ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPA1GN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Bdttle Books Project, 2014.COPYRIGHT NOTIFICATION In Public Domain. Published prior to 1923. This digital copy was made from the printed version held by the University of Illinois at Urbana-Champaign. It was made in compliance with copyright law. Prepared for the Brittle Books Project, Main Library, University of Illinois at Urbana-Champaign by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2014wmm FOR THE PUBLIC SCHOOLS OF GRANITE CITY, ILLINOIS £ t * ■** 3^4/ r>'l' 0 v a-\ . *¥ *%*£&"*** J S Course of Study for the Public Schools of GRANITE CITY, ILLINOIS 1912-r. T/f r r r r McKinley High SchoolGranite City Public Schools Members of the Board of Education Term Expires Mr. R. A. Bull, President..............................April 1913 Mr. Alvin Morefield, Secretary........................April 1914 Dr. R. D. Luster, Supervisor of Hygiene................April 1915 Mr. Quincy Mathis...................................April 1914 Mr. J. R. Beale...................................... .April 1915 Mr. Oscar Primrose..................................April 1913 Mr. Jeremiah Odum.................................. April 1913 Time of Meeting, 7 :30 p. m., First Tuesday of each month. Standing Committees Teachers: J. R. Beale, A. Morefield, Quincy Mathis. Finance: A. Morefield, O. Primrose, J. R. Beale. Building & Grounds: J. R. Beale, Dr. R. D. Luster, 0. Primrose. Supplies: O. Primrose, J. Odum, Q. Mathis. Discipline & Rules: O. Primrose, J. Odum, A. Morefield. Text Books and Course of Study: Q. Mathis, J. Odum, A. Morefield* and Superintendent L. P. Frohardt. Order of Business. 1. Meeting called to order by the presiding officer. 2. Roll call. 3. Reading of minutes of last meeting. 4. Presentation of teachers' reports by the Superintendent. 5. Awarding of teachers' salaries 6. Report and suggestions by the Superintendent of Schools. 7. Presentation of bills and accounts. 8. Presentation of communications, petitions or claims. 9. Report of standing committees. 10. Report of special committees, 11. Unfinished business. 12. New business. READING. General Suggestions. 1. The Importance of Beading. There is no subject in the entire school curiculum that is of greater importance than reading. It is the key that unlocks for us the store-house of knowledge and puts us in possession of the literary heritage of the human race. No one can be considered a fair student without a thorough mastery of this subject. The reason many pupils fail in arithmetic is because they cannot read understandingly the problems put before them. They are weak in grammar, geography, history, etc., because they do not fully understand the content of the text they read. We find many pupils bright and alert, by nature, able to understand and appreciate readily a story read or related to them by their teacher, but they have not the ability to gain knowledge for themselves from the printed pages because they are poor readers. If the teachers can bring their pupils to a thorough mastery of the printed page and have created in them, before they leave school, a desire to get knowledge from this source, independently of the teacher, they have placed the pupils on the highway to learning. 2. The Contents of Reading. In order to achieve success in reading, the teacher must exercise great care in selecting such subject matter for reading as is well £ adapted to the mental development of the child, and such as will £ appeal to his taste and effort, alike in thought, in spirit, and phrase- o ology. If the teacher does not carefully select and place materials ^ before her pupils as lies within the range of their interest and exper- ience, no reasonable degree of success can be achived. According to De Quincy all reading matter is of two kinds; the — literature of knowledge, and the literature of power. It is the busi- ^ ness of the first to instruct, of the second to move. The first appeals to the intellect and is suited to the scholar and advanced thinker, f whose intellect is developed and who finds a sufficiently strong incen- tive in his desire for knowledge and the pursuit of truth. The second 2: appeals to the heart, and through affections of pleasure and sympathy in the real, significant, and attractive elements of the child's environ- ^ ments and the joyful experiences of his child life, arouses him to lQ genuine thinking and clear imaging, which are the foundation for all good reading.—6— Sources for Reading Material. It is well to correlate the reading with work in literature, nature study and language. There is no reason why the thought material for language should not be the same, at least to a large extent, as that for reading. The child's daily occupation, his experience with his playmates and associates, the seasonable changes, the phenomena of nature, his games and plays, the holidays, as Thanksgiving, Christmas, and New Years, and the birthdays of Washington, Lincoln, etc., all furnish ex- cellent material for both reading and language. Besides these, we have nature study, nature stories and fables, fairy tales, realistic stor- ies, sacred stories, history, biography, travel, adventure, social and in- dustrial stories, etc., which you will find under the the subject of Lit- erature and Language. Books, both in separate volumes and in sets will be found in our supplementary list giving information on the above topics, under the following titles: Tanglewood Tales, King of the Golden River, Swiss Family Robinson, Stories of a Little Water Drop,, Story of Columbus, Story of Washington, Greek Myths, Selec- tion from Hiawatha, Stories of the Norsemen, Story of Robinson Cru- soe, the Boston Tea Party, Wide Awake Readers, Heart of Oak Books, etc. In addition to these, we have the following sets of reades: Sunbonnet Babies ,Baker and Carpenter Language Readers, Jones' Readers, Stepping Stones to Literature, Graded Literature Readers, New Education Readers, New Century Readers. This is a fair begin- ning and more will be added from time to time. These books and readers for supplementary work are classified, graded, indexed and numbered and will be referred to under each grade. The Purpose of Reading. 4. Reading involves a two-fold process, thought-getting and thought- giving. The first is solely and wholly within the province of reading, the second belongs both to reading and to language work. Notice that thought is the chief element to be considered both in getting or inter- preting as well as in the giving of expression. All reading matter is,symbolized thought. We must first understand and interpret the thought symbols, the sentences, the phrases, words and their com- ponent parts. This, however, does not mean that we must first teach the mere symbols, the letters, and the words, and make reading a mere parroting of words, but rather, to give to thought both the priority and the primacy in reading in all grades. "When the child first comes to school he is fairly well trained in "earrmindedness," i. e., he understands the thoughts expressed bv another, by the word sounds with which his ear is, to a limited extent, already familiar. It is now the business of the teacher to make the pupil "eye-minded" as well. The sound symbols must now become sight symbols so that the child mind, thru the eye, by the recognition and interpretation of these symbols, gets the thought, in other words, reads. Modern education seeks to motivize all school work, and we should not overlook this fact in teaching reading. There should be a distinct and strong motive formed in the mind of every child learning to read. Looking merely at words and being able to pronounce them furnishes no worthy motive, helpful as this accomplishment may be, but to see thru these words and discover beyond them something important and of real interest to the child furnishes a real and proper motive. The mechanics of reading should have careful and constant at- tention. This is especially important in the lower grades. The quick recognition of word phonograms and words, to be able to recognize, the various markings and give their sounds correctly and distinctly, and to be able to call out each word in quick succession with accuracy and precision is an accomplishment that comes not without some special drill along these lines; but we would make these drills in the mere mechanics of reading a separate exercise apart from the reg- ular reading lesson. The (teaching) technic of reading should receive considerable attention when we get into the intermediate and gram- mar grades. The American people are proverbially slovely in their speech. There may be obvious reasons for this, which we shall not attempt to discuss in this connection, but we should recommend etern- al vigilance to avoid careless habits of speech and vigorous action ir> trying to eliminate wrong habits and to supplant them by correct ones. To this end we would recommend numerous drills, exercises in articulation, enunciation, pronunciation, inflection, position, breath- ing, etc. On expression in reading we would refer the teacher to Professor Clark in his book, "How to Teach Reading," where he sets forth the four elements of vocal expression,, Time, Pitch, Quality and Force. The teacher will also find an extract of Professor Clark's ar- ticle on page 10, in Elson's Grammar School Fourth Reader. First Grade, B Class:—No book will be used at first, but simple sentences may be given, the content of which is about familiar topics, as their games, play things, pet animals, associates, directions about theirdaily activities ip eluding many action words, etc. Sentences should be written rapidly in plain large words upon the board by the teacher, who may require the pupils to perform the action these words repre- sent. Simple directions about the management of the room, as "Sit," "close the door/' "bring me your apple," etc., may be given and actions performed by the pupils. In the same manner directions for games may be written on the board and played from those directions. This will make the work interesting and will motivize the reading as as above stated since the pupil sees a clear motive for reading, because without this accomplishment he cannot performe the action called for or enter into and play the games with his companions. As we are using Ward's Rational Method in Reading, teachers should, in the sentence work, include, during the first eight or ten weeks, all the work listed in the Manuel of Instruction on page 4, and should include 1, Sight reading from board. 2, Drill on phonogram. 3, Eartraining. The second stage, requiring about four week's time, begins with reading from the Primer, and separate exercises in drills on the phonograms and blends. A Class—The work of the second semester begins about the middle of January with a review of the iirst semester's work, beginning the Third Stage, Primer, Part 2, Feb. 1. This will require nine or ten weeks. The last six or seven weeks of the second semester will be spent on Part 1, of the first reader. The Manual of Instruction for the Rational Method does not recommend any supplementary reading for the first year, but recom- mends extra script lessons from the blackboard and drills and reviews on the word and phonograms and new sight words as may be fouild necessary in correlation with Nature Study. However, if the teacher finds the class well up in the work, she may use Brownie Primer and Overall Boys. During the first year, as a basis for reading, considerable time may be devoted to story-telling, dramatization, directed plays, con- struction work, and other physical activities, to give life and interest to the work, to give freedom of vocabulary, and to faciliate expres- sion. Second Grade. B Class:—The work of this class begins with a review of the first half of Ward's First Reader, completing the book at the end of the first semester. Regular and systematic phonetic exercises must be kept up daily, new phonograms added, and all new work and phonetic word list in the manuel must be thoroughly mastered. Glashing of words on the board—words suddenly exposed by raising or lowering a clothor curtain on shade roller fastened at the top of the blackboard— is a helpful exercise for sight-reading. A larger variety of material than in the first grade is now desir- able and we would suggest some of the following for supplementary work:—Hiawatha Primer, Stepping Stones to Literature, some of the first readers, as Sunbonnet Babies, Brownie Primers reviewed, Wide Awake Readers, etc. A Class:—Beginning with the second semester Baldwin's Second Reader is taken as a basal text, and if the work in the Ward First Reader has been thoroughly mastered, nearly all of the first half of Baldwin's Second Reader can easily be completed and selections read from several supplementary readers in one semes- ter. For supplementary work we would recommend some of the first readers and stories listed under Language and Literature. Phonetics and Spelling. Continue the study of phonograms and blends the needs of words in the lessons require. All the leading vowel sounds should be studied and correctly produced, and such consonant sounds and blends as the child meets with difficulty. Study simple synonyms and homonyms, and begin exercises in syllabication. Attention should be given to tone of voice in reading, enunciation and articulation, position of the body and holding of book while read- ing. Now is the time to begin the formation of correct habits. Avoid the extremes of "turning the children loose" and of making mere automata of them. Good judgement and tact is essential in all things. Third Grade B Class:—Baldwin Second Reader, last half will be used as tha. basic reader in this grade, supplemented by some of the following:— Stepping Stones to Literature, Book 2, Heart of Oak Books, Greek Myths, Robinson Crusoe, Graded Literature Readers, etc. A greater variety of reading may now be placed in the hands of the pupil as he should by this time have mastered the mechanics of reading sufficiently well that he can read suitable material for this grade with considerable ease and fluency. Reading should now be- come more of a delight, though it should always have been interesting to him, and he should begin to feel a desire to read for himself, for his own entertainment and for the entertainment of others. He should still learn to read, but also read to learn. Longer assignments and higher and more independent form of work is now given. The intensive study of the mechanics of reading may now gradually, as the work of this grade advances, take second- any rank and as intensive study of the selections take first rank.