Full text of "Course of study for the public schools of the District of Columbia, together with the rules governing the schools. Adopted October 1, 1892"

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s» COURSE OF STUDY

PUBLIC SCHOOLS

DISTRICT OP COLUMBIA,

RULES GOVERNFNii THI- SCHOOLS.

Adopted October i. A8g2.

COURSE OF STUDY

PUBLIC SCHOOLS

OF THE

DISTRICT OF COLUMBIA,

TOGETHER WITH THE

RULES GOVERNING THE SCHOOLS.

Adopted October i, 1892.

WASHINGTON, D. C.:
BYRON S. ADAMS, PRINTER AND PUBLISHER,

REFERENCE TABLE.

PAGE.

Names of Members of the Board of School Trustees 3

Officers of the Board 3

Standing Committees .. 5

Directions to Teachers 7

Language 9

Number 35

Algebra 43

Geography... 45

U. S. History 72

General Remarks on the Study of Nature 79

Plant Work 82

Animal Work 91

Physiology 98

Physics 108

Penmanship Ill

Drawing 114

Work in Shops 156

Cooking 157

Sewing 157

Music 159

Health Exercises .. 165

High School (in detail) 178

High School Courses Outlined .. 189

Business High School 190

Normal Training Schools 192

Appendixes 193

Rules... ..213

REFERENCE TABLE BY GRADES.

FIRST YEAR.

Language 16

Number 35

Plant Work 82

Animal Work 91

Physiology. 98

Penmanship..: ~ 111

Drawing 114

Music 160

Health Exercises... 171

206G534

SECOND YEAR.

PAGE.

Language 19

Number 35

Plant Work 84

Animal Work 92

Physiology.. .~ 100

Penmanship Ill

Drawing 120

Music 160

Health Exercises 171

THIRD YEAR.

Language 22

Number 35

Geography 45

Plant Work 87

Animal Work 93

Physiology 101

Penmanship 112

Drawing 127

Sewing 157

Music 161

Health Exercises 173

FOURTH YEAR.

Language 23

Number 35

Geography 54

Plant Work 89

Animal Work 95

Physiology ri02

Penmanship 112

Drawing 133

Sewing 158

Music 162

Health Exercises 173

FIFTH YEAR.

Language 26

Number 37

Geography 63

U. S. History 72

Physiology 103

Ill

PAGE.

Penmanship 112

Drawing ~ 138

Sewing 158

Music 163

Health Exercises 174

SIXTH YEAR.

Language 27

Number 38

Geography 66

U.S. History 73

Physiology 104

Penmanship 112

Drawing 144

Sewing 158

Music 163

Health Exercises 174

SEVENTH YEAR.

Language 29

Number 41

Geography 67

U. S. History 75

Physics 108

Penmanship 113

Drawing 147

Bench Work (boys) 156

Cooking (girls) 157

Music 164

Health Exercises 175

EIGHTH YEAR.

Language 32

Number and Algebra 43

Geography 70

Physiology 106

Penmanship 113

Drawing 151

Bench Work (boys) 156

Cooking (girls) 157

Music 164

Health Exercises .. .. 175

HIGH SCHOOLS.
ACADEMIC HIGH SCHOOL.

PAGE.

Mathematics 178

Chemistry, Mineralogy, Physics 179

Zoology, Botany 180

Geology, History and Political Science 181

English 182

German, Latin 183

Greek, Drawing 184

Vocal Music, Manual Training, Military Drill 186

Library, Text Books 187

Courses of Study Outlined 189

BUSINESS HIGH SCHOOL 190

NORMAL TRAINING SCHOOLS.
(Page 192.)

BOARD OF TRUSTEES OF PUBLIC SCHOOLS,
DISTRICT OF COLUMBIA.

Name.

Term Expires.

Address.

LOCAL COMMITTEES.

first Division.
-J. J. DARLINGTON', LL. D...

September 13, 1895..

410 Fifth street, northwest

Second Division.
LEONARD C. WOOD

September 13, 1895

507 E street northwest.

Third Division.
JAS. W. WHELPLEY, esq....
Fourth Division.
DAVID H. HAZEX, M. D
Fifth Division.
JOHN T. MITCHELL, esq-...

September 13, 1893
September 13, 1893-
September 13, 1893

Treasury Department.
407 Sixth street, southwest
1339 F street, northwest

Sixth. Divtsion.
.A. H. WITHER, M. D

September 13, 1893

St. Elizabeth Insane Asylum.

F. J. SHADD, M. D

September 13, 1894

Freedmen's Hospital.

Seventh Division.
BLANCHE K. BRUCE

September 13, 1895-

City Hall.

Eighth Division.
1L. A. CORNISH, esq

September 13, 1893

Sixth Auditor's Office, Busch Bldg.

OFFICERS OF THE BOARD.

President,

JOHN T. MITCHELL, 1339 F street, northwest.

Secretary,

J. G. FALCK, Franklin School.

Superintendent of Schools,

W. B. POWELL, A. M., Franklin School.

Superintendent of Colored Schools,

G. F. T. COOK, A. M., Sumner School.

Meetings of the Board of Trustees.

The stated meetings of the Board of Trustees are held on the second
Tuesday of each month, and also on the last Tuesday in June.

Standing Committees of the Board.

Rules.

MESSRS. MITCHELL, WOOD, BRUCE.

Ways and Meaiis, Supplies and Accounts.

MESSRS. WHELPLEY, HAZEN, CORNISH.

Buildings, Repairs and Furniture.

MESSRS. WOOD, WITMER, CORNISH.

Normal and High Schools.

MESSRS. DARLINGTON, MITCHELL, BRUCE, WHELPLEY.

Teachers and Janitors.

MESSRS. WITMER, WHELPLEY, SHADD.

Text-Books, Studies, Examinations, Promotions
and Scholarships.

MESSRS. HAZEN, MITCHELL, BRUCE.

Penmanship and Music.

MESSRS. SHADD, WHELPLEY, HAZEN.

Industrial Education and Drawing.

MESSRS. CORNISH, DARLINGTON, WOOD.

Library and Annual Report.

MESSRS. WITMER, DARLINGTON, SHADD.

Course of Study,

To the Teacher :

The attention of the teacher is especially directed to rule 31 ,
in the appendix of this volume.

It is as desirable for the teacher to know the condition of the

ERRATA:

On page ol, in the topic " Forms" in the outline of Verbs, insert the

word " past" under the word " present."
On page 41, in " Tabular View," second column, eighth line, read

"principal" instead of " principle."
On page V.\, in the third line of the (>th paragraph, read

" profitably " instead of " profitable."
On page 76, in the fourth line of the 10th paragraph, read

"admission" instead of " administration." <

busy teacner does not detect ITS presence until mucn 01 its evil
work has been done.

Too often the teacher does not know, or is indifferent to the
fact that the air of the school-room is impure. Every teacher
should seek diligently to make himself sensitive to the pres-
ence of impurity in the atmosphere.

If the teacher would leave the room occasionally 'to breathe
for a few moments an atmosphere known to be pure, on return-
ing he would be able to discover the condition of the school-
room air.

It is advised that teachers, at half-hour intervals, give the

Course of Study,

To the Teacher :

The attention of the teacher is especially directed to rule 31 ,
in the appendix of this volume.

It is as desirable for the teacher to know the condition of the
school-room, respecting warmth and purity of air, as it is that
he should know the value of the recitation work of the pupil.

School-rooms are more frequently too hot than too cold.

When the school-room is found to be too warm, measures
should be taken to lower the temperature at once. If to do this
it is found necessary or desirable to open doors or windows,
care should be taken that no pupil remains seated in a draft of
cold air. It is advised that at such times the pupils be given
the freedom of the school-room and allowed a brief time for
recreation.

So quietly and gradually does impurity approach that the
busy teacher does not detect its presence until much of its evil
work has been done.

If the teacher would leave the room occasionally to breathe
for a few moments an atmosphere known to be pure, on return-
ing he would be able to discover the condition of the school-
room air.

It is advised that teachers, at half-hour intervals, give the

systematized physical exercises — that are prescribed for their
respective grades — not to occupy more than three, four or five
minutes, at which time the air of the school-room should be
changed by opening doors or windows, or both. This would
change the air of the room often enough to insure comparative
freedom from impurity, and besides, would give mental rest
and physical recreation to the pupils.

Pupils should not be allowed to remain in school with wet
feet. Pupils should not be sent away from school for any cause
when the weather is inclement.

Language.

The following extracts are taken, with slight alterations, from
the annual report for the year 1889-90 :

CORRECT LANGUAGE TEACHING THE PROPER
PREPARATION FOR LEARNING TO READ.

The ultimate purpose of learning to read is to secure the train-
ing that will give its possessor the power 'to see the concrete
as clearly in the written description as the trained eye would
see the thing described ; to feel the emotion expressed as his
own ; to know the willing expressed or to understand the
conclusions expressed, as if willing, doing, or making the con-
clusions himself.

Learning to read may be considered under two general heads :

First, learning the symbols in which the known is preserved.

Second, learning how to add to one's store of knowledge by
studying these symbols in which the knowledge sought is
formulated.

Or, to express the same in a different way —

First, learning to recognize the forms of speech — words, signs,
idiom, sentences, discourse — symbols representing what is
known, what is definitely in the mind of the learner.

Second, learning to get information from forms of speech —
words, signs, idiom, sentences, discourse.

The more faithfully forms of speech represent correct ideas
•existing in the mind of the learner when he learns them, the
better is he prepared for the second part of learning to read.
Words or other signs, if learned as the symbols of imperfect or
incorrect ideas, indefinite or false relations, will ever after be
misleading, or, when their true meanings have become known,
will ever need to be translated when used.

The child's first effort in learning to read, if Nature's law?
are to guide in the work, must be to recognize his own words,
representing his own knowing, his own thinking, his own feel-
ing, his own willing, his own concluding, his own doing. It
is of the highest importance that these words stand for both
correct ideas and exact ideas.

The vocabulary which the child brings to school does not,
if a small percentage of words be excepted, represent exactness.
A few names stand for the right things, whereas many or most
of his words representing qualities, feelings, abstractions, are
not the symbols in any degree of exactness of the ideas for which
they really stand existing in his own mind, It is unwise to
teach him these as symbols of what they now represent to him.
It is unwise to characterize the beginnings of his school educa-
tion by such indefiniteness or such obscurity.

The child, as a preparation for learning to read, must have
exact ideas and thought, and must be made to express the
same correctly and well. The wider the range of ideas, the
more diversified the knowing and thinking consistent with se-
quence and unity, the more nearly they represent all the func-
tions of the mind, however childlike their manifestations, the
more rapidly and perfectly will the child appreciate the sym-
bolic nature of words, seeing in them entities, living realities ;
the more rapidly will he learn to read, and the more delightful
will learning to read be to him. With how great enjoyment
does he see his own thought in graphic symbols of his own
spoken words.

Not only, therefore, must the child think, and think correctly,
but the teacher must know what he thinks and how he thinks,
for under no other conditions can it be known that he speaks
correctly and with exactness.

How soon in the average school work does the child learning
to read reach a point in his progress where the reading matter
is too difficult for him. The reason should be sought. The
trouble is not that he can not be made to pronounce the words,
for this can be accomplished, so thorough may be the school
drill and' so inevitable the mechanical results of prescribed
processes. The reason is not far to seek. The words and sen-
tences represent ideas and thoughts that have never had a

lodgment in his mind ; more than this, he has never learned'
symbols of corresponding ideas and thoughts by which these
may be interpreted. Presistent drilling on such words as these
will do little toward teaching the child to read.

Much reading of matter similar to that previously read in his
progress does not prepare the child to advance satisfactorily.
This has been demonstrated times without number by the ad-
dition of supplementary reading matter.

The studying of definitions given in the book will do little
good. Definitions carefully given by an intelligent teacher will
do little good. The child must be given experiences repre-
sented by the words he is to learn, or experiences similar to
them. He must be trained in broader lines of seeing, of feel-
ing, of planning and doing.

He must be led into the field of imagination and be made to
create thought (on determinative lines). He must be exercised
in fields of emotional activity, of loving, of hating, of being
generous, of being cautious, of being fearful, and then he must
be helped to express all these sensations or feelings, and must
learn their symbols as the representatives of what exists in his-
own mind. With this preparation he can advance in learning
to read.

The child must be made to know more, step by step, in ad-
vance of his learning to read, and what he reads at first must
represent what he knows. These representations in his mind
will be to him his true interpreters of what he afterwards reads
on kindred subjects. They will be to him the key to the dic-
tionary, making lists of synonymous words intelligible to him.

Knowing is the only safe compass and helmsman in the
boundless and dangerous sea of emotional activity ; knowing is
the only source whence proceeds determinative, profitable,
creative activity ; knowing is the only reliable enginery of
willing, whether it be concluding or doing.

Subjects of thought must be presented to the child first
through the senses. He must be made to know through orig-
inal channels of information.

The best possible work in exact seeing is the study of forms
offered in exercises that come under the head of drawing. The •
lessons given under this head are, first, the modeling of the

forms in clay in imitation of forms presented to the child.
These lessons train his eye, his judgment, and his hand — co-
workers for the accomplishment of a definite purpose. Then
he must be carefully trained to talk about the forms he has made.

Other kinds of work under the head of drawing are stick-
laying, paper-folding, and combining geometric forms in wood
or in paper, all of which, after being made, should be represented
with pencil, and in turn be described. Some of these may be
compared and the processes of doing given, which is narration.
It is thus seen that much exact language training is possible
under the head of drawing.

Good work may be done simultaneously with the number les-
sons which take their start in the form lessons, in making
simple problems and in solving them.

Much good work can be done for a short time by naming the
objects in the room and stating their relative positions and some
of their qualities, by the use of simple pictures for description
and story, by making tableaux of children and their play-
things for a like purpose.

The last-named subjects are soon exhausted without too
much labor on the part of the teacher.

No other subject which the child can readily understand
and which, at the same time, will be interesting to him,
offers such opportunities for seeing, such opportunities for
training in the exact use of a broad vocabulary, available for
general purposes and to a limited extent possessed by the child,
as the study of natural history and elementary physics.

Forms, sizes, colors ; number, uses, positions, all offer oppor-
tunity for exact seeing, exact knowing, and exact expression.

Comparison of these offers opportunity for exact seeing of
likenesses and differences, for intelligent conclusions, and for
the exact expression of such seeing and concluding.

The amount of training which it is possible to give young
children in correct, exact seeing ; correct, exact thinking ; in
'the early drawing lessons, in the early number lessons, and by
the use of natural objects, plants, animals, and the human
body, is very great. Material for such lessons, moreover, is
•very easily obtained and prepared by the teacher.

By the means indicated in the foregoing for inciting the child

to thought and for directing him in his thinking, it is pos-
sible and easy to give the best training in the use of lan-
guage, which training is the best possible, indeed the only
proper preparation for learning to read.

It will therefore be seen that, whereas the study of elemen-
tary science educates by training the child's perceptions and his
comparing and concluding faculties, as no other study can
do at this stage of his education, and at the same time enriches-
his mind with knowledge, its introduction at this time is chiefly
to furnish the means of accurate and determinative training in.
the English language ; for the work is not done that the child
may learn and recite facts, but it is done that he may see facts,
and thus be led to use language for exact and correct
expression.

This work, if properly done, is far-reaching in its educative
effects, whether mind development or language training be its-
purpose ; for objects must not be studied in a heterogeneous way,
but should be presented in groups whose parts are related. For
instance, if a leaf is studied, several kinds of leaves must be
studied in connection therewith. These, by a perception or
their differences, must be separated into groups, after which
many leaves may be found by the child, each of which he, de-
ciding for himself, must place in the proper group. If an ani-
mal (as the squirrel) is studied, two or more animals belonging
to the group of gnawing animals must be studied also, that rela-
tions may be seen, comparisons may be made, and conclusions-
drawn therefrom.

There is, moreover, idiom of the English language that be-
longs to description ; this the child gets by help of the teacher
when he describes the thing examined. There is English
idiom, used only in comparing ; this the child gets and uses-
when making comparisons, when contrasting the objects con-
sidered. There is English idiom belonging to narration ; this
the child is helped to by the teacher, and uses when telling the
story of the growth, of the life, or of the incidents of the cap-
ture, of finding, or of buying what he has examined, described
and compared. Thus is his vocabulary enriched by idiom that
will never be there as a possession except by some such means.
Now when the child sees the word for the first time they are not

meaningless to him ; he greets them as friends whom he has
neverbefore seen. The reading of good English with such
preparation is not only easy to the child, but soon becomes a
delight to him.

The lessons given under the head of physiology (laws of
health and cleanliness) should be, so far as they relate to anatomy,
the same kind of lessons as those given on plants and animals ;
but in so far as they relate to the laws of health, evil effects of
narcotics, stimulants, etc. , they must necessarily be more didac-
tic in their character, but are at this stage of equal value to
the child, for he has grown strong enough to receive profitably
what is dictated to him.

In addition to the kinds of work above named, vapor, with
its phenomena of steam, cloud, mist, fog, rain, hail, snow, are to
be taught by experiment and objects as a beginning of the study
of geography, as well as for the special purpose of language
training and of properly preparing the child to read. In this
subject is presented a kind of learning quite different from any-
thing the child has had before, namely, discovering by experi-
ment. Water under the influence of heat turns to steam, leaves
the receiver, and for a moment is lost to sight, when, by the
influence of cold, it returns to view as mist, and soon looks
into his face from the side of an ice pitcher.

In the various parts of this interesting and most practicable
work excellent opportunity is found for training the productive
imagination in the exercise of creative functions of the mind
in determinative lines, the foundation for which is securely laid
in the many facts learned. As the child presents the supposed
history or biography of a drop of water on the pane of glass, or
other like subjects, the teacher can judge of the intelligence
with which it is done, for he can estimate by known laws
whether the imagination of the talker or writer is clear, healthy,
and under control, or is clouded, unintelligent, undirected, or
visionary. Such work broadens the vocabulary, gives subjects
for conversation and composition, and prepares the child to
read valuable literature on the different forms of vapor.

While the distinctive purpose of the teaching of reading in
-the first three grades of the school is to make the children know
•the symbols representing their own knowledge and mental

processes, much practice must be given in reading the same
and kindred facts and processes expressed by accepted author-
ities. This is done for broadening the vocabularies of the
children and for teaching the kindred significance of words.
Some reading is done to get information, similar to that in the
possession of the children to be interpreted by it and assimi-
lated with it.

Learning to read should do much toward training the atten-
tion and the judgment, which should result in conscious power.
As in the preparation for learning to read the pupil learns to
knew and to feel his ability to investigate and to decide through
original channels of information, so now he must gain a corre-
sponding confidence in his ability, to investigate, to see, and to
know through" symbolic channels.

In the fourth grade the reading begins to be more distinct-
ively for the purpose of getting information, and is more and
more so characterized through the remaining grades.

Great care is required in the transition. For this purpose
the text must be illustrated by objective work or by experiment,
and should be supplemented by tests for truth and for appli-
cation, the effort being to train the learner to see accurately
and to know exactly by reading.

No greater care is required in any reading lesson than in
those belonging to this transition period.

The historical story begun in the -fifth grade can be under-
stood only by examination of many objects representing the
lives and customs of the people and times studied and by intel-
ligent comparison of the same with cqrresponding objects rep-
resenting the lives and customs of the people of to-day.

Objective work is all important in this grade of school, but
its use is for another purpose than that for which it is given in
the lower grades.

In whatever grade science lessons are given, groups or units
of related objects should be given, by which unity and symmetry
may be taught and, furthermore, these lessons should lead to
or supplement or be made a means of practically applying some
other part of the work of the grade. This illustrates the in-
terdependence of the parts of this course of instruction.

Course in Language.

FIRST YEAR.
Seeing and Talking1 :

(No less than three months should be given to this unit or
work.)

The chief purpose of this unit of work is to train pupils first
to see groups or bodies of associate thought, and then to repre-
sent them as entireties in connected discourse.

The thought arranged must be furnished. The pupil must
be led to see the thought and its arrangement, and then must
be led, and if necessary helped, to express it as arranged in
connected discourse.

The teacher must supply and teach the necessary composition
idiom for the proper expression of relations that the children
are made to see in the groups of thought presented.

The groups of thought presented at first must be very simple,
and should become more complex by very easy steps. These
groups of thought may be —

Simple tableaux, arranged in the presence of the children,
so that the arrangement may be seen as it takes place,
the children in many instances helping to form them ;

Simple pictures rapidly made in the presence of the children ;

Parts of plants, as leaves, stems, roots, simple flowers (See
outline of Plant L,essons) ;

Familiar animals having marked characteristics, as the cat,
the squirrel, the duck, the owl (See outline of Animal
Lessons) ;

Parts of the human body (See outline of Physiology work) ;

Geometric forms, made by modeling solids of clay or other

plastic material ;*

Geometric forms made by laying sticks ;f
Geometric forms made by folding paper involving size and

color ;l
Other groups of thought, as a hat, a basket of fruit, a broken

doll, etc.

The teacher should correct mispronunciation and false syntax,
but not in such a way as to destroy unity of thought or to take
the effort of the child from the chief purpose of the exercise —
the expression of associate thought in connected discourse — the
representation of what is seen.

After the children have acquired some ability to see simple
entireties and the parts that make them, and have gained some
power in the use of their vocabularies for the representation of
what they see and want to express, they should begin to learn
by sight the words they use in such composition ; that is, the
children may begin to learn to read.

Reading :

At first, from the blackboard, words and short sentences from
the children's own compositions may be taught, and soon
larger compositions made by the children.

Do not allow the children to read disconnected matter, ex-
cept as they are drilled for the rapid seeing of groups of related
words — phrases and short sentences taken from the com-
positions made by the children themselves.

I^et the teacher remember that if ever education should begin
with the known, it is in learning to read. The known are the
thoughts expressed by what is to be read, and the spoken
language expressing it ; the unknown are the written sym-
bols, words, signs, sentences. In all this beginning work, the
teacher must be sure that there is a well-established known
from which to lead.

The two Primers and the two First Readers, and from two to
five times as much other matter made and written by the
children, should be read the first year.

*See Appendix A. fSee Appendix B. JSee Appendix C.

Spelling :

- All words used in writing.

The children must early master the sounds of the consonants
and their combinations. In connection with word learning,
the children should do some oral spelling.

L,et the standard with the teacher and pupil at all times be
perfection. Make children ashamed and unwilling to mispell
with pen or pencil, as that is the whole secret of good spelling.

Composition Idiom : ,

While learning to express what they see, the children will
need to use some or all of the following composition idioms,
which, at the end of the year, should constitute a part of the
vocabularies of the children available for speech or for written
work. The children should acquire a discriminating use of
these idioms in common speech.

Composition Idioms :

and but when where . for because after
as soon as after this while before whereas

who which whom whose

which whom whose

from

with

for

before

about

at " " "

Participles taking the places of relative clauses, as : " The
boy standing at the board is my brother. ' '

Orammatic Idiom :

As the children grow in strength they should be led to see
some forms of words, and to understand the meanings of such
forms — what they represent.

The following are suggested :
The singular and plural forms :

(a) Of some nouns whose plurals are made by the

addition of s to the singular ;

(b) Of some nouns whose plurals are made by the

addition of es to the singular ;

change ;

Also a few nouns used only in the plural.
The children may be taught :

1. The use of is, are, was, were, has and have ;

1. The use of this and these ; that and those ;

3. The use of a, an and the ;

4. The uses of some of the most common contracted forms

of words,

5. The uses of the forms denoting present and past time of

see, go, draw, throw, ring, sing, do, write, blow, grow,
know, break*

The pupils should learn by observation how to close the
different kinds of sentences, and should learn as a part of their
spelling how to begin sentences, and how to begin the proper
names which they use, as well as how to write / and O as
words.

