaged this exercise might give place to some other. (c) Handwork: 1. Cut a slip of paper. Cut another a little longer. Another a little shorter. Measure. Practice. 2. Cut a square. Cut another a little larger. Another a little smaller. Measure. Practice. 3. Cut a slip of paper. Try to cut another equal in length. Look at them. Which is the longer? Place them together and see if they are equal. Practice cutting and comparing. Give each pupil paper and an oblong rectangle. 4. Cut a rectangle as large as, or equal to, the rectangle I have given you. What are you to cut? Is the rectangle you cut as long as the rectangle I gave you? Is it as wide? Does the one you cut exactly cover the one I gave you? Are the two rectangles equal? Practice trying to cut a rectangle exactly the same size as, or equal to, the one I gave you. Use square, triangle, oblong, etc., in a similar way and then lead up to definite dimensions. Give pupils a number of Inch cubes. 1. Build a prism equal to this one. (Show prism only for an instant.) 2. Build a prism equal to this one. 3. Build a cube equal to this one. '.if other similar exercises from day to day. i.i i Ratios: Show the pupils blocks three times as large as other blocks. Compare. 1. Draw a line. Separate it into three equal parts. Measure. Is one of parts shorter than one of the others? 2. Draw lines of different lengths and practice trying to divide them into three equal parts. 3. Draw rectangles of different sizes and practice trying to separate them into three equal parts. 4. Show me where lines should be drawn to separate the blackboard into three equal parts. Move your hands over each of the three equal parts of the blackboard. FIRST GRADE 29 Select different solids. 5. Show me where each should be cut to separate it into three equal parts. 6. Find a solid that can be made into three parts, each as large as this solid. Give each pupil a piece of paper on which there is drawn a line equal to A. A. 1. Draw a line equal to A. 2. Draw a line two times as long as A. 3. Draw a line three times as long as A. 4. Name the lines, A, B, C. 5. B is how many times as long as A? 6. C is how many times as long as A? 7. Show me Y 2 of B. C is how many times as long as x / 2 of B? 8. Show me y 2 of B. Draw a line three times as long as y 2 of B. 9. Draw a line equal to the sum of A and B. The sum of A and B equals what line? This line of thought should be carried on by means of different presentations until the ratios are instantly recognized. Give each pupil a square inch and an oblong 2 in. by 1 in. and another 3 in. by 1 in. N 1. What is the length of the square rectangle? How long is the largest rectangle? What is the length of the other rectangle? 2. Show me the rectangle 2 in. by 1 in. The rectangle 3 in. by 1 in. Point to each rectangle and describe it. Ex. This is a square rectangle one inch long. 3. Call the largest rectangle B, the smallest 0, and the other N. Show me O. Show me B. Show me N. 4. N is as large as how many O's? What part of N equals O? N equals how many times O? O equals what part of N? 5. B is as large as how many O's? B equals how many times O? Show me y 2 of N. B is how many times as large as y> of N? 6. If we call O y 2 , what is N? What is B? 7. Cut rectangles equal to O, N and B. 8. Place O and N together and make one rectangle of the two. How long is the rectangle you have made? How wide is it? It is as large as what rectangle? It equals what rectangle? The teacher can accomplish much along this line by systematic questioning, with the objects before the child. Use different magnitudes and change their arrangements very often. (e) Applications: Relations of quart and pint: Show pupils the pint and quart measures. Have them find by measuring the number of pints equal to a quart. 1. After measuring, tell all you can about the quart and pint. This free work is far more valuable than that induced by questioning. Too much question ing interferes with the natural action of the mind in relating and unifying. 2. What is sold by the pint and by the quart? o. A quart is how many times as large as a pint? 4. What part of a quart is as large, or as much as, a pint? 30 STATE MANUAL AND COURSE OF STUDY 5. A quart is how much more than a pint? 6. A pint is how much less than a quart? 7. A quart and a pint equal how many pints? 8. Show me 1% quarts. What have you shown me? 9. l 1 /^ quarts equal how many pints? 