—10— Literary and ethical notions should be formed and strengthened by what the pupils read. It will be of interest and advantage to dramatize whatever read- ing matter will admit of it. In pieces that are full of questions, the pupils may select and read by turn only what is within the quotation marks. Some of the stories adapted to this are :—The Boy Who Cried, "Wolf"—Aesop; The Three Bears—Southey; the Miraculous Pitcher —Greek Myths; Diamonds and Toads—Heart of Oak, Book 2; The Ugly Duckling—Heart of Oak, Book 3; Children's Classics in Dra- matic Form, Book 2. Stories read should be related by the pupils. Let one of the pupils step to the front of the room and read to the class, and then call on any pupil to relate what has been read. This will cultivate close attention on the port of those who listen and trains memory and gives them practice in expressing themselves freely. The reader has a fine opportunity to get skill in correct and free expression, good articulation, and distinct enunciation, etc. Word analysis, syllabication, accentuation, and phonetic drills on both consonant and vowel sounds should be kept up throughout the third grade. A Class:—Baldwin's Third Reader, first half, will be completed. For supplementary reading we suggest one or two of the following: Baker and Carpenter's Third Reader; Aldine Read- ers, Book 3, etc. Free and natural tone of voice and good expression should be cul- tivated. Avoid stiff and formal reading, but not by telling the pupils to read with good expression. Be sure that all difficult and strange word combinations are first thoroughly mastered, and by pointed questions get the pupils into the real spirit of the piece by correct and clear imaging, and by being thoroughly interested in the content of what they read. Let them make an analysis of the subject matter they read and give a short out- line by making paragraphs with the central thought in each division. Phonetic drills, articulation, enunciation, vocalization, expression and dramatization continued as in first division of this grade. Shore selections should be memorized from time to time. This may be cor- related with work in Language and Literature. Fourth Grade. B Class:—Last half of Baldwins Third Reader will be used as a basic reader, supplemented by Stepping Stones to Literature, Book 3 or 4; Robinson Crusoe, and story of Columbus or Washington; Heart of Oak Books, Book 3; Jones' Reader, Book 3 or 4.—11— Skill in interpretation will be materially increased as the me- chanics of reading become more automatic. Exactness of interpretation and expression should be given close attention. Position of body, holding of book in proper position and in proper hand—left-hand, distance from the eyes from 12 to 1# inches. Leaning on desk, or half sitting and half standing, or any careless and slovenly attitude should not be tolerated, as slovenliness in manner will produce slovenliness in reading. A Class:—Baldwin's Fourth Reader, first half, used as basic reader supplemented by Stepping Stones to Literature, Book 4; Life of Columbeus or Washinton; Jones' Fourth Reader; Heart of Oak Books, Book 4. The dictionary should be freely used in pronouncing and defin- ing words. This means that diacritical marks and practically all the sounds of both vowels and consonants should now be mastered. Dramatization of some pieces and the recitation of choice selections of literary merit should be a part of fourth year reading. This work can well be correlated with the course in Language and Literature. Much practice in oral reading before the teacher and class by pupils in turn appointed by the teacher should frequently be resorted to. Pupils should be required to read entire stories before the class, pro- viding the stories are not too long, not exceeding three or four pages at most. Long stories may be read in sections by pupils. Judicions criticisms by pupils and teacher, and an analysis or narra- tion of stories read is helpful to both reading and the interpretation of literature. Fifth Grade. B Class:—Basic reader in this division is Baldwin's Fourth Reader, last half. Supplementary from some of the following: Bak- er and Carpenter's Language Readers, Book 4 or 5; Stepping Stones qto Literature, Book 4 or 5; Jones' Fourth Reader; Heart of Oak Books, Book 4 or 5; and easy sight reading from some of the Lan- guage and Literature course reading material. As the pupils in this grade should get much from their books in- dependently of their teacher, considerable practice in rapid silent reading should be given so that pupils learn to interpret the printed page with considerable rapidity and accuracy. Rapid sight reading from easy material should be practiced, giving ease and fluency. Reading to learn and appreciate good literature should be one of the chief aims in this grade work. The formal side of reading must still have due attention. Free use of the dictionary for accuracy of definitions, pronounciation, and—12— the enlarging of a pupil's vocabulary by a study of synonyms, etc.; voice, position, articulation, enunciation, and emphasis should be taught as the needs of the pupils may demand. The wise and tactful teacher will soon discover where most emphasis should be placed. N A Class:—Baldwin's Fifth Reader, first half, to be used as basic reader supplemented by Stepping Stones to Literature, Heart of Oak Books, Jones' Reader, Baker and Carpenter's Language of Readers, etc. Rapid silent reading and sight reading should be continued. On the formal side of reading attention should be given to position, breathing, the cultivation of the voice by. drills on the vowel sounds, both long and short, difficult consonant combinations as occur in such words as breadth, length, height, respects, attempts, depths, bathes, snatches, whistled, burdened, etc. For further suggestions on the formal side of reading see " Read- ing in Public Schools" by Briggs, pages 156-172. Sixth Grade. B Class:—Last half of Baldwin's Fifth Reader as basic reader supplemented by Stepping Stones to Literature, Baker and Carpen- ter's Readers. Heart of Oak Books, Jones' Readers, and reading from History, Physiology, and some of those given under Language and Literature course. All difficult words and allusions should be looked up in the dic- tionary, encyclopedias, and other sources of references. Dictionary should be freely used in order to get correct definitions of words and discriminative power in their use. Correct definitions of words should be accompanied by illustrative use of most different words in sen- tences A. Class:—For basic reader first half of Baldwin's Sixth Reader. For supplementary reading, Stepping Stones to Literature, Heart of Oak Books, Jones' Readers, Baker and Carpenter Language Readers, History and Physiology with others mentioned in course for Language and Literature. Formal study of reading same as in B class with special stress on Articulation by some systematic drill exercises for the development of the organs of speech. For detailed information see "Reading in Public Schools" by Briggs, pages 163-168. More intensive study on standard literature should be given for the cultivation of literary tasts, for a deeper interest in literature r.nd a higher appreciation of it.-13— Seventh Grade. B. Class:—Baldwin's Sixth Reader finished. Supplementary reading of many standard literary selections from various sources as Stepping Stones to Literature, Baker and Carpenter Language Read- ers, Heart of Oak Books, Jones' Readers, Story of Aeneid, Stories of King Arthur's Court, etc. Cultivate an appreciation for good literature and increase the power of expressing this appreciation orally by means of the voice. The emphasis in this grade should therefore be placed on clear image- ing and correct interpretation of literature. In order to get good re- sults the teacher must be an enthusiast on literature. Life begets life. No dreamy half hearted attitude on the part of the teacher can in- spire the pupils. Let the teacher be filled with good literature, got enthused over the pieces studied with the pupils, read to them occasionally and have the pupils by turn read extracts to the class, taking such pieces as are vivid in description and fascinating in their style, and the teacher is likely to get good results. Considerable prac- tice should be given, at times, in reciting choice pieces before the class and before visitors. Taking part in literary programs, commiting to memory choice pieces and other literary extracts have their value, if properly conducted at stated times. This teaches self control, power of expression, and strengthens individuality. A. Class:—Curry's Reader may be used as a basic reader and selections made from it. Never should a reader be read consecutively )page for page, neither in this nor in any other grade unless entire selections are read. The following are suggested for class study: Dicken's Cricket on the Hearth; Longfellow's Miles Standish and Evangeline; Emer- son's Concord Hymn; Irving's Rip Van Winkle; Whittier's The Corn Song; Southey's Cataret of Lodore. The same suggestions on the physical and mental side of reading that were suggested in the I> division are also applicable to this division. See State Course of Study, pages 119-120. Eighth Grade. Both A and B divisions of this grade read standard literary selec- tions from various authors. Curry's reader is the basic reader for the eighth grade. Other suitable selections,, if desired, may be selected from Elson's Grammar School Third and Fourth Readers. The following selections are recommended: B Class:—Long- fellow's Building of the Ship, Hymn of the Night,, Tales of a "Way- side Inn,—selections, Dickens' Christmas Carol, Hawthorne's The Great Stone Face, Holmes' Old Ironsides, The Last Loaf, Scott's—14— Lady of the Lake, Lincoln's Gettysburg Speech, Vision of Sir Laun- fal—Lowell, A trip to Washington and others selected by the teacher with the approval of the Superintendent. Not less than three should be used in the semester. A Class—Selections from Scott's Ivanhoe, Hale's The Man Without a Country, Arnold's Schrab and Kustum, Bryant's Thana- topsis, Webster's Bunker Hill Monument Oration, Shakespeare's Merchant of Venice or Julius Caesar; Whittier's Barbara Fritchie. Some of the selections in both A and B division, as Thanatopsis, Lincoln's Gettysburg Oration, AVebster's Bunker Hill Oration, Holmes' Old Ironsides and others should be. thorougly committed and recited. A good literary production, like a good song, should often be repeated. It is well for the teacher occasionally to ask of the class before taking up the recitation, "Now what piece shall we read or re- cite?" and have them make a choice. Directions for the physical side of reading in this as in preceding grade are found in State Course pages 119-120. COURSE OF STUDY IN LANGUAGE FOR PRIMARY GRADES. This course in language does not attempt so much to specify the* amount of work to be accomplished by the grades as it does to sug- gest such material as is well adapted for the respective grades and sufficiently organized to give unity of purpose and continuity of effort to accomplish a definite end. While a minimum requirement is set for each teacher the course is, nevertheless, sufficiently flexible, on ac- count of the great variety of material of different degrees of difficulty furnished, to enable the teacher to find something suitable for her par- ticular needs. Other material than outlined in this course may be suggested by any teacher and used with the consent of the Super- intendent. Aim of the Course. First, as the child must have wholesome, suitable, and nourishing food for its bodily growth, so must it also have proper mental food to furnish the mind with suitable stimulating ideas . Second, new avenues for free and ready expression must be opened up not only by means of oral and written speech but also by all other means of expression, as art, dramatization, and manual ac- tivities. Third, to furnish the child correct standards of expression not, as is too frequently attempted, by means of formulas and rules, but by means of suitable literature. The impression work in the lower—15— grades should be various and ample, for we cannot have good express- ion without first having had strong and clear impression, both of con- tent and of form. Sources of Thought Material. In order to select suitable material for a course in language we must enter into the child world, observe the child's activities in and out of school, study his social and industrial environments, and in do- ing so we find his games and daily occupations take the front rank in order of sequence and importance. The first source of material would then be: I. .The Child's First Hand Experiences. The successful teacher is. the one who can enter most freely and fully into the daily experiences and seize upon them as a means of free and spontaneous expression. The teacher must not remain too long in the child world, but must gradually lead the child into a larg- er world, away from its own limited experiences and narrow home and street vernacular into a fuller and richer expression by means of— II. Literature:—While the child's first hand experiences are very valuable and absolutely indispensible they would not furnish him high ideals by means of which he can rise to higher levels. Liter- ature surrounds the child with an ideal environment in which the good and evil stand out more prominently—the good in its beauty and attractiveness, and the evil in its hideousness and repulsiveness. This idealized environment will furnish to the child great pleasure and enjoyment of the highest type, and at the same time cultivate his aesthetic nature. There are three formes in which literature may be presented to the child in the lower grades: Songs, Poetry, and Stor- ies. The first two are really one and the same in literary form, but they differ in their manner of appeal to the child; the one fascinates by its rhyme and jingle, the other thru its pleasing melodies. In either form, if properly selected, it is especially adapted to child na- ture, and it should take the same rank and position in the child's lit- erary training as it did in the literature of the world, being first in order of sequence, as the earliest form of literature seems to have been poetry. 1. Suitable songs may be found in the Mother Goose Melodies (Nursery Rhymes, D. C. Heath & Co.) "The Gaynor's Book," "Songs in Season," "Eleanor Smith's Book," "Child's Garden of Song, and "The Educational Music Course for Elementary Grades," etc. 2. Suitable poetry for the early grades can be found in the writings of Field, Sangster, Sherman, Stevenson, Helen Hunt Jack-—16— son, the Gary Sisters, and later primary grades in Wordsworth, Whit- tier, Longfellow, Lowell, Celia Thaxter, et al. Not all poems should receive the same amount of attention. Some should be thoroughly committed to memory, either the whole or part; some should be read to the pupils, and others are to be read by the pupils. 3. Stories—It is a fact well recognized by the best authorities on modern courses of study that the story form of literature should com- prise the largest part of the child's literary pabulum. That the long felt need of good juvenile literature is being well supplied is attested by the number of writers of juvenile literature. The child has a right to these storehouses of youthful knowledge, as they are the child's literary heritage, and it is the business of the ed- ucator to put the child in possesion of his own heritage. Stories for children may be divided into seven forms; viz. (1) Fairy and Folk Stories; (2) Fables; (3) Myths and Legends; (4) Re- alistic Stories; (5) Sacred Stories; (6) History Stories; (7) Geograph- ic Stories. Fairy Stories.