SECOND YEAR.

Seeing, Talking and Writing :

Continue the work of training children to see and to express
what they see in idiomatic English connectedly ; that is, to
make oral and written compositions, the thought and its
arrangement being furnished in all cases. Subjects similar to

*The two forms of each verb should be taught by association and
contrast : To-day I see ; yesterday I saw, etc. The children should be
•able to write in columns the two forms of these verbs.

those suggested for the first year may be taken, but should be
more difficult. (See outlines of Plant and Animal Work, and
also Appendices A, B and C, second year.)

Much attention should be given to Narration. The children
should be led to distinguish between descriptions and stories —
groups of facts having space relations mainly, and groups of
facts (acts) having time relations mainly.

Before children are asked to talk or to write — that is, to make
compositions — be sure :

1st, That they see or know as an entirety the group of related
facts which they are to describe or to relate ;

2d, That their vocabularies contain the idiom necessary to
express the relations of thought they will want to represent ;

3d, That the children's purposive efforts be to describe what
they see or to narrate a group of related events that they know,
and not simply to say or to write something.

The greater part of the work of learning to talk well is that of
thoroughly learning something to talk about. Forms of speech
must indeed be learned but a knowledge of them and their uses
conies easily to the mind that is full of something it wants to
express.

The test of the teacher's success will be a growing desire, as
well as an ability, on the part of the child to use language cor-
rectly for the expression of well-defined thought.

The children in this grade should be asked to describe only
what they can see and examine while talking or writing. They
should be asked to relate only those events that they have wit-
nessed or experienced within a short time previous to their
efforts at narration, or events that may be inferred by looking
at a series of pictures on the blackboard or elsewhere. Plays
to be acted in the school-room ; the events of a recitation ; the
events of a half-hour in the school-room are suggested. The
object of the work is to teach the children to use English
correctly and for a purpose, and not to pass the time of a reci-
tation in aimless, profitless talking, or in writing disconnected
sentences.

Comparisons offer excellent opportunity to teach the correct
and definite use of language. Some new idioms will be needed

in this work. To teach these idioms is one important purpose
of the work.

The comparative forms of adjectives and adverbs will be re-
quired. (See also composition Idiom in first grade work.)

The work in comparison should be confined to objects that the
children can see and handle. Avoid objects too nearly alike,
and also objects in too great contrast to each other. Children
will not readily see likenesses and differences between a leaf and
a bird, but will see and can be made to talk methodically and
accurately about the likenesses and differences between two birds
that belong to different grand divisions of birds, or between two
leaves that differ in form and structure, or two flowers belong-
ing to different orders, or between a cat and a squirrel, two hats
of different makes or styles, etc. , etc.

Let the children see and tell in good English idiom what
they see.

While learning to see things singly and in groups they should
be led to see forms of speech that represent them and that
represent what is said about them.

Practice should be given in reproducing short stories.

Grammatic Idiom :

The grammatic idiom of the first grade is to be reviewed and
its use further developed and emphasized as the number of
words known by sight increases. Teach the singular and
plural forms —

1. Of some nouns ending in y.

2. Of some nouns ending in/ or fe.

3. Of some nouns whose plurals are formed irregularly < as,
ox, oxen.

Teach the children to distinguish between the plural form
and the possessive singular form.

Reading :

The two Second Readers, a part of the Arithmetic Reader,
many compositions made by the children, and supplementary
reading matter, representing and applying what the children
learn and do in the various studies and exercises of the grade
are to be read.

Spelling :

See what is said on this subject in first year work. Never
accept any misspelled manuscript.

THIRD YEAR.

Seeing, Talking and Writing:

Continue the making of compositions, oral and written, i. e.y
the making of descriptions, narrations and comparisons. Sub-
jects may be taken from plant lessons, animal lessons, human
body lessons, vapor lessons or other geography lessons, etc. , etc.

Many imaginary stories should be written based on the
knowledge the children have gained of the growth and habits
of plants and animals and of evaporation and the various forms
of condensed vapor.

The children should be trained to reproduce short descriptions,
narrations and comparisons. The compositions for reproduction
should in no case be taken from books to which the children
have access. The compositions reproduced should give the
entire thought of the selection in its proper order. It is by no
means desirable to have the children reproduce the words of the
selections read to them.

Some attention should be given to writing letters. Teach
with care how to begin and how to close an ordinary letter, and
how to direct the envelope.

Spelling :

Do not accept a manuscript with a misspelled word in it.

Reading :

Two Third Readers, the Arithmetic Reader, sixty pages of
the Health Primer, and much written matter made by the
children may be read.

Composition and Grammatic Idiom :

The children are expected to learn by observation and di-
rected effort how to put the English sentence on the written
page.

They must know therefore :

1. How to begin the first word of each sentence.

2. How to close each kind of sentence. (They must know
therefore each kind of sentence — Declarative, Interrogative,
Exclaiming, Commanding.)

3. How to write proper names. (They must distinguish
therefore between a common name and a particular name.)

4. How to write / and O as words.

5. How to write the possessive forms of nouns. Special work
will be required here.

6. How to write such abbreviations as they use, especially
those beginning with capital letters and closing with periods.

7. How to spell the plural forms of all nouns they use. They
should know these as plural forms, and should know also the
corresponding singular forms as such.

8. How to use quotation marks in writing ordinary narration.

9. How to divide words at the end of a line, and how to use
the hyphen in a few compound words.

They should know also :

1. How to use the present, past and complete forms of the
irregular Verbs enumerated in first grade work, and of a few
other verbs which the teacher may find desirable to give. The
child should know which form of each of these verbs should
be used with have, has and had. The children must be able to
tabulate these three forms of the verbs. When given either of
the three forms of any verb they have learned, they should be
able to give the other two promptly.

2. How to use the comparative forms of adverbs and adjec-
tives. These are taught most easily and most effectively by
much object work.

FOURTH YEAR.

Composition — Oral and Written :

The subjects for composition may be taken from the physical
geography lessons and the physiology lessons, but to avoid
monotony these may be interspersed with descriptions of pic-
tures, plants and animals, which may also be made to contribute

to a better knowledge of geography, or when possible to a bet-
ter knowledge of the work in physiology and hygiene. Much
care will be necessary to preserve unity in composition, for in
some cases many lessons will be required for the development
of a single subject, as, "Bones" or "Digestion." In every
case it is desirable, when finishing a subject, to cause the pupil
to make for himself a list of topics representing the parts of the
subject to be followed in talking or writing. In this way unity
and method will be taught the child. The teacher must not
forget that the purpose of all this work, as language work, is
to train the child to see subjects as entireties, and to give
him power in the use of his vocabulary, to represent in idiom-
atic English, connectedly and methodically, subjects as en-
tireties (units of associate thought in connected discourse).
To do this properly the child must receive much help from the
teacher in the use of composition idiom.

Letter-writing should be continued to include much variety
in forms of friendly letters and answers.

The children should have some practice in writing imaginary
stories based on their knowledge of the facts of nature, especially
those relating to physical geography ; as, The History of a Grain
of Sand ; The Story of the Spring, etc. , etc.

The children should also write some reproductions in each
kind of composition, description, narration and comparison.

The children should learn to separate the Knglish sentence
into subject and predicate. See " Fifth Grade Manual " on this
subject.

Grammatic Idiom :

Train the children to use correctly at least fifty of the most
common irregular verbs of the language. Cause them to know
which form of the verb is used to represent absolute past time,
and which form is used with have, has and had. To teach the
common irregular verbs more efficiently, teach in comparison
sit with set, lie with lay, teach with learn, rise with raise. In
teaching these last named verbs, let the pupils frequently give
the meanings of words in their different forms as they use them,
as ; "I lay the book on the table ' ' means ' ' I place the book
on the table ; " " The dog lay on the rug ' ' means ' ' The dog

• 25

rested or reclined on the rug," etc., etc. The children must
learn to see meanings in forms, and accordingly must be
practiced in using forms. In teaching the irregular verbs, care
must be taken with the different uses of the present participles.
Children should be trained to use this form of the verb for econ-
omy in the use of words, and for elegance of expression.

Spelling- :

The words used in all written matter must be correctly
spelled. If the child be trained, and by this time he should be,
to feel and to understand that he must know how to spell a word
before trying to write it, and to take a pride in correctly-spelled
manuscript, the subject of spelling will be greatly simplified. For
reviews and test exercises from time to time to impress unusual
orthography and to fasten the spelling of words, not frequently
used in the child's written work, the teacher may select suit-
able words from the reading and geography lessons. These
selected words should be assigned the pupils as tasks in learn-
ing to spell.

Much hard work will be required to secure good spelling.

Reading :

Two Fourth Readers, Scribner's Geographical Reader, and
other reading matter to supplement the work in geography ;
also, matter to supplement, explain, and interest the child in
the work in physiology may be read.

Read no supplementary matter, except for the definite pur-
pose of explaining or expanding the geography work or the
science work of the grade. In doing this supplementary read-
ing, the children must be trained to get thought from the
printed page. This requires especial care on the part of the
teacher, as the child must be taught to work economically as
well as intelligently. Hitherto, the printed page has been to
the child in the main the representation in words of that which
he already knew ; hereafter the printed page mifst be to him in
the main a source of information. This is a new use of the
book which tlie child now can learn neither too soon nor too
well. Until he has learned this use of the book, he has not

26 .

leamed to read, no matter how well he may pronounce aloud
the words and sentences found therein.

The Normal Fourth Reader is to be read only as far as page
209.

FIFTH YEAR.

Composition — Oral and Written :

Continue the work of description, narration and comparison.
Let much work be done in reproducing with accuracy and
rapidity, descriptions, stories and comparisons read to the
children.

In addition to these reproductions, the teacher may take
other subjects, as tableaux, pictures, subjects from the pupils'
lessons in geography or science, and train the pupils to make
outlines, or name the parts that make the wholes, till the
pupils have acquired some degree of strength in separating
subjects into parts. Then pupils should be trained to make
short compositions, following the outlines made.

Accuracy, both of construction and of expression, composition
characterized by completeness and method, as well as by correct
verbal expression, is the product at first to be sought in this
grade. The compositions should, therefore, be short. Work for
exact representation and correct diction as the result of the first
effort, so that the habit of talking or writing carelessly at first,
if it has been acquired, may be corrected. Note-book work is
sometimes bad because of this pernicious habit.

In all this work help the child to the composition idiom
that his vocabulary lacks.

Letter forms should be given, and should include the con-
ventional forms of invitations and responses.

Composition and Grammatic Idiom :

The simple sentence may be considered ; the subject and
predicate taught ; the base or foundation of each discovered ;
the influence of added words on the base of the subject ; on the
base of the predicate ; to what other word each word in the
sentence relates ; its influence on that word.

The parts of speech may be taught ; the forms of personal

. 27

pronouns and their uses in the simple sentence ; the forms of
relative pronouns, and their uses in the simplest form of com-
plex sentences ; the three forms of adjectives and adverbs, and
their uses in the simple sentence.

There should be frequent practice in the use of irregular
verbs. (See syllabus of language work for this grade.)

Reading :

The Normal Fourth Reader from page 209, completed. The
Franklin Intermediate Reader.

Much supplementary matter should be used, but in all cases
it should be such as will lead to a better understanding and a
broader view of the geography, history and physiology work
of the grade. The supplementary reading should be done in
all cases for a specific purpose. The children should be taught
how to read for this purpose. (See what is said on this subject
in Fourth Grade work.)

Spelling :

In addition to the correct spelling of all words used in written
work, the teacher may make a selection of words not frequently
used, and other words whose spelling requires special attention
from Merrill's Word and Sentence Book to page 65.

SIXTH YEAR.

Composition — Oral and Written :

Continue the work of making oral and written compositions —
descriptions, narrations and comparisons. L,et the subjects be
taken from the geography work, the physiology and the history
work of the grade. In every case cause an outline of the subject
to be made before the pupils talk or write, and see that in
talking or writing they follow the outline. Lead pupils to give
the selected parts of the subject their proportional values ; that
is, lead them to appreciate the value of making their composi-
tions symmetrical.

To give variety to the exercises from time to time the pupils-
may write reproductions or descriptions of pictures.

Letter-writing should be continued, including formal letters
of inquiry and application and replies.

The analysis of sentences must be continued. Sentences
involving all the uses of subordinate clauses are to be a specialty
of the grade. The uses of clauses are nearly identical with
those of nouns.

Grammatic Idiom :

I/et the pupils learn the different kinds of nouns, the different
forms that nouns assume, and the different uses of nouns in the
.-simple sentence. Complete an outline like the following :

( ( ordinary.

Kinds j™m™n verbal/
1 proper (abstract

^Nouns.

f singular
Forms (plural

ordinary,
possessive,
ordinary,
possessive.

subject.

object of verb.

object of preposition — better, called the idea

part of a phrase of which the preposition

is the relation part.

Uses 4 complement or attribute (adjective),
adjective (appositive).
adjective without change of form,
adjective by change of form,
adjective (possessive form),
adverb.

Stud}*- pronouns, adjectives and verbs in a similar way.

The pupil should be able to make an outline for each of the
above-named parts of speech, corresponding to that given for
the noun, and when called on to do so should be able to explain
any part of such outline giving two or more illustrations.

Reading :

The New Fifth Reader. Supplementary reading matter
-should in all cases be such as will contribute to a broader view
•of the geography work and the history work of this grade.

Read to know more of people, their customs and habits of life ;
of cities and their distinguishing characteristics ; of sections of
countries and their products. Read always with maps before
the children, and make constant reference to these maps.

Read " The Courtship of Miles Standish " and "' Evangeline "
in connection with the history work of the grade.

Read to know more of historical characters, of people repre-
sented by historical characters, of people and places referred to
in the history work of the grade.

Poems and anecdotes having relation to the history or to the
geography work of the grade may be read aloud with much
profit, and extracts, "gems," selected from the same may be
preserved in writing by the pupils for future use.

Spelling :

As in the work of previous grades, the difficult words of the
various lessons should be selected by the teacher and assigned
the pupils as special work in spelling. Especial work on diffi-
cult words so concenters the efforts of the learner on spelling in
general as to make of him a good speller. Use also Merrill's.
Word and Sentence Book to page 125.

SEVENTH YEAR.

Composition— Oral and Written :

The composition of this grade should consist chiefly of para-
graphing to be applied to all the work of the grade. Train
the children to grasp a principle that may be expressed
by a definition or a rule and then lead them to express the prin-
ciple, that is to give a well worded concise statement of the
entire thought in mind ; as, ' 'the rate of profit is expressed by the
quotient obtained by dividing the profit by one per cent, of the
cost."

Much good paragraphing may be done in the technical lan-
guage work ; as "a sentence having one or more subordinate
clauses is called a complex sentence. ' ' The teacher must not
accept definitions that have been learned as products in.
paragraphing.

The work in physics offers especially good opportunity for
-skillful paragraphing.

Geography and history offer the most prolific and at the same
time the most profitable field for exercises in paragraph making.
At the beginning of the year the paragraphs will be short, neces-
sarily, consisting sometimes of a single simple or complex or
compound sentence. The children, however, will grow stronger
in seeing larger entireties and in distinguishing the main from
the dependent facts of a group of related ideas and will learn to
put them together as a paragraph.

In writing paragraphs for making more formal compositionsi
•especial care must be given to teach structure, a proper sequence
and a pleasing symmetry.

For variety, poetry may be transformed to prose. A careful
selection of poems to be transformed will be required, as few
poems are fitted for this work. Be careful to secure a faithful
reproduction of the thought, adding nothing to and omitting
nothing of the thought of the poem transformed. Let the poem
be transformed as faithfully as a paragraph of Latin should be
translated, remembering that the work is done for the cultiva-
tion of ability to express faithfully and elegantly the exact
thought of the author. At first pupils will require much help
from the teacher. This work will require much attention to
the choice of words, as well as to the choice of idioms.

Letter-writing should be continued, including letters of con-
gratulation and of regret and sympathy, also various forms of
business letters.

Analysis of sentences must be continued. The work should
involve a well expressed analysis of any prose sentence that may
l)e placed before the child.

Grammatic Idiom :

Study all the parts of speech, making an outline for each,
omitting sources.

See outline of the noun in the sixth grade work. Study also
the following outline :

Verbs.

Kinds

f according to use

according to form

transitive,
intransitive,
regular,
irregular.

( infinitive.

oresent I ordinarv-
Forms < J ( third person singular.

present participle.
[ past participle.

predicate base

Use

as noun

Give all
uses as
noun.

as adjective,
as adverb.

Give special drill

(a) In the use of collective nouns ;

(b) In the use of nouns having plural forms only ;

singular and plural ;

(d) In the use of personal pronouns,

1st, In compound subjects ;
2d, In compound predicate-nominatives ;
3d, In compound objects, both after verbs and after
prepositions.

Teach the uses of the comma in a succession of particulars,
and with an appositive ; also the most common use of the
semicolon.

Use Kerl's Language Lessons.

Heading :

Normal Fifth Reader.

Select supplementary reading matter to explain and broaden
the work in history especially. Some of this, as poems and

short descriptions, may be read aloud, from which represen-
tative passages, ' ' gems, ' ' may be selected by the pupil to be
preserved for future use. The pupil should in all cases select
for himself such representative passages after a careful reading
of the poem or article in which the passages are found.

Spelling :

All written work should be absolutely correct in this particular.
For emphasis on important selected words, Merrill's Word and
Sentence Book may be used.

EIGHTH YEAR.

Composition — Oral and Written :

The subjects for composition should be taken chiefly from the
work of the grade, physiology affording excellent themes for
description, and history affording excellent themes for narration,
and especially for comparison and contrast.

The pupils should be exercised in making brief but well
worded and connected abstracts of chapters or articles read in
the supplementary work of history and physical geography. The
children should be expected to show how well they have
heard and understood by expressing themselves, in short, well-
arranged, well- worded paragraphs.

Cultivate the ability to make a brief abstract correct at first
writing after once reading or once hearing a short article.

The pupils of this grade should be led to see that composition
is embraced under two heads, structure and style, and that the
more important of these is structure. They should be made to
see the importance of selection (a topical view) ; of method (a
proper order of the selected topics) ; of symmetry (a proper
emphasis of the selected topics) ; of unity (a proper continuity of
purpose in the effort of speaking or writing).

Invention :

Transform the poem " Lilly's Ball," making good prose of it,.

neither omitting anything of nor adding anything to the thought
of the poem.

Invent at least three other prose stories, with birds, insects,
the smaller mammals, vegetables, forest trees, gems or the indi-
viduals of some other group of natural objects as actors.

Pupils should be taught the use of the simile, the metaphor,
the comparison ; the use of quotation for embellishment and em-
phasis ; the use of description for the embellishment of narration,
and the use of climax, or sequential order, in the presentation
of particulars.

1. Make in simple narration of facts a story based on a series of
pictures, setting forth the facts. This first draft of the compo-
sition will be short, naturally.

2. Rewrite this story, introducing brief descriptions of per-
sons and other important objects.

3. Rewrite it, introducing appropriate " simile." The pupils
must work to get similes that are appropriate.

4. Rewrite it, introducing metaphor, retaining the simile
as far as may be done.

5. Rewrite it, introducing quotations for embellishment or ex-
planation or for both.

6. Rewrite it, making an introduction and a conclusion.

The style of speaking and writing will be improved by a
proper study of the composition and grammatic idiom hereafter
enumerated.

The pupils must be able to analyze any sentence in prose
or verse that may be placed before them.

Composition and Grammatic Idiom : '

Study

1. All the uses of the present participle. Give practice in the
use of the present participle in abridging incorrect compound
sentences.

2. All the uses of the perfect participle. Give the pupils
practice in the use of the perfect participle for abridgment.

3. All the uses of the infinitive.

4. All the uses of the subordinate clause.

5. Each part of speech according to the following outline :

Kinds { ?

r , I TT i -. (Expand each topic in

The part of speech under jUses ] ? this outline.)

consideration.

Practical applications f

or < ?

errors to be avoided (_

See outline of the nouns in the sixth grade work. See also
the following outline of sources of nouns :

Original.

( connectives.
Sources \

Derived from

(_ other nouns.

• In the study of sources under each part of speech, the Word
Analysis prescribed for the grade may be used. This work
need not include more than twenty roots from each of
which many of our words are derived, but should be thorough
in giving the common suffixes and prefixes.

Teach the uses of the colon, the semicolon, and the comma
as found in ordinary composition.

Beading :

The reading of Whittier's "Snow Bound " and of Irving' s
" legend of Sleepy Hollow " is prescribed for the grade work.

The reading necessary for the development of the work in
history and physical geography will constitute the rest of the
work in this branch. This includes works of fiction. Some of
this, as spirited narratives, interesting descriptions in prose or
verse, should be read aloud, from which representative or
beautiful passages should be selected and preserved for em-
bellishment and explanation in compositions to be written
through the year.

Number.

FIRST YEAR.

(See Teachers' Manual in pamphlet form.)

SECOND YEAR.

(See Teachers' Manual in pamphlet form.)

THIRD YEAR.

(See Teachers' Manual in pamphlet form.)

FOURTH YEAR.

Continue the work of addition, multiplication, subtraction
and division, using denominate numbers and abstract numbers.
Use such simple and compound denominate numbers as relate
to ordinary domestic and business life. Use only small ab-
stract numbers, but train the children to work accurately and
rapidly with them.

Pupils should be expected to add small numbers involving
those fractions only whose terms are small, numbers, that is,
fractions whose common denominators can be seen readily.

In subtraction, fractions may be used in the subtrahend or in
the minuend, never in both.

In multiplication, fractions may be used in the multiplicand
or in the multiplier, never in both.

Abstract fractions should be used sparingly in this grade ;
the pupils should be made to consider fractional parts of
things chiefly, things with which they are familiar.

Pupils should be exercised in getting parts of large numbers
involving fractions in the results and in partial results. Prob-
lems should be given involving fractions in their partial re-
sults, the fraction in every case being easily understood.

Whole numbers applied to things may be measured by frac-
tional parts of like things.

Tenths and hundredths expressed decimally should be used
first in addition and subtraction, then as multiplicands and
dividends with whole numbers for multipliers and divisors.
After this work tenths may be employed as multipliers and
divisors of whole numbers.

Much work should be given involving the use of the table
of dollars and cents.

Pupils should be expected to do accurate work at all times.
After learning to do accurate work, they may be trained ta
work rapidly.

Mental exercises should constitute a part of every recitation,
in which children should be required frequently to make their
own problems and to solve the same in the hearing of the class.
The language of the pupil should be carefully guarded and cor-
rected in all this work.

Multipliers need never exceed numbers occupying three
places ; divisors need not exceed numbers occupying two places.

The time of the recitation should be given chiefly to the
development of principles, and to ascertaining their applications.
Class practice should be restricted to the use of small numbers
that the learner may give his whole attention to mastering
principles and their practical applications, and to acquiring the
ability to see quickly the relations of numbers in problematic
statements.

It is best to restrict the recitation time given to the solution
of problems that can be solved without the use of the pencil.
These should be varied that the minds of the children may be
kept active. They should be made more and more complicated
that the children may learn to see relations of quantities and
numbers that are very much involved. Such work should
prepare the pupils to do the examples found in the book as seat
work. Practice with large numbers should be expected of the
pupils as seat work. This latter practice must not be neglected
in which the pupil must be held accountable for correct results.

For practice exercises the pupils may use the Elementary
Arithmetic.