10. If we call a pint 1, what should we call a quart? Why? 11. If we call a quart 2, what should we call the sum of a quart and a pint? 12. If a quart is 1, what is a pint? Fill the quart and pint measures with water and let each pupil lift the two measures. 1. Which is the heavier, the quart of water or the pint? 2. The quart of water is how many times as much as the pint? 3. What part of the quart weights as much as the pint? 4. The weight of a pint equals what part of the weight of a quart? 5. The weight of a quart equals the weight of how many pints? 6. A pint of water weighs a pound. How much does a quart of water weigh? 7. What part of a quart of water weighs a pound? 8. The sum of a quart and a pint of water weighs how many pounds? 9. Compare the weight of different solids with the weight of a pint of water. 10. If a pint of milk costs three cents, what should a quart cost? 11. In a quart there are how many pints? In three quarts there are how many 2-pints? 12. How much milk should be put into a quart measure to make it half full? In the same manner deal with other measures. (f) Simple problems based on ratios of quantities: 1. A boat sails 4 miles in y 2 hour; how far does it sail in 1 hour? 2. Mr. R. receives 6 cents for 2 pints of milk; how much ought he to receive for a quart? 3. If you take a quart of milk out of a gallon of milk, what part of a gallon remains? 4. 2 dimes equal how many nickels? 5. The candy that can be bought for a nickel equals what part of the candy that can be bought for 2 dimes? Each teacher will need to determine for herself the amount to present to her class. SECOND GRADE Reading — Second reader and supple- Writing. mentary reading. Language. — Oral. Spelling — From reader. Arithmetic — Oral. Textbook — Reader. Correlation. — Continue the work of correlation as suggested in first year. READING Purpose. — (a) Same as in first grade, (b) Expression. Teach the new words at the head of each lesson so that pupils will know them at sight, pronounce them correctly, and know what they mean. Be careful to secure correct pronunciation and distinct articulation. Note the following: — • 1. To teach pupils to know words at sight, point rapidly from one word to another. 2. To teach the meaning of words, require pupils to give the words in sentences, after they have been fully explained, sentences to be both oral and written. To be sure that pupils get the thought, question them thoroughly on what they read. 3. To secure correct pronunciation, the teacher must be careful about his own pronunciation. 4. To secure good articulation, give frequent drills on elementary sounds and articulation exercises. SUPPLEMENTARY READING Pupils should be required to commit to memory short choice selections to be recited before the class. These selections may be taken from the reader or from anything not more difficult than the reader, and should be thoroughly understood before they are committed. There is no place in the school course where supplementary reading can be made more profitable. It should generally be sight reading of interesting stories, very easy second grade or hard first grade work. Let one pupil read a portion and the others listen, and then have the story told by them. This insures attention and inspires pupils to read well. Give additional attention to errors of pronunciation and to good expression. Aim at naturalness. Do not read very much for pupils to imitate. The skillful teacher succeeds in filling the pupils so full of the sentiment of the story that expression is spontaneous. Do not teach that the voice should fall at a period and be kept up at a comma; it is not true. ELEMENTARY SOUNDS Continue the study of elementary sounds as they occur in the reader, beginning now to make a study of vowels. Teach the diacritical marks used with long and short vowel sounds. Drill until familiar with them. (Use Webster's International as a guide.) SPELLING Spell orally all the new words at the head of each reading lesson, giving daily reviews on hard words and a test each week on the work done. Considerable time should be given also to written exercises in spelling. 