—The child leads a dual existence. Outward he is surrounded by a world of law and order, a real world of fact, but in- wardly he lives largely in a world of fancy, an imaginary world, free from adult interference. Let us not force him out of this world too soon, but let him gradually and naturally merge into the world of fact. We have endeavored in the selection of subject matter for our school course to give sufficient material for his childish fancy in his make-believe-world to feed upon, and at the same time, enough mat- ter of fact material to prevent his losing interest in the real and be- come a dreamer and builder of air castles. Fables have a just place in the school course on the ground that they inculculate moral lessons in a way that is both attractive and abiding. There is much resemblance and sympathy between child life and animal life, children like to project their lives into the lives of persons and animals in their environment, and from the in- terest they feel in these it will enable them to understand and appre- ciate better the moral principles taught them in concrete form. Aesop's Fables, Baldwin's Fairy Tales and Fables, Stafford's Animal Fables, etc., furnish good material. Myths have their special place in a primary course from the fact that they are an attempt, in a crude and primitive way, to explain the phenomena of nature. There is an analogy between the childhood of the human race and the childhood of each individual. The crude and sometimes amusing way in which primitive man tried to explain nat-—17— ural phenomena is very much like the childish way of explaining simi- lar phenomena, and hence there is a peculiar interest and sympathy between the working of a child's mind and the mind of primitive man as preserved in the form of myths. The celebration of deeds of valor and the worshiping of gods and heroes has its peculiar fascination for the child's nature, as each child has its imaginary heroes and peoples his imaginary world with giants and demigods. We recommend Classic Myths by Judd, Cook's Myths, In Myth- land by Beckwith, vol. 1 & 2 etc. Closely related to the myths in point of interest to the children are the legends which we will find in a book of Legends by Seudder, Old Norse Stories by Bradish, McMurray's Classic Stories, etc. Fol- lowing these stories we would suggest the narration of the deeds and adventures of such heroes as Siegfried, King Arthur, Robin Hood. Ulysses, etc. Realistic stories furnish the reader with scenes and characters with which he is familiar as he comes in daily contact with them in his environment, Though the child may be familiar with the scenes and characters they are sufficiently tinged with an air of mystery to remove them from the commonplace. The chief actors in these stories are familiar animals. The rabbits, foxes, coons, geese, etc., be- have very much like people do as found in the stories of "Mr. Fox and Miss Coon," "Brother Rabbit Secures a Mansion," and "Night with Uncle Remus" by Joel Chandler Harris. Sacred or Bible Stories.—The time must come in every child's life when the mythical and imaginative must become the real; fiction must give way to truth. The mythical heroes and gods may well be supplanted by the patriarchs and prophets of the Hebrews, and Je- hovah, the true God of Heaven and earth, enthroned in the hearts and minds of the youth. Where could we find material so fascinating, so pure, so lofty, and so inspiring as we find in the lives of Joseph, Dan- iel and others? Why should we study the story of Ulysses and not familiarize the children with the story of Christ? We study the siege of Troy, why not the siege of Jericho? Why not be as familiar with the words of Solomon as with those of Sorjrates; with the songs of David as those of Sappho ? What moral teachings or code of ethics is equal to the Ten Commandments or the Sermon on the Mount? What literary production has ever moved the hearts and minds of people as the Bible'does? It is today the most popular book in the civilized world. Aside from the high tone of ethical teachings it has a literary value that, for simplicity, force and beauty, is unsurpassed.—18— Biography and History.—The imaginary heroes like Ulysses. Robin Hood, King Arthur and the like, can now be found in living realty, possibly not quite so romantic yet, nevertheless, just as inspir- ing and more wholesome and helpful to the budding American pat- riot, in the lives of Washington, Franklin, Jefferson, Jackson, Lincoln, Grant, Garfield and McKinley. We have placed biography before his- tory because that should be the order of sequence in selecting historic reading matter. Children are interested in personalities rather than event, in the individual—Miles Standish—rather than in the group —Plymouth Colony. With the beginners avoid commonplace gener- alities of time, place of birth, character, etc.; public service and death are of little interest to the child. Many a child has lost all interest in historic reading because of being compelled by unwise teachers to copy from the board uninter- esting and unrelated statistics and data to be committed to memory. Only such characters and events as are full of dramantic action and life should determine our choice for early historic reading matter. M. L. Pratt's Histories, Pioneer History Stories by McMurray, Eggleston's Stories of Great Americans for Little Americans, Eggles- ton's Stories of American Life and Adventure, etc. are recommended. Geographic Stories.—In order to lay the foundation for history and Geography, the children should be brought as near as possible into living contact with the persons and scenes outside their own im- mediate environment. The scope of the child's horizon must gradu- ally be extended till it reaches into other lands and peoples besides its own. The child sees different races and nationalities in its own neighborhood. It sees difference in their mode of living as well as differences in their language and race. Curiosity is awakened to learn more about these strange people. He hears strange stories about distant peoples in strange lands and his curiosity should be satisfied by giving him reliable and accurate information about these people, objects, and scenes in distant lands. We have a variety of good material for such information in Shaw's Big People and Little of Other Lands, Schwarz's Five Little Strangers, Johonot's Stories of Other Lands, Zigzag Book by Hezekiah Butterworth, Little Folks of Many Lands, Seven Little Sisters, Earth and Sky, Around the World, Carpenter's Industrial Readers, etc. III. Social and Industrial Studies. It should not be difficult for a teacher to get children deeply interested in this phase of school work since every healthy child takes an interest in what he sees enacted in his immediate environment. His inquisitiveness leads him to notice every form of industrial activ-—19— ity that he sees his parents and older companions engaged in. He wants to know how and why. Fortunately for the child he can see most of the simple industrial processes carried on in his own home, such as washing, ironing, cooking, baking, carpentry, masonry, plas- tering, and whatever is necessary to provide him shelter. A child cannot help but take a deep interest in such matters, and it will soon be apparent to him that he will come to the time when he can do something that will minister to the comfort and convenience of his fellow men, and that he soon can, and should, become a factor in the complex social and industrial fabric of modern life. Care must be exercised on the part of the teacher not to enter too intricately into complex modern life, as the child's first hand experience is no't broad enough. It is therefore advisable to introduce the child first to some of the industrial processes in the simple form in which they are carried on by primitive people, such as the Indian, the Eskimo Tree-Dweller, and Cave-Dweller. The simple processes by which these people made their trinkets, articles of clothing, etc., can be much more easily comprehended by him than by obscuring the work that is done by modern machinery. The simple hand loom is better for demonstrating than seeing the great power looms. The weaving of rag mats, raffia work, and basketry is a helpful and practical occupation for the children in the lower and intermediate grades. Correlate with manual arts work. Following books are helpful: Chamberlain's Geographical Readers (a) How We Are Fed, (b) How We Are Clothed, (c) How We Are Sheltered; Logic & Ueck's Story Reader, (A, B, C) ; Dutton's, The World at Work in Field and Pasture; Abbot's, A Boy on a Farm; Bradish's Story of Country Life; Chase and Stowe's Stories of Industry; Dora's Housekeeping, by Elizabeth S. Kirkland. IV. Pictures. Pictures and poems are closely related, "both having content and form and each depends upon its power to appeal by the fitness of form to content." The very highest type of pictures within the comprehension of the child should be selected. Beauty should be one of the prime considerations, but for small children the less preten- tious may be generally preferred to the one that has great artistic value, but does not appeal to the child's interest and fancy. Usually those pictures that tell a story in life are sure to arouse interest and are therefore best adapted to children. Fortunately there is a great variety of this type of pictures to select from. Most of our famous artists have not overlooked the field of child interest. Such artists as Landseer, Yon Bremen, Reynolds, Van Dyck, Renouf, Holmes and—20— Millet have portrayed deep fundamental relationships of life that appeal to children. The interpretation should receive considerable time and attention in early school work, and even classic pictures which may be funda- mentally beyond their grasp should be put before them without any formal study. They do in some silent and subtle way wield an influence over the child mind, and in some manner direct the way for the appreciation of the great masterpieces later on. Great pictures should be on our school room walls as great poems should be in our minds. V. Nature Study. It is not our purpose in nature study to give the pupil a course in elementary science, but rather to bring him into sympathetic relationship with his environment. The true purpose of nature study should be to induce the child to take a keen interest in the things around him, to see things clearly and to get the images which lead to correct thinking, and those which will benefit him intellectually; to cultivate his aesthetic nature by a love for the beautiful in nature; to give him ethical culture by teaching him to admire and to reverence nature, and, through them, to honor and to reverence the Law Giver, Creator, and Preserver of all. These ideas must finally seek utter- ance in some form and thereby develop the child's expressive powers. Let us teach the children to see clearly and accurately, and to express themselves fluently and correctly. We find suitable material in Nature Study, by Hodge; September to June, by Higgens; Nature Study with Common Things, by Carter; Some Living Things, by Hatlock; Seaside and Wayside and others. Forms of Reaction. Psychologically there is a close relation between thought and expression. After a presentation of the various sources of the information previously presented and discussed it now becomes our task and duty to consider the mode of expressing what has been impressed upon the mind. How the child's mind may find free expres- sion of its thoughts and feelings is a very difficult and important subject for the teacher. The chief emphasis, therefore, in the begin- ning should be laid on freedom and spontaneity. Every honest attempt made in free expression should be encouraged. To stifle spontaneity by many corrections and expecting too much in point of accuracy will do lasting harm to the younger pupils. Accuracy in expression is a matter of growth and experience, and will surely—21— come in course of time, if correct forms for imitation are constantly, cautiously, and judiciously made. There are five forms of expression:— 1. Oral language. 2. Written language. 3. Dramatization or posing. 4. Drawing or painting. 5. Construction or Hand Work. We have given the language course quite extensive scope in the amount and variety of its material. We believe this should be so, and is in harmony with the best modern educational ideas. We believe there should be no subject in the entire curriculum with which language work is not associated. Even in teaching arithmetic we should teach language by correcting errors of speech, and by insisting on clear and accurate expression. This being done, we believe our pupils should come out of school with a clear and accurate manner of speech. The following outline for the various grades is suggestive of what we think may be accomplished: FIRST GRADE. Conversation about Familiar Topics of Daily Observation and Experience. I. The Home. 1. The Family. Show interdependence among members of the family, father, mother, brother, sister. Bring out ethical side of family life. 2. Occupations. (a) Work of Mother: Washing, ironing, sewing, mending, preparing the meal, baking, cooking, canning and preserving fruit. Bring in actual experience and appreciation of this work through whatever means possible. (b) Work or Father . (1) Care of things about the house as, care of garden, lawn, fence, domestic animals, if any are kept. (2) Vocation of Father. Give list of vocations of the fathers of all children, showing usefulness of each vocation. II. The House. 1. Its use and materials of which it is constructed. 2. Construction and plan of house, number of rooms, size and use of each. Plan and construct toy house and illustrate different—22— needs of family as, shelter, furnishings, food, clothing, heat, light, materials of each. Correlate with Manual Arts Course. Literature. I. Poetry. 1. Songs. Mother Goose Melodies, selections from Songs in Season, Gaynor Song Book, Eleanor Smith's Book—Educational Music Course for Elementary Grades. 2. Poems. Commit to memory some of the following:— September: (1) September—II. II. Jackson, one stanza, 26 b—193 (2) The Golden Rule— "Be you to others kind and true, As you'd have others be to you." October: (1) IIow the Leaves Come Down—S. Coolidge, one stanza, 26 B—205 (2) October's Bright Blue "Weather—II. II. Jackson, 26 b—206 November: (1) November—Cary, 24 b—20 (2) Giving Thanks 24 b—17 December: Jack Frost 24 b—28 Christmas Song—Field 24 b—42 January: Little Snowflakes 26 b—264 Little Kittens 26 b—294 February: Sunbeams 26 b—10 March : March 24 b—104 April: The Awakening 24 b—102 April 24 b—102 Any six to be committed to memory during the first year. Other simple poems should at times be read to the children by the teacher. Pictures. September: The Cat Family No. 500 October: The Baloon " 600 November: John " 360 December: Holy Family " 674 January: Sistine Madonna 44 321—23— February: Baby Stuart '' 648 March: Spring '' 484 April: Feeding the liens '' 520 May: Song of the Lark " 575 Stories: September: 1. The Three Bears 2 a 1—73 2. The Three Pigs 9 g—32 3. The Old "Woman and the Pig 2 a 1—85 4. The House That Jack Built 2 a 1—105 5. The boy and the Wolf 4 a 1—62 6. The Story of Joseph Bible. 