The ability of the pupils to solve the problems of the book

without help, is the measure of the efficiency of the class or
recitation work. The children should receive no help in their
efforts to understand the problems assigned them for seat work.
The Intellectual Arithmetic may be used by the pupils. This
book should be in the hands of pupils only during the time of
recitation. The book should be closed frequently by all the
pupils except the one who is asked to read the problem to be
solved. At other times the pupils may read problems and solve
them, as they are called upon miscellaneously by the teacher.
This is not a book to be studied.

FIFTH YEAR.

The pupils of this grade are expected to master fractions,

common and decimal. At first consider only fractions of things,

and for four months, at least, use those fractions only whose

. terms are small numbers, that is, use those fractions only whose

common unit the children can see or determine by inspection.

The work from the beginning should involve the solution of
problems.

If small whole numbers be multiplied by fractions until the
pupils see that to multiply by a fraction is to take a part of a
number, the multiplication of a fraction by a fraction may be
easily understood, and children will appreciate that multiplying
by a fraction is, in fact, dividing or taking one or more parts.

If small whole numbers be measured by fractions, children
may be led to measure fractions by fractions, and will appreci-
ate that dividing by a fraction is measuring and not separating.

During the progress of this preliminary work the pupils
will do better work without books. It is desirable to give
variety to the work of every recitation. Variety does not con-
fuse the pupil who understands the reason for what he does.

Later in the year numbers may be factored ; common denomi-
nators may be obtained by means of factors, and operations
with more difficult fractions may be made.

The Elementary Arithmetic may be used for seat work and
test exercises.

Exercises supplementing this work may be taken from the

Intellectual Arithmetic. For the use of this book, see directions
given in the fourth grade.

The relation between decimal and common fractionst should
be made clear to the pupils by changing one to the other, using
such fractions only as can be changed without -use of slate and
pencil.

Children should be able to see the sum of %, .5, and ^, or
.75, #, and #, as readily as they will see the sum of ^, %,
and 1/3, or ^ and % and }4.

The time of the recitation should be given chiefly to the
development of principles, and to ascertaining their applications.
Class practice should be restricted to the use of small numbers
that the learner may give his whole attention to mastering
principles and their practical applications. Practice with large
numbers should be expected of the pupils as seat work. This
latter practice must not be neglected in which the pupil must
be held accountable for correct results.

It is best to restrict the recitation time given to the solution
of problems that can be solved without the use of the
pencil. These should be varied that the minds of the
children may be kept active. They should be made more
and more complicated that the children may learn to see
relations of quantities and numbers that are very much involved.
Such work should prepare the pupils to do the examples found
in the book as seat work. The ability of the pupils to solve
the problems of the book without help, is the measure of the
efficiency of the class or recitation work. The children should
receive no help in their efforts to understand the problems
assigned them for seat work.

SIXTH YEAR.

The work of this year is chiefly with compound denominate
numbers. The work will be simplified and lightened by using
numbers applied to things that the pupils thoroughly under-
stand and know about, and, when possible, things that can be
seen and weighed or measured in the school-room, and by
using small numbers, particularly the first half of the year.

In the application of the above remark the teacher will find it
desirable to ignore many denominations, as ; gills, drachms,
quarters, hundredweight, and some entire tables, as cloth
measure, etc. It is not desirable to teach pupils of this grade
the metric system of weights and measures.

Pupils should be made intelligent by the study of relations and
by computations made after actual measurement, particularly
in long measure, square measure, cubic measure and board
measure. Pupils will be aided in seeing relations by giving
them examples involving purchasing in higher denominations
and selling in lower denominations and fractional parts thereof;
examples in buying fractional parts of higher denominations and
selling in lower denominations and fractional parts thereof ; ex-
amples calling for actual measurement, as carpeting, papering,
fencing, paving, and the like, involving the application of a
definite unit of measurement.

It is not desirable to teach exhaustively one table and the
work belonging to it before going to another. It is not wise for
instance to postpone the teaching of cubic measure to the last
of the year or until all other subjects have been thoroughly
mastered.

Pupils must see that matter (things) about which they learn
occupies space and has weight, must see the necessity for
standards of measurement, and must be made to understand the
unit by which the value (amount) of each quality of the object
is determined.

Pupils should be practiced in estimating values of all kinds
by comparison with other values of like kind, and then with the
standard unit of measurement or estimation. This will cultivate
judgment and lead to the exercise of care in deciding.

Pupils must be able to show by diagram, in cases where it is
possible to do it, the number of standard units contained in
specified distances, surfaces and volumes. This amount of rep-
resentation is necessary to show a full and correct understanding
of the subject (this applies in an especial manner to the meas-
uring of lumber and timber, of wood and of stone).

In doing the practical work in the application of denominate
numbers excellent opportunity is given for the best possible
review of fractions. The child who forgets fractions while

learning denominate numbers is not working to the best advan-
tage.

Pupils are aided in their grasp of denominate numbers by
doing much w6rk in seeing the relation of one quantitjr to
another expressed in different denominations of the same table,
and then in expressing such relation fractionally. For instance,
What part of a gallon is one-half of a pint ? What part of a
bushel and a half are two and a half quarts ? How many times
will a block two inches wide, four inches long and three inches
high, contain the half of an inch cube? How many times will
it contain a half inch cube ? etc. , etc.

The time of the recitation should be given chiefly to the de-
velopment of principles, and to ascertaining their applications.
Class practice should be restricted to the use of small numbers
that the learner may give his whole attention to mastering
principles and their practical applications.

It is best to restrict the recitation time to the solution
of problems that can be solved without the use of the pencil.
These should be varied that the minds of the children may
be kept active. They should be made more and more com-
plicated that the children may learn to see relations of quan-
tities and numbers that are very much involved. Such work
should prepare the pupils to do the examples found in the
book as seat work.

Practice with large numbers should be expected of the pupils
as seat work. This latter practice must not be neglected in
which the pupils must be held accountable for correct results.

The ability of the pupils to solve the problems of the book
without help, is the measure of the efficiency of the class or
recitation work. The children should receive no help in their
efforts to understand the problems assigned them for seat work.

Pupils are expected to be able to get the areas of triangles
whose heights and bases are known, and of parallelograms
whose heights and bases are known and to prove the same by
geometry.

They should be taught to estimate the surfaces of cubes and
how to get areas of circles, and should be expected to get areas
of the convex surfaces of cones and of prisms.

The National Arithmetic may be used for seat work and test
•examples.

Exercises supplementing this work may be taken from the
Intellectual Arithmetic. For the use of this book, see directions
given in the fourth year work.

SEVENTH YEAR.

Percentage and its applications. The National Arithmetic
to be used by the pupils.

Exercises supplementing this work may be taken from the
Intellectual Arithmetic. For the use of this book, see direc-
tions given in the fourth year work.

Make an outline of percentage, showing the relations of the
applications of percentage to Percentage proper.

TABULAR VIEW.

Percentage

base

rate.

percentage .

Profit and Loss

buying price

rate

profit or loss

selling price

"Commission....

amount of
transactions

rate.

commission.

proceeds . —

rate.

commission.

amount of.,
transactions

Taxes

valuation

rate

tax

Duties

value

rate.

dutv

new value-

Interest

principle. ...

rate.

interest

amount

time

Insurance

amount in-
sured

rate.

time

L,et pupils be trained to give concise statements involving
both definitions and directions for obtaining ; as, " the rate of
commission is the quotient of the commission by the commission
at one per cent. , ' ' etc. Distinguish between a statement and a
rule. Pupils should be able to give both, but should not be
•allowed to give one when asked to give the other.

Teach Ratio and Simple Proportion. Avoid complex work,
I/et pupils be able to analyze any example which they may
solve by proportion, noting the philosophy and value of the
shorter way of working involving cancellation.

In the application of percentage to the business of life excel-
lent opportunity is offered for a practical and profitable review
of fractions and of denominate numbers. The child who in learn-
ing percentage, has lost his knowledge of fractions and de-
nominate numbers, has largely failed in his work. Much good
work may be done by applying percentage to fractional num-
bers ; as, what per cent, of 4^ is yb ? etc. , etc. In a corres-
ponding way, good work may be done by applying percentage
to denominate numbers.

The time of the recitation should be given chiefly to the de-
velopment of principles, and to ascertaining their applications.
'Class practice should be restricted to the use of small numbers
that the learner may give his whole attention to mastering
principles and their practical applications.

It is best to restrict the recitation time to the solution
of problems that can be solved without the use of the penciL
These should be varied that the minds of the children may
be kept active. They should be made more and more com-
plicated that the children may learn to see relations of quan-
tities and numbers that are very much involved. Such work
should prepare the pupils to do the examples found in the book
as seat work.

Practice with large numbers should be expected of the pupils
as seat work. This latter practice must not be neglected in
which the pupils must be held accountable for correct results.

43
EIGHTH YEAR.

1. Review the entire subject of numbers. By this review the
pupils should be made to see the fundamental principles un-
derlying all operations in numbers. While doing this work,
a systematic training in mental arithmetic should be given.
This may be had by using the Intellectual Arithmetic. This
book should be in the hands of the pupils only at the time of
recitation.

2. A careful review of the business applications of percentage
should be given. The ordinary business forms should be
taught, including business letters. Difficult puzzling examples
should be avoided.

3. Study powers and roots.

4. Study mensuration.

The work found in the book on the subject of mensuration
should be made objective wherever it is possible to do so.
The teacher is asked to consult an elementary geometry
before beginning this work ; care must be taken to give
pupils correct ideas of what they try to learn. Inventional
Geometry, by Wm. George Spencer, is furnished the
teacher as a companion book while giving this work.

5. Let the pupils solve by analysis all the examples on pages
305 and 306 before attempting to state them by proportion.

6. I^et pupils perform the test examples found on pages 329
and 338 in the school-room without help, but not in time of
recitation. The time of recitation can be used much more profit-
able than in solving and explaining difficult problems.

ALGEBRA.

Wentworth's Elements, of Algebra through chapter VIII,
omitting case II, page 118.

Suggestion : It is believed that the teacher will find it
profitable to give a general idea of an equation and its
use, having the pupils learn the axioms involved in making

•changes in the equation, and having them solve many of
the problems beginning on page 69 of Wentworth ; also those
found in the early pages of Davies's and Sensenig's Algebras
before taking up the work of Wentworth by course. The
teacher is advised also to examine Sensenig's Algebra (to be
found on his desk) for suggestions respecting other elementary
and preparatory work before taking up Wentworth by course.

NOTE. — The Rules provide that two years may be allowed for complet-
ing the studies of this Grade, each class is to be divided into two sections
— First Section and Second Section — the less advanced to be designated
the First Section and the more advanced the Second Section.

Geography.

THIRD YEAR.

A. Physical Geography.

(For explanations of suggestion and experiments, see Ap-
pendix to this work.)

I.
Air:

1 . Some of its properties :

(a) It is tasteless ;

(b) It can not be seen ;

(d) It can be felt ;

(e) When heated, it rises.

II.
Vapor :

1. Evaporation and condensation :

(a) Give many illustrations of the "drying" that is

constantly going on from every moist surface ;

(b) Show that heat changes water into vapor ;

to water-dust ;

(d) Show that warm air changes water-dust into vapor;

(e) Show that the air is full of moisture.

2. Sources of vapor :

(a) Water changed to vapor by artificial heat ;

(b) Water changed to vapor by the heat of the sun ;

from brooks, rivers, lakes, etc.; from streets,,
grass, trees, etc.; from every wet surface.

•3. Different forms of vapor :
(a) Dew : Show

(1) That vapor in air is changed to water by

chilling the air ;

(2) That cold grass, leaves, etc., at night, chill

the air near them, changing its vapor into
water-dust ;

(3) That dew is more noticeable on certain nights

than on others,
(by Frost :

The frozen dew on grass, leaves, etc.

(1) That the air is full of vapor ;

(2) That contact with cold air changes the vapor

to water-dust that floats in the air in dif-
ferent and changing forms.

(d) Rain :

Show that by the uniting of the floating drops of
water or water-dust, larger drops, too heavy
to float, are formed.

(e) Hail :

Frozen rain.

(f ) Snow :

Frozen water-dust.

(g) Sleet :

Snow-flakes partly melted by warm wind,
(h) Fog, Mist, etc.:

Changes of weather noted each day ; changes in
length of days noted ; changes in length of
shadows ; direction of wind, etc., etc.

3B. Map Making and Beading- :

1. Develop the idea of relative size ; train pupils to estimate

distances ; train them in the use of common terms
of measurement.

2. Develop, by means of objects, ideas of

(a) Relative position. Use terms up, down ; right, left ;

back, front, etc.

(b) Absolute direction. Use the term east, west, north,

south. Teach cardinal points. Show the compass.

3. Maps :

(a) Draw maps of the teacher's desk or of the pupil's

desk in varying scales, giving much practice in
representing the relative positions of objects. L,et
the pictures at first be drawn on paper or on slates
and placed on the floor or desks, with north lines
towards the north, etc. Then hang on wall, north
at the top, on the north side of the room ; after,
wards on the other sides.

(b) Draw maps of the school-room with objects located ;

of the school-room with added halls, etc.

{c) Draw plan of school building with added yard, etc.;
of the school building with street and adjoining
buildings.

i(d) Draw maps representing all additions to the maps
already drawn ; to represent all parts of the city
studied ; any portion of the country visited and
studied ; to represent what is seen in pictures or
in relief or sand maps.

,(e) During the course, pupils should be led to devise
ways of representing on maps, railway lines,
steam, horse, electric ; rivers, bridges, small
streams, canals, boundaries ; in fact, all facts
usually found on city maps.

(f ) Give much practice in Reading Maps,

. Places to be Studied :

1. School Building :

Material used in building ; sources of material — how
made ; people who made it ; its purpose ; location ;
government ; by whom owned.

2. Block in which school building is situated :

(a) Surroundings, trees, lamps, streets, pavements, let-

ter boxes, parking, etc.

(b) Bounding of the block ; direction of streets and the

slope.

discovered facts as possible.

3. Adjacent blocks — Neighborhood :

Study a sufficient number of blocks to show the plan:
of the city.

(a) Location and names of important buildings, parks,

circles, statues, streets, car lines.

(b) Let the map-making keep pace with the observation

lessons. Give much practice in showing relative
position of places and direction of places.

4. Other parts of the city to be studied :

White House. Treasury Department.

State Department. Bureau of Engraving and
Pension Office. Printing.

Patent Office. Agricultural Department.

Smithsonian. Monument.

Navy Yard. Museum.

Capitol.

(a) Study the places with reference to locations, and rela-

tive positions.

(b) Briefly study what is done in these buildings, and

learn a few important facts about them. Use
many pictures in this work. Use the map con-
stantly.

5. The city as a whole :

(a) Its location — advantages.

(b) Plan of the city — four divisions ; the Capitol the

geographical center ; the business center.

horse-car lines, steam railroad lines, depots,
schools, parks, well-known hotels, business
houses, etc.

(d) History — for whom named, etc.

6. A section outside of the city (to be visited by the chil-

dren) :

(a) Study physical features — hill, valley, ravine, plain,

creek, river. Observe the action of water with
reference to the drainage of the section studied.
Apply to drainage of larger sections.

(b) Mold in sand and draw on paper, discovering ways

of representing facts observed.

7. Places near the city and bounding the city (to be visited
by the children):

(a) Rock creek.

(b) Potomac river :

(1) Bridges.

(2) Bandings — wharf.

(3) Kinds of business on water front.

(4) Whence comes its water ?

(5) In what direction is its flowing ?

Towns. Use maps and pictures. Read maps of
the District of Columbia.

1). How People Live :

(a) Buildings — Dwellings :

Home life under different conditions, such
as nationality, classes. Home interiors,
schools, churches.

Stores — Kinds :

Such as dry goods, clothing, hardware, fur-
niture, grocery, provision, fuel, markets.

Where articles are procured — source, how
brought to the city, how delivered to con-
sumers, etc.

Why are stores grouped centrally ?

(b) Occupations of the people :

(1) Means of transportation :

People : Cars — horse, electric, cable, car-
riages, cabs, etc.
Merchandise : Wagons, cars, boats, etc.

(2) Means of communication :

Messengers,
letters : — Study postal system — letter boxes.

carriers, post offices, stamps, etc.
Telephone — Telegraph :

Wires, poles, central offices.

(3) Means of lighting houses and city :

L,amps.

Gas — system of pipes under city — where

made, etc.
Electric lamps — wire, power house.

(4) Water of the city :

Trace its course from river to house.
Pumps, hydrants, fire plugs, etc.

(5) How the city is protected :

Fire department.
Police department.

(6) Government.

Home, school, city.

E. Teach by use of the map of the United States, the locations
of a few important cities proceeding from the District of Co-
lumbia by imaginary journeys, by both rail and water, to ad-
joining States causing the children to trace such journeys on
the map. These cities should be compared with Washington
in their general characteristics.

The relative positions of these cities should be studied, as well
as their relative distances from Washington, and from one
another.

SUGGESTIONS TO TEACHERS.

1. Always bear in mind the purpose of this unit of work ; it

is:

(1) That the pupil may see and read geographical

facts as represented on maps ;

(2) That he may know by actual observation a

certain definite portion of the earth's sur-
face.

(3) That he may know by actual observation

something of the life of the people living
within this section.

(4) That, by means of these known standards, all

subsequent study of unknown parts of the
earth and of unknown people may be, by
comparison, understood.

Cautions.

2. Avoid unnecessary detail in the study of places.

3. Aim to make the children see in maps real pictures of

places.

APPENDIX.
EXPERIMENTS IN PHYSICAL, GEOGRAPHY.

I.
Air :

1. Properties :

For (a), (b), (c), (d), no experiments need be suggested,
(e) When heated, air rises :

(1) Hold the hand over lamp, over register, over

candle, over radiator, etc. , etc.

(2) Hold piece of smoking paper in fire-place.

Use the smoking paper in (1). Current
of air may be seen carrying the smoke.

(3) Hang threads, pieces of paper or spiral cut

from paper, over lamp, register, candle, etc.
Currents of air move them.

2. Air in motion :

(a) Draughts :

(1) Place lamp chimney at the edge of table over

a short candle. Hold smoking paper at the
side of lower opening. Direction of cur-
rents— draught — shown by smoke.

(2) Hold burning candle at cracks of doors and

windows ; at fire-places, ventilating shafts,
etc.

II
Vapor in the Air :

1. Evaporation and condensation :

(a) (1) Moisten slates with damp sponge ; observe
the disappearance of water.

(2) Observe water in shallow dishes in the school-

room ; in tumblers, marking the decrease
day by day.

(3) Observe drying of pavements after rain.

(4) Observe drying of clothes hung on lines.

(5) Dip the hand in water and wave in the air.

(6) Pour a few drops of alcohol on slate ; observe

its rapid disappearance.

(7) Heat water over a flame ; it disappears.

(b) Heat changes water into vapor :

(2) Tea-kettle and oil stove. By constant boiling
water disappears.

it will be covered with fine drops, show-
ing that the water of the kettle has gone
from the kettle into the air ;

(2) Hold a cold, dry plate close to the mouth of
the spout where nothing can be seen. The
plate becomes covered with drops of water,
showing that this clear space was filled with
water that could not be seen — vapor.

(d) (4) Hold a candle under the cloud of visible steam

issuing from the spout. It disappears — is
changed by the heat to vapor.

2. Sources of vapor :

(a) Artificial Heat :

(1) Heating of liquids on stoves and with gas ;
drying of clothes before fires, etc.

(b) All parts of the earth heated by the sun. Air

coming in contact with heated portions is
heated and rises. The surfaces of bodies of
water or bodies that are wet or moist are
heated ; the water is gradually changed tx>
vapor, which is carried in the rising air in
all directions and to great heights. Use
experiments given to illustrate this.

3. Different forms in which this vapor is seen :

(a) Dew :

(1) Carry a dry pitcher into school room. Fill it

with ice water. Observe the drops forming
on the outside. Vapor in air changed to
water.

(2) Breathe on window glass or mirror. Dimness

due to condensation of moisture in breath.

(3) At night grass, trees, walks, etc., become cool,

owing to the absence of sun-heat. The air
coming in contact with them is chilled and
the vapor is changed to water, as on the
pitcher.

(4) Variation of amount of dew, due to variation

in the amount of moisture in the air and in
the coldness of objects.

(b) Frost — Frozen Dew :

Why is it on the inside of windows ? Observe
the change from frost to dew and from dew
to vapor, under the influence of sun-heat.
Study this on a frosty morning.

Use experiments described under vapor, tea-
kettle and stove, etc.

Observe the appearance of a cloud in a clear
sky, and its sudden disappearance ; also
changes in form. Lead to explanation.

(d) Rain:

In holding the plate in the cloud of steam,
observe how the water-dust gathers into

drops that roll down the plate.
Hail:

Bring hailstones into the school room.

(e) Snow :

Examine the crystals ; draw the forms on
blackboard. Observe the change into water
and the change of the water-drop to vapor.
(0 (g) Sleet, Fog, Mist; as suggested by experiments.
Fog and Mist are clouds near the surface of
the earth.

SUGGESTIONS.

1. Do not attempt to teach more than the children can under-

stand.

2. Require the children to bring into school the results of

their own experiences and observations.

3. Give the above lessons when the weather conditions are

such as to admit of actual observation of phenomena.

4. Read lessons in Normal Third Reader, relating to phe-

nomena studied.

5. Read other descriptions, poems and stories about the phe-

nomena studied.

6. Have frequent compositions.

BOOKS OF REFERENCE FOR TEACHERS.

Science For AIL— Vol. I. Ice, Water and Steam, Air and
Gas. Vol. II. How Sunshine Warms the Earth ; Why the
Rain Falls. Vol. III. Why the Clouds Float, and What the
Clouds Say ; Dew and Hoar Frost ; How a Snow-flake is
Formed ; How Hailstones are Forged in the Clouds. Vol. IV.
Fogs.

Parker's How to Teach Geography ; Fry's Sand Modeling ;
King's Methods and Aids in Geography ; Shalers' Our Conti-
nent ; Paul Berts' First Steps in Science ; Tyndalls' Forms
of Water ; Shalers' First Book in Geology ; Geike's Physi-
cal Geography ; Huxley's Physiography.

These books are to be found in the Teachers' Library,
Franklin School.

FOURTH YEAR.
SOIL.

Take trips to Woodley Lane or to Pennsylvania Avenue
extended, southeast (across the bridge).

Composition of Soil :

Note the decay of rocks that is constantly taking place.

Visit a locality where decayed rocks can be seen.

Secure specimens of such decayed rocks.

Show that the kind of soil of a vicinity depends largely on
the underlying rock.

Show how the decaying vegetation aids in the formation of
soil and how it affects its fertility ; visit the woods for this
purpose.

Agents in Soil Making1 :

Note the natural agents — ice, frost, air, water, etc. — that aid
in soil making.

Obtain from pupils the part that the winds, floods, rivers,
glaciers, lakes, oceans play in moving and grinding rocks and
in distributing soil.

Kinds of Soil :

Obtain specimens of clay, sand, loam, vegetable mold, etc.
By experiment show that clay is impervious to water.
Show that gravel soils, soils made from sand stone, lime stone,
etc., are permeable.

Show why soil should be kept open to admit air and water.

Show why presence of stones in soil is desirable.

Obtain from pupils the reasons for ploughing in Autumn.

Lessons to be read in connection with Soil :

Normal Fourth Reader (Lessons 3, 4, 8, 9, 13, 15, 17).

HILLS AND VALLEYS.