32 STATE MANUAL AND COURSE OF STUDY The second and third years are the spelling era. Second and third reader pupils should spell rapidly and accurately every word in their finished work. This is accomplished by repetition. Much time can be saved by classifying words having analogous peculiarities; e. g., words ending in ight, ougJi, sion, Hon, cion, etc. Note — "One trial only" is the key to good spelling. WRITING The pencil requires less care and skill to handle, therefore freedom will be en- couraged by not using the pen in this grade. The pencil should be large, soft and long. If ruled paper is used, it should be ruled about % inch wide. For children who are lacking in freedom and form, the blackboard must be used frequently. Muscular movement may be taken up in this grade. The following method must be used for all beginners, regardless of grade: First movement: Pencil on desk in groove, point to right. Assume correct posi- tion, hand open, palm down and about half inch from paper, arm resting on muscle of forearm. Now practice the push and pull exercise, arm moving in and out of the sleeve. Slowly at first and gradually increasing in rhythm until the entire class is moving in unison. Second Movement: Same position except that the fingers are bent and in the same position as when holding the pencil. Now with the hand resting on the run- ners (third and fourth fingers) practice on push and pull, and direct oval. Third Movement: Take pencil or pen, point up. See that the pencil is touch- ing lightly on the paper, the hand resting on the runners, and the arm on the muscle. The arm must move in and out of the sleeve. Practice same drills as in second movement. Fourth Movement: Pencil or pen point resting lightly on the paper in correct position. If pen is used, take ink. Now practice on the same simple drills. If a pupil uses finger movement, he should go back to the first three movements, for he is not ready for the fourth. Don't be in a hurry to take up this last movement. The first three must be practiced until they are made automatically. The writing outline given in the Appendix may be followed quite closely, omitting the more difficult drills the first time over. Read instructions to first grade for counting for rhythm. Also read carefully "General Information" in Appendix. All writing in this grade should be under the direct supervision of the teacher. LANGUAGE (See Introduction and Appendix.) Purpose. — Same as first grade. Continue the work of the first grade. The nature study should include the ob- servation and study of inanimate things. Collect and classify products of local industries, and use for subjects of conversations and oral compositions. Practically no written language work should be required of pupils, but each week a certain amount of this work, as copying, dictation, etc., should be included in the spelling exercises. This work should develop the use of punctuation marks, quotation marks, capitals, abbreviations, dates, the possessive forms of nouns and pronouns. The drill on irregular verbs should be carried on throughout the grades. Let rapidity, interest and brightness characterize the drill. The vocabulary should be increased to include words of synonymous meaning and terms of opposite meaning. Have sentence drills in the use of both of these. These drills should lead pupils to discriminate in their choice of words. Visualize i„.any simple objects rapidly and describe, as a pin, a pencil, a piece of chalk, a box, etc. The value of the work in description consists in using words specially applicable to the object described. In the description of an apple, for instance, the words, round, sphere, pulp, skin, core, juice are brought out and definite concepts as to form and size developed. In (ho description of a pencil, the words, slender, cylindrical, graphite, become part of the child's vocabulary, and SECOND GRADE 33 new concepts and comparisons as to form, size and color are formed. In the de- scription of a shoe, sole, last, tongue, upper, lining, are brought to the observation. A poem should be taught line by line, thought by thought. Much time and atten- tion should be given to the development of tones and the pitch of tbe voice, that the musical effect may be obtained. The expression should reveal the meaning and the spirit and the power of the poem. Suggested Stories: Fairy Tales, Hans Andersen. Fifty Famous Stories, James Baldwin. Boy Blue and His Friends, Blaisdell and Blaill. In the Days of Giants, Abbie F. Brown. How to Tell Stories to Children, Sarah Cone Bryant. Twilight Stories, Elizabeth Foulke. Just So Stories, Kipling. Fairy Stories, Andrew Lang. Children of the Arctic, Josephine Peary. American History Stories, Mara L. Pratt. In the Green Forest, Howard Pyle. POEMS TO BE MEMORIZEB The Swing Robert Louis Stevenson How do you like to go up in a swing Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do! Up