7. Goldenrod and Astor 8 e—13 October: 1. Such a Beauty (Caterpillar) 28 c—317 2. The Ant and the Grasshopper 6 a 2—23 3. How the Woodpecker Got Its Red Head 8e—29 4. Dai7id and John 31 c—5 5. The Lion and the Mouse 4 a 1—168 6. Nature Study: The Wee AVee Man 27 e—161 7. Seedlings on the Wing 27e—94 November: 1. The Fox and the Grapes 18 c—18 2. Jack and the Beanstalk 4 a 2—62 3. Chicken Little 2 a 1—56 4. King Solomon and the Ants 8 e—18 5. Story of the Pilgrims— The Story of the First Thanksgiving. 6. Castor and Pallux 25 c—53 7. Legend of the Seed 25 c—158 December : 1. Little Eed Eiding Hood (Baldwin Sec. Ed. p. 65) 4 a 2—16 2. The Sun and the North Wind 4 a 2—24 3. The Frog and the Ox 4 a 1—77 4. The Angel's Promise 31c—9 5. What Broke the China Pitcher 27 e—27 January: 1. The Donkey and His Shadow 18 c 2—80 2. The Sleeping Apple 28 c—7 3. The Pine and the Flax 6 a 1—14 4. The Promised Plant 31 c—1-24— 5. What the Fire Spirits Did 27 e—99 February: 1. Cinderilla 4 a 2—82 2. Balder the Beautiful 8e—83 3. Legends of the Anemone 25 c—170 4. Story of the Childhood of Washington, Lincoln. 5. Longfellow, etc. March : 1. How Fire Came to Earth 25 c—60 2. Pegasus, The Horse with Wings 25 c—182 3. A Bag of Winds 25 c—90 4. Story of Sysiphus 8 e—33 5. Pussy Willow's Band 27 e—66 6. Nature Study and Industrial or Community Life. April: 1. Iris—The Rainbow Princess 25 c—97 2. Vapor Family 27 e—85 3. Nest Binders 32 c—162 4. Gardening, Civic Improvement, Arbor Day, etc. May: 1. The History of Tom Thumb 4 a 2—34 2. The Magnet's Choice 27 e—15 3. Living Blow 27 e—141 4. Community Work, Civic Improvement, League Work, Mem- orial Day, etc. Average about four stories a month. In this year's language work is abundant material for Humane and Moral Culture. Teachers should make best use of this material. SECOND YEAR. Every day Experiences—Necessities of life. Correlate with history course. September: House furnishings, furniture, fuel, light,—How obtained. October: Food:—Grocery Store, Meat Shop, Bakery, Dairy, Garden, Farm, etc. November : ClothingDry Goods and Notions, Shoes, etc. December : Transportation :—Railroads, Street cars, Hacks and Carriages, Harness Shop, Implement Stores, etc.—25— January: Personal Service:—Hotels, Restaurants, Laundries, Barber Shops. February : Professional Service :—Doctors, Lawyers, Preachers. Teachers, Editors, etc. March: Civil ServicePost Office, Mail Service, Express Deliveries, etc. April: Municipal Government:—What the city does for us in the way of providing streets, roads, police protection,, schools, public parks, etc. May: What we do for the city. Keep our lawns mowed, keep street clean, pay taxes, help to keep the city sanitary by removing garbage, obey the laws, vote at elections, etc. Give only simple and general ideas on the above topics. Famil- iarize pupils with few essentials and fundamental conditions of life as they come in contact with them daily. In the Child's World, by Emilie Poulson, is helpful to the teacher. Poems. September: 1. Good night and Good morning 1 b 1—24 2. Hiawatha's Childhood (Read to pupils) 2 4 b—74 October: 1. Tell Me Sunny Goldenrod (Commit) 26 b—193 2. October's Party (Read to pupils) l b 11—42 November. 1. Thanksgiving Day (Commit) 15 b—33 2. How the Leaves Came Down (Read to pupils) 1 b 11—47 December : 1. Why do Bells for Christmas Ring (Commit) ,1b 11—5 2. Kris Kringle (Read by Children) 1 b 11—52 January: 1. Talking in their Sleep (Read to pupils) 24 b—25 2. Little by Little (Commit) 24 b—80 February: 1. Snowflakes (Read by pupils) 26 b—41 2. February (Commit) 17 b—24 March: 1. Smiles and Tears (Commit) 17 b—75 2. The Four AVinds (Read by pupils) 26 b—255 April:Emerson School—27— 1. Winken, Blinkin, and Nod (Read to pupils) 24 b—54 2. The Robin's Nest (Commit) lb 2—12 May: All Things Bright and Beautiful (Commit) 1 b 2—15 Pictures. September: The Young Kittens No. 499 October: Return to the Farm " 502 November: Pilgrim Exiles " 1336 December: The Arrival of the Shep. No. 620 January: Christmas Chimes " 1020 February: A Helping Hand '' 596 March: The Sower " 510 April: Can't You Talk " 1063 May: Lions at Home " 541 Stories. September: 1. Why the Morning-glory Climbs 55 c—137 2. The Storks 19 c—225 3. Archne 8 e—19 4. Thrifty Squirrels 28 c—101 October: 1. Cupid and Psyche 41 c 2—24 2. The Oak and the "Willow 18 c 2—41 3. Series and Proserpina 41 c 1—124 4. Rhoecus (Human Education) 41 c 2—60 November: 1. How Patty Grave Thanks 28 c—94 2. Grandma's Team (Humane teaching) 68 c—205 3. Diamonds and Toads 4 a 2—53 December: 1. Teresa's Surprises 68 c—1 2. Story of Sisyphus 8 e—33 3. The Angel's Promise 31 c—9 4. The Manger 31c—12 January: 1. The Wolf and the House Dog 18 c 2—21 2. The Fox and the Crow 282—60 3. Little Match Girl 19 c—160 4. The Boy in the Temple 31 c—41—28— 5. The New Year's Message 31c—62 February 1. The Golden Touch 41 c—89 2. Nellie's Hospital 68 c—140 3. Baucis and Philemon 41 c 1—165 4. Little Gustava (Humane Education) 2 a 2—76 March: 1. The Hare and the Tortoise 18 c 1—80 2. William Tell 2 a 2—94 3. Why the Sea is Salty 2 a 2—80 4. The Sweetest Stories 31c—38 April: 1. Two Little Peas in a Pod 28 c—53 2. The Last Dream of the Old Oak 19 c 11—86 3. Little Eed Purse 68 c—67 4. Narcissus 41 c 11—193 May: 1. The Lark and the Farmer 32 c—165 2. Iris Bridge 8 e—19 3. Woden, God of the Northern Skies 25 c—16 4. Jupiter, God of Southern Sky 25 c—26 Minimum requirement—three stories for each month, on the average. Outline in Picture Study lOd. Ethical, moral, and humane lessons will be taught indirectly in connection with the work outlined in this course, and directly in the course provided for that purpose. Formal language in this grade is very simple. The construction of simple sentences beginning with capitals and ending with the proper terminal marks, begun in the first grade, continued with writ- ing of quotations, the use of capitals in writing the days of, the week, months of the year, beginning of lines of poetry, the simpler abbrev- iations and the use of the comma with words of address constitute, the principal formal work of this grade. Children should be guided and helped in the correct use of idiomatic and oral composition. Dramatization in connection with the work in history, reading, and story telling will aid in developing freedom and power in expression. Composition work is largely oral in this grade. Encourage the child to feel whatever he says should be said well.—29— THIRD GRADE. Poems. September: 1. Pebbles (Commit) 4 b 3—28 2. The Child's World (Read to pupils) 24 b—79 October : 1. October, Cowles (Read to pupils) 17 b—35 2. The Captain's Daughter (Commit) lb—39 November: 1. A Thanksgiving Song (Commit) 29 b—2 2. A Corn Song (Read to pupils) 29 b—5 December: 1. Christmas Bells (Commit) 29 b—90 2. Piccola (Read to pupils) 29 b—13 January: 1. Twinkle, Twinkle Little Star (Commit) 26 b—94 2. Little Boy Blue (Read to pupils) 24 b—62 February: 1. The Miller of the Dee (Commit) 1 b 3—36 2. The Jonny Cake (Read to pupils) 28 c—85 March: 1. A Chance (Commit) 26 b—210 2. Little Brown Hands (Read by pupils) 17 b 3—11 April : 1. Father in Heaven We Thank Thee Commit) 1 b 3—23 2. A Boy's Song (Read to pupils 29 b—-32 May: 1. The Fountain (Read to pupils) 29 b—85 2. Twenty Third Psalm. Bible (Commit) 26 b—99 Pictures. September: The Gleaner. No. 577 October: Angel Heads " 861 November: Three Members of a Temper- ance Society " 888 December: Christ in the Temple with the Doctors " 800 January: A Norman Sire " 555 February : Madam Le Brun and Daughter '4 477 'March: The Shepherdess Knitting " 516 April: The Man with the Hoe " 513 May: Escaped Cow " 603—30— Stories. September: 1. Story of Creation (Ethical & Mor. Course) 37C—97 2. The Bell of Atri (Humane) 36C—69 3. Little Brown Baby -15C—1 4. The Daffydowndilly 3A3—213 October: 1. The Great Chief (Eth. & Mor. Course) 62C—27 2. The Apple 19E—61 3. Story of Agoonack 15C—22 4. Story of Columbus November: 1. Gemila. Seven Little Sisters, pp. 23—42 2. Loki's Supper 37C—7 3. Loki and Thor 37C—79 4. Cabots December: 1. Yuletide Myth 37C—26 2. The Stars and the Child 31C—18 3. The Little Mountain Maiden Seven Little Sisters, pp. 43—56 4. Ponce de Leon, Magellan. January: 1. How Fire Came to Earth 25C—60 2. The Spindle, the Shuttle, and the Needle 42C—207 3. The Story of Pen-See, Seven Little Sisters, pp. 57—70 February: 1. Thor's Hammer (Thrym) 37C—50 2. Broken Promises 37C—83 3. Drake and Kaleigh. 4. Trees 28C—253 5. The Little Dark Girl, Seven Little Sisters, pp. 71—84 March: 1. Neptune, the King of the Seas 25C—103 2. Loki and Elfheim 37C—36 3. Loki's Punishment 37C—115 4. Louise 15C—85 5. Capt. John Smith. April: 1. The Balder 37C—105—31— 2. Appleblossom 15E- —69 3. Louise, Seven Little Sisters 15C- -99 4. Ponce de Leon. May: 1. Aladdin and His Wonderful Lamp 20C- -59 2. Story of the Seven Little Sisters 15C 3. Champlain or Hudson. Flowers, 28C—366; What They Did 28C- -371 The Baker 28C- -81 Our Daily Bread 33C- -107 Two of the above stories are to be thoroughly studied and analyzed with the pupils, and co-operative compositions written on same. Steps in English, Book I. will be used as a text in language work. Part I to be completed in this grade. B Class to page 47; A Class to page 84. The work in the text should be thoroughly covered. Some lessons may be combined at the discretion of the teacher so that more time can be gained for supplementary work, but such combining must not be done at the sacrifice of thoroughness. FOURTH GRADE. Poems. .. September: 1. The Barefoot Boy (Commit last part beginning with 1, 13) 4B4—73 October: 1. Night (Commit) 4B4—42 2. October's Bright Blue AVeather (Study) 29B—36 November: 1. Casabianca (Read) 4B4—16 2. Thanksgiving (Commit) IB—69 December: 1. A Christmas Carol (Commit) 1B4—23 January: 1. Ring Out Wild Bells (Commit) 2A4—415 February: 1. Children's Hour (Study. Commit last two) 4B4—20 2. Sweet and Low (Commit) 1B3—14 March:—32— 1. The Pied Piper of Hamelin (Read) 29B—64 April: 1. Planting of the Apple Tree (Read, commit last stanza) 29B—21 May: 1. The Old Oaken Bucket (Study) 4B4—71 2. May (Commit) 1B4—56 Pictures. September: Plowing No. 540 October: The Blacksmith " 887 November: Autumn " 756 December: Landing of the Pilgrims " 1332 January: Repose in Egypt '4 651 February: Feeding Her Birds " 521 March: Going to Work " 512 April: Divine Shepherd " 683 May : Aurora, No. 388 or Woman Churning " 519 Stories. September: 1. Ten Boys (See History Course) pp. 1-22 50C 2. Grace Darling 56C—61 3. Squirrels 17E—1 4. Story of Perseus, Parts I and II 43C—1 October: 1. Ten Boys, pp. 22-44 50C 2. Story of Perseus, Parts III and IV 430—17 3. The Rabbit and the Hare 17E—38 4. The Hen (Study outline and write from observation) 6E—35 November : 1. Ten Boys, pp. 45-78 50C 2. Androclus and the Lion 36C—87 3. The Cunning Little Tailor 42C—202 4. Types of New England Life: Miles Standish, Pilgrim; John Winthrop, Puritan; King Philip, Indian. December: 1. Ten Boys, pp. 79-114 50C 2. King John and the Abbot 36C—87 3. Story of Christ.—33— 4. Industries, manners and customs of N. E. settlers. Read as suppl. "Ruth of Boston" 25F January : 1. Ten Boys, pp. 115-136 50C 2. Sir Philip Sidney 36C—49 3. N. E. life continued, Ruth of Boston 25F 4. King of the Golden River, Chap.l & 2 4B4 55—64 February: 1. Ten Boys, pp. 137-170 50C 2. King of the Golden River, Chap. 3, 4, 5, 4B4 65—82 3. N. E. life concluded, Ruth of Boston 25F March: 1. Ten Boys, pp. 171— 50C 2. The Potato (Study from object, out- line, write) 6E—129 3. The Story of Siegfried, pp. 161-176 2A5—161 4. Early Settlers of Virginia, manners and customs of people. Supplementary reading "Richard of Jamestown 26F April: 1. The Story of Siegfried, pp. 176-193 2A5—161 2. Richard of Jamestown, continued. 26F May: 1. Beowulf 66C—68 2. Richard of Jamestown, concluded. 26F "We will again call the teachers attention to the correlation of the language course with courses in geography and nature study, history, industrial arts, morals and humane teaching, etc. For formal study of Language Part II of Steps in English is used. JB Class to page 121; A Class to page 158. The teacher should bear in mind that the formal study of language is incidental and secondary to the thought and expression side. The impressional side is still strongly emphasized and well pro- vided for in the abundance of thought material furnished in the literature course together with the other courses indicated. Do not require the pupils to write stories before they have some- thing definite to write about. Get them filled with knowledge on some topic or story, get them thoroughly interested and enthused over it and they cannot help but want in some way to express themselves about it. This should be first done orally. In fact, the—34— greatest part of the language work should be oral, almost in the same proportion that oral language predominates over written in daily life. Let the children, as far as practicable, become fluent and correct talkers, first, and there is little trouble, with proper guidance, to become fluent and correct writers afterwards. Co-operative compositions should be part of the program but gradually individual work should gain the ascendency. FIFTH GRADE. Poems. September: 1. In September (Commit) 26B—196 October: • 1. The Moutain and the Squirrel (Commit) 29B—43 2. Excelsior (Read) 1B5—89 November: 1. Corn Song (Commit) 1B5—1 December: 1. Christmas Everywhere (Commit) 29B—135 January: 1. My Country (Study) • 1B5—84 2. The American Flag (Commit) 1B5—1 February : 1. The Old Clock on the Stairs (Study or read) 2. Those Evening Bells (Commit) March : 1. The Builders (Commit) 2. The Wind and the Moon (Study) April: 1. The Yellow Violet (Study) 2. The Day is Done (Commit) May: 1. Robert of Lincoln (Read) 2. The Gladness of Nature (Commit) Pictures. September: The Haymakers October: The Mill November: John G. Whittier December: Sistine Madonna 29B—187 4B5—39 4B4—83 4B4—92 29B—114 4B5—37 29B—1 29B—116 No. 587 " 708 " 25 " 322C—35— January: A Distinguished Member of the Humane Society " 892 February: The Deer Family " 500C March: The Last Supper " 280 April: The First Step " 525 May: The Angelus '' 509 Stories. September: 1. Wheat (a) The Bread of the World (See course in Geog.) 11D—22 (b) How Marketed (See course in Geog.) 11D—22 2. Flour 11D—37 3. How Arthur Became King 40C—2 Legends of King Arthur. September: Prepare pupils by giving talks on the following topics: Chivalry and Feudalism, The Castle, Education of a knight. See some general history and story of Gilbert in "Ten Boys." October: 1. The World's Great Corn Patch (See Course in Geog.) 11D—44 2. Alexander and Bucephalus 36C—106 3. The Good Sword Excalibur 40C—29 November: 1. Arthur's Court and Order of Round Table 40C—49 2. The Bee-Man of Orn 38C—32 December : 1. The Coming of Gareth 40C—73 2. The Story of Gareth and Lynette 40C—85 3. The Christmas Truants 38C—108 J anuary: 1. Spices 11D—352 2. Salt 11D—345 3. The Knight with the Badly Made Coat 40C—171 4. The Search for the Holy Grail 40C—243 5. The Death of Arthur 40C—260 February: 1. The Orange (Write about from obser- vation and outline) 15E—85 2. Nowgil's Brothers 35C—1—36— March: 1. The Lemon (Write about from observa tion and outline) 15E- -77 2. Tiger; Tiger 35C- -93 April: 1. Rikki - Tackki - Tavil 35C- -175 May: 1. The Old Street Lamp 19C 2- -238 2. Rice 11D- -56 3. The Inchcape Rock 36C- -137 4. Stories from Jungle—Tavil 35C- -1 March: Formal language work as per text book, Steps in English Part III, B division to page 197, A division to page 238. Most of the stories given for this grade are better related than read to children. This will enable the teacher to adapt the story to the children by eliminating some obscurities that may cause difficul- ties in thought and expression. One-long, or serial, or five short stories should be mastered during each semester. SIXTH GRADE. Poems. September: 1. My Native Land (Commit) 2. The Builders (Commit or Study) October: 1. The Arrow and the Song (Commit) 2. Maize, The Nation's Emblem (Study) November: 1. The World Wants Men (Commit) 2. The Leak in the Dike (Study) December: . 