Visit a hill noting its shape, parts, composition (materials of
which it is made.)

Mold a hill in sand. Draw a hill.

Obtain from pupils the names applied to different parts of the
hill — top or summit, base, foot or bottom, slopes.

Observe that the slopes may be gradual, steep or abrupt.

Call attention to the variety in size and shape of the hills
pupils have seen.

Show how the agents of denudation — the sun, frost, air,
water, rain, mist, etc. — alter the size and shape of hills.

Show how the wind, brooks, vers, etc., remove the results
of this action — the work of these agents. (See Soil Making).

Show that the presence of soil and grass on a hill-side helps
to preserve its form.

Mold and draw a chain of hills.

Call attention to the valleys. Show that some are wide
while others are deep and narrow.

Show that the softer the stone of which the hills are formed
the wider will be the valleys.

Obtain from pupils the uses of hills.

Have pupils name and locate hills and chains of hills which
they have seen.

L,essons to be read in connection with the study of Hills and
Valleys :

Normal Fourth Reader (Lesson 5) ;
Geographical Reader (Lessons 2 and 3) ;
Swinton's Introductory Geography (Part of lesson 5) ;
Read also from Brooks and Brook Basins.

MOUNTAINS.

Call attention to the difference between hills and mountains.

Explain the formation of mountains.

Mold and draw a range of mountains.

Describe a volcano, an earthquake.

Name, locate and tell pupils about a few noted volcanoes.

Show that the size and forms of mountains are being con-
stantly modified by the agents of denudation (See Hills and
Valleys.)

Describe a glacier ; canons.

Tell pupils about the canons of the Colorado river. Show
pictures of the same.

Develop terms peak, precipice, chasm, pass, gap, gorge,
ravine, plateau, etc.

Show how the cold, snowy heights aid in the condensation
•of vapor.

Describe the uses of mountains.

Show how mountains are represented on maps.

Name, locate and describe briefly a few mountain systems
of the world.

Lessons to be read in connection with the study of mountains :

Normal Fourth Reader (Lessons 5, 6, 7, 16) ;

Geographical Reader (Lessons 21, 14, 4. Parts of lessons
15, 16, 17) ;

Swinton's Introductory Geography (Parts of lessons 5, 11, 14
(a), 15, 17, 26).

SPRINGS.

Review work of vapor in Third Grade.

Lead pupils to tell what becomes of the water that falls as
rain in a clayey region.

Note the fact that part runs off in gutters and in creeks to a
larger stream or river.

Show that much which is collected in pools, ponds, etc., is
•evaporated.

Show that plants absorb much of the moisture.

Lead pupils to see that much of the water which falls on
permeable soil sinks into the earth.

Trace the underground course of water showing where it
•comes to the surface again, and why.

Visit a spring.

Call attention to iron springs, sulphur springs, hot* springs,
geysers, etc.

Have children read of the wonderful geysers of Yellowstone
Park and of Iceland.

Describe a well. Lead pupils to note the difference between
wells and springs.

Describe an artesian well ; give its use.

Lessons to be read in connection with work on springs :

Normal Fourth Reader (Lesson 10) ;

Geographical Reader (Lesson 6) ;

Swinton's Introductory Geography (Parts of lessons 6, 24).

58
RIVERS.

Visit either the Potomac River or Rock Creek. * From an ele-
vation obtain an unobstructed view of a broad stretch of
country, where the pupils can see the stream and its tribu-
taries ; the valley and the smaller valleys leading into it.

Show that a river has its source in springs, lakes, etc.

Note that a river is supplied with water by brooks, creeks,
rivers, springs, ponds, lakes, etc. (tributaries).

L,ead pupils to discover how much land a river drains —
river basin.

Show what a water parting is, and how it is formed. Don't
fail to make pupils see the locations of water partings.

Show what is meant by a water-shed.

Mold a river basin.

I/ead pupils to see what bounds a river basin.

Show that the size of a river basin depends on the distance
the hills or mountains, in which the line of parting occurs, are
from the river.

Have pupils tell why the water of a river flows.

Show the number of slopes a river basin has.

L,ead pupils to see that a river basin includes all the branches
of the river, and that each tributary has a basin of its own.

Show in what part of the basin the river is found.

Obtain from pupils the meaning of bed of the river, river
valley, channel, banks, current, etc.

Show why rivers wind.

L,ead pupils to tell on what the rapidity of a river depends.

Show on what the quantity of water of a river depends.

Show how a river bed composed of permeable strata affects
the quantity of water of a river.

Show in what portion of the river's course the flow is most
rapid, is the slowest, and why. (Torrent portions. Flood
plains).

Lead pupils 'to tell why falls and rapids occur.

Show where in the river's course they occur. (Cataract por-
tion.)

L,ead pupils to see on what the color of the water of a river
depends.

Obtain from pupils what becomes of the sediment carried by
the river. (See Soil, Hills and Mountains.)

Show what effects floods have on a river — robbing it of
portions of land along its course — spreading sediment in other
portions, deepening its channel, etc.

Show uses of rivers.

Describe a canal. Give its uses.

Give much practice in finding and bounding river basins
from maps.

Have pupils name and locate a few of the large rivers of the
world.

Lessons to be read in connection with the study of rivers :
Normal Fourth Reader (Lessons 11 and 12) ;
Geographical Reader (Lessons 6, 7, 8, 9, 10, 11, 12, 13, 14) ;
Swinton's Introductory Geography (Parts of lessons 5, 12, 15).

COAST LINES.

Lead children to see that the line of meeting of the conti-
nent with the ocean or some arm of the sea is the coast.

Obtain from pupils the causes of waves.

Call attention to the tides — number a day — time for the ebb,
and time for the flow.

Show the effects of the waves and tides on the coast.

Show children that the wearing away of the softer materials
of the coast forms the bays, gulfs and other indentations.

Lead the pupils to see that the capes, points, promontories,
etc., are the harder rocks of the coast which the waves have
been able to affect very slowly.

(By means of sand modeling, pupils should be given proper
concepts of capes, peninsulas, points, promontories, isthmuses,
bays, gulfs, inlets, harbors, seas, etc.)

Have the pupils name and locate a few prominent capes,
peninsulas, bays, gulfs, etc.

Lessons to be read in connection with study of the coast :
Normal Fourth Reader (Seashore. On the Cliff. Marine
(sea) Pebbles) ;

Geographical Reader (Lesson 10) ;

Swinton's Introductory Geography (Lessons 4 and 5).

60
ISLANDS.

River Islands :

Take a trip to one or more of the islands in the Potomac
River.

Show that river islands have been separated from the mainland.

Show that delta islands are formed of the soil deposited at
the mouths of rivers.

Name and locate several rivers having deltas.

Continental Islands :

Show that some continental islands are formed by inroads
made by the sea — the wear and tear of the winds, tides, etc.

Show that others are made by the gradual sinking of land
about the coast line and the invasion of the sea.

Show that still others are formed by the rising of land from
the sea.

(The plants and animals found on continental islands, to-
gether with the construction of the surface, indicate their origin.)

Name and locate many continental islands.

Oceanic Islands :

Show that many oceanic islands are formed by the subsidence
of the earth's crust which has carried down bases of mountains,
leaving only peaks above water.

Study briefly some of the plants and animals peculiar to these
islands.

Describe coral islands (atolls).

Note their circular form and the usual presence of a lake or
lagoon in their centre.

Show that they were formed by insects working on the slopes
• of subsiding mountains.

Obtain specimens of different kinds of coral.

Name and locate several oceanic islands.

Lessons to be read in connection with the study of islands :
Normal Fourth Reader (Lessons 12 and 14) ;
Geographical Reader (The West Indies, The Pacific Ocean);
Swiuton's Introductory Geography (Lesson 4).

61
CONTINENTS.

Show that continents are great masses of land raised above
the level of the ocean.

Name and give relative positions of all the continents.
Give relative sizes of the continents.

Lessons to be read in connection with the study of conti-
nents :

Normal Fourth Reader (Lessons 1, 2 and 18);
Swinton's Introductory Geography (Lessons 7 and 11).

OCEANS.

Name and give positions of the different oceans.

Give causes of the waves.

Note the facts of the tides — the number of tides each day, and
the name and time of each.

Study briefly the life of the ocean, obtaining specimens when
possible. Compare life in the ocean with life on theXland.

Lessons to be read in connection with the study of oceans :

Normal Fourth Reader (Lesson 4. The Sea. Marine Peb-
bles. The Seashore);

Geographical Reader (The Atlantic Ocean, The Pacific
Ocean, The Indian Ocean); .

Swinton's Introductory (Geography Lesson 7).

Much other supplementary matter should be read, including
books of travel, describing the character of the people and the
industries of the country. Make the children understand how
mines are worked, what a canal is, a lock, how goods are
transported, the occupations of the people in different parts
of the country, manufacturing, agriculture. Encourage the
children to bring into the class pictures representing places and
processes, to bring also fruits and other natural products, as well •
as manufactured products, when practicable. Compare other
cities with Washington in size, importance and industries.
Children should be made to appreciate direction and relative
distance.

But little memorizing may be done. Make the children read
intelligently and talk with corresponding intelligence, read con-
nectedly and talk with corresponding unity. The children,
while talking, may be led to form correct definitions of such
natural divisions of land and water as pupils of this grade are
expected to be able to define.

Children should be led to sketch rapidly to impress relative
size and position, and to shade or color to show contour.

BOOKS OF REFERENCE FOR TEACHERS.

Science For All.— Vol. I. Hills, Dales and Valleys ; Rivers,
Their Work and Canon-making ; Geysers ; A Piece of Coal ;
Lakes, and How They Were Formed. Vol. II. Continental
Islands, and How They Were Formed ; Oceanic Islands and
Their History ; Glaciers, How Glaciers Move ; The Story of a
Volcano ; A Peat Bog ; The Gravel on the Garden Path ; Why
the Sea is Sfdt. Vol. III. Burnt-out Volcanoes ; The Bottom
of the Sea ; The Scenery of the Shore ; Table-lands, and How
They Were Formed ; Coral-islands ; The Rivers of the Sea.
Vol. IV. Earthquakes, How Earthquakes are Caused ; A Clod
of Clay ; A Grain of Sand ; The Wanderings of a Pebble ;
Cracks in the Earth's Crust. Vol. V. A Coal Field ; An Ice-
berg ; Rock-making-rhizopods.

Parker's How to Teach Geography ; Fry's Sand Modeling ;
King's Methods and Aids in Geography ; Shalers' Our Conti-
nent; Paul Berts' First Steps in Science; Tyndall's Forms of
Water; Shalers' First Book in Geology; Geike's Physical
Geography ; Huxley's Physiography.

These books can be had at the Teachers' Library, Franklin
School.

• 63

FIFTH YEAR.
Globe Lessons :

Give a series of the Globe Lessons to show the shape of the
earth, and the land and water of the earth ; the northern and
southern hemispheres and the eastern and western hemis-
pheres ; the axes and circumference of the earth. Much prac-
tice must be given for determining the relative positions of
continents and oceans which involves a knowledge of direction.
The term antipodes and its application should be thoroughly
taught.

NORTH AMERICA.

Location — in relation to the hemispheres and to the other
continents ; to the oceans.

Shape — Triangular, broad at north, tapering to the south.

Area — Greatest length and greatest breadth.

Relief and Contour — (By use of globe and maps).

Fix the main continental axis together with the eastern and
western slopes. Show that this axis is out of line of the center
resulting in a long slope and a short one.

Fix the secondary axis and eastern and western slopes.

Follow the eastern slope of the primary highlands and the
western slope of the secondary highlands to their line of meet-
ing, fixing river beds.

Follow slopes to line of meeting with the oceans fixing the
coast.

Study coast lines noting only prominent projections and
indentations of each coast.

(The molding of the continent in sand, both by the teacher
and by the pupils, should accompany all of the work required
above and much of that that follows. The general contour of
the continent should be impressed by means of much map
drawing.)

Locate the Rocky Mountain System and the Appalachian
System.

Note the great extent of the Western Highlands ; the differ-
ent ranges of which they are composed ; the great length and
unbroken character of these ranges ; the various heights of the

plateau on which they rest ; height of some of the most im-
portant peaks ; character of plateaus between ranges ; the-
noted parks and valleys, minerals, etc.

Compare the Eastern with the Western Highlands.

Note the difference in height, length, and general character
of ranges and valleys. Name and give height of a few promi-
nent peaks.

Locate and describe the Great Central Plain and the Atlantic
Plain.

Pictures, specimens and descriptions obtained from books of
travel ; the Geographical Reader and the Geography are valua-
ble aids in forming correct mental pictures of the relief of the
continent.

Excellent subjects for composition are afforded by this work.

Locate the Gulf of Mexico and Arctic Ocean Divide.

Locate the Northen Swell.

'Fix the great river basins of the continent, the Mississippi
Basin, the Mackenzie Basin, the St. Lawrence Basin, the
Saskatchewan Basin, the Hudson Bay Basin; the drainage of the
Atlantic, the Pacific, the Gulf of Mexico and Arctic Slopes.

Study the most important of these basins respecting water-
divide boundaries ; relative size of basin drained ; main river of
system ; tributaries ; source slope ; general character of rivers of
the basin, whether navigable or not, whether adapted to
commerce or manufacture ; chief cities located on the rivers,
why located, where they are ; history connected with rivers of
basin, etc. (See outline for " Rivers " under Fourth Grade).

Let the description of rivers or river basins form the subject
for compositions.

Political Divisions :

Name and locate the political divisions of North America.
Study each in relation to extent, ownership, form of
government, chief occupation of people, important cities, etc.

United States :

Study representative States carefully.
Study from six to ten cities in detail.

In connection with these study the water and the railroad
routes of the country.

Ivet the children read to know more of people than of boun-
daries of States ; more of the industries of the people ; more of
the products of different sections of the country ; the means of
transportation ; the centres of trade, etc.

L,ead the children to see sequence in the study of geography,
and do not overwhelm them with details, especially in political
geography. Connect as much history as possible with all
geographical study.

Make use of the National Museum and Zoological Gardens
and let the life, natural products and manufactured products of
different sections be represented in the class when practicable.
The process by which natural products are made valuable
and become articles of commerce should be considered.

Maps :

The rapid sketching of maps at first from copy and then
from memory should be practised to fix coast lines. Drainage
of the continent should be represented by the mountains forming
the chief water partings together with the rivers whose beds
are formed by the meeting of main slopes. No time need be
spent in beautifying these maps. Outline maps may be profit-
ably used for representation of productions, political divisions,
location, of cities, railroads, etc.

SOUTH AMERICA.

(By use of the globe and maps.)

Comparison with North America lightens the study of this
continent, and gives value to information.

Location — jn relation to hemispheres ; to other continents ;
to oceans .

Area — Greatest length and breadth.

Note the similarity in general shape ; in location of primary
and secondary axes ; in length and direction of slopes ; in
location of river basins, etc.

Model and draw as in North America.

Study a few of the plants, animals, and minerals of the

continent. The study of these furnishes excellent subjects for
compositions.

Locate and give brief descriptions of the political divisions.

Swinton's Introductory Geography and Scribner's Geograph-
ical Reader should be used mainly as reading books. Encourage
pupils to do much supplementary reading.

Teachers will find the following books very helpful to a
successful presentation of this subject :

fGuyot's Earth and Man.

^Parker's How to Study Geography.

fFrye's Geography with Sand Modeling.

fRitter's Comparative Geography.

fGuyot's Physical and Common School Geographies.

t Physiography — Huxley.

fShaler's First Book of Geology and The Story of Our
Continent.

fGeike's Physical Geography.

f King's Methods and Aids in Geography.

fEldertcm's Maps and Map Drawing.

SIXTH YEAR.

Study Europe, Asia, Africa and Australia.

In the study of these continents, follow the plan given for
North America in fifth grade.

Compare size, form, length and direction of axes ; length
and direction of slopes, coast lines, drainage, etc., of each con-
tinent with those already studied.

Only leading countries require detailed study.

A few important cities in each country should be studied,
and in connection with these, water and railroad routes should
be learned. Study the relation of these countries and cities to
one another, and to the United States in manufactures and
commerce.

*Found on the teacher's desk.

fFound in the teacher's library at the Franklin School.

The National Museum should be visited, pictures and objects
representing the life and condition of the people should be
brought into class, and studied and compared by the children
when practicable.

The different forms of government should be understood in
general by the children.

Much valuable work may be done by a comparison of the
sizes of countries ; of the industries of countries ; of conditions
oi people ; bf numbers of people ; of modes of life, etc.

Globe Lessons:

Pupils should mould in clay a sphere representing the globe.
They should indicate thereon parallels, meridians, zones,
hemispheres, continents and oceans. They should be led with
sphere in hand to represent hemispheres, continents and oceans
•on the blackboard or paper. Teach longitude and time.

Children should be encouraged to read much on the topics
Plants, Animals, Races of Mankind, States of Society. Articles
•of dress, warfare, agriculture, etc., representing the life of
different races of mankind, may be exhibited, examined, and
•compared, if practicable.

Maps — Maps should be modeled in sand to show relief of
•continents and drawn to impress contour, position and direction
of rivers, locations of important cities. No time need be spent
in beautifying these maps.

Do not burden children with details of boundaries and areas.
Let them study conditions, relations and sequence, and while
studying these, let them refer constantly to maps.

Reference books for teachers are the same as for fifth grade,
all of which are to be found either on the teacher's desk, or in
the Teacher's Library, Franklin School.

SEVENTH YEAR.

The work of this grade is largely a study of maps, Text
must be read and studied for explanation of what the maps
disclose. The logic for the existence of one set of facts disclosed
•by the maps — political geography — must be sought in the other

sets of facts disclosed — mathematical geography and physical
geography — by the same maps or by others used for the purpose.

1. By use of the globe and other apparatus study the math-
ematical geography given in Swinton's Common School
Geography. In this connection, consult Eldertori1 s Maps and
Map Drawing.

2. Study the location of North America with respect to its
position on the globe and also to the other continents and to
the great water divisions of the earth. Get a cleartidea of the
general features or the coast lines (including adjacent islands)
tracing the cause of each great indentation far back into the
interior.

3. Determine where settlements would be made first naturally.
Study the history (geographically) of the first discoveries and
the first settlements. (Do not make these too numerous — a half
dozen each of discoveries and of settlements are enough.)

4. Study the political divisions of North America. • Locate
each accurately with respect to bodies of water, and mountain
ranges, and to the other divisions of the continent. I^earn the
leading facts of history respecting the fixing of the boundary
lines of the divisions of the continent.

5. Study the climate of the several divisions (see Swinton,.
p. 9), and determine by conversation and reading the general
character of the flora, the fauna, the productions and the
industries of each. Determine where commercial centers would
naturally be developed, remembering that the means of com-
mercial intercourse was at first chiefly by water.

6. Study the United States as a whole, with respect to its
position on the continent ; its size (absolute and relative) ; its
climate ; its productions ; its industries, etc. ; its historic rela-
tions with the other divisions of the continent ; its commercial
relation with other parts of the continent. This will involve
the definite location of centers of commerce and trade (not
more than twenty need be studied, but each must be fixed
definitely in position, and the relative time of the beginning of
its development must be known), and routes of travel and
means of communication. Study to know about the legal reg-
ulations controlling commercial intercourse between the divi-
sions of the continent. (These laws are not to be even read- in

detail, but the child should know that commerce is governed,
and should know the machinery by which it is governed, in
what cities the United States has consuls, what a consul's duty
is, who appoints him, in what cities of the United States other
nations of the continent have consuls.)

Locate every city exactly, and know how products get to it,
and by what means products are taken away from it.

7. Study important centers of trade (not more than ten
besides thpse already studied) within the United States.
Show why each is located, where it is, (climate, bodies of
water, mountain ranges, fertile valleys, etc., etc., etc.) Study
size, characteristics and relative importance. Definite location
and means of access are to be known and understood. Each
city studied should be associated with the State of which it is a
part, and with the group of States of which its State forms a part.

8. Study the governments of the various countries of North
America. This will involve a study of the divisions of each,
but not to the extent that the names and boundaries of each
division may be remembered. Study the functions of each
subordinate part in the general government. Study how each
government is represented in the other governments of the
continent.

SOUTH AMERICA.

1. Study South America first, to locate it on the globe, and
then to locate it definitely with respect to other grand divisions
of the earth, and the great bodies of water. (Use globe and
maps freely.)

2. Study the location of different states, their climate and
productions in a general way.

3. Study to know the commercial relations the United States
have with South America. Locate definitely from six to a dozen
commercial centres, determine those things for which each is
noted and why it is so characterized, with what centres of trade
in the United States each has communication, and exactly how
each is reached from such centres in the United States.

4. Study in a general way the governments of South America,
comparing them with that of our own.

Learn where our government has representatives (definitely
locate); what governments are represented in our country —
where (definitely locate).

5. Study the customs and character of the people of the-
various countries in comparison with those of our own people.

EUROPE.

In a way corresponding to that in which South America has-
been studied, study Europe, Asia, Africa and Australia.
Europe will require as much study and effort as Asia, Africa
and Australia combined.

The different countries in Europe should be studied relatively,
according to the importance of our commercial relations with,
them. (At least one city in each country should be studied).
This relativity is one thing the teacher must strive to have
the child know and understand.

The amount of "place geography" must be kept down to the
minimum, but what is attempted must be learned with great
definiteness. The child must know exactly where a city or
country is, why Americans want to go there, and how they can,
get there.

Learn the most important coaling stations for the United
States Navy, where they are, why these places were chosen,,
and how to get to them.

EIGHTH YEAR.

PHYSICAL GEOGRAPHY.

Temperature :

Why does it become colder as one goes north or south from
the equator ?

Why are the extremes of temperature greater in the interior
of a continent than near its shores ? Why are the winters colder
and the summers hotter ?

Why does it become colder as one rises above the earth's sur-
face ?

Rainfall :

What is evaporation ?

Can hot air or cold air retain a greater quantity of moisture ?
Can rare air or dense a^r retain the greater quantity of
moisture ?

What are clouds and fog ?
What produces rainfall ?
Why is dew deposited at night ?
What produces snow and hail ?

Air Currents :

What causes the wind to blow ?

What are the trade winds and what causes them ?

What produces the land and the sea breezes at the seashore ?

What produces whirlwinds and cyclones ?

What is the Signal Service ?

Whence is the information given obtained and how are con-
clusions reached ?

Of what benefit is the Signal Service ?

What is the cause of the tides of the ocean ?

What causes currents in the ocean ?

What effects are produced by them ?

What effect do physical conditions and relative position have
on climate ? How do these affect industries and the life of the
people ?

Much systematic reading should be done by the pupils, the
foregoing list of topics serving as a guide for the same.

Pupils should be trained to talk in connected discourse upon
each of the subjects suggested.

Take as a guide, in the work given above, Chapters IV, V,
VI, IX, X and XXI of the Eclectic Physical Geography.

U. S. History.

FIFTH YEAR.

1. The Saxons in Denmark.

2. Britain.

3. The Saxons in Britain.

4. Union of Saxon Kingdoms ; King Alfred.

5. The Northmen in France ; the Normans in England.

6. Growth of the Country ; Magna Charta.

7. Customs of the people and conditions of civilization ;
buildings, modes of life, laws, etc., etc. ; compare with those
of the Britains, the early Saxons and the Normans.