in the air and over the wall, Till I can see so wide, Rivers and trees and cattle and all Over the countryside — Till I look down on the garden green Down on the roof so brown — Up in the air I go flying again, Up in the air and down! Stars and Daisies Frank Dempster Sherman At evening when I go to bed I see the stars shine overhead; They are the little daisies white, That dot the meadow of the Night. And often while I'm dreaming so, Across the sky the Moon will go; She is a lady, sweet and fair, Who comes to gather daisies there. For, -when at morning I arise, There's not a star left in the skies; She's picked them all and dropped them down Into the meadows of the town. 34 STATE MANUAL AND COURSE OF STUDY The Wind Robert Louis Stevenson I saw you toss the kites on high And blow the birds about the sky; And all around I heard you pass, Like ladies' skirts across the grass — O wind, a-blowing all day long, O wind, that sings so loud a song! I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all — O wind, a-blowing all day long, O wind, that sings so loud a song! O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O wind, a-blowing all day long, O wind, that sings so loud a song! Seven Times One Jean Ingelow There's no dew left on the daisies and clover, There's no rain left in heaven; I've said my "seven times" over and over — Seven times one are seven. I am old! so old I can write a letter; My birthday lessons are done; The lambs play always, they know no better; They are only one times one. Moon! in the night I have seen you sailing, And shining so round and low; You were bright; ah, bright! but your light is failing; You are nothing now but a bow. You Moon; have you done something wrong in heaven, That God has hidden your face? 1 hope, if you have, you will soon be forgiven, And shine again in your place. O velvet Bee! you're a dusty fellow, You've powdered your legs with gold! O brave Marsh Marybuds, rich and yellow! Give me your money to hold! O Columbine! open your folded wrapper Where two twin turtle-doves dwell! Cuckoo-pint! toll me the purple clapper, That hangs in your clear, green bell. And show me your nest with the young ones in it — I will not steal them away, 1 am old! you may trust me, Linnet, Linnet, — I am seven times one to-day. SECOND GRADE 35 The Gladness of Nature William Cullen Bryant Is this a time to be cloudy and sad, When our mother Nature laughs around; When even the deep blue heavens look glad, And gladness breathes from the blossoming ground? There are notes of joy from the hang-bird and wren, And the gossip of swallows through all the sky; The ground-squirrel gaily chirps by his den, And the wilding bee hums merrily by. The clouds are at play in the azure space, And their shadows at play on the bright green vale And here they stretch to the frolic chase, And here they roll on the easy gale. There's a dance of leaves in that aspen bower, There's a titter of winds in that beechen tree, There's a smile on the fruit, and a smile on the flower, And a laugh from the brook that runs to the sea. And look at the broad-faced sun, how he smiles On the dewy earth that smiles in his ray, On the leaping waters and gay young isles; Ay, look, and he'll smile thy gloom away. The above may be supplemented by poems printed in previous editions of the Course of Study and by such poems as: The Wonderful World, William Brightly Rands; The Little Blue Pigeon, Eugene Field; November, Take Care, Alice Cary; First Snow-Fail, James Russell Lowell; Lady Moon, Lord Houghton; Lullaby, Sir Walter Scott; Young Night Thoughts, Robert L. Stevenson. ARITHMETIC (See Appendix) Continuation and enlargement of work begun in first grade. Keep adding to the visualizing, ratios and problems according to the advance- ment of the class. Keep up a constant review, using the old facts in new relations. Addition combinations: — 2 2 2 2 2 2 2 2 O 3 3 3 4 4 4 2 3 4 5 6 7 8 9 3 4 5 G 7 8 9 4 5 6 4 5 6 7 8 9 10 11 6 7 8 9 10 11 12 8 9 10 4 4 4 5 5 5 5 5 6 G 6 6 7 7 7 8 8 9 7 8 9 5 6 7 8 9 6 7 8 9 7 8 9 8 9 9 11 12 13 10 11 12 13 14 12 13 14 15 14 15 16 1G 17 18 These combinations should be memorized and drilled upon until the child can give answers instantly. THIRD GRADE Reading — Third reader and supplement- Language — Oral. ary reading. « , ^ .