1. Christmas—In Memoriam (Commit) 2. The Landing of the Pilgrims (Commit) January: 1. The Leap for Life (Read by pupils) 2. Mastering Self (Commit) February: 1. A Psalm of Life (Commit) March: 1. Woodman Spare That Tree (Commit) 4B4—75 4B5—17 29B—124 1B5—24 4B5—5 29B—137 4B5—33 1B5—32 IB—33 4B5—82 4B5—14—37— April: 1. Paul Revere's Eide (Study) 4B5—75 May: 1. The Blue and the Gray (Commit) 29B—157 Pictures. September: Oxen Going to Work No. 501 October: Lost 3200 November: Sir Galahad " 940 December: Landing of the Pilgrims " 1332 Good Shepherd " 810 January: Challenge, No. 914 and Shoeing Horses 4' 908 February: Lincoln Monument " 1421 March : Christ in the Garden " 798E April: Harvester's Return " 3296 May: Three Members of the Temperance Society " 888 Stories, Robin Hood 34C— September: 1. How Robin Became an Outlaw 34C—3 2. The Shooting Match at Nottingham 34C—16 October: 1. How Will Stutely Was Rescued 34C—27 2. How Robin Hood Turned Butcher 34C—37 3. The Fair at Nottingham 34C52 November: 1. How Robin Hood Fell in With Will Scarlet 34C—90 2. Merry adventures with Midge the Miller 34C—112 3. How Robin Hood Met Friar Tuck 34C—116 December: 1. How Robin Hood Shot Before Queen Eleanor 34C—129 January: 1. How Richard Came to Sherwood Forest 34C—154 The Great Stone Face: February: 1. The Prophecy and Ernest's Childhood 2A6—1 2. Old Gathergold or Ernest's Boyhood 2A6—7—38— 3. Ernest's Young Manhood 2A6—12 March: 1. Ernest's Middle Age 2A6—20 2. Ernest's Middle Age 2A6—27 3. The Fulfillment of the Prophecy 2A6—33 Correlate the above with Reading. April: Legend of Sleepy Hollow. Outline: I. The Schoolmaster: 1. Time and Place. 2. Personality of Schoolmaster. a. His personal appearance. b. His personal habits, manners of dress, ,etc. 3. His mode of living. 4. His social influence and standing in the community. 5. Some of his advantages and disadvantages. Compare or contrast with the present day conditions of schoolmasters. II. The Invitation: 1. Condition of school previous to the invitation to the quiltmg frolic. 2. Effect of the invitation on the school. 3. His preparation for the trip. 4. A word picture of Ichabod on his trip to Mynheer Von Tas- sel. 5. Interesting sights along the way. The season and the beau- ties of nature . III. The Quilting Frolic. 1. The guests. 2. The supper. 3. Amusement for the evening. 4. Departure for home. IY. The Headless Horseman: 1. Ichabod's state of mind as he began his homeward journey. 2. Causes for his state of mind. 3. His state further aggravated by incidences on his journey. a. The tulip tree by the roadside. b. The bridge over the haunted stream. c. Gunpowder's queer pranks. d. A strange mid-night companion. 4. Sequel—The school minus its master.—39— 5. Ichabod's later life, Katrina Yon Tassel and Brom Bones in the background. May: Some Bible character—Samuel. Text book work.—Steps in English, Book II., Part I. B division first half; A division second half. SEVENTH GRADE. Poems. September: 1. The Brook, by Tennyson (Study) 29B—29 2. The King of Glory (Commit) Baldwin's 7th Rd. 23 October: 1. Concord Hymn (Commit) 29B—145 2. Lochinvar—Scott (Study) 29B—107 November: Death of a Flower—Bryant (Commit) 1B7—37 December: Warren's Address 22A4—387 J anuary: Whittier's Snowboun d—T h e Aunt (Commit) 29B—141 February: 1. The Raven—Poe (Study, read for thought and expression) 22A—190 2. Gradatim—Holland Baldwin 7th Rd. (Commit) 63. March: To a Waterfowl—Bryant (Commit) 29B—44 April: 1. The Shipbuilders (Study) 22A—286 2. The Bugle Song—Tennyson (Commit) IB—75 May: Cataract of Lodore—Southey (Pupils read) 22A—500 Pictures. September: The Shepherdess No. 618 October: Holy Night No. 367 November: Puritans Going to Church No. 1337 Sheep—Autumn No. 756 December: Virgin, Infant Jesus & St. John No. 571 I Holy Family No. 674—40— January: Washington Crossing the Dele- ware No. 1414 February : An Old Monarch No. 542 March : Descent from the Cross No. 636 Head of Daniel No. 820 April: Spring No. 757 John Alden and Priscilla No. 1337 May: Samuel No. 866 Stories. Story of Miles Standish. I Topic. A. Miles Standish and Priscilla. B. What Miles Standish asks of John Alden, the Scribe—The House of Miles Standish. II. Topic. A. John Alden's Errand. B. Priscilla's Answer. C. The wrath of Miles Standish. "Word pictures—Plymouth woods, Priscilla at her spinning wheel. The meeting of the council. III. Topic. B. The sailing of the Mayflower. A. The departure of Miles Standish. C. John Alden remains in Plymouth. D. John Alden and Priscilla. Word pictures—The master of the Mayflower. The Mayflower riding at anchor. The Mayflower leaving the harbor. Scenes on shore after departing of the Mayflower. IY. Topic. A. The march of Miles Standish. B. The Indian encampment. C. The parley. D. The ambush. Word pictures—The Indian encampment. Y. Topic. "A. The spinning wheel. B. The wedding day.—41— C. The return of Miles Standish. Word pictures—John Alden's house. The land of the Pilgrims. Priscilla's Palfrey. In connection with this work more written work may be required than in previous grades. Longer stories are used and a more complete analysis and outline should be made of each before writing. Let pu- pils become thoroughly familiar with the stories and relate them com- pletely before writing about them. Formal study of language work in the text book, Steps in Eng- lish, Part 1 of grammar, and Part 1 of composition. B division to page 27 in grammar, and to page 224 in composition. A division to page 48 in grammar, and to page 264 in composition. While composition should receive the greater attention during the first semester, in the second semester grammar should receive nearly an equal amount of attention. Pupils when they pass out of this grade should have mastered the simple elements of grammar, as different classes of sentences, both as to use and form; the principal elements of a sentence and their simple modifiers; the order of word arrangement in a sentence; and be able to determine the functions of words in a sentence, knowing the parts of speech. This may, and should, all be mastered in this grade, at least in a simple form. The pupils should also have mastered the language to such an extent as to speak in a clear and simple English, with very few mistakes, and have mastered the elementary principles of composition so as to write plain, correct English with considerable ease and fluency. Story of Odyssey: September : Chapters I to IX October: Chapters X to XIX November: Chapters XX to XXVIII December: Chapters XXIX to XL January: Chapters XLI to LI February: 1, Lincoln's Gettysburg Speech 22A—374 2. Joseph and his Brother 2A.5—323 to 342 March: The Man Without a Country—Hale 22A—353 April: 1. Banishment of the Arcadians, Baldwin's Ed. pp. 41. 2. The Story of the Fisherman 2A5—297 May : Siegfried and the Volsung 2A5—161—42— The stories selected for study from the above list should be care- fully studied and analyzed to cultivate discriminative powers in the terminology used, to cultivate fuller appreciation for the beauty and variety of expression in the literature read, and to increase the pupil's power in the use of correct diction and accurate and forceful expression. Technical grammar in the seventh grade should receive consider- able attention. In the third and fourth grades one lesson a week, and in the fifth and s-ixth grades two lessons a week on the technical side of grammar should be about the proportion of time given. Three fifths and two fifths of the time respectively should be given to com- position in the fifth and sixth grades. As a basis for technical gram- mar and composition in this grade, Steps in English, Book II, Part II. respectively is used. B division, first half of each part; A division last half. EIGHTH GRADE. Poems. September: Chambered Nautilius—Holmes (Commit) 29B—218 October: The Charge of theLight Brigade (Commit) 22A—22 November: Reccessional—Kipling (Commit) 22A—390 December: The Burial of Sir John Moore (Study and commit last four lines) 29B—234 J anuary: The Deacon's Masterpiece (Read) 22A—292 February: Skeleton in Armor—Longfellow (Study) 2A5—152 March : Break, Break (Commit) 2A6—460 April: The Eve Before "Waterloo (Study and read for expression) 22A—76 Marco Bozzaros (Study and read for ex- pression) 22A—82 May: The Flower of Liberty (Commit) 2A6—125—43— Pictures. September: David No. 1255D October: Christ Blessing Little Children No. 807 The Lake No. 493 November: Washington Irving No. 1 Ex. December: Star of Bethlehem No. 3550 January: St. Peter's at Rome No. 1750 February: Abraham Lincoln No. 125 or George Washington No. 112 March: Dance of the Nymphs No. 485 Friend and Foe No. 1195 April: He is Risen No. 815 May: William Cullen Bryant or No. 5 Henry W. Longfellow No. 15 Stories. Story of Iliad—during the first five months. 1. Summary of the Trojan War................I. 2. Meeting of Hector and Andromache........VI. 3. The Battle of the Wall..................XII. 4. The Battle of the Ships..................XV. 5. The Anger of Achilles...................XV. 6. The Deeds and Death of Patroclus......XVI 7. The Rousing of Achilles...............XVIII. 8. The Making of the Arms..............XVIII. 9. Achilles Goes to Battle at the River......XXI. 10. Death of Hector......................XXII. 11. The Ransoming and Burial of Hector.. .XXIV. 12. Fate tof T]roy........................XXIV. January: Gettysburg Address (Commit) 22A4—374 February: The Perfect Tribute, M. R. S. Andrews (Lin- coln) 5 A—425March: Sohrab and Rustum April & May: 5A—325 Enoch Arden Or Rip Van Winkle Cnrry Rd. 380 2A4—113 Three long or six short stories are to be thoroughly mastered during the year. Correlate this work with Reading. For technical language work Part III of Grammar and Compo- sition in Steps in English, Book II, are used as a basis. B division, first half; A Division, second half. General Remarks—Educators are not agreed on the subject of number work in the primary grades, neither as to the extent nor the kind. The prevailing opinion, however, seems to be that little formal number work should be taught during the first year. The manipu- lation of figure processes may be carried forward to surprising results in the primary grade, but, unless the child has a proper con- ception of quantitive magnitudes, and ean properly visualize the re- lations of these magnitudes, expressed by the figures representing them, we believe such work more harmful than beneficial in the end, as it was only jugglary with meaningless figure process. The first thing to be done is to measure and compare simple mag- nitudes and then to visualize these relations. Teach quantitive mag- nitudes, as pints, quarts, pecks, gallons, etc.; mass or weight magni- tudes as nickel, dime, dollar, etc. All magnitudes should be definitely ascertained by counting, weighing, measuring and comparing, done by the pupil under the direction of the teacher. Most of the number work in this grade should come incidently in connection with read- ing, drawing, construction work, nature study, etc. Every available opportunity should be utilized in connection with school work to give practice and skill in forming numerical concepts. The following amount of formal work may be accomplished during this year's work with the more mature primary pupils: Read and write numbers to 100; count by 5's and 10's to 100; teach all combinations thru ten. Oral Number Stories:—For Outline in de- tail see State Course. Number work in this grade is still largely incidental in connec- tion with other work as in the preceding grade. Considerable drill COURSE IN ARITHMETIC. First Grade. Second Grade.—45— work should, however, be done in the concrete quantitive and weight magnitude work growing out of the daily occupations. Simple frac- tions can well be taught in cutting, folding and division of materials. Eectangles should be formed from inch squares and equal parts of composite numbers up to 20 should be illustrated and mastered. Work to be covered will include reading and writing of numbers to 100; Roman numbers to 10; number stories in four fundamental pro- cesses, using but one process in each story, use of domino cards, picks, and other devices for rapid recognition of numbers. Third Grade. There are three essential elements that enter into arithmetical calculations; facts, processes, and problems. The ordinary facts according to State Course are (1) the number relations needed in the fundamental processes of computations, viz. r (1) the addition table to 9 plus 9 and the multiplication table to 9x9. (2) Certain other number relations that facilitate computations, such as the multiples of 12, 16, 25, etc.; the aliquot parts of 100; the factors of all numbers to 100; the squares of numbers to 25 sq; the cubes to 12 cu. (3^) The tables of denominate numbers. (4) Certain physical and arithmetical conctants often needed as data in computation, such as the pressure of the atmosphere in pounds to the square inch, the weight of a cubic foot of water, the ratio of the circumference of a circle to it's diameter. These facts are fixed in memory by verbal repitition, as in reciting the tables; but, better, by frequent use in the solution of interesting problems. Arithmetical facts are the tools of computation, and unless these tools are constantly used so that the work with them is almost automatic, the work in arithmetic is slow and laborious. Therefore a great deal of drill work in number facta gradually and logically developed, not beyond the pupil's grasp, should be given in this and the following grades while the child's mind is especially adapted to the retention of facts. The various arithmetical processes enable us to discover any un- known number from the relation to one or more numbers. Computa- tion is commonly performed with figures, but every process is primar- ily a process with real numbers, i. e., with the numbers of things, ihence, every figure process learned in connection with the intelligent use of objects is more likely to be applied to concrete problems. Problems involve the application of the processes of a computa- tion to human affairs. In solving the problem there are two steps; first, discovering the process to employ; second, performing the com- putation. The first depends