8. Columbus ; who he was, what he did.

9. America ; its place, its condition.

10. The Indians ; compare with early Saxons ; modes of life,
general character, etc., etc.

11. Virginia.

12. New York.

13. New England.

14. Pennsylvania.

15. Maryland.

16. Growth of the country ; habits of the people ; compare
with Saxons, Normans, Indians.

17. The Colonies ; by whom governed ; why ? life of the
people ; growth of freedom and independence.

18. The Revolution.

19. George Washington.

20. Read much for better understanding ; talk much for ex-
pression and for better understanding ; preserve in all a con-
nected outline of general facts, from the invasion of Britain by
the Saxons to the present time. The pupil should have, beside
his regular reading book, access to Yonge's History of England,
Dickens's Young Folks' History of England, Phillips's His-
torical Readers 1, 2, 3 and 4, Hawthorne's True Stories of

History and Biography, Fisk's Washington and His Country,
Longfellow's Hiawatha, and Miles Standish.

The teacher should consult McMaster, to be found in the
seventh grade schools ; also Green's History of the English
People, in the Teachers' Library at the Franklin School.

SIXTH YEAR.

The historical course in this grade covers four periods — that
of discovery, that of settlement, that of colonization and that of
the revolution. It is important that the children be led to an
intelligent study of the life of these periods, of the men who best
represent them and of the geography necessary to a good
understanding of the history. This geography should be made
as graphic as possible. All reading and study should be done
with the maps at hand for ready reference.

The following topics are suggested :

Discoveries and Explorations :

European commercial activity in the fifteenth century.

The invention of the mariner's compass.

The life of Columbus, including his nativity, early life and
•character ; the geographic ideas of his time ; the views of
Columbus ; his patrons ; his voyages and the results of them.

Give a brief account of the following discoverers, locating the
scenes of their discoveries; The Cabots, Amerigo Vespucci,
Ponce de Leon, Balboa, Verrazani, Cartier, DeSoto, Champlain,
Hudson.

It is important that a few locations should be known exactly
by the child, and that the relation of these locations to the
continent at large be discussed and understood.*

*NoTE. — The outline here given may be enlarged at the discretion of the
teacher. The outline adopted should be adhered to and should be
thoroughly fixed in the memories of the pupils. Much outside reading
is expected. Many incidents of interest will be noted. Much detail will
be read and talked about in class. The teacher must see that all these
are properly associated by the child, not only respecting time and
locality and results, but also respecting their importance. These details
must not prevent the thorough fixing of the sequential outline. They
will, if properly treated, make the main facts more prominent and more
important.

Settlements :

Study brief biographies of Walter Raleigh, John Smith, Peter
Minuit, L,ord Baltimore and L,ord Clarendon. Study the
nativities and general characters of these men, their objects in
founding colonies, whether to find an escape from religious or
political persecution, or for purposes of gain or proprietorship.
Tell from whom the founders obtained their grants ; the char-
acter of the governments established ; the character and
conditions of the settlers.

Teach the main facts of the Virginia, Maryland, New England,.
Dutch, Pennsylvania, and the Southern Settlements.

The colonial settlements should be grouped so that their
relations to each other in their early development may be
clearly understood. It is profitable to teach these settlements
by groups whose parts are related by character of people or by
legal considerations. The chronological order of settlements
may be learned as reviews or as cross-section work.*

Colonial :

Study the growth of the colonies. Study how their pros-
perity was affected by legislation, the character of the settlers,,
the Indian wars and the Colonial wars. L,earn what each
nationality contributed to the country. Study the life in the
colonies with reference to Education, Industries, Commerce,
Literature and Religion. (Consult McMaster.)

The work upon the Revolution may be done by learning the
biographies of Patrick Henry, Washington, Franklin, Samuel
Adams and Alexander Hamilton; by studying the following
topics in their relation ; or both courses may be taken. This

*NoTE. — The pupils are expected to read much outside of their regular
text-books, and to talk much in class of details and of interesting
incidents. For the value and proper use of these details see note under
discoveries. The geographical part of the outline must be definitely fixed
in the child's memory.

The colonial wars should be learned as developments of the study of
the conditions of the settlers, and the circumstances attending their lives
in the new country ; the character of the country ; the character and
rights or supposed rights of the Indians and their mode of warfare ; the
claims of nations, etc. Few details should be learned except those of
the French and Indian war that resulted in fixing boundaries, and other
localities that have permanent geographic importance.

work involves wide reading. In all reading and study of
history let the geography be a constant companion.

The Revolution — Topics Suggested :

The Navigation Acts.

The Stamp Act.

The Assemblies of Virginia and Massachusetts.

The Congress of 1765.

The Boston Massacre.

The Boston Port Bill.

Lexington.

The Declaration of Independence.

The situation in New York, New Jersey and Pennsylvania..

Burgoyne's Surrender.

The War in the South.

The Treaty with France.

The Siege of Yorktown.

Lafayette.

The Naval Battles.

The Close of the War.

The Treaty of Peace.

The formation of States.

The formation of the Constitution.

The teacher is referred to what is said about details in teach-
ing Discoveries and Settlements.

SEVENTH YEAR.

1. Review the prominent facts of the Revolution. The con-
temporaneous history of the period of the Revolution should
constitute the chief work of this review. This will lead to an
understanding of the motives of the colonists and to the true
character of the Revolution.

2. 'Give emphasis to the struggle in the formation of the
Constitution, and to the general character of that instrument.

3. Study the financial situation of the country at the time of
the formation of the Government,

For the Period Succeeding- the Revolution Study :

1. The establishment of Government, Departments, etc.

2. Establishment of a Seat of Government.

3. The acquisition of territory and the admission of States ;
the growth of States.

4. The growth of population ; the sources of population.

5. Inventions ; the growth of industries ; the growth of in-
•dustrial appliances.

6. The growth of commerce and the means of transportation.

7. The administrations and the leading events of each.

8. The wars, their causes and their results.

9. As much of representative persons as is practicable.

While studying the administrations the growth of the country
should be a leading topic for careful consideration. The child-
ren should be made interested in changes that have taken place
in population ; in the growth of territory ; in the administra-
tion of States ; in the development of growth of centers of
population ; in the development of new industries ; in processes
of industry ; in means of communication and transportation ;
in the development of schools, newspapers, etc. , etc. This is
the opportunity for training pupils to read intelligently and for
a definite purpose ; this the opportunity to give pupils broad
outlooks on the related institutions of our common society.

The pupils of this grade are old enough to understand con-
temporaneous history ; the important causes of changes in
modes of industry, the effects of invention ; in general, the se-
quence of events. With these thoughts in mind the teacher
will cause much reading to be done, and will make every effort
possible to have such reading done in a way to make it profit-
able rather than confusing and dissipating. A clear, sequential
outline should be referred to with persistent frequency to deter-
mine the place and the relative importance of all that is read,
and of every conversation.

It is most difficult for some minds to appreciate the relative
importance of historical events, anecdotes, individual eccen-
tricities, etc., etc. Good teaching will not avoid these, but will
give to them only the importance they deserve. (See notes
under Discoveries and Settlements, Sixth Grade work.)

EIGHTH YEAR.
I.

A. The Defects in the Articles of Confederation.

B. Arguments in favor of a Constitution.

C. Ratification of the Constitution.

(a) Arguments pro and con.

(b) Development of parties.

The Constitution should be thoroughly studied in connection
with the outline. The pupil is expected to commit to memory
very little of the Constitution. He is not expected to know the
whereabouts of provisions by Article and Section, but should
be able to give classified lists of such provisions, and should be
able to give an intelligent explanation of each and its practical
application. Much intelligent conversation is required to do-
this part of the work well.

II.

A. State Government :

(a) Departments.

(b) Elections.

(d) Representative Districts.

(e) Voters (eligibility).

B. Other Units of Government, as ; County, Town, City.

C. Representation in Congress :

Senators, Representatives.
Conventions, Caucuses, Delegates.

III.

Comparison of the conditions of the country at the time of
the organization of the Government with those now existing.

A. Territory:

(a)' Extent.

(b) Acquisitions, whence and how obtained.

(d) Government of territories ; conditions of admission.

i J. Inhabitants :

(a) Immigration, whence, character, extent.

(b) Consequent changes in the habits, character and sen-

timents of the people.

(d Effect on the size of Congress ; when changes in the
:number of Representatives have been made.

<5. 1. — Industries:

(a) Inventions.

(b) Natural Products.

2. — Transportation :

Oxen, Horses and Mules, Turnpikes, Canals, Steamboats,
Railroads, Express.

3. — Communication :

(a) Postal Service ; changes in the rates of postage.

(b) Express.

(d) Telephone.

4.— Tendency of Population— (Why?)— Effects of this

Tendency.
5.— Centres of Population— Location— Leading- Causes.

D. Conditions of Living :

(a) Newspapers.

(b) Books.

(d) Churches.

(e) Society.

(f) Conveniences and appliances.

3E. Modes of Living.

General Remarks on the Study of Nature.

A very common complaint against some of the work -of the
modern school is of the large number and variety of subjects
prescribed for study. It is urged that the learner's mind is
confused and dissipated by the frequent turning from one
subject to another, and that because of this fragmentary method
•of study he fails in his grasp of the parts of any subject in a
sequentially arranged entirety.

In too many instances the complaint is well founded. There
is ground for such adverse criticism whenever an attempt is
made to teach more than the so-called common branches of
learning unless the instruction proceeds from an under-
standing of the relation of educational endeavor to the sum of
knowledge and also to those processes of mental activity by
which human knowledge is increased, applied, and conserved.
It is necessary to understand the correlation of the various
branches of common knowledge as means of educative processes
and also the relative values of branches of common knowledge
as ends of educational endeavor.

A determination of the first part of this subject requires a
knowledge of how the mind grows and of how it acquires facts.

Only by an understanding of the correlative values of educa-
tional processes can educational energies be conserved and
made productive of most good. The study of plants in the
lower grades of school is made delightful and profitable when
it is prescribed, not to give the learner a knowledge of botany,
not for giving him botanical facts, but as a means of training
him to see, as a means of getting related information for the
learning and exercise of exact expression and the correct use of

language, and for making verbal material that has meaning to
the child for his first reading lessons.

The teaching of the facts of the forms and habits of animals
will never serve to crowd a course of instruction if it is done
that the learner may be trained in methods of getting knowledge
and in the use of idiom in formulating such knowledge, and if
it be remembered at the same time that it is not the purpose of
this work to teach zoology.

Teaching some of the simpler elements of chemistry, and of
the simpler fundamental laws of physics, the facts and laws of
nature cannot be considered as imposing an extra burden on
the children by him who sees in these facts and laws, the be-
ginning steps that must be taken if the child is to be made to-
understand the description and causes of geographic phenomena
he will soon be expected to learn. That a walk to the fields,
to the hill-top, or to the river-side, takes him from the spelling
lesson, or from the writing lesson, or from the reading lesson,
is true, but in the end such walk saves much.time if the right
use is made of it. This can be made to appear if correct pro-
ducts are estimated when a balance is struck.

Elementary lessons in plants, animals, chemistry, physics,
physical geography and other branches of common knowl-
edge become a necessity to the teacher who understands
why the child is in school, what a teacher's duty is toward his
pupil, and how such duty can be discharged, not only most
profitably, but also most easily, most economically, as well as
most intelligently. He who has made a successful study of the
relativity of the processes of mind development, together with
a mastery of the logical sequences in the growth and develop-
ment of subjects which the child must learn in his school course,
and who will at the same time instruct his pupils in the light
of such information can never have a crowded course of study.
Where such teaching is found a crowded course of study does
not exist because it can not. A child thus taught will not be
crammed, will not be overburdened by variety of subjects to be
studied, will never be confused by change of subjects, or em-
barrassed by the use of facts in their wrong places.

Children thus taught are not confused when examined, or

wakeful when they should sleep, because of overburdened
brains.

The teacher must remember that a knowledge of botany is
not the primary, nor hardly a secondary purpose in giving
plant lessons in the lower grades of school ; that teaching zool-
ogy is not the primary purpose of giving animal lessons ; that
a knowledge of the science of chemistry, or the science of
physics, or of physiology, is not contemplated by giving ele-
mentary lessons in these branches of learning.

Plant Work.

FIRST YEAR,
i

SEEDS.

Recognize, name and describe from six to a dozen common
seeds, as ; beans, rice, peas, corn, oats, wheat, coffee, etc.

Plant many seeds of one kind to furnish specimens for class
work.

Plant a few seeds of each of several varieties to establish fact
that each seed contains a living germ.

Show by experiments that moisture, light and heat are neces-
sary conditions for the healthy development of a plant.

Plant seeds in cotton that the different stages of germination
may be observed.

Study the parts of the seed with the corresponding parts of
the growing plant to establish facts of origin.

Encourage children to plant seeds at home, to note time
needed for appearance of plants and for their final development.

Develop and write many stories about seeds to be read by
the children.

Read interesting stories from standard authors to be re-
produced orally by the children.

PLANT.

Study the plant as a whole, naming, locating and giving uses
of its parts ; roots, stem and leaves.

The wild flowering plants of the vicinity should furnish
specimens for this work.

Experiment to show uses of each part of the plant.

83
LEAVES.

Recognize and name from six to a dozen common leaves and
tell on what each grew.

Draw, and describe each of the leaves selected, noting size,
•shape, color and texture (what the child can see).

Appropriately color each drawing.

Note whether margins of the selected leaves are entire or cut.

Note the venation of the leaves studied.

Discover what the veins contain and whence this juice comes.

Invent and write many stories about leaves for the children
to read.

Read beautiful stories of leaves from standard authors to be
reproduced orally by the children.

FLOWERS.

Recognize and name from six to a dozen common flowers.

Tell whether the flowers selected grew on tree, bush or
other plant.

Note the size, shape and color of, the flowers studied.

Discover the two cups of the flower.

Note whether the outer and inner cups consist of one part or
of many parts, respectively.

Draw attention to the thread-like parts in the centre of the
flower.

Describe and draw the flowers studied.

Color appropriately each drawing.

Make and write many stories on flowers to be read by
children.

Read stories on flowers from standard authors to be repro-
duced orally by children.

FRUIT.

Name and describe from six to a dozen different fruits.

Draw the fruits described and color appropriately each
drawing.

The apple, pear, peach or cherry, grape and acorn are
suggested.

. 84

Outline for study of the apple :

1. What it is and where it grows.

2. Covering — color.

3. Size and shape.

4. Dimples — (a) stem, (b) eye.

5. Parts (a) Skin — color, texture, use.

(b) Pulp — color, cells, juice, use.

6. Seeds — color, parts, use.

7. Uses.

Follow a corresponding outline for each of the other fruits
studied.

Compare the fruits studied.

Develop and write many descriptions of fruits to be read by
the children.

Read stories on fruit from standard authors to be reproduced
orally by the children.

In each lesson every child should have one or more speci-
mens, otherwise the work should not be done.

SECOND YEAR.
SEEDS.

" Name, recognize and describe from six to a dozen common
seeds, as ; beans, rice, corn, oats, wheat, coffee, etc.

Plant many seeds of one kind to furnish specimens for class
work.

Plant a few seeds of each of several varieties to establish fact
that each seed contains a living germ.

Show by experiments that moisture, light and heat are neces-
sary conditions for the healthy development of a plant.

Plant seed in cotton that the different stages of germination
may be observed.

Study the parts of the seed — seed-coat, seed-leaves and germ.

Compare the parts of the seed with the corresponding part of
the growing plant to establish facts of origin.

Encourage children to plant seeds at home and to note time
needed for appearance of plants and their final development.

Develop and write many descriptions on seeds to be read by
the children.

Read beautiful stories on seeds from standard authors to be
reproduced orally by the children. Train the children in correct
English.

THE PLANT.

Study the plant as a whole, naming, locating and giving uses
of its parts — roots, stems, leaves.

Show by experiment uses of each part.

BOOTS.

Distinguish between fibrous and fleshy roots.

Recognize, name and describe from four to six fleshy roots,
as ; beets, turnips, radishes, carrots, parsnips, etc.

Draw the roots described, and color appropriately each
drawing.

Note the size, shape, color and use of each root described.

Note likenesses and differences between the several fleshy
roots studied.

Note likenesses and differences between fleshy and fibrous
roots.

Develop and write many stories on roots for children to read.

Read stories on roots from standard authors for oral
reproduction.

STEMS.

Recognize, name and describe erect, climbing and running
stems. Find examples under each.

Distinguish between woody stems and juicy stems.

Find and name several plants having woody stems and
several having juicy stems.

Study the shapes of stems — round, triangular and square — and
find several examples of each.

Invent and write stories about stems to be read by children.

Read stories about stems for oral reproduction.

86
LEAVES.

Recognize, name and draw from ten to twenty common leaves
and tell on what each grew.

Appropriately color each drawing made.

Describe each of the selected leaves noting size, color, shape
and texture (what the child sees).

Study the parts of the leaf — the blade and the foot-stalk.

Study the apex, margin and base of each of the leaves
described.

Note the venation of leaves studied, and distinguish between
the frame work and the filling.

Discover what the veins contain, and whence this juice comes.

Observe likenesses and differences of leaves studied.

Invent and write many stories of leaves to be read by the
children.

Read beautiful stories about leaves from good authors to be
reproduced by the children.

FLOWERS.

Recognize and name from ten to twenty common flowers.

Tell whether the flowers selected grew on a tree, bush or
other plant.

Note the size, shape, color and arrangement of the flowers
studied.

Discover the two cups of the flower, note their relative posi-
tion and name the parts of which each is composed.

Note whether the petals and sepals are united or not.

Discover and name the stamens and pistil.

Describe and draw the flowers studied.

Color appropriately each drawing.

Observe likenesses and differences between flowers selected.

Make and write many stories of flowers to be read by the
children.

Read stories about flowers from standard authors to be re-
produced by children.'

In each lesson every child should have one or more speci-
mens, otherwise the work should not be done.

THIRD YEAR.
LEAVES.

Name and draw from ten to twenty common leaves and tell
on what each grew.

Appropriately color each drawing.

Name and define the parts of the leaf — blade, footstalk and
stipules.

Observe the size, color, shape and texture of the leaves
studied.

Study the apex, margin and base of each of the leaves
described.

Distinguish between parallel-veined leaves and net-veined
leaves. Find and name many illustrations under each.

Distinguish between feather-veined leaves and palmately-
veined leaves. Find and name many illustrations of each.

Distinguish between simple leaves and . compound leaves.
Find and name many illustrations of each.

Distinguish between leaves and leaflets, and between leaf-
stalks and branches.

Make full descriptions of each leaf studied.

Observe likenesses and differences between the leaves studied.

Read beautiful stories about leaves from standard authors to
be reproduced by children.

FLOWERS.

Name and draw from ten to twenty common flowers.

Color appropriately each drawing.

Note the size, shape, color and arrangement of the flowers
studied.

Name and locate the parts of the flower — corolla, calyx,
stamens, pistil.

Name and define the petals and sepals.

Distinguish between monopetalous flowers and polypetalous
flowers. Find and name many illustrations of each.

Study the parts of the stamen — stalk and pollen — and the
parts of the pistil — stalk and seed vessel.

Note the union of stamens, also the union of pistils, in many
flowers. Find and name flowers whose stamens or pistils are
united.

Study a few flowers under Composite.

Describe in full the flowers studied.

Observe likenesses and differences between the flowers
selected.

Read stories about flowers from standard authors to be re-
produced by the children.

BUDS.

Note when and where on the plant buds first appear.

Distinguish between side (axillary) buds and end (terminal)
buds.

Observe the scar below each axillary bud and discover what
it indicates.

Note the various outer coats of the buds studied and give
their uses.

Note the different ways in which the leaves are folded within
the buds.

Distinguish between leaf buds and flower buds.

Note when buds swell and open.

Describe many buds.

Observe likenesses and differences between buds studied.

Draw the buds and appropriately color the drawings.

Invent and write many stories about buds to be read by the
children.

Read stories about buds from standard authors for
reproduction.

In each lesson each child should have one or more specimens,
otherwise the work should not be done.

FOURTH YEAR.
FLOWERS.

Name, draw and describe from ten to twenty flowers includ-
ing many fruit blossoms.

Color appropriately each drawing made.

Name and define the parts of the flower — calyx (sepals),
corolla (petals), stamens and pistil.

Define monopetalous and polypetalous flowers, monosepalous
•and polysepalous flowers.

Find and name many examples of each.

Study the parts of the stamens and discover use of the pollen.

Note whether stamens are united or not.

Study the parts of the pistil and watch the development of
fruit from the ovary.

Note whether pistils are united or not.

Study perfect and imperfect flowers, complete flowers, sym-
metrical and unsymmetrical flowers.

Find and name examples of each kind.

Note arrangement of the flowers studied.

Read many stories about flowers from standard authors for
reproduction.

Read and memorize a few short, appropriate poems on flowers.

Comparisons of flowers studied.

FRUIT.

Name and describe many fruits.

Draw the fruits described and color appropriately each
drawing.

Study each kind of fleshy fruit, as ; the grape, lemon, orange,
•cucumber, apple, etc.

Study stone fruits, as ; cherry, peach, plum, blackberry,
raspberry, etc.

Study a few dry fruits, as ; nuts, grain, etc.

Study uses of fruit described.

Observe likenesses and differences between the different
fruits studied.

Read many stories about fruit from standard authors for
reproduction.

Read and memorize a few short, appropriate poems on fruit.

In every lesson each child should have one or more specimens,
otherwise the work should not be done.

Outline for work on the orange :
Shape— spherical

Color— orange

Surface — curved smooth or rough circles on surface — prick
circles

Bind— color of inside

texture of outside — firm

texture of inside — soft, fibrous

sacs in outer rind — shape, contents, uses

relation of circles on outside to these sacs

uses

Pulp — creases from end to end

number of segments in each half

shape of segments — straight inner edge, curved outer

edge

covering of segments — color — texture
cells — color, size, shape (spindle), direction, contents

(sweet or sour), arrangement, uses

Seeds— position in segments
attachment

seed coats — number, color, texture
food cups
root

uses of seeds, rind and pulp to man
layers of oil sacs help make rind water-proof

Experiments— squeeze rind over flame ) , , .

squeeze rind into water j draw Conclusions

squeeze juice of cells into water j draw conclu-
squeeze juice of cells over flame } sions

Animal Work,

FIRST YEAR.
INSECTS.

Obtain live specimens of various insects common to this
vicinity. The grasshopper, butterfly, katy-did, fly, moth,
dragon-fly, are suggested.

The insects selected form most excellent subjects for many
of the early conversational lessons. They should be liberated
after use.

Make collections of larvae of various insects. Feed with the
leaves of the same kind of tree or bush from which they were
obtained.

The spinning of the cocoon, and the perfect insect which later
emerges from it, should be noted by the child.

Appropriate stories, poems and songs should be given
pupils in connection with insect work.

BIRDS.

Interest children in the birds of this vicinity, in their homes,
in the time of their earliest appearance, etc.

Study the robin or sparrow, the duck or goose, the hen.
Work with the specimen before the child.

Avoid entering too much into detail in these descriptions.
Seek rather to impress upon the children the adaptation of
structure of the animal to use and to environment.

Note the likenesses and differences between the duck and the
goose ; between the duck and the hen. Compare and contrast
the feet and the bills of the hen and duck and draw conclusions.

Invent and write many short descriptions and stories about
the animals studied, to be read by the children.

Read stories on animals from standard authors to be repro-
duced orally by the children.

Encourage the children to draw the animals studied or at
least to draw characteristic parts of each.

MAMMALS.

Study the cat, dog, squirrel, rabbit, mouse, horse and fox.
Work with the specimen before the child when practicable.

The remarks given under Birds apply to the study of these
. animals.

SECOND YEAR.
INSECTS.

Study the grasshopper, bee, butterfly or moth, and fly.

Note the parts, habits, uses and food of each.