„ Arithmetic — Oral. Drill on combina- Spelling— From reader and other class tions; addition, subtrac- work. tion, tables. Writing. Geography — Oral. Textbooks — Reader. Correlation. — Same as second grade. READING Purpose. — (a) To gather thought, (b) Expression, (c) "Word study. The child's method of thought in third grade differs essentially from that of the first grade, and the teacher's plan of work should expand to fit his enlarged com- prehension. In addition to sight-knowing of his own vocabulary, the child should now study many unfamiliar words and learn to comprehend the more complex forms of sentences, such as the inverted order, simple figures of speech, and esthetic conceptions. The child's success in comprehending these will, in large degree, determine the teacher's success in developing articulation, flexibility, and quality of voice — the requisites of good oral expression. Require pupils to give substance of the lesson in their own language, always oral. Give much drill on words difficult to articulate; such as ghosts, mists, rural, thistle, government, etc. supplementary reading At the opening of the fall term, for supplementary reading have pupils read at sight some second reader with which they are not familiar. At the beginning of the winter term reading should begin to have culture values more and more and the mere mechanics of reading should gradually dis- appear. There should be no such thing as "teaching reading" after the third grade. Besides the regular reader used draw upon the library books. ELEMENTARY SOUNDS Continue the work of previous grades. (Teach thoroughly all the diacritical marks as given in Webster's International.) SPELLING (See second grade) At least half of the work should be written. Spell all geographical names and names of persons that occur in the reader. Spell words in classified groups as follows: parts of a house, kitchen 'utensils, garden vegetables, grains, animals, trees, etc. Also group words ending in sion, Hon, cion; us, ous; ur, ir, er; ance, ants. There should be some study of primitive and derivative words. Some of the most common prefixes and suffixes should be learned. THIRD GRADE 37 WRITING The pen can be taken up to good advantage in this grade if the work in the preceding grades has been well done. Begin each lesson with a movement drill — the drill that logically leads up to the letter you have selected for practice. If you have fifteen minutes for writing, use five minutes for movement drill, five minutes for the letter, and five minutes for the word containing the letter. The outline given in the Appendix can be covered and reviewed during the year. Figures should have attention in this, and the following grades. Practice only one figure at a time, except on reviews, using the same movement as that used for the letter. This is the grade to fix the position habit. Little will be done in the following grades by children who have a poor writing position. Read instructions for the first and second grades, also '"General Information" in Appendix. LANGUAGE (See Appendix) The work of this grade should be an expansion of the work of the preceding grades along similar lines. Letter-writing should be taught throughout the grades. Have pupils keep lists of new words, and use them in frequent drills. In connection with the drill in verb-forms, have drills in the use of adjectives and adverbs, but these drills are to be on the use, rather than on the names of adjectives and adverbs. Place on the board and use in sentences such words as: calm calmly quick quickly fierce fiercely light lightly heavy heavily Give drills in all grades on the correct use of the personal pronouns until this use becomes mechanical and a fixed habit, as, He is the man of whom I spoke. It is I. Was it she? To whom did you tell it? History should be drawn upon for language material. The history work should center about great characters. In the first four grades, stories of American his- tory should be supplemented by the myths and legends of the Indians and the Norse legends. This furnishes many opportunities for story-telling and descrip- tions. In this grade may be begun the narration of portions of books read, and short sketches of noted characters of whom the pupils have read or heard. Suggested Stories: Aesop's Fables, Tales from the Far North, P. C. Asbjornsen. Seven Little Sisters, Andrews. Fifty Famous Stories, Baldwin. Story of King Arthur, Brooks. Squirrels and Other Fur Bearers. Burroughs. Fairies and Folk of Ireland, Frost. Knights of the Round Table, Frost. Annals of Fairyland, J. M. Gibbons. Heroes, Charles Kingsley. Fairy Tales of the Brothers Grimm, Mrs. Lucas. Little Lame Prince, Mulock. 