on the matter of the knowledge with which the problem deals, hence in the arithmetic class, we must often—46— discuss physical principles, business practice, or modes of construc- tion. The scope of work in this grade will include the translation of numbers, symbols, and words into ideas. Objects should be used in this grade only so far as is necessary to impress the meanings. The fundamental processes of addition, subtraction, multiplica- tion, division and partition, not beyond the pupil's grasp, some gen- eralizations with numbers not over 100, and much work involving the ten units in terms of imaged work constitute the main work of this grade. Much drill work on rapid additions of columns not to exceed six numbers of five figures, the multiplication tables, tables of U. S. money, dry and liquid measures, time table and telling of time from clock dial should be accomplished. B. Class should complete Book 1. Part 1 of Southworth-Stone Arithmetic to page 51. A. Division should complete the last half of part 1 to page 109. Fourth Grade. The work for the fourth grade as outlined in the Western Normal School Quarterly we find very practical and suitable and shall there- fore use a portion of it. In the fourth grade a wide generalization of the number idea is possible and desirable. The year's efforts is concentrated on estab- lishing intelligently and remembering thoroughly all number facts in the field to 100. Number facts are built upon related known facts as bases. Intensive drill work is very prominent. Concrete work is used as occasion calls for it in other subjects and furnishes motive and meaning to the abstractions developed from it. The general scope of the work includes the mastery of all kinds of facts, multipli- cation tables and forty-five combinations in the field to 100. Counting to 100,000 with the hundred unit as means. This means reading, writing, and using intelligently the number sounds and sym- bols in this field. Most work, however, is in the field below 1,000. Teach general use and meaning of a fraction as an operator; addition and subtraction of fractions as are in general use. Teach simple cases of multiplication, partition and division of fractions, interpreted in terms of the concretes and involving only easy conditions. Partition is to be translated from the multiplication side and in multiplication symbolisms. As a drill on multiplication, division and partition facts, great emphasis is placed on factors and multiples, leading to ideas of high- est common factors and least common multiples.—47— Decimal notation for tenths and hundredths with use of them as occasion indicates. Several cautions to the teacher in this grade are in order. The one is not to carry the concrete work too far, and again use it at the right time and in proper amount. All new work should be approach- ed from the concrete side so as to give the pupil a correct understand- ing of numerical relations and to be able to image these relations, but it would be a waste of time in drill work, for instance, in master- ing the multiplication table if a pupil could not remember that 7x8 are 56, to have him go thru the concrete process of building a 7x8 in. rec- tangle of square inches. Such facts must be drilled into the mind and retained mainly thru the verbal statement. If, however, the pupil who knows his multiplication table thruout could not find the area of a room 8 ft. by 9 ft. then the concrete process with inch squares would be in order. Another caution is that a teacher should not help a pupil directly in solving a problem. Give him a problem that is similar and that he can solve, from the known advance to the related unknown. The child must learn thru it's own activity. The work for this grade is based upon Book I Part II of South- worth-Stone Arithmetic. B. division pages 109-148. A. Division Dages 148-184. Fifth Grade. The nature of the work in this grade is similar to that of the pre- ceding grade, but great stress should be laid on the application of number facts than on mere drill work. The great purpose is to en- large by actual use the child's appreciation of his power to use a number with its symbolisms and processes as a means of solving quantitive problems of his own experience. A great deal of abstract work should be performed, but always interpreted in concrete terms so that understanding may be constantly back of manipulation. The thorough mastery of all number facts in the field beyond 100; the mastery of simple aliquot parts of 100; as 1-8, 1-5, 1-4, 3-8, 1-2, etc,; multiplication, division and partition by small numbers; commutative law with reference to the interchange of multiplier and multiplicand constantly emphasized, giving a basis for unity of divi- sion and partition procedure; partition associated with both multipli- cation and division symbolism; the four fundamental processes ap- plied to fractions, with concrete illustrations; decimal notations as usage calls for, and the four fundamental operations in decimals are some of the leading features in this year's work.—48— The work in this grade should grow largely out of or be correlat- ed with typical every day problems of the pupil's environment and occupation; as, his manuel arts work; school gardening, cost of seed, value of products; profits, if such are available; problems in pur- ; chasing and earning or saving; drawings made to scale in map drawings, etc. Southworth-Stone Arithmetic, Book II Part I page 60 for B. Di- vision, and from page 60 to page 118, for A Division. Page 1-13-24-31, being review work or miscellaneous problems may be partly omitted, or so much of the work taken as the teacher finds necessary for thor- oughness. Sixth Grade. The chief aim in sixth grade work is the application of number knowledge to the solution of quantitive problems as they present themselves to the child's interests and activities, and the presentation of the subject of Arithmetic as a science so that a logical sequence of topics may be seen. Definitions, principles, and rules should be developed objectively, stated and memorized before leaving a subject. Insist upon clear cut explanation and accuracy in the use of arithmetical language. Pupils should frequently gather and verify data of various kinds. Power to investigate conditions and to discriminate between important de- tails should be developed. Such constructive and inventional geome- try as concerns the facts of observation about lines, angles, triangles, rectangles, and such form relations as have been used correctly in hand work and as present themselves in the form and measurement of their rooms at home and at school, the local land form of the school premises in city lots, streets and parks,etc. The leading topics to which the work of this grade is directed isDecimal fractions, comparison of number ratios, review work in common and decimal fractions, U. S. money, percentage with some of it's applications, as simple interest, compound numbers, especially in measurements of surface and solids, etc. As a basis for the work, Southworth-Stone's Arithmetic, Book II, Part II, is used. B Division from page 118 to 175. Percentage for A Division. Seventh Grade. The work in this grade begins with a general review of the fund- amental operations of notation, numeration, addition, subtraction, multiplication, and division of fractions, both common and decimal, compound numbers and percentage.—49— The principal ideas are to ground the pupils more thoroughly in the fundamental principles and operations; to enlarge upon these by giving a broader grasp by strengthening their power for exact math- ematical operations and terms ; to cultivate the power of abstract rea- soning and setting aside some of the more elementary and concrete processes by taking some of the "short cuts" in arithmetical calcula- tions in order to arrive at results quickly, to understand the condi- tions, and to see the vital elements in any problem. Many practical problems dealing with the great industries and the productive sources should be given by the technical names of arithmetical operations and terms, generalizations of the processes under form of a rule, discussion and comparison of a few type prob- lems, and comparison of processes with preceding processes should be emphasized. The following are some of the main topics for consideration in this grade: General review as already stated; ratio and comparison of numbers; business transactions; interest; measurements of surfaces and solids; and mensuration in general. As a basis for this grade work Southworth-Stone's Arithmetic, Book III, Part I will be used. B Division to page 70. A Division finish Part 1 to page 130. Eighth Grade. There are among educators two distinct and opposing views as to what, in a course of arithmetic in the common schools, should re- ceive prime emphasis, viz.; skill in the manipulation of mechanical processes, or analytic power to determine the kind of process and the method of procedure in the solution of problems. Both are essential and should receive the proper proportion of time and attention. Pupils coming out of the eighth grade should be fairly skillful in the number processes, but they should, above all, be able to determine the kind of problem and the method of solving same. The latter, if any, should receive the more stress, as it involves a higher type of mental effort. The former is the result of constant repetition and practice and comes of itself in a short time when occasion offers this daily practice. While we must insist on at least a reasonable de.gree of skill and accuracy in all number processes, we cannot expect to make lightning calculators and experts in number. These must be sought in counting houses and not in school houses.—50— The pupil should be expected to leave the grades capable of using numbers as a tool to serve his purposes, and with a thorough mastery of all common number facts and processes. The ehfef work in the eighth grade is a review of the applications of percentage to interest in its various forms of commercial papers, as stocks, bonds, drafts, and other commercial transactions; propor- tion, square $nd cube root with special reference to their application to mensuration. Book III, Part II of Southworth-Stone Arithmetic is the base text. B division to page 206. A Division to finish text. ELEMENTARY GEOGRAPHY AND NATURE STUDY. First Year. It is the aim of this course to lead to a better understanding and appreciation of nature. There can be no distinct line drawn be- tween geography and nature study in the elementary grades. The main business of the teacher in the first steps in this work is to get the child to see the wonders in nature, to become a close ob- server and a lover of nature,. The material to work with must be found in the child's environment, therefore the teacher must deter- mine her own method of procedure according to the child's environ- ment. If the environment of a child lacks in material it is then the teacher's duty to help to create a new and larger environment. This may necessitate short trips or excursions to some near by objects of interest in neighboring woods or fields. In Autumn and spring, animals in their habits and mode of life may be observed. Birds in feeding, building their nests, provid- ing for the young, migratory habits of some, their time of departure in the fall and return in the spring, etc. School gardens or window gardens will furnish interesting and helpful material. The common vegetables and fruits will furnish material for observation and study. In autumn the methods of seed distribution, "Little Seedlings on their Wings," will be an interesting fact for observation and study. Weather records may be closely ob- served and kept. Course in physiology and hygiene may be correlat- ed with some of this work. Second Year. Field trips with a definite purpose in view should be continued in this and succeeding grades, but unless the work to be accomplished—51— is definitely determined upon and mapped out there will be little ac- complished and such excursions will become a waste of time and energy. Observe the various kinds of vegetation, conditions under fvhich each grows best, the kind of soil it grows in, the kind of seed it bears, etc. Study some plant; history by observing plant from germ- ination of seed to maturity of plant, only give general facts and not going too much into scientific and technical side of this work. Get a few simple facts well mastered as far as the Comprehension of the child goes in this grade. Study parts of plants as stems, leaves, roots, fruit, etc. Show of what use different parts of a plant may be to various animals and to man. 'Note the mode of harvesting crops, and let the pupil form some estimate of the amount of labor performed in providing some of the articles of food and clothing. Study some of the pests to plants as worms, insects, etc., and some ways of protecting plants against them. Some familiar animals of the neighborhood like the rabbit, squir- rel, chipmunk, etc. Toads may be studied in connection with the gar- den. Bees will furnish an interesting topic for study in this grade. Likewise butterflies, moths, coccoons. Some elementary facts learned about the latter will be helpful in a later and more comprehensive study in connection with the productions of various countries. Continue observing weather and weather conditions as indicated by the thermometer, barometer, the appearance of the sky, the direc- tion of the wind. Observe boiling, evaporation, condensation pre- cipitation, etc. Observe rising and setting of sun and learn directions of the compass. Third Year. The work this year will be principally that of local geography. During the first semester a study of the houses and homes of the peo- ple of Granite City will be taken up. The various kinds of houses, the materials, as wood, stone, brick, concrete blocks, etc.; roofing ma- terial as shingles, slate, tile,, tin, galvanized iron, copper, etc., as a means for protection against rain and snow. Pay some attention as to the durability and adaptability of the different kinds of material for various purposes. Visit some houses in process of construction and compare our present houses in their mode of construction, mater- ials used, and the comforts and conveniences they furnish with some of those learned about in the history course, as, for instance, the In- dians, the Eskimos, and the early Hebrews during the time of the patriarchs.