Draw the insects studied and color appropriately each

- drawing.

Emphasize the adaptation of parts to uses and habits.

Interest the children in searching for the homes of insects
studied ; in watching the method used in obtaining food ; in
noting what becomes of them in winter, etc.

Make collections of the larvae of the butterfly and moth.
Feed with the leaves of the plant on which they were found.
Ivet children watch the spinning of the cocoon and note the
time which elapses between that and the appearance of the
perfect insect.

Observe likenesses and differences between the different
insects studied.

Develop and write many short descriptions and narrations to
t>e read by the children.

Stories and poems by standard authors should be read to the

- children for oral reproduction.

Each child should be provided with a specimen of the insect
: studied. Use live specimens when practicable.

93
BIRDS.

Study the duck, hen, hawk, crane, robin and blue-bird.

Note under each the size, shape, covering, parts, habits,,
uses and food.

Characteristic parts and habits should receive most attention.

Adaptation of parts to mode of life should be a prominent
feature in each description.

Study the likenesses and differences between the birds named
and draw conclusions.

Compare and contrast corresponding characteristic parts and
draw conclusions.

Other swimmers, waders, scratchers, birds of prey, etc.,
should be named. The Zoological Garden and the Museum
can be used to an advantage in this work.

Develop and write many short descriptions and stories to be
read by the children.

From outline or questions have children write many descrip-
tions and narrations of birds.

Read interesting stories about birds from standard authors to-
be reproduced by children.

Have children draw the birds studied and color appropriately
each drawing.

Draw characteristic parts of each bird.

Work with specimen of the bird studied before the children,.

THIRD YEAR.
INSECTS.

Study the bee, beetle and grasshopper.

Every child should be provided with a specimen of the insect
studied. Children should make their own collections of insects^

Not only should the structure of these insects be studied but
their habits, homes, food, time of appearance, winter abode, etc.r
should be made subjects of interest to the child.

In the study of bees, secure specimens, if possible, of the dif-
ferent kinds, of honey-comb, of bee bread, etc.

Set children to search for the grubs of beetles, for young
; grasshoppers.

Let the study of adaptation of structure to uses and mode of
living be made a strong feature of the work.

Observe likenesses and differences between the insects studied
and draw conclusions.

Develop and write many descriptions and narrations of the
insects studied.

Many descriptions and narrations should be written by the
children from outline or questions.

Interesting stories in both prose and verse about insects,
from standard authors, should be read to the children for
reproduction.

Draw each insect studied and color appropriately each
drawing.

SPIDERS.

Have children make collection of spiders.

Study the parts, habits, uses, adaptation of parts to mode of
living, etc.

Observe likenesses and differences between spiders and two
or more insects studied and draw conclusions.

Have children observe the structure and shape of the spider's
web.

If possible let them watch the spider while spinning its web-
Develop and write many descriptions and narrations of spiders
to be read by the children.

Have children write many descriptions and narrations from
outlines or questions.

Read many stories in prose and verse about spiders from
standard authors for reproduction. A few of the short poems
should be memorized.

Draw spiders studied and color appropriately each drawing.

The use of the magnifying glass will add greatly to the
interest of the work.

GNAWERS.

Study the squirrel, rabbit, mouse, rat, beaver, and prairie-
• dog.

Work with the live specimen before the children when
possible, otherwise use mounted specimens.

The parts of each animal should be noted, considering more
in detail characteristic parts.

Emphasize adaptation of structure to use and environment.

^he habits of these animals, the food they eat and how
obtained, the homes they construct, the provision they make
for the winter, their life during the cold season, etc., should be
dwelled upon in this study.

The different animals of the group should be compared and
contrasted, and conclusions drawn.

Have the children name other gnawers. Use the Zoological
•Garden and Museum in this work.

Develop and write many descriptions and stories of gnawers
to be read by the children.

Have children write descriptions and narrations from outline
or questions.

Read appropriate stories in prose and verse about gnawers
from standard authors to be reproduced by the children.
The short poems should be memorized.

The animals studied should be drawn by the children, or at
least characteristic parts should be drawn. Color appropriately
each drawing.

FROGS AND TOADS.

Study the frog, toad and treetoad.

Secure specimens of each animal studied.

Keep specimens of the tadpole before the children so that
the development of the toad or frog may be seen.

Note the changes that occur in the tadpole. Compare the
tadpole with the frog or toad.

For the study of the frog, follow a similar plan to the one
given for the study of gnawers.

FOURTH YEAR.
INSECTS.

Study the paper wasp, the mud wasp, the caterpillar and
"butterfly, and the silkworm and silk moth.

Collections of insects studied should be made so that eacb.
child may have a specimen for investigation.

The spinning of the cocoons by the larvae should be watched
by the children and the time noted which elapses before the
perfect insects appear.

The parts of each insect studied should be noted and flie
adaptation of parts to modes of living dwelled upon.

Secure, if possible, the nest of the paper wasp and the
mud wasp.

Note peculiar habits of the insects studied, their weapons of"
defense, food, length of life, etc.

I/ikenesses and differences between the insects studied should
be observed and conclusions drawn.

Children should write many descriptions and narrations of
insects studied either from outlines or questions.

Many interesting stories about insects from standard authors-
should be read and reproduced by the children.

Short, appropriate poems about insects should be memorized
by the children.

The insects studied should be drawn and appropriately
colored.

MAMMALS.

Study the dog, the cat and the bear as types of the families-
they represent.

Work with the specimens before the children when prac-
ticable.

The study of the characteristic features of the animals-
considered, together with the adaptation of structure to use and
to environment, should be a strong feature of the work.

The peculiar habits, food and how obtained, modes of
defense, etc., of each animal should be noted.

Children should be directed to the Zoological Gardens and to
the National Museum to discover other animals having similar
characteristic parts to the type animals studied.

Comparisons between animals of the same family and also
between animals of the different families studied, should be
written by the children.

Descriptions of both type animals and of families should be
written by the children either from outline or questions.

Appropriate descriptions and narrations about the animals
studied from standard authors should be read and reproduced
by«the children.

Short, appropriate poems about the animals studied should be
memorized by the children.

The animals studied, together with the characteristic parts of
each, should be drawn by the children.

These drawings should be appropriately colored.

BIRDS.

Lead children to discover characteristic features which dis-
tinguish birds from other animals.

Obtain a skeleton of a bird to show structure, lightness of
bones, etc.

Study the structure of the feathers of birds.

Note the arrangement of feathers on the bodies.

Study types of land birds, water birds and air birds.

Work with the specimens before the children.

From a study of likenesses and differences in structure and
habits, establish the three groups — land, water and air birds.

Compare and contrast birds of the same group, as ; the duck
and grebe and establish the families Swimmers and Divers.

Observe likenesses and differences between birds of the other
groups and draw conclusions.

Use the Zoological Gardens and the National Museum in
this work.

Let the comparisons made furnish the subjects for written
compositions.

Write many descriptions and narrations of birds either from
outline or questions.

Children should read descriptions and stories of birds from
standard authors for reproduction.

The birds studied and characteristic parts of each should be
•drawn, and each drawing appropriately colored.

Physiology.

FIRST YEAR.

The human body lessons in the first grade should be very
general, covering the main features of the body and its care..
The study affords an excellent opportunity for training the
children in habits of order, neatness and propriety. From this
it will be seen that the lessons on the care of the body should
emphasize quite as much the when as the how of such care.

language teaching should be carried on simultaneously with
that of physiology and hygiene. The expression of what the
child learns here is of as much importance as tho. facts he learns
and is a good test of the definiteness, clearness, precision and
completeness of his acquisition of those facts.

The course in physiology for the first year includes the study
of the following :

I. Head
II. Trunk

III. Upper extremities

IV. Lower extremities

V. The skin — the general protection of the body against
cold, dampness and uncleanliness

I. Head

( Top or crown

Part* J Fr0nt °r iace
3 1 Sides

[Back
1. The hair covering the front and back parts — use

T Combing
Care < Brushing

( Keeping clean and neat

2. On the sides of the head are the ears. Their use —
hearing

{Cleanse with warm water — how often ?
Do not put objects into them.
Do not pick them with sharp instruments.

C Forehead — position

Parts

Position of each part
Use of each part
Care of each part

3 Front

Eyes

Care

f Position

Keep clean ; do not nib
them ; do not rub them
when cinders get into
them; do not strain them
by looking at the sun ;
by using in poor light
or looking cross-eyed.
When reading, let the
light fall over the left
shoulder.

Nose

Uses

["Keep clean; proper time —
Care < manner; do not put sub-
t stances into the nose.

Cheeks — position, right and left
Ivips and use — upper and lower
Chin — position

II. Trunk — general use — to hold together all parts of
the body

III. Upper extremities

Arm

Fore- arm
Wrist
Hand

Give the position of each part.

Parts

100

Give the connection of parts — -joints.
Give parts and positions of parts of hand — back, thumb,
nails, palm, fingers.

( Work (elaborate)

Uses of hand •< Carrying food to mouth
t. Protection

C Keep dry and clean.
Keep the nails clean and short (when

Care of hand < and how)'

1 I Do not bite the nails.

! Do not strain the joints by pulling apart
{_ and making them crack.

IV. lyower extremities
Thigh, leg, ankle, foot
Position of each part
Connection of each part

Parts — heel, instep, sole, toes
Position — heel, instep, sole, toes
Uses — running, walking, jumping

Foot

Care

Keep clean.

f Sitting

Position when < Standing
(_ Walking

Do not stand on the side of the foot.
Avoid wearing tight shoes.

V. Skin
Use

Care

f Keep clean.
Bathing — when, how often, how.

SECOND YEAR.

(See first year course).

The work this year should be more definite than it is possible
or desirable to make it the first year.

101

The same general course given for the first year may be
pursued, emphasizing the laws of health, and giving special
attention to the evil effects of narcotics and intoxicants.

THIRD YEAR.

During the second half of the year, use the Child's Health
Primer as a supplementary reading book to page 61. Sup-
plement this book by conversational lessons, leading the pupils
to talk freely and connectedly, giving especial emphasis to the
evil effects of the use of narcotics and intoxicants.

Bones :

Make a collection of bones ; observe form, size, color,
covering, etc.

Classify : long, short, flat and irregular bones. Locate, give
use, and note the adaptation of form or structure to use.

Peel off the membrane covering a fresh bone. Pound or
grind a dry bone to powder.

Obtain, by sawing, tranverse and longitudinal sections of
fresh bones and old dry bones.

Observe tissue, cells, marrow and openings for the entrance
of blood vessels.

Steep a long bone in diluted nitric acid for a few days. Take
it out, stretch it, bend it, tie it in a knot. Account for the
change from a hard, unyielding, to a soft, pliable, elastic sub-
stance.

Burn a bone in an open fire for a short time. Strike it
gently. Why does it break and crumble ? Account for the
change in substance. What has the bone lost ?

Obtain a fresh joint from the market ; observe the color and
texture of the cartilage coat at the ends of the bones.

Cut a section of a joint ; observe its working. Locate and
give use of the principal joints of the body.

Muscle :

Procure some lean meat ; call attention to the color, bundles
of fibers and the connective tissue between and around the
muscles.

102

Observe meat after it has been cooked in various ways ; also
pressed beef and chipped beef.

Boil a piece of corned beef ; tear into shreds the bundles of
fibers, which separate easily, and observe under a microscope.

Any lean meat will serve as an example of a voluntary muscle
while the heart or the coating of the stomach furnishes illustra-
tions of an involuntary muscle.

Explain the action of each in regard to the will, and show
that when a muscle shortens its length it increases in thickness.

FOURTH YEAR.

Complete the Child's Health Primer from page 60 as
supplementary reading matter.
See Reading, fourth year.

The Heart :

Get a beef's heart from the market ; call attention to shape
and color, and show by reference to the manikin the position
of the heart in the human body, and how it is protected.

Notice the veins and arteries and give the use of each, by
briefly tracing the circulation of the blood through the heart.

lyisten to the beating of the heart, and feel the pulse in the
wrist and neck.

Run or exercise in some way and observe the quickened
action of the heart.

The Lungs :

Wash and carefully dry the lungs of a sheep. Observe num-
ber, shape, color, location and lobes.

Innate the lungs by breathing through the trachea.

Cut a transverse section of the trachea.

Show how it is held open by rigid rings of cartilage. How
are the rings completed in the . back ?

Cut away the lung tissue exposing the bronchi and bron-
chial tubes ; notice the air cells and the spongy, elastic
substance of the lung tissue. Throw a piece in some water.
Why does it float ?

103

Obtain, if possible, the swimming bladder of a fish or the
lungs of a reptile. Compare with the lungs of other animals.

The Skin :

Examine the pores of the skin with a microscope. Their
use. Importance of keeping them open.

Teach briefly ; the layers of the skin, number, color, compo-
sition, name and use ; the tissues — connective and adipose —
texture, distribution, location and use ; the sweat glands and
modifications of the skin, the hair and nails.

FIFTH YEAR.

Use Hygiene for Young People to page 109, for supple-
mentary reading.

See Reading, fifth year.

The most effective way of teaching the evil results of the use
of narcotics and intoxicants is to show the real nature of tissue
and the ease with which it is destroyed or made incapable of
performing its proper functions in sustaining life and giving
enjoyment.

B ioi i PS :

Soak a bone in weak muriatic acid to remove the mineral
matter. Its hardness and solidity gone, the bone may be bent
and tied in a knot.

Subject a bone to strong heat to remove the animal matter.
It is now very brittle and will break or crumble at the slightest
touch.

Cut a section of a fresh bone and peel off the dense fibrous
membrane on the exterior. What is its use ? Notice the
marrow.

Saw an old bone lengthwise and notice the loose, spongy
interior with its communicating cells and spaces.

Obtain a joint from the market, remove the outer layer of
tissue and observe the strong, compact ligaments.

Cut a fresh joint, notice the watery fluid which escapes from
the membrane investing the cartilage. Its use.

104

Cut a longitudinal section of a joint to see how smoothly it-
works ; observe also, the strength of the ligaments and the deep
shining layers of cartilage.

Cut the cushion of cartilage between two adjoining vertebrae.
Compare with the cartilage found at the joints.

Muscle :

Examine a piece of lean meat, noticing the bundles of delicate
ruddy fibers and the whitish connective tissue.

Compare the solid voluntary muscles and the hollow invol-
untary muscles as to general appearance, distribution, numbers,
use and domination by the will.

Procure the leg of a fowl for showing tendons and illustrating
their use.

Show how a muscle in use shortens in length and increases
in thickness. Explain "muscular contractility," and show
the dependence of the body upon it for performing ordinary
motions, as well as for changing the expression of the face in
reflecting the emotions.

Digestive Organs :

Observe the digestive organs of a rabbit or a chicken.
Though differing from those of the human body, they may be
studied to advantage and comparisons drawn.

While not to be studied exhaustively, a general knowledge
should be obtained of the machinery for dividing and grinding
the food ; of the fluids for dissolving it and of the canals and recep-
tacles through which it passes.

Models which will be found helpful for the work of this grade
may be seen at the Medical Museum.

SIXTH YEAR.

Hygiene for Young People completed from page 108.

The Respiratory Organs :

Procure from a butcher a complete larynx, an organ
of respiration. Observe its shape, position, the epiglottis and
vocal chords.

105

Obtain from the same source the lungs of an ox or a sheep ;
cleanse in cold water and dry carefully.

Cut a section of the-trachea ; observe the rigid rings of carti-
lage which prevent it from collapsing ; the connective tissue
binding the rings together and the membranous lining.

Inflate the lungs with a pair of bellows or breathe into the
trachea through a tube, making them expand as in inspiration.
They will collapse as in expiration as soon as the mouth or
bellows is removed.

Cut away the spongy mass of lung tissue ; observe the interior
of the lungs, the bronchi and bronchial tubes and show by a
microscope the air cells at the ends of the tubes.

Fill the lungs with air and throw them into a tub of water ;
they float. Exhaust the air ; why do they shrivel and sink ?

Give exercises in breathing to further illustrate inspiration
and expiration.

The Heart:

Have the butcher furnish a heart enclosed in the pericardium
or membranous sac. Rip the bag with a pair of scissors ;
notice the inner and outer layers of membrane. Which is
attached to the heart ? What is the use of the fluid which
escapes from between the layers ?

Cut the heart open to show the cavities.

Compare the upper and lower cavities.

Give reasons for differences.

Compare the right and left ventricle ; observe the walls, par-
titions and linings. Find cause for the difference in size and
structure by comparing the work performed by each.

Notice the aorta and the pulmonary artery.

Compare walls of veins and arteries.

Cut the ventricles away from the auricles so that the thin
membranous valves between them may be exposed.

Illustrate by the manikin or models at the Medical Museum,
the circulation of the blood through the body.

106
EIGHTH YEAR.

Steel's Hygienic Physiology. Have the chapters, "Circu-
lation" and "Digestion of Food" read aloud in the class
giving as much illustration and experiment as possible. This
need not occupy more than four weeks.

" The Nervous System " and " The Special Senses " are the
especial work of the grade. The collateral reading found in
this book is all that need be attempted.

^Nervous System and Special Senses :

The teacher of this grade is urged to visit the Medical Mu-
seum, where many specimens which can not be obtained for
•class use are carefully preserved.

Excellent models of the brain, ear, eye, etc., with full de-
scriptive catalogue, may be obtained by responsible persons
-and studied to advantage.

The Brain :

Procure a calf s brain ; notice form, color, size, weight, con-
volutions, fissures and lobes.

Cut a vertical section, exposing internal structure, the parts
^and their arrangement.

Cerebrum — Observe the hemispheres, the band of white ner-
vous tissue connecting them, and the gray nerve substance
forming the exterior of the hemisphere.

Cut a transverse section ; observe internal structure, white
nerve substance, etc.

Cerebellum — Observe location, hemispheres, parallel ridges
and furrows. Compare with the cerebrum.

Cut a vertical section ; observe the nerve substance of the
interior and the arbor vitae.

The medulla oblongata and pons Varolii may be studied re-
specting location, structure, color, etc., from a vertical section of
the brain.

Obtain, if possible, the brain of one of the lower animals — a
•frog or a pigeon — for purposes of comparison.

(A brain may be preserved for several lessons by freezing it
•or by preserving it in alcohol.)

107

'The Eye:

Procure from the market a calf's eye. Carefully dissect it,
observing the coats, their number, texture, color ; the vitreous
humor ; crystalline lens and the optic nerve or the place where
it enters the ball.

Freeze an eye ; cut a vertical section. The parts and their
arrangement can perhaps be seen to better advantage.

Continue the study of the eye from the manikin or models
which show the cavity, the muscles which hold it in place
making motion possible.

Other Organs of Special Senses :

The ear and the nose can best be studied from large models ;
a baefs tongue will aid in the study of the tongue, while the
skin should be tested on different parts of the body, to show
varying degrees of delicacy and acuteness.

108

Physics.

SEVENTH YEAR.
SUGGESTIONS TO TEACHERS.

The purpose of the following experiments is not primarily to-
teach facts in physical science. It is to cultivate in the child
a habit of exact observation, and a power to form correct in-
ferences from the facts observed. To do this the mind of the
child must be brought into direct contact with facts.

In the development of this work the pupil should make the
experiments under the guidance of the teacher.

The pupils should prepare the apparatus, using always the
most inexpensive material.

No set definitions need be learned.

Pupils should be made to talk connectedly, logically and cor-
rectly, describing what they do, telling what they observe, and
stating their conclusions.

No notes need be taken by the pupils, and, of course, no-
definitions or conclusions recorded for memorizing.

From time to time formal compositions may be made by the
children, the experiments, the observations and the conclusions,
appertaining to and resulting from a single unit of work, af-
fording the best possible outline for such composition.

' Pupils should be encouraged to make experiments other than
those suggested in this course.

Encourage the pupils at all times to know the common ap-
plication of facts developed to the practical processes of life.

If the pupil is to learn to see and to conclude, the teacher
must dictate nothing. Didactic teaching does not train the

109

pupil in self activity, nor strengthen him in channels of original
investigation and determining.

(See Teachers' Manual, pamphlet form.)

OUTLINE OF PHYSICS.

I. Matter and its Properties:

a Impenetrability
b Divisibility ; the molecule
c Porosity ; the relative position of molecules
d Density ; the quantity of matter in given volumes
e Phenomena of attraction ; gravitation, cohesion, ad-
hesion

1 Gravitation — weight, center of gravity

2 Cohesion — hardness, flexibility, elasticity,

brittleness, malleability, etc.

3 Adhesion — capillarity

f Theory of the constitution of matter.

g Three states of matter — solid, liquid, and gaseous.

II. Mechanics:

a .Solids

1 Machines — lever, inclined plane, pulley ; uses

of machines
b Fluids

1 Liquids

(a) Pressure — transmission of pressure ;

pressure due to gravity

(b) Buoyancy — floating bodies

2 Gases — the atmosphere

(a) Pressure — barometer, siphon, common
pump.

III. Heat:

a Sources of heat ; ways of producing heat :

1 By mechanical force

2 By chemical force

110

b Effects of heat in matter :

1 Expansion and contraction — solids, liquids^

and gases ; the thermometer

2 Change of state : (a) liquefaction and solidifi-

cation ; (b) vaporization and liquefaction.
c Communication of heat :

1 Conduction — solids

2 Convection — liquids and gases

3 Radiation.

IV. Sound:

a Nature of sound — vibrations

b Transmission of sound — solids, liquids and gases.

Ill

Penmanship.

FIRST YEAR.

Use the cards and tablets provided for the grade ; copy on ruled"
paper phrases and sentences, taken from the children's compo-
sitions, and written by the teacher on the blackboard.

At an early day write the compositions, as entireties, made
by the children.

Caution. — Do not tire the children with too much writing,
which tends to discourage them and make them careless. Tired
children can not do their best work.

Let the children always be kept to their best efforts. Show
the children how to make correct letter and word forms. Let
the children see these forms made on the board. Much black-
board work on the part of the teacher is profitable.

SECOND YEAR.

For the first eight weeks, without copy-books, thorough drill'
in position, pencil holding and movements. Practice small and
capital letters. After this, with lead pencil, use copy-book
No. 2.

The teacher should represent much work on the blackboard
in the presence of the children.

All the written work of the children should be criticised as
carefully as that done in the copy-book. While writing, lead
the child to make his best effort.

Caution. — Study the work to be done and the condition of the-
child, and do not ask him to write when tired.

112
THIRD YEAR. »

For the first eight weeks, without copy-book, thorough drill
in pen-holding, position and movements ; after this with pen and
ink, use copy-book No. 3. The teacher can accomplish much
good by showing the formation of letters and words on
the blackboard. Much of this should be done.

FOURTH YEAR.

For the first eight weeks, without copy-book, thorough drill
in position, pen-holding and movements. Review small and
capital letters. Copy-book No. 4.

All written exercises should be carefully criticised by the
teacher with respect to form, capitalization, punctuation and
penmanship. Examine and criticise as a general exercise in
the hearing of all the children. Do not let the children write
after they become tired.

FIFTH YEAR.

For the first eight weeks, without copy-book, thorough drill
in position, pen-holding and movements. Review small and
capital letters. Copy-book No. 5.

Examine and criticise note books, arithmetical analyses, etc.,
•etc. Allow no careless work in form or in penmanship.

SIXTH YEAR.

For the first eight weeks, without copy-book, thorough drill
in position, pen-holding and movements. Review small and
capital letters. Copy-book No. 7.

Make every reasonable effort to secure careful work in all
^written exercises. The position of the pupil should be criticised
when doing any written work.