38 STATE MANUAL AND COURSE OF STUDY A Dog of Flanders, Ouida. Bimbi Stories, Ouida. Book of Legends, Scudder. Bird's Christmas Carol, Wiggins. Our Little Indian Cousin, Wade. Our Little Cuban Cousin, Wade. POEMS TO BE MEMORIZED The Bluebird Emily Huntington Miller I know the song that the bluebird is singing, Out in the apple-tree where he is swinging: Brave little fellow! the skies may be dreary: Nothin cares he while his heart is so cheery. Hark! how the music leaps out from his throat- Hark! was there ever so merry a note? Listen awhile, and you'll hear what he's saying, Up in the apple-tree, swinging and swaying. "Dear little blossoms, down under the snow, You must be weary of winter, I know; Hark while I sing you a message of cheer — Summer is coming! and spring-time is here! "Little white snowdrop! I pray you, arise; Bright yellow crocus! come, open your eyes; Sweet little violets, hid from the cold, Put on your mantles of purple and gold: Daffodils! daffodils! say, do you hear? — Summer is coming! and spring-time is here!" The Brown Thrush Lucy Larcom There's a merry brown thrush sitting up in a tree; "He's singing to me! he's singing to me!" And what does he say, little girl, little boy? "Oh, the world's running over with joy! Don't you hear? Don't you see? Hush! look! In my tree I'm as happy as happy can be!" And the brown thrush keeps singing, "A nest do you see, And five eggs hid by me in the juniper tree? Don't meddle! don't touch! little girl, little boy, Or the world will lose some of its joy! Now I'm glad! now I'm free! And I always shall be, If you never bring sorrow to me." So the merry brown thrush sings away in the tree, To you and to me, to you and to me; And he sings all the day, little girl, little boy, "Oh, the world's running over with joy! But long it won't be, Don't you know? Don't you see? Unless we're as good as can be." THIRD GRADE 39 i The Barefoot Boy John Greenleaf Whittier Blessings on thee, little man, Barefoot boy, with cheek of tan! With thy turned-up pantaloons And thy merry whistled tunes; With thy red lip, redder still Kissed by strawberries on the hill; With the sunshine on thy face, Through thy torn brim's jaunty grace: From my heart I give thee joy, — I was once a barefoot boy! O for boyhood's painless play, Sleep that wakes in laughing day, Health that mocks the doctor's rules, Knowledge never learned in schools, Of the wild bee's morning chase, Of the wild-flower's time and place, Flight of fowl and habitude Of the tenants of the wood; How the tortoise bears his shell, How the woodchuck digs his cell, And the ground mole sinks his well; How the robin feeds her young, How the oriole's nest is hung; Where the whitest lilies blow, Where the freshest berries grow, Where the ground-nut trails its vine, Where the wood-grape's clusters shine; For, eschewing books and tasks, Nature answers all he asks; Hand in hand with her he walks, Face to face with her he talks, Part and parcel of her joy, — Blessings on the barefoot boy! Child's Evening Prayer Sabine Baring-Gould Now the day is over, Night is drawing nigh, Shadows of the evening Steal across the sky. Now the darkness gathers, Stars begin to peep, Birds and beasts and flowers Soon will be asleep. Through the long night-watches May Thine angels spread Their white wings above me, Watching round my bed. When the morning wakens, Then may I arise Pure and fresh and sinless In Thy holy eyes. 40 STATE MANUAL AND COURSE OF STUDY The Lost Doll Charles Kingsley I once had a sweet little doll, dears, The prettiest doll in the world; Her cheeks were so red and so white, dears, And her hair was so charmingly curled. But I lost my poor little doll, dears, As I played on the heath one day; And I cried for her more than a week, dears, But I never could find where she lay. I found my poor little doll, dears, As I played on the heath one day; Folks say she is terribly changed, dears, For her paint is all washed away, And her arms trodden off by the cows, dears, And her hair not the least bit curled; Yet for, old sake's sake, she is still, dears, The prettiest doll in the world. The above may be supplemented by poems printed in previous editions of the Course of Study and by such poems as, The Fountain, James R. Lowell; Don't Give Up, Phoebe Cary; In School Days, John G. Whittier; Village Blacksmith, Henry W. Longfellow; Afternoon in February, Longfellow; The Months, Sara Coleridge; Majorie's Almanac, T. B. Aldrich. ARITHMETIC (See Appendix) If the work of the previous grades has been rightly carried on, there will be a tendency to look at things, to handle them, to compare them, and to express freely what is discovered. Continued growth requires continued fostering of this disposition. The mind that is not exercised in observing and comparing loses power to picture conditions and to see things as they are. Growing power to judge involves continued sensing, imaging and expressing. The work in elementary mathematics should put the learner in possession of the simple relations by means of which the relations beyond the range of pre- ception may be indirectly established. The possession of simple relations does not grow out of the expression of relations, nor out of the observation of one or two things, but out of many experiences in which the relations are felt as stated in the first grade. By exercising ourselves upon things which lie within the range of sense, we obtain the relations of things which lie beyond. Economic work implies the quickening of the faculties in all lines of effort. Train the senses to act quickly and correctly. Doing then follows naturally. Drill work in visualizing should be a means of increasing mental power by training the eye to quickness and accuracy, and the mind to attend closely and image vividly. Too much stress cannot be laid upon accurate and rapid work in fundamental operations, accomplished only by drill in visualizing. Stress is placed upon fundamental combinations and processes. These must be thorough- ly mastered, as they constitute the Foundation upon which the entire superstruc- ture of mathematics rests. Continue and enlarge on all ratio work of second grade. Ratios of time 1. Draw lines representing 2 mo., 4 mo., 6 mo,, 8 mo., 10 mo., 1 year. THIRD GRADE 41 2. Point to the different lin<°s and tell what each represents. 3. Tell all you can about the relations of these periods of time. 4. Each line represents what part of a year? 5. Make sentences like this: The sum of 2 mo. and 4 mo. equals 6 mo. ti. What is the relation of 2 mo. to each of the other periods of time? Of 4 mo.? Of 6 mo.? Of 8 mo.? Of 10 mo.? Of 1 yr.? 7. How many 6 ino. in a yr.? How many 4 mo.? How many 3 mo.? How many 2 mo.? 8. 6 mo. equals what part of a year? 4 mo. equals what part of a year? 2 mo. equals what part of a year? 9. What equals V 2 year? y 3 yr.? M yr.? % yr.? % yr.? % yr.? 10. Make sentences like this: 2 is the relation of 4 mo. to 2 mo.; of 8 mo. to 4 mo. 11. 3 is the relation of what to 2 mo.? Of what to 4 mo.? 12. % is the relation of what to 1 year? Of what to y 2 year? 13. If a boy lives in a city 10 mo., what part of the year does he live in the country? 14. The rent of a house for 3 mo. is $100. How many hundred dollars is the rent for 1 yr.? 15. Willie spent % of a year with his aunt in Boston. How many months did he spend there? 16. Cover the lines and review. 1. What is the ratio of 1 yr. to 2 mo.? To 2 X 2 mo.? To 3 X 2 mo.? To 4X2 mo.? To 5 X 2 mo.? 2. Fred puts an equal amount of money into his bank every month. At the end of the year he will have how many times as much as at the end of 6 mo.? As at the end of 3 mo.? 3. If he saves $V> a month, how many % 1 / 2 , will he save in 1 yr.? How many dollars? 4. If Fanny reads a book every month, how many does she read in % of a year? 5. % of a year equals how many times 4 mo.? The money a man earns in 8 mo. equals how many times the money he earns in y 3 of a year? 6. If you attend school 10 months of a year, how many months' vacation do you have? 7. How many more months of school than of vacation? 8. 2 mo. equals what part of 10 mo.? 6 mo. equals what part of 10 mo.? 9. Frank lived in St. Louis 4 mo., which equals y s of the time he lived in Chicago. How long did he live in Chicago? 10. Lucy is 10 yr. old and Carrie 4 yr. Lucy is how many years older than Carrie? Carrie is how much younger than Lucy? In how many years will Carrie be as old as Lucy now is? In the same manner treat the following: Ratios of time — using the clock and then drawing lines to represent 24 hr„ Vo, 14, and % of 24 hrs. Ratios of length — using the yard and foot. Ratios of weight — using the pound and y 2 lb., ' 1 lb., % lb, Ratios of value — using moneys of different value. Ratios of volume — pint, quart, gallon, peck, bushel. Ratios of triangles and rectangles — draw large diagram on blackboard. 6 42 STATE MANUAL AND COURSE OF STUDY Ratios — imaging 6 12 18 24 30 36 42 48