—52— Dress—Materials used, sources of material from different ani- mals and plants. Clothing best adapted for the various kinds of weather or the seasons of the year. How and by whom clothing is made, and the styles of clothing worn by the different kinds of people we have learned about. Food—Sources from which our food is derived, giving rise to three kinds of food, animal, vegetable, and mineral. Note articles of food made at home, in one of our industries, the Glucose "Works. A visit to this establishment with the class would be very instructive. Note the different ways of preparing food, as cooking, broiling, frying, roasting, baking, etc. This will correlate well with the work in history where similar topics are considered in studying primitive people in their mode of living. This will enable the pupil to form some adequate idea of the industrial progress made. Water, fuel, and light will each be interesting topics for study in this grade. A trip to our water works, to our gas and electric light plants will be of great interest and value. Our industries should be studied in a general way, to learn of the kind of products they each produce, the use to which each is put, where the material goes and the railroads over which it is shipped out of Granite City. The first steps to map study should be begun in this grade with the location of our school buildings, first reviewing directions of the compass, which must first be thoroughly mastered. i Simple maps may be drawn according to some scale, beginning with the school room, locating the desks for the pupils, teacher's desk and other objects of importance in the room. After this the school grounds, the principal streets of the city, noting direction street runs, the relative position of various buildings along the principal streets, location of the leading industries. This local geography may be extended to include the location of neighboring villages and cities. A map may be made of Madison County, with townships, leading towns and cities, principal railroads, streams and bodies of water, as Cahokia Creek, the Diversion Channel, Horse Shoe Lake, Chouteau Slough, the Mississippi Kiver, etc. THE FOURTH YEAR IN GEOGRAPHY. The work in geography in the fourth year, based on Dodge's Elementary Geography, consists of two divisions, viz,—Home Geo- graphy, World Relations and the Continents.—53— The first half year's work, includes Home Geography through page 71, and the second division, the Elements of Continental Geo- graphy, covers the second half year thru xxix, page 130. The purpose of the work in the fourth year is to train the pupil's power to observe, to arouse his interest and curiosity, and to culti- vate his imagination. The work of the preceding year will have prepared the pupil to begin work of this grade as much time is given in the third grade to the study of Home Geography. Certain sections in home geography, in the fourth grade can be covered rapidly. The author recommends that too much time should not be given ♦ to the study of Home Geography because children grow tired of con- tinued talks on the subject, however the subject of Home Geography should be based on the pupil's personal experiences and lie should be encouraged to relate them. Do not adhere to the text book too much at this time but use it more as a means of reviewing and emphasizing facts already learned, and the work will be most satisfactory. The work of this grade will determine largely the pupil's atti- tude toward the study of geography in the future. If the dry sub- ject matter of the text book is simply presented without enriching the work the pupil will consider the subject of geography an irksome task and the knowledge gained of little importance to him. It is quite likely that some classes in the fourth grade will be able to cover more work in a given time than other classes, and for that reason the teacher is expected to vary the amount of work ac- cording to the ability of her class. It is the aim of this course of study to emphasize only the essen- tial parts of the work with the expectation that the teacher wili en- rich the work and make such additions as she thinks necessary. "While this work is outlined by months, this is intended as a sug- gestion and it is not expected that the teacher must adhere to this course just as it is given. Do not fail to use Dodge's Course of Study in connection w.'th this course as it is quite a complete outline of his geographies and con- tains some things omitted in this work. Do not neglect the study of pictures in the text throughout this course/ First Month. The Home—The subject of Chapter I is the Home. Ask the chil- dren to discuss the home with the teacher. Talk with them about the homes of the different birds of the community such as the robin, the—54— jay, the sparrow, etc. Study the homes of animals of the community, especially the wild animals such as the musk rat, the squirrel, the 'rabbit, etc. Do all people have homes? Discuss the Indian's home, the Arab's home, the farmer's home, etc. The city and village homes. tStudy the pictures figures 1 to 8. Streets and Roads—Why necessary? Chapters III to IV. Government—The need for government, Chapter IV. Review the work of the month before taking new work. Second Month. The Surface of the land—Study the surface about the school building, in the city and the surrounding neighborhood. Discuss the surface of the land in and around Edwardsville, Alton, or some near- by place where the surface differs from the surface here. Most children have seen hilly country somewhere and some of them have probably seen the mountains. , Study the variety of slopes. Over what kind of slope is travel easiest? Over what kinds of slopes is it most difficult to build rail- roads, wagon roads? Discuss mountains, plateaus, and highland, regions. Water on the Surface of the Land—Spend considerable time on the work of running water. Ask the children to notice that water collects into streams after heavy rains and that these streams cut gul- lies or ditches into the soil. If it is possible to do so the class should be taken to a stream to study how it works. Have them notice the sediment in the stream and ask them to tell where it comes from. Why is there such a difference in the taste of water? Finish the work of the month with Chapter IX. Refer to the out- line given by the author. Review the work of the month, making sure to study important pictures. Third Month. Soils—Begin the work of the month with a review of Chapter IX. Devote about half the month to the study, of soil. Notice that it is made of little pieces of rock; that some soils are sandy and gravelly; and that other soils are made of fine clay and loam. Discuss the ef - fect of vegetation on the soil. The effect of decaying vegetation on the soil. Discuss fertile and barren soil. The Atmosphere—Here is an opportunity to perform some inter- esting simple experiments to show the presence of air. What uses are made of air? Discuss damp and dry days, cold and warm days, calm and windy days. Observe the air as to moisture as dry, damjj, fog, mist, rain and snow. Study effects of weather on crops, animals—55—■ and plants. The effect of scanty rainfall on vegetation. Discuss storms in summer and winter. Occupations—Importance of division of labor in families and communities. Have the children list the different occupations with which they are acquainted. Have the members of the class discuss their parents' occupation. Study the trade of this city and commun- ity. "What do we buy? What do we sell? Discuss other occupations as fishing, mining, lumbering, quarrying, etc. Transportation—The various means of transportation with which the children are acquainted. The importance of railroads to any community. The interurbari roads, steamboat and steamship lines. Compare our present modes of travel with those of earlier years in this country. Close the work of the month with Chapter XIV. The author's rfcourse. Review. Fourth Month. Direction, Distance, and Maps—The term right, left, front, back. Point in these directions. Maps of familiar areas as the school grounds should be made and directions indicated upon them. Point to top, bottom, right, left and the center of the map. Locate familiar places in the community. Have the pupils make maps of school room and desks to different scales. Make a scale map of the community using it flat, then hang it on the wall leading the pupils to see that the top of the map on the wall is north, the right is east, etc. j The World—Use the globe as a small representation of the world and show that globes, like maps, have different scales. Be sure that the idea of scales has been well developed. The Ocean and Its Commerce—Shore line, shore changes, har- bors, etc. Bodies of land. Ocean travel and commerce. Close the Work of the month with Chapter XIX. Review. Refer to author's course of study each month. Fifth Month. The first part of the month should be spent in a review of the work of the first semester. North America should also be studied during this month. Study the continent under the following topics: size, position, climate, rain- fall, surface, drainage, countries. Study the relief, physical and political maps of this continent given in the text book. Use the suggestions to teachers given in the appendix of the text book. Review.—56— Sixth Month. The United States—At this stage of the work in the geography the pupil should be prepared to understand the language of the book quite well and to recite fully on the chapters as they are given pro- viding the assignment of lessons is carefully given by the teacher. Do not forget that the assignment of a lesson is just as important as the hearing of a recitation. To tell a class to take the next chamber is not an assignment at all in its proper sense. New England—Locate and name the state of New England. Fol- low the work for the study of this section given in Dodge's Course of Study on page 9. Middle and Southern Atlantic Coast States—Follow the work as given in the study of New England. Contrast the two sections in cli- mate, productions and character of people. Southern States of the Mississippi Basin—Follow Dodge's Course of Study on page 11. Continue the study of the other sections of the country in the same way as the sections previously studied. The Author's note is ex- cellent and it should be followed closely. Keview. Seventh Month. Northern States of the Mississippi Basin—Use the same plan as that pursued in study of the other sections. Compare this region with other regions studied. Give attention to the rapid growth of this region in population. Try to determine the reasons. Plateau States—This region should also be studied during the month. Contrast these states with the region just studied. Call at- tention to the growth of this region in population. Eeview. Eighth Month. The Pacific Coast States—Use the author's course of study as in other sections of the country. Speak of the rapid development or these states. Some little attention might be given to irrigation in. this section and the plateau section. Hawaii, Philippines, and Alaska—Do not make a detailed study of this part of our foreign possessions at this time. Ninth Month. Spend the first part of this month or if necessary the greater part of it in review of the work of the second semester. Emphasize important facts previously learned. Close the work with examina- tions based on the work of the second semester.—57— FIFTH YEAR IN GEOGRAPHY. The work of the fifth grade consists principally of a study of the continent they should be prepared on entering this grade to use the text book quite well. By the end of this grade's work, the pupils should see that physical features have much to do with the people's occupations and mode of living. The author calls attention to the fact that the point of view in the fourth and fifth grades is to work out thru lives and occupa- tions of the people to the casual side; that is, to the cause of the oc- cupations which people follow in a community, or to show the rea- sons for their mode of living. Much emphasis should be given to map work in the fifth grade, and pupils should be required to draw maps. Avoid asking pupils to reason too deeply in this grade. Do not neglect to read Dodge's introductory note to the fifth year work on pages 13 & 14 in his course of study. The author's course of geography is much more complete than this course and it should be constantly used by the teacher in connection with this work. Do not omit the study of important pictures printed in the text book as they aid very greatly in interpreting the subject matter of the book. Do not forget that the geography cabinets should be used in the study of geography of each grade. While the work has been outlined by months it is not expected that it must be followed exactly as it is given unless it is more conven- ient to do so. Some fifth grade classes may be able to do more than others and it is the aim of this course to give sufficient work for the average class. First Month. According to the author's plan for the study of his book the first month's work in this grade should be spent in a review of North America through page 140. The following topical outline might be used to advantage: Position including boundaries and direction from other conti- nents. Size—Rank compared with other continents. Shape—"What countries resemble it in shape. Outline or Contour—Principal projections and indentations. Teach only important topics and not every twist and turn in the coast.—58— Surface—Make three divisions—plains, plateaus, mountains. Name and locate the great systems of highlands; a few of the important mountain ranges in the Atlantic and Pacific high- lands and a few of the highest peaks. Drainage—Divide the continent into slopes and basins as the At- lantic slope, the Pacific slope, etc., the St. Lawrence basm, the Mississippi basin, etc. Do not teach too many place names. Climate—Temperature and moisture. Call attention to the ef- fect of temperature on vegetation and the effect of altitude on temperature, also the nearness of places to the equator. Vegetation—Show the influence of climate on vegetation. Which forms thrive best on low wet lands? Which on dry uplands? Can children name the trees that grow in the school grounds or in the neighborhood? The wild flowers? Use vegetation of the home neighborhood as a key to that of the continent. Animals—Domestic and Wild—The usefulness of different do- mestic animals. The wild animals—size, habits, usefulness. Let the children name and describe the animals they saw in the circus parade or in the menagerie. Be sure to show the influence of climate on animal life. Man—The different races dwelling in North America at present. Political Divisions—Give countries only. Compare them in some respects. Make a hasty review of the subject matter of the text book. Second Month. South America—Study first as a continent. Draw map of conti- nent and fill in countries, etc. as learned. Make lists of places asso- ciating important places and giving facts about each; locate these places. Use outline map continually. Make a careful study of the relief, physical and political maps given in the text book. Dodge employs the international color scheme in his maps.) Use an outline similar to the outline given for North America in the first month's work. Do not neglect the study of important pic- tures as you study the text book. Refer to Dodge's course of study on page 15. Review work of the month. Third Month Europe—Begin the work of the month with chapter XXXIII, Study the chapter as a whole, using an outline for Europe similar to—59— that used for North America. Spend the greater part of the month on Great Britain and Ireland. Use the Carpenter Geographical Eeaders in connection with your study of this section. Do not forget important pictures. Do not learn many place names but learn important ones well.. Eeview. Fourth Month. Begin the work of the month with France, chapter XXXV. Extend the work of the month to German Empire, chapter XL. Study Spain and Portugal, chapter XXXYI; Switzerland, chapter XXXYII; Italy, chapter XXXVIII; and Austria Hungary, chapter XXXIX. Follow the outline of this work given in Dodge's Course of Study on page 37. ^ Do not forget the study of the pictures given and use other pictures of scenes in Italy and Switzerland. Review. Fifth Month, During this month make a study of the German Empire, Belgium, Netherlands, Denmark, Norway and Sweden, Eussia, Eoumania, and the Balkan Peninsula. Follow author's outline as in preceding month. Eeview the work of the month closing with chapter XLV. Sixth Month. Spend the entire month on the study of Africa. Use the author's outline. The subject matter given in the text is sufficient in this grade. Eeview. Seventh Month. The work should consist of the study of Asia as given in the text book. Study the continent first as a whole and leave a detailed study of the countries to the eighth month. Eeview. Eighth Month. A study of Asiatic countries in detail. Consider such topics as the manners and customs of the Chinese. Of the Japanese. Of the Arabs. Use the geographical readers in connection with the study of these countries. Ninth Month. A study of Australia according to the text. Use the author's course of study.