113
SEVENTH YEAR.

For the first eight weeks, without copy-book, thorough drill
in position, pen-holding and movements. Review small and
capital letters. Copy-book No. 8.

All written work of the grade should be inspected and criti-
cised. The pupil should not be allowed to do any written work
carelessly.

EIGHTH YEAR.

For the first eight weeks, without copy-book, thorough drill
in position, pen-holding and movements. Review small and
capital letters. Copy-book No. 8 for boys ; No. 10 for girls.

The form and penmanship of work in note-books and written
analyses, and other exercises, should be criticised to secure
neatness and legibility in all written work.

114

Drawing.

FIRST YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Two hours per week ; daily lessons.

Materials — Clay, paper, pencil, models, colored paper.

Drill*

Position

Movement

f in modeling
( in drawing

f from left to right
-< forward and backward
circular

( vertical lines

Use of pencil -< horizontal lines
( circles

Geometric
solids

Modeling !
in clayf |

Objects based
on geomet-
ric forms

sphere

hemisphere

cube

cylinder

square prism

right-angled triangular prism

apple
peach
orange
grapes
tomato
onion
nuts

sugar bowl
teapot
ginger jar
bowl
hat
cap
box

square inkstand
toy house
rolling pin
mallet
L bottle

*See Appendix A.
t See Appendix B.

115

Color }Stud7 of
spectrum

Present spectrum, using a glass prism.

oblongs of all the colors of the spectrum
inch.

Language -

The right use in
sentences of
terms pertain-
ing to the posi- <
ions and forms
of the objects
modeled

right
left
on

under
middle
centre
sphere
circle
roll
stand
cube
face
corner
edge
smaller
larger
round
square
flat
. cylinder, oblong, hemisphere.

The Purposes of this Unit of Work are :

1. To develop by cumulative effort, true conceptions of the
geometric solids.

2. To lead the children to see these forms as the bases of
many familiar forms.

3. To lead them to see in these solids the details of surfaces,
•edges and corners.

4. To train them in giving correct oral expression to the
ideas thus acquired.

5. To give strength and flexibility to the muscles of the
hand and arm.

6. To form the habit of maintaining a healthful position of
the body.

7. To awaken the inventive ability.

8. To cultivate true ideas of beauty in form, color and ar-
rangement.

116
REMARKS.

To accomplish the ends enumerated above, make free use of
the models provided for the children. While studying the-
solids bring into the school-room objects based on them. L,et
the children select from their groups of models the solid sug-
gested by each object.

Before modeling the geometric solids, study the models not.
only through the eye, but by handling them with closed eyes.

The children should criticise the clay forms modeled in a
corresponding way.

Give much practice in arranging the solids in groups letting
the children decide which is the most pleasing group. This-
should be done especially in developing ideas of position, as,
also for the language work.

Develop the idea of planes by using tablets in connection
with the solids. The edges of planes that are bounded by
straight lines will be taught more easily by the use of the
sticks in connection with the tablets.

When using the type forms do not allow the children to lose
sight of their representation in other objects ; the study of
every geometric form should be supplemented by a careful
study of the forms based on or derived from it.

In the color work given for this period do not teach the
names of colors.

Lead the children to observe the rainbow colors refracted
by a triangular prism of glass. Soap bubbles, the iridescence
of pearl shells and iridescent glass, the neck of the peacock,
and of the dove, will give conceptions of pure color and im-
press the lesson on the mind of the child.

After the colors are cut put them in envelopes for future use.
lyead the children to see that in the prism and rainbow there is
an order in the arrangement, that those colors nearest related
are found together. Without the aid of the chart let the chil-
dren try to discover some of these relations.

Note the results of these attempts, and record them for
future reference. Do not correct the children.

117

TWO MONTHS— JANUARY AND FEBRUARY.

Time — two hours per week.

Materials — Colored sticks, one to five inches in length ;
paper, pencil, colored paper.

Drill exercises } LiP±
(.

* Tablet and
Stick-laying

Drawing

Color

oblique lines

f vertical

Positions of lines -< horizontal
(_ oblique

Divisions of lines — halves and fourths

Combinations of C square
lines in geomet- •< oblong rectangle
ric figures (triangle

Borders

Invention

arrangement of sticks in
groups of vertical, hori-
zontal and oblique lines

Greek fret

zigzag

repetition of tablets

» borders

other ornamental arrange-
ments with sticks and
tablets

letters— L, E, F, H, I, T.

f f geometric forms, dictated

I Forms construct- J arrangements and judi-
1 ed with sticks 1 cious selection from the
t children's inventions

{( standard red
Selections f r o m I standard yellow
spectrum colors ] standard blue
i. related colors

* See Appendix C.

118

The Special Purposes of this Work are :

To lead the children to observe and to represent edges as the
outlines of form.

To develop the ability to invent.

To train the fingers in care, accuracy and refinement in
handling material.

To train the color sense.

To give the color lesson :

1. Show standard yellow, and let the children select from

their groups of colored papers the corresponding color.

2. Bring samples of cloth, ribbon or worsted of this color,

compare them with the colored papers.

3. Find in these groups of colors the nearest related color on

each side of the selected color.
See if any of the specimens resemble this in color.
Arrange a group of three, taking yellow and finding the

nearest related colors.
Take red in a corresponding way. '
Do not use names until the close of this unit of work.

MARCH, APRIL, MAY, JUNE.

Time — Two hours per week.

Materials — Colored paper, pencil, paper, mucilage.

Paper*
Folding
and
Mounting

' h°riZOntal{!inf lited.in length to
(. three, four inches

( square with diameters and

Geometric planes \ diagonals

I oblong rectangle
[ right-angled triangle

Divisions and
combinations

Invention

square of two tints
Greek cross
border of squares
oblongs around a center
border of oblongs
border of triangles

borders

arrangements around a centre

*See Appendix D.

119

The constructed paper
forms

Drawing

Objects

Plant forms

i Additional vocabulary
Language , used in these lessons

Color

Recognition and names
of the standard yel-
low, red and blue,
with their tints

all geometric forms and
dictated combina-
tions

a judicious selection
from the children's
inventions

picture frames
flags
banners
school bags
pocket book
folded napkins or hand-
kerchiefs
fans
picture cords

such forms as are stud-
ied in the course of
the lessons on plants

diameter

diagonal

space

front

back

tint

light

lighter

in the spectrum

in paper as it is used for

folding
in flowers

Water color painting,
(optional)

folded geometric paper

forms
flowers

The Special Purposes of this Work are :

To lead the children to see surface in the forms they make.
To train the color sense.

To cultivate an appreciation of harmonious combinations in
both forms and colors.

120

To cultivate habits of neatness and accuracy in the use of
materials.

The training in color at this period should be kept in close
connection with the paper folding and with the study of plant
forms. Children should observe carefully the colors of flowers,
distinguishing the several tints. The spring flowers with
which they are provided at this season are especially good for
this exercise. When as in the violet they discover for them-
selves that the color does not match any of the tints of the
colors they are using in the folding paper they should be led to
look for a closer resemblance in the spectrum colors, but in all
such exercises the teachers must remember that they are
training the color sense and are not teaching merely the names
of colors.

If expression is to be given by the use of water color :

1. Teach the handling of the brush and the management of
the materials.

2. Let the children wash in tints imitating in forms and
colors the geometric forms they are folding.

3. Let them try to imitate the forms and colors of some of the
flowers they are handling, as the bluet and the buttercup.

SECOND YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Time — Two hours per week, daily lessons.

Materials — Clay, pencil, paper, models, colored paper.

Position I in mouldinS

| in drawing

f from left to right

-T. .,, TA k i Movement •< forward and backward

(circular

! vertical lines
horizontal lines
circles

* See Appendix A.

121

Modeling *

Geometric solids

review of solids modeled in

first year
ellipsoid
ovoid

equilateral triangular prism
cone
square pyramid

' apples
plums
potatoes
bananas
lemons

Forms based on
geometric solids

From memory

books
cups
bowls
vases
^ nests with eggs

! monument
chimney
roof

•Color \ Review of first year's work

Language

The right use in sen-
tences of terms per-
taining to the forms
of the objects model-
ed and to their posi-
tions in groups

with the spectrum colors
by observation in nature

Review with models first

year vocabulary,
ellipsoid

ovoid, yellow, red, blue
surface
^ plane

The Purposes of this Unit of Work are :

1. To develop in the minds of the children a true conception
of the geometric solids.

2. To lead them to see these forms as the bases of many
familiar forms.

3. To lead them to see in these solids the details of surfaces,
•edges and corners.

* See Appendix B.

122

4. To train them in giving correct oral expression to the ideas-
thus acquired.

5. To give strength and flexibility to the muscles of the hand
and arm preparatory to drawing.

6. To form the habit of maintaining a healthful position of the-
body.

7. To awaken the inventive ability.

8. To cultivate true ideas of beauty in form, color and
arrangement (composition).

REMARKS.

To accomplish the purposes enumerated above make free use
of the models provided. While studying the solids bring into-
the school-room familiar forms; let the children select from their
groups of solids the one suggested by each object

Before modeling the geometric solids study the models not
only through the eye but by handling them with closed eyes.

The children should criticise the clay forms modeled by them
in a corresponding way. I^et the children arrange the solids
in groups (composition), after which let them learn to criticise
such groupings or compositions. This should be done
especially to develop true ideas of position as well as for the
language work.

Develop the idea of planes by using the tablets in connection
with the solids. In planes bounded by straight lines the idea
of edges is more easily taught by the use of the sticks in
connection with the tablets.

In using the type forms do not allow the children to lose
sight of their connection with other objects ; the study of a
geometric form should be supplemented by the study of the
forms based upon it.

In the color work given for this period the children having
received training in the recognition of certain colors and tints ^
the names designating these sensations may be used. If good
work in the training of the color sense is to be done throughout
the year, the teacher must know that the children see the
relations of the colors. For example they must see that orange

123

is related to both red and yellow and must be able to recognize
these colors in other places and connected with other materials
before the entire class is taught to designate a particular spot
in the spectrum by a given name.

JANUARY AND FEBRUARY.

Time — Two hours per week.

Materials — Colored sticks one to four inches in length,,
tablets, pencil, colored paper.

!f vertical lines
Use of pencil -< horizontal lines
(_ oblique lines

( position of lines
Short review of the ! square

first year's course i rectangular oblong
(^ triangles

Tablet and stick
laying*

Parallel lines and
angles

Division of lines

Geometric forms

Ornamental combi-
nations

right angles
acute angles
obtuse angles

halves
thirds
fourths

rhomb
rhomboid
trapezoid

equilateral triangle
isosceles triangle
right angle triangle
ellipse
oval

borders

stars

crosses

Letters— A, V, K, N, M, W, X, Y.

* See Appendix C.

124

Drawing *

Representa-
tion of forms •<
constmcted

From objects

From memory

fans

envelopes
slate

paper cap
side of book

side of street lamp

fences

fans

side of chimney

monument

Language

Additional vocabulary required
to describe these forms

angle

right angle

acute angle

obtuse angle

parallel

rhomb

rhomboid

trapezoid

equilateral

isosceles

star

cross

Color

( orange
Selection from spectrum •< green

(_ violet
Relations of these colors

to yellow, blue, red
Groups of five

rSpecial Purposes of the Work are :

To lead the children to observe, and to represent edges as the
outlines of form.

To develop the ability to invent.

To train the fingers to the careful handling required when
constructing with sticks.

To train the color sense.

125

REMARKS.

To Give the Color Lesson :

1. Children select from their groups of colors the standard'
orange, the teacher pointing to the color on the chart.

2. Children find this color in the spectrum.

3. Children discover its relation to yellow and red by its po-
sition in the spectrum.

4. Children arrange this group (red, red orange, orange,
yellow orange, yellow) with papers on the desk.

5. Teacher shows by experiment with water colors or other
material how this color may be produced by uniting the red
and yellow.

6. Children bring samples of cloth, ribbons or worsted.

7. They should see whether or not their samples match either
paper. They will see perhaps that some of these samples have
more red, some more yellow than the standard ; let them look,
for similar colors in the spectrum.

Take green and violet in a corresponding way.

MARCH, APRIL, MAY, JUNE.

Time — two hours per week.

Materials — colored paper, pencil, paper, mucilage.

Drill

f f long lines

I Lines, vertical, horizontal i lines limited in length
I . and oblique 1 to three, four and

v L inches

Paper folding and
mounting

Geometric forms

Combinations dic-
tated by the teach-
ers and invented
by the children

trapezoid
isosceles triangle
right angle triangle
scalene triangle
rhomboid
rhombus
irregular pentagon

ornamental forms-

around a centre
borders

126

-Drawing

C all geometric forms and dic-
The constructed j tated combinations
paper forms 1 a judicious selection from the
children's inventions

Objects

C folded paper caps
I toy boats
! shoe
L kite

From memory { side of church steeple

{such as are studied in the
course of lessons for composi-
tion

'Color

in paper

Tints and hues of orange, I in leaves and flowers
green, violet | in geometric paper

forms folded.

Water color painting (optional) •{ flowers a,nd leaves

Special Purposes of this Work are :

To lead the children to see surfaces in the forms they make.

To train the color sense.

To cultivate an appreciation of harmonious combinations
of both form and color.

To cultivate habits of neatness and accuracy in the use of
materials.

The work in color should be kept in .close connection with
the paper folding and with the study of plant forms. The tints
should first be studied by use of paper. Children should look
for flowers having tints and hues of orange and violet and com-
pare them with the tints of their papers and with the spectrum
colors. They will find material for similar observation of the
greens in the study of leaves.

If it is possible to use the water colors in representing the
folded paper forms and the flowers and leaves, great interest
will be added to the work as the representation of surface will
"be more complete.

127
THIRD YEAR.

SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Time — two hours per week.

Materials — pencil, paper, clay, slate or board.

Drill exer-
cises

vertical

horizontal

oblique

Straight lines

Curves •{ circles

C sphere
I cylinder

Geometric solids \ square prism
j hemisphere
I right-angled triangular prism

Modeling * J

Objects based on
geometric solids

Drawing

Color

Different views
of the solids
moulded

{Study of spectrum
| colors

bottles of various forms and

proportions

vases and other pottery
potatoes
apples
nuts
gourds and other available

objects

front and top view of hori-
zontal and vertical cylinder

front and top view of oblong
rectangular prism

edge view of oblong and cir-
cular planes

e spectrum colors
without chart.

*See Appendix B, Part I.

128

Language <

All terms involved in descrip-
tions of the geometric forms
and their correct application

straight

curved

horizontal

oblique

vertical

sphere

circle

hemisphere

semi-circle

right angle

triangle

square

oblong

width

heighth

larger

smaller

Purposes of this Unit of Work are :

1. To form the habit of maintaining a healthful position of
the body.

2. To give strength and flexibility to the fingers, wrist and
arms.

3. To give freedom, precision and lightness in the use of the
pencil.

4. To develop true conceptions of form and color.

5. To give power to describe forms in correct language.

6. To give power to express with the pencil lines that
describe contour.

In studying a form the order should be :

1 . Observing by seeing and handling the model

2. Construction of the form in clay

3. Using and learning terms in descriptions

Children should be given every opportunity possible for
handling the forms. Those children especially should handle
the models who do not seem to get true conceptions readily
through the eye.

Describing the forms by motions of the hand in the air is

129

helpful. It will be found helpful to have forms drawn on the
board by a portion of the class, while the others criticise the
work, comparing with the models.

The children should be trained from the beginning to make
broad, grey lines. Children should learn early to criticise lines.

The lead of the pencil should be round, not pointed. The
drawing pencil should not be used for any other purpose.
Short pencils should not be used for any purpose.

Children should be trained to hold the pencil two inches from
its point.

To give the color lesson children may cut oblongs representing
all the spectrum colors each having the proportion of l/z inch
x 2 inches ; put the oblongs in envelopes.

1. Let the children select the standard orange and place on
each side the nearest related color.

2. Treat the standard green in the same way.

3. Treat the standard violet in the same way.

4. L,et the children place the remaining colors.

5. I^et the children unite the groups.

Continue exercises of this kind until the children can lay
the spectrum without assistance.

JANUARY AND FEBRUARY.

Time — two hours per week.
Materials — pencil, paper, objects.

Drill Exercises

Straight lines

Circles
v Curves

{limited in length from 2
to 6 inches
united to form angles

\ of given size

\ quadrants, semi-circles

130

Object drawing

Color

Language

Forms previous-
ly moulded

Front views
flat forms

Complementary
colors

bottles

vases based on sphere

bowls

potatoes

apples

gourds

lemons

fans of different shapes

envelopes

wheels

United States shield

school bag and other
available forms of
similar character

yellow

red

blue

orange

green

purple

P Constant use of the vocabulaty
acquired in the first three
months

The Purposes of this Unit of Work are :

To give drill in the continuous and direct application of the
knowledge of forms obtained by observing and making during
the first three months of the year and of the skill acquired in
handling the pencil by drawing familiar objects, size and pro-
portion being considered and emphasized.

To continue the training of the color sense.

In representing familiar objects the lesson may sometimes be
given by the use of one or two large objects, but whenever it is
possible it should be given by the use of many small objects,
one object being found on each child's desk. Exact propor-
tions should not be given. The objects should be studied as
based on geometric forms of different proportions.

131

In representing fruits there should be at least one specimen
for every three children. When each child has a model on his
•desk it should be placed near the level of the eye.

Before giving a pencil drill, one or more of the pupils should
illustrate on the board for the class the correct method of hold-
ing the pencil, showing at the same time the order in which
the lines should occur in combinations.

After illustration and direction, the lines and positions re-
•quired, should be kept in the mind of the pupil to be executed
in order in response to signals, one for each line.

For the Color Lesson :

Lay complementary colors, taking yellow, red and blue, and
-.selecting the complementary or contrasting colors.

MARCH, APRIL, MAY, JUNE.

Material — colored paper, pencil, paper, scissors, rubber eraser.

Studying of super- f cutting and pasting
imposed tints \ rosettes

Paper folding
and cutting1

Drawing

f modifications by straight
Modifica t i o n s of I lines and curves
units ] modifications of propor-

t tions to fill spaces

C square

. . rectangular oblong

Arrangement in I rhomb*

geometric form tfiangle
t borders

f From the paper forms •{ units and arrangements

( From nature
*See Appendix D, Part II.

\ leaves

132

Water Color Painting, optional :

Materials — colors, brushes, water-color paper

( Tints of primaries <{ in oblong 3x6
Flat washe« Coloring of decora- f

tive arrange- I arrangements around a

Language

ments in the 3

tints of primaries I

Additional form j

vocabulary !

centre and borders

units

symmetry-

symmetrical

. ,j... , .
Additional color

vocabulary

balance
I tints

The Special Purposes of this Unit of Work are :

To cultivate a correct taste for the beautiful in form and color.

To awaken the desire of the pupil to express by the work of"
his own hands the order, grace and fitness shown in nature
and in good art.

To teach such of the underlying principles of beauty as he is
capable of understanding ; to develop the inventive faculty.

To give him right terms to express in words his ideas.

To train him in the use of pencil, paper, scissors and adhe-
sive materials.

The results of the drill exercises should be evident in all that
the children do at this time. They should sit well, hold the
pencil correctly, and draw lines with freedom. The teacher
will need to watch these points with care.

When the lesson involves drawing, it is wise to precede it by
a short concert drill.

For the Color Lesson there should be :

1. Recognition by matching of colors used in folding, and!
their tints.

2. Recognition of their composition and of the predominating
color in each. This should be done in connection with the
paper folding and cutting.

3. Matching in other materials as cloth, silk, ribbon, worsted..

133

FOURTH YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Time — Three hours per week.

Materials — Pencil, paper, clay, slate or board.

Drill E x-
ercises

Modeling*

Straight lines com- ( triangles
bined in geomet- J squares
ric forms ) rectangles

Curves

( circle
•\ ellipse

Geometric solids

Objects based on
these geometric
solids

Fruits and vege-
tables

oval

sphere

ellipsoid

ovoid

triangular prism

cone

square pyramid

f vases
j pitchers

• bottles and other available
I pottery forms

' pear
melon
squash
banana
carrot
beet

acorn and other available
forms

Modeling to defi- / ^ 2y inches
nite proportions (,

f Different views of
Drawing j geometric forms.

*See Appendix B, Part I.

134

Color*

Review of third
grade course.

Language

All terms involved
in descriptions of
the geometric
forms and their
correct applica-
tion

laying spectrum
from memory

colors and tints
recognition of tints in ma-
terial

straight

curved

vertical

horizontal

oblique

ellipse, ellipsoid

circle

sphere

oval, ovoid

angle

triangle

acute

right

obtuse

equilateral

isosceles

Purposes of this Unit of Work are :

To cultivate the habit of assuming a healthful position when
at work.

To give strength and flexibility to the fingers, wrist and arm.

To lead the pupil to recognize resemblance, and lesser differ-
ences of contour and proportions.

To train the pupil to describe the forms, using the necessary
terms intelligently.

To give him power to express with the pencil as accurately
as possible, the lines that give the contour of the geomet-
ric form.

To continue the training of the color sense.

In presenting a new form let the order of development be :
1. Observation by comparing with other forms, seeing and
handling the form.

*See Color, Third Grade.

135

2. Making in clay.

3. Terms and oral description.

If there are children who seem to get no conception of form
through the eye, endeavor to give them more opportunities of
handling the objects. Describing the form in the air is helpful,
as are also trials at making them on the blackboard.

JANUARY AND FEBRUARY.

Materials — pencil, paper, rubber eraser.

Drill Exer- „
cises

Object Draw-
ing

Language

Straight lines combin-
ed in geometric forms

Curves

Upright views of forms
previously moulded

Study of the appear-
ance of the circle in
various positions

Study of the appear-
ance of squares and
oblong planes

Groups of fruit and
vegetables

Constant use of the
vocabulary acquired
in the first three
months in describ-
ing form

rectangles
triangles

circular

oval curves

simple and reversed

vases

pitchers and other
pottery forms

cylinder

cylindrical objects
cube
oblong block

apples

pears

lemons

oranges

squash

potatoes

bananas, etc

Special attention to
correct use of terms
expressing dimen-
sions and propor-
tions as large, long,
wide, high, small,
etc

Color

136

Shades and tints of color.
Scale of tones.

There should be a special effort on the part of the teacher
to impress upon the mind of the pupil that he is to draw his
own view of the object and not a preconceived idea.

The objects should not be elaborate in form or ornamentation.
No change of view should be permitted before the drawing is
completed.

The children should be taught to place their drawings
properly on the paper, and to make the size conform to the
space. Give special attention to the use of the terms ; longer,
larger, smaller, wider, narrower, proportion, size.

For the color lessons distribute papers of any color.

1. Children hold color toward the light, then away from the

light, and note difference; see the cause of the difference.
Teach difference between shade and tint.

2. Distribute shades and tints of color, lay scale of tones.

3. Give and define the term — tone.

4. Paste scales.

MARCH, APRIL, MAY, JUNE.

Materials — Colored paper, pencil, scissors, glue or mucilage,
rubber, eraser, paper.

Study of super- j tints and shades

imposed tints { cutting and pasting rosettes

Paper fold-
ing and <
cutting

Modification o f f b^ ™rves, 1der,iv,ed fn?m the
•j study of leaf forms in pro-

(_ portions to fill spaces

units

Arrangement in
geometric forms

circle

(_ borders

137

Drawing

From the paper f ., ,

£orm j units and arrangements

From nature <j leaves

Color

Values

Complementary
colors.

arrangement of oblongs cut
from paper to show the
relative values of the prim-
ary and secondary colors

( Cut square of secondary color,
J mount upon it small circle
I of the complementary
(. primar)'.

Water Color Painting, Optional :

Materials — Colors, brush, water-color paper.

Washes

Tints of secondaries and
tertiaries

Color scales of primar-
ies and secondaries

One set of oblongs giv-
ing values

Coloring decorative ar-
rangements in two or
three tints of second-
i. aries.

j in oblongs 3x6

arrangements

a centre
borders

around

The Special Purposes of this Unit of Work are :

To cultivate a correct taste for the beautiful in form and
color ; to awaken the desire of the pupil to express in the work
of his own hands the order, grace and fitness shown in nature
and in good art.

To teach such of the underlying principles of beauty as he is
capable of understanding ; to develop the inventive faculty.

To give him right terms to express in words his ideas.

To train him in the use of material, pencil, paper, scissors,
and adhesive materials.

The results of the drill exercises should be evident in all that

138

the children do at this time. They should sit well, hold the-
pencil correctly and draw lines with freedom. The teacher will
need to watch these points with care.

It is wise to precede a drawing exercise by a concert drill
three minutes long.

Color lessons are to be given in connection with paper cutting
and design.

1. Cut rosettes of tints, half the class with normal color on the
outside, half with lightest tint on the outside.

2. Cut rosettes of shades, half with darkest .shades on the
outside, half with normal color on the outside.

3. Cut rosettes of tints and shades, half the class with darkest
shade on the outside, half with lightest tints on the outside,
each half using a different color. A language lesson may be
given and a composition developed with these rosettes giving,
names of colors and terms used in connection with tints and
shades.

FIFTH YEAR.

SEPTEMBER; OCTOBER, NOVEMBER, DECEMBER.

Time — Three hours per week.

Materials — Clay, model paper, mucilage, pencil, practice
paper, models, ruler with parts of inches marked and having
metal edge.

f f square

Drill Ex- I aeometnv nlans 5 rectangles

ercises. 1 Ue°1 1 triangles
v. I circle

139

Construc-
tion

Color

Modeling a solid
to definite pro-
portions

cylinder and cone 4x2
Cut cylinder for review on
rectangular, oblong, semi-
circle, quadrant; cut cones
for circle, ellipse, isos-
celes triangle, right
angled triangle.

C cube

plane of paper
cylinder
Working- drawings -( oblong prism

boxes-square, circular, ob-
long, triangle, cone and
square pyramid

Development
pattern from , .
working-drawing <
and making I square prism

paper model

laying spectrum from

memory
j Study of spectrum \ — .•

r*r\\ /~vt- o

colors

memory

selection from spectrum,
recognizing and naming,
colors and tints

Language

Special attention to
be given to the
use of words
used in the de-
scription of sur-
faces and solids,
and to the con-
ventions of
working draw-
ings

dimension
length
breadth
thicknesss
height
width
centre lines
working lines

The Purposes of this Unit of Work are :

To give the pupils an idea of one of the uses to which draw-
ing is applied in industrial pursuits.

140

To teach them to make working-drawings and patterns of a
few simple geometric solids and to show them how they can
apply this knowledge in making some useful objects.

To give them power to make these working-drawings with a
free hand.

To train them to neatness and accuracy in the use of the
materials.

SUGGESTIONS.

The drill on the geometric planes should be preceded by a
careful study of lengths in inches on the ruler. The ruler
should then be put in the desk and the attention of the children
called to the proportions of the figure, the order in which the
lines are to be drawn and the changes in the positions of
the hand.

The entire figure should then be drawn by count to keep the
class together. Do not give directions line by line. The
children should be strong enough to carry in mind a con-
ception of the entire form and the order in which the work is
to be done.

In developing the idea of the pattern a sketch of it should be
made free-hand. In drawing the pattern for making the form
it should be carefully ruled and measured. The right use of
the ruler, the best method of laying out the work, economy of
material and neatness in putting the parts of the pattern
together should be attended to in this exercise.

Great care should be taken that words are used correctly in
-all conversations connected with the subject of working-
• drawings.

141

JANUARY, FEBRUARY, MARCH.

Materials — Model paper, mucilage, practice paper, ruler with
parts of inches marked, and having metal edges.

Construc-
tion

Drill Ex-
ercises

Object
Drawing

Color

Working drawings

block or brick of three di-
mensions

steps — cross

equilateral triangular
prism

spool

tumbler

book

Development of pat- (
tern from working I triangular prism
drawings and mak- 1 boxes square and oblong
ing paper models [

Ellipses

Study of the appear-
ance of the circle

Study of the appear-
ance of other planes

horizontal of different
widths

horizontal and level with

the eye
above and below the eye

Appearance of cyl- ( upright -n fmnt of

Amde r , \ above and below

Appearance of cube 1 leyel of the

Appearance of cone (^

Appearance of
tumbler

Appearance of tin
bucket and other
cylinderical forms

Neutral gray and
and brown and
their tints

Harmony of stand-
ard colors with
neutrals

and
the

142

'The Purposes of this Work are :

To continue the work of the first part of the year in con-
struction.

To call the attention of the children to the differences be-%
tween the facts of form and their appearances as illustrated by
working drawings and pictures.

To train the children to see the appearances.

To teach them to represent the appearances of a few simple
forms, the facts of which they have already observed and
represented.

APRIL, MAY, JUNE.

Material — Pencil, paper, colored paper, clay.

-Drill Exer-
cises

"Water color,
optional

-Decorations

Curves

Graded washes

{elliptical
oval
reversed

( primary and secondary
j colors

f in tints of neutral gray
Borders and rosettes j and brown

Modeling leaves ( ivy
from nature { magnolia

Carving in clay or j lotus
other materials { rosette

Drawing from|leaves

nature

Adaptation of natur- f rosettes
al leaf to ornament j borders

Applications of de-

signs

decorating a box with

paper cutting
doilies embroidered in

outline stitch
tiles modeled or carved

in clay

143

The Purposes of this Work are :

To lead the pupils to observe the beauty of subtle curves,
:and the harmony of color in ornament and in nature.

To awaken the desire to reproduce this beauty in their
own work.

To train their hands to precision and freedom of movement
in the drawing and modeling of these curves.

To teach them that designs for ornament must be adapted to
space, and to the material used.

SUGGESTIONS.

It is desirable that each child should make an application of
his work in decoration to some material that he can handle.

The materials suggested are those most easily procured, but
pupils need not be limited to the use of these. The designs
tshould be made in the school-room, and criticised by the
teacher.

144

SIXTH YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER..

Time — Three hours per week.

Materials — Model paper, mucilage, pencil, practice paper,
eraser, compass, models, ruler with parts of inches marked and
having metal edge.

Review of princi- f cone
pies of construe- -< cylinder
tion (_ rectangular solid

f square
Drill in geomet- I rectangles of different pro-

— — r i t~*/-\t-4-i /-\t-i o

Construction •<

ric forms

Free-hand work-
ing drawings

Development o f
pattern from
working draw-
ings and mak-
ing paper
model

~) portions
triangles

square prism with plinth
square pyramid
timber cut for joining
hexagonal prism
hammer or mallet
other common objects

square prism
sqare plinth
square pyramid
hexagonal prism
cone
cylinder

All that is said in connection with the course for the fifth
year applies to the work of this year. The additional subjects
taken, the representation of the invisible parts of solids, fore-
shortening, working-drawings for objects that are not to be
made in paper. This last exercise should be individual work
from objects in the hands of the children.

Children should be encouraged to make working-drawings-
and from these to construct objects in different kinds of materials.
No exact directions can be given for this as the same materials
may not be accessible to all. Wood, tin, clay, fullers earth
and cardboard are some of the materials most easily procured.
These objects should not be made in the school room. The
work should be suggested, guided and encouraged, but not re-
quired. No object should be approved or exhibited that does
not conform to a working-drawing.

145

JANUARY, FEBRUARY, MARCH.

Materials — Paper, pencil, eraser.

Foreshortening
of planes

Appearance of ob-
jects in front of
and below the
level of the eye

rectangular
curve

cylinder
square plinth
books

Perspective ( boxes

representa- •{ Concentric circles j bowls
tion (_ cylinder with square plinth

Decoration

Groups

Drill on symmet-
rical curves

three geometric solids
three objects, a box or a
book, combined with a
vase, a tumbler or some
similar form and some
object based on the
sphere, ellipsoid or ovoid

from Moorish ornaments
from Fleur-de-lis

outlin*

Modification o f f
bilateral units 1 change of proportion

Use of
units

bilateral

(_ addition of details
j surface of designs

The Purposes of this Unit of Work are :

To lead the pupils to observe the changes in the appearances
•of forms produced by a change of position.

To teach them to reproduce this appearance in drawings of
familiar forms.

To lead them to see and to draw a group of forms as a whole.

To lead them to see the beauty of symmetry in objects and
in ornament.

To lead them to see the proper relations of subordinate units.

To teach them how units may be modified in contour, pro-
portion and detail.

146

APRIL, MAY, JUXE.

Materials — Clay, paper, pencil.

Decoration

{opposite branching, two or
three leaves
two or three leaves, radi-
cal

Conventional bi-
lateral arrange-
ment

Study and draw-
ing of the top
views of flowers

modification of units by
curves derived from
natural leaves

law of arrangement deriv-
ed from natural growth

natural form
conventional form

Modeling a plinth from a working-drawing

Application to f conventionalized flower
surface designs { forms

Modeling from j single leaf
nature 1 branch of two leaves

Cutting in clay or j Moorish ornament -
other material (

Application
design

Construct a box based on
any geometric form.

Ornament it with a bilat-
eral or surface design.

Draw its appearance in
front of and below the
level of the eye.

The Special Purposes of this Work are:

To awaken interest in the study of nature from an artistic
stand-point.

To call attention to the laws of growth as illustrated in the
branching of trees and in radical growth.

To lead the pupils to discover the bilateral growth in some
natural forms.

To show them the uses made of this law of growth in art
both in construction and ornament.

147

SEVENTH YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Time — Three hours per week.

Materials — Model paper, mucilage, two pencils, medium
and hard, compasses, practice paper, ruler with parts of inches
marked and having metal edge.

Free-hand
Construction

Working-drawing

rectangular block
chamfered block
moulding
bracket

halved together T
joint

Instrumental
Construction

Use of compasses

Use of instruments and
problems in making
working drawings
and patterns

Model making

Read working draw-
ings

f circles

I problems 1 and 2

( applications

washer

halved together T

joint (dove-tailing)
cone

lamp shade
through mortise and

tenon T joint
square frame

cube*

square prism*
square plinth*
steps
cone

cylinder*
circular plinth*
.. lamp shade

Plans and elevations
of objects with which
the pupil is familiar

*Pupils may be excused from making these models in paper if not
needed for object-drawing.

148

Pupils of this grade are expected to do accurate work, es-
pecially in construction.

• They should be led to consider the use of instruments as an
aid to the desired result.

Careless work should not be tolerated.

In problems, in working- drawings and in the making of the
models the demand should be for results as near perfection as is
possible with the means at command.

Many are entering the shops where accurate work with tools
is required. The work here given is in harmony with these
pursuits and trains the powers essential to success. Some of the
working-drawings made will be used in the shops ; some of these
it will be observed are classed as free hand and some as instru-
mental. The advantages of each method should be recognized.

The pupils should be given many exercises in the reading of
working-drawings. They should be led to realize the complete
form of the solid represented and to describe it in correct
language.

The first subjects taken for this exercise may be working-
drawings of blocks of wood of different proportions with pro-
jections and incisions of various sizes, shapes and locations.
Other objects should be selected with whose general character-
istics the pupil is familiar.

Teachers who are unaccustomed to the reading of working-
drawings will need to exercise great care in the selection and
study of these drawings.

Precision in the use of language will be developed in
geometrical definitions, in the wording of problems and in the
reading of working-drawings.

Pupils may make of other materials than paper geo-
metric solids and other objects. These should not be ap-
proved or exhibited as a part of the school work unless they
conform to working-drawings made by the pupils. The
material selected should so far as possible be adapted to the use
of the object. Wood, clay, tin and cardboard are the most
available materials. This work should be suggested and en-
couraged but not required.

149

JANUARY, FEBRUARY, MARCH.

Materials — Pencil, paper, eraser, models.

above and below the
Review of the appear- J eye
ance of circles 1 centre of circle

concentric circles

Study of the apppear-
ance of rectangular
solids at varying an-
gles with the pic-
ture plane and at
different levels with
regard to the eye

Perspective
representa-
tion

Drawing of the ap-
pearance of rectang-
ular solids at an an-
gle of 45° with the
picture plane and at
different levels with
regard to the eye

cube

square prism
square plinth
steps

Drill

Groups

Curves

( geometric solids
< objects based on geo-
metric solids

studied from pottery
and from examples
of Gothic art

The Purposes of this Work are :

To lead the pupils to observe the ever-changing appearances
of forms.

To teach them to draw the appearances of rectangular objects
at prescribed angles with the picture plane, and to group such
objects with others circular in section.

To lead them to see, and to draw such groups as entireties.

To lead them to see the beauty of subtle curvature in objects
and in ornaments.

To awaken their desire to reproduce this beauty in their
own work.

150

To train the hands to freedom and precision of movement in
drawing these curves.
See remarks on object drawing in eighth year course.

APRIL, MAY, JUNE.

Materials— Clay, paper, pencil, eraser.

Decoration

Drawings from nature

Conventional bilateral
arrangement from
natural growth

Modeling in clay from
nature

Conventional rosettes

Modeling or cutting
in clay or other ma-
terial

Application of design
to material

twigs, opposi te
branching leaves

twigs, alternately
branching leaves

leaves of radical
growth

in geometric spaces of
various forms and
proportions

repetitions in borders

branch of three or
more leaves

from top views of
flowers

historic ornament

outline embroidery
applique work on

cloth

tiles modeled or cut
in clay or other ma-
terial

The Purposes of this Work are :

To lead pupils to observe the laws of growth as illustrated
in the branching of trees, and in the radical growth of many
plants.

To teach them the application of this law to ornament.

151

To give them practice in the application of these principles
to material that they can handle. (See remarks upon this sub-
ject in eight year course.)

EIGHTH YEAR.
SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER.

Time — Three hours per week.

Materials — Model paper, mucilage, two pencils — medium
and hard, compasses, practice paper, models, ruler with parts
of inches- marked and having metal edges.

Free-hand
Construction

Instrumental
Construction

Free-hand working- f
drawings, conven- I
tions, section half 1
tinting, etc.

and

Geometrical

tenon T joint

<j problems 3, 4, 5, 6,7,8

Application of prob- f through dove-tail
lems 1, 2, 3, 5 ( joint

Application of prob- \ plv

lem7 1 ture plane

Drawing to scale

{wedge shaped block
objects in schoolroom
as window, door or
side of schoolroom

T-, j. , . C any suitable working

Reading working-) djawings not in £g

course

drawings

C pocket-book

Constructive design •< any object constructed
( on a similar plan

152

All that is said in connection with the work in construction
in the seventh year work, applies also to the work of this year.

Special attention should be given to drawing to scale.

Only such geometric solids as are necessary for models in
object drawing need be constructed in this grade. The skel-
eton forms are useful in this connection. These may be made
with cardboard.

The knowledge and skill acquired in making the pocket
book may be applied to the making of various articles, as port-
folios, book-covers, sachets, envelopes of various patterns,
boxes made in one piece, etc. Materials used in patterns of this
kind are paper, leather, cloth and tin.

JANUARY, FEBRUARY, MARCH.

Materials — Paper, pencil, eraser, models.

Perspective
Representa-
tion

Drill Exer-

cises

Relative appearance of
horizontal faces dif-
fering in position
and distance

Study .of objects at f
varying angles with 1 F ,
the picture plane [ {»*».

two square prisms,
vertical and horizon-
tal

cylinder and square
prism, vertical and
horizontal

Grouping

Curves

books, vases and
other objects simi-
lar in character

! scroll
wave
radiating lines

In teaching object drawing the leading purpose should be to
develop the ability to see the ever-varying appearances of forms
and to lead the pupil through this seeing to recognize the laws
that govern the appearances.

153

The drawing is a description of what is seen and is a neces-
sary step in the process of seeing without which the pupil will
not discover his false seeing.

Do not allow the pupil to delude himself with the idea that
he sees right, but cannot express it.

If he really sees that a line making a right angle with another
appears to make an acute angle, he will not be likely to draw
an obtuse or a right angle to represent it, although he may
forget if he has only been told that it ought to appear so. After
he is sure there is such an appearance he should be taught the
reason for it.

Encourage home sketches, and make them occasions for
general lessons on the laws governing the appearance of form.

The purpose of the drill exercise is to cultivate freedom and
precision of movement in drawing long curves.

The exercise should be carefully studied.

The whole arm movement should be used in the drill.

154

APRIL, MAY, JUNE.

Materials — Clay, paper, pencil, eraser.

'Construction

Decoration

Modeling from a f a paper weight or
working-drawing { some similar object

Drawing from nature j flo^ers and leaves
( snowing growth

Bilateral arrangement { conventional flowers
( and leaves

Conventional arrange-
ment showing
natural growth

Combinations

Modeling from nature

Modeling from casts

a sprig with a flower
and two or three
leaves or with flow-
er, buds and leaves

borders

unit and border

flower sprigs
fruits

any good example of
historic art, flowers
or fruit

Application of design
to material

borders and tiles mod-
eled or carved in
clay or other ma-
terial

designs for embroid-
ery

some article of use as
a portfolio or a box
designed and con-
structed from a
working drawing
in any suitable ma-
terial and decorated

In drawing plant forms from nature, see that the lesson is
given when the sprigs are in good condition.

The .sprig to be drawn should be in front of the pupil, and in
the water if possible.

155

The leading lines, the blocking of the general form, and of
the leaves and flowers, should be insisted upon before the details
are drawn.

Those pupils who cannot work rapidly should be given
twigs having fewer leaves or flowers — simpler forms to draw.

It is desirable that each pupil should execute in some mater-
ial, a design made with the idea of its adaptation to some special
purpose. The lesson involved in the exercise is an important
one. If clay is selected, architectural ornaments in relief will
be especially studied. If embroidery is selected, the attention
of the pupil will be directed to the kinds of design suited to
different materials and purposes, and correspondingly with
any other kinds of work.

As the materials for this work (with the exception of clay)
must be provided by the pupils, it cannot be absolutely required.
Its introduction must be the result of an interest in the subject
aroused by previous lessons, and can only be encouraged and
.guided by the teacher. It is hoped that the teacher will bear
in mind, that encouragement without intelligent direction and
'Criticism, will not accomplish the desired result. If a portfolio
•or box is chosen, the pupil should be reminded that pleasing
proportions in the construction, and a harmonious arrangement
•of color is of more importance than ornament, and that if an
ornament cannot be designed that will add to the beauty of the
•object, taste in design requires that it should be left without
•decoration.

Directions for clay modeling will be found in Part II,
Appendix B.

Work In Shops!

WOOD.

SEVENTH AND EIGHTH YEARS.
Bench Work :

The correct method of using planes, handsaws, chisels, gouges,
brace and bits, hammer, gauge, clamps and other tools, in the
working of different kinds of wood.

All construction is from drawings executed by the pupil.

HIGH SCHOOL— FIRST YEAR.
Lathe Work :

The proper use of the hand wood-turning tools in the various
operations of turning. Blue-prints used are taken by pupils
from their own tracings and drawings.

SECOND YEAR.

IRON.

Forging :

The making and management of a forge fire and the forging
of small articles of iron involving all fundamental operations.
Steel tool-making, hardening and temporing.

THIRD AND FOURTH YEARS.

Machine-tool Work :

The use of engine-lathe, planer, sharper, drill-press and hand-
lathe, in the various processes of metal turning, boring, thread-
cutting, planing, slotting, drilling, polishing, etc., upon cast-
iron, wrought-iron, steel, brass and composition.

See Teacher's Manual, pamphlet form.

157

Cooking.

SEVENTH AND EIGHTH YEARS.

The object of the course is to give the pupils instruction in
plain cooking and in housekeeping, so far as it is dependent on
the kitchen. In addition to recipes for ordinary dishes, and
making and cooking the same in the school, notes are given on
the proper way of mixing ingredients, and on the best manner
of arranging and preserving provisions. As much of the chem-
istry of food is taught as is necessary for intelligent cooking.

Two hours a week throughout the two years.

See Teacher's Manual, pamphlet form.

Sewing.

THIRD YEAR.

Basting.

Running.

Stitching.

Overcasting.

Hemming — three widths, ^, ^ and 1 inch.

Top sewing.

Work bag.

158
FOURTH YEAR.

Teach bias /<?//.

French seam.

Tucking.

Gathering — plain and French.

Patching.

Button-holes.

Drafting of seamless waist and making of same.

FIFTH YEAR.

Gussets.

Button-holes and buttons.

Cloth darning — with and without piece ; straight and three-
cornered.

Garment mending — both patching and darning.

Hem-stitching.

Feather-stitching.

Herring-bone stitch.

Draft skirt and make same.

SIXTH YEAR.

Button-holes — cotton and cloth.

Stocking darning.

Draft drawers and make same.

Drafting of sleeve.

Cutting and fitting by measurement, from " The M. O. Jones
Self-adj usting' Tailor System," as taught in the sixth grades, in
the southeast and southwest sections of the city.

159

Music.

The immediate purpose of the work in music is to develop-
pure, full voices, to train the pupils to read music accurately at
sight, and to sing with intelligence and feeling.

A full explanation of the methods to be pursed in this work
is to be found in the Music Manual.

MATERIAL.

In each school-room there should be a pitch pipe and a
simple pendulum, permanently suspended from the wall. On
the blackboard, in all schools, throughout the year, there
should be a representation on the staff, of the major scale, in
the various keys. (Modulator.) In all schools above the
third grade, a similar representation of the chromatic scale
should also be kept on the board.

Exercise . cards, showing the methodical development of
interval work in the major, minor and chromatic scales are fur-
nished for the guidance of teachers. Exercise cards are also
furnished to aid in the introduction and development of two-
part and three-part harmony.

The schools are supplied with sight work arranged for the
introduction and thorough development of the representation
of each new step in the study of intervals and time. For the
first and second grades, printed sheets of music, from which,
each day, exercises are to be copied on the board, are furnished
for the teachers. For the other grades, the sight work is printed
for each child. Above the second grade this work is supple-
mented by parallel work in the singing books. Each group of
sight work is accompanied by a card designating what music
in the books should be sung in connection with it.

160

Songs for rote work are supplied for the first six grades.
All the sight work supplied should be sung. The rote songs
should be taught as directed by the special teacher.

SCHEDULE OF WORK.

FIRST YEAR.
First Term :

The scale should be taught as a unit. The intervals of the
lower part of the scale (1-5, inclusive) should then be studied.
The idea of two-part time should be developed,

Second Term:

The study of the lower part of the scale should be continued.
The intervals in the upper part of the scale (five to eight inclu-
sive) should be studied at first separately, and then in connec-
tion with those of the lower.

The sight work consists of exercises involving (1) only those
intervals with which the children should be familiar and (2)
the one form in time (quarter notes in 2-4 time) which they
know perfectly.

The idea of quarter rests should be developed toward the
end of this term.

Third Term :

The more difficult intervals of the scale should be studied.
At the end of the term the pupils should be able to sing any
interval of the major scale.

The sight work introduces the new intervals learned and the
new time character — the quarter rest.

Rote songs throughout the year.

SECOND YEAR.
First Term :

The first year's work should be reviewed until the children
can take any interval of the major scale and can sing, at sight,

161