—60— Spend the greater part in a review of the work of the semester. The teacher will find aid in the "Aids for Teachers," beginning on page 218 in Dodge's Elementary Geography. SIXTH YEAR IN GEOGRAPHY. The sixth year work consists of the study of Principles of Geography and a study of North America through page 200. The work of the first semester extends to plage 89 or all of Part I in Dodge's Advanced Geography and the work of the second semester begins on page 89 and extends to page 200. Both mathematical and physical geography will be studied in the first semester, and while the mathematical work will be reviewed in the seventh grade it should be given considerable emphasis in the sixth grade as it is a rather difficult part of geography and not so interesting as other parts of the work unless the teacher presents it in an interesting manner. Read the author's course of study on page 18 before taking up the work of the grade in order that you may understand clearly the plan of his book. First Month, While the work is outlined in months it is not intended tiiat the teacher should follow this course for each month just as it is given if she finds the work too much or too little for her class. The first four chapters of the advanced book is suggested for the first month's work. Considerable study may be necessary in the class in order to prepare the pupils to study the work of these chapters intelligently. Topics:— Shape and Size of the Earth.—Pupils should le&rn three or more proofs of the earth's shape. (a) Circular horizon. (b) Ships at sea. (c) Circumnavigation. (d) Earth's shadow on the moon. Motions of the Earth—Rotation. Proofs of rotation. Manner, time of rotation. In connection with rotation bring out the terms pole, equator, hemisphere, sphere, and cardinal points. Revolution:— Use a small globe or ball that may be moved about some central object to represent the sun.—61— The Seasons—Latitude and Longitude. Close the work of the month with chapter IV. Review. Second Month. The second month's work will begin with chapter V. Continents and Oceans:— Land and water masses should be studied. Determine between continent and island and seas and oceans. Rivers and River Valleys— Work of rivers and the features of river valleys should bs studied. Bring out the results in formation of valleys, hills, mountains, and the ideas associated with river valleys, and with rivers. Bring out the classification of rivers as young, mature, and old. Discuss water-falls, divides, alluvial plains, deltas and drowned valleys. Plains, Plateaus and Valleys:—• Vulcanism—An elaboration of the work of underground water. Close the work of the month with chapter 10. Be sure that the pupils are prepared each day in the class to study the advanced assignment. Refer constantly to the author's course of study. Third Month. Begin the work of the month with Chapter XI—The Atmosphere. Read what the author has to say in his course of study, page 23. The Great Wind Systems—chapter XII. Use the author's course. The Barometer and Its Uses. Trade Winds—The teacher should spend some time in explaining the trade winds. Rainfall and Its Distribution:— Discuss evaporation and condensation. Try to reserve this lesson on rainfall for a rainy day or refer to it on a rainy day. Refer to the former course in geography for an outline of this topic. Discuss storms—Cause of storms, etc. The oceans—Chapter XIV. The author's course of study. Waves and Tides—Chapter XV. The author's course of study. Shore Forms—Chapter XIV. The author's course of study. Close the work of the month with chapter XVII. Review.—62— Fourth Month. Since the time will probably be considerably shorter during this month on account of the holidays the work probably will be some- what heavy and it may be necessary to review part of it during the fifth month. Follow the author's course of study very closely in the study of the pictures given in the text book. Distribution of Animals—Chapter XIX. The People of the World—Chapter XX. How Man Changes the Geography of the World—Chapter XXII. Fifth Month. Spend the first part of the month in a review of the work of the preceding four months. Endeavor to bring out points that seem most important. Eeview chapters that seem difficult for the children to under- stand. Take chapters XXIII of Part II. Give particular attention to physical, political and commercial maps of North America. Do not omit important pictures. Use the wall maps in connection with this work. Children in this grade should sketch maps of each country studied. Complete the work given in the text on North America as a whole, and the United States as a whole to chapter XXN. Use the geographical readers in connection with the study of -this continent if time will permit. SIXTH MONTH. The United States as a Whole—Chapters XXY and XXVI. Use the author's course of study in connection with all the work. New England—Chapters XXVII and XXVIII. Give particular attention, to the introduction of chapter XXVII. Eequire pupils to sketch a map of New England, locating import- ant places. Use the author's course of study in connection with study of New England. Mention interesting historical facts in the study of New England as the Puritans, the Pilgrims, the Salem Witchcraft, etc. Seventh Month. Begin the work of this month with the Middle States of the Atlantic Coast—Chapter XXIX.—63— Complete chapter XXXI. Southern States of the Atlantic Coast, chapter XXXII. Southern States of the Mississippi Basin, according to the author's plan. The plan given by the author is excellent and no other will be suggested for this work. Eighth Month. During this month begin chapter XXXIII. Northern States of the Mississippi Basin, chapter XXXY. The Plateau States, and chapter XXXVI. The States of the Pacific Coast. Use the same plan for the study of these sections as that sug- gested for the study of the other sections. Ninth Month. Begin the work of this month with the Dependencies of the United States, chapter XXXVII. Three lessons will be sufficient for this work. Continue the work of the month with chapter XXXVIII. Countries of Northern North America. Three lessons should be sufficient for this section. Complete the work with a study of Mexico, Central America, and the West Indies in six or seven lessons. Chapters XXXIX, XL, and XLI. Review the work of the semester. Examinations. SEVENTH YEAR IN GEOGRAPHY. Since there are but four months given to the study of geography in the eighth grade it will be necessary to cover the greater part of advanced geography in the seventh year. The plan of work in the seventh grade is to begin the study of mathematical geography giving it a more intensive study than that given in the sixth grade. Considerable time should also be given to physical geography in this grade. The continents of North America, South America, and Europe should also be studied in this grade, closing the work of the year with Europe on page 274 in Dodge's Advanced Geography. "While the work is outlined in months it is not intended that the topics suggested for each month's study should be given just as outlined in this course of study but the teacher should use her judg- ment according to the needs of her class. It is possible that some—64— seventh grade classes can cover more work than others and for that reason some changes may be necessary but on the whole the work given ought to be accomplished by the average class. First Month. Mathematical Geography—Before attempting the work of this month the teacher should know it herself, and some time may be necessary in preparing it before attempting to present it to the pupils. Define terms as point, line, surface, plane, circle, circumference, tare, radius, diameter, sphere. (These terms are defined in othei* books if not found in the geography text.) The shape and Size of the Earth—Chapter 11, page 10. Present work of this chapter according to Dodge's Course of V3tudy and his text book. Give proofs of the earth's shape. Show the importance of its shape. The size of the earth and compare with the other planets of the solar system. Discuss in connection with this chapter the earth's orbit. Chapter III—The Motions of the Earth. Define latitude, longitude, parallel, meridan, etc. Discuss longitude and time. Make drawings to illustrate facts learned. Review the work of the month. Second Month. Begin the work of this month with chapter IV. Give proofs of the earth's rotation; its revolution. In what time does the earth make a revolution around the sun ? Relation of its revolution to change of seasons. "What are tropics? Number? "Why so located? What are the polar circles? Why in their present position? What is the declination of the earth's axis? Results? The zones. Were the axis declined 45 degress where would the tropics be? The polar circles? What would be the width of each zone? Complete the work of the month with chapter IV. Third Month. Spend the month in a rapid review of principles of Geography, beginning with chapter V. Emphasize the following topics: The Continents and Oceans, Rivers and Riyer Valleys, Plains, Plateaus, Mountains, Underground Water, The Atmosphere, The Great Wind System, Rainfall and—65— Weather, The Oceans, Waves and Tides, Glaciers, Distribution of Plants, of Animals. Use Dodge's Course of Study in connection with this review. Base the work almost entirely upon the subject matter of the text book. Fourth Month. Make a brief review of North America basing the work on the following outline. Size, Position and Coast Line. Surface. Drainage. Climate. Vegetation. Animals. People. This outline is given in the author's course of study in a com- plete form. If time will permit of a study of the United States as a whole during this month follow the author's outline and take the work as given in the text book. Fifth Month. Spend the first part of this month in a review of the work of the first semester. Examinations will be held at the close of this review. South America—Study the continent first as a whole making a sketch of it. Follow the author's outline given in his course of study on page 35. Sixth Month. Spend the first two weeks of the month on South America. Chapter L—Europe. Follow the author's course of study in the work of this month. Complete chapter L. Sketch a map of the continent as a whole. Study the physical, political, and commercial maps of the con- tinent closely. Seventh Month. Europe:— The United Kingdom of Great Britain and Ireland— Chapter LI. Eequire pupils to make maps of these countries. Learn important place names. Iceland—Chapter LII.—66— Eighth Month. France—Chapter LIII. Chapter LIY—The Iberian Peninsula. Belgium, The Netherlands, and Denmark—Chapter LV. Norway and Sweden—Chapter LVI. Sketch these countries. Ninth Month. Russia:—Chapter LYII. German Empire—Chapter LVIII. Complete the study of Europe. Sketch countries studied. Review. COURSE IN ELEMENTARY HISTORY. Most of the material for elementary history is found under the heads of the Language Course, Course in Reading, and Course in Eth- ics, Morals and Humane Teachings. In order to unify the plan and give the teacher a clearer conception of the true scope and purpose of this course we herewith give a discussion of the course as a whole and a brief outline of the work for each year and grade. By an investigation of the study of history in elementary schools by the "Committee of Eight'' under the auspices of the American His- torical Association it was shown that out of two hundred and fifty of the most representative schools in thirty states of the Union over two thirds had some kind of elementary history course varying in length from four to eight years in the grades below the high school. The ptons pursued and the subject matter embodied in the courses of the various schools differed widely, yet there was discover- ed a unity of opinion among leading educators that some definite work ought to be done regularly throughout the grades. To select from the almost unlimited account and endless variety of good, suitable material in recent years written for the elementary history work, so as to have unity and continuity of thought and prop- er order of sequence throughout, is no small task. In working out this course we found much valuable information in the history course outlined by the Western State Normal of Macomb, Illinos, and from the most excellent work of the Committee of Eight, upon whose plan our course is principally based. First Year. The first year's work will take up the life of primitive man, the Indian, during September and October. This fits in nicely with the season, Indian summer, and the rest will be grouped around national—67— and local holidays and the birthdays of great men like Washington, Lincoln, et al. The method of presentation may be under the following heads: 1. Historical Background. 2. Stories. 3. Pictures. 4. Construction Work. For September and October—Description of Indian home, baby- hood and boyhood; Childhood of Hiawatha or Legend of Red Men; Pictures—Indian warrior, Indian mother and baby, Indian wigwam; Construct upon sand table Indian home scenes, dolls to represent In- dians, Indian wigwam and other simple implements or home articles. Most of these articles and animals associated with Indian life may be constructed by paper cutting and clay modeling. November, December and January—Stories about the first Thanksgiving, stories of the Mayflower and of Plymonth Rock, Miles Standish and Squanto may be centers around which simple historic facts are grouped. As backgroud use Landing of Pilgrims, or Thanksgiving scene. Construction work—Paper cutting and clay modeling of animals and fruits incident to Thanksgiving. February—The lives of Washington and Lincoln may form cen- ters of historic events. Simple biographies of these men, especially the events connected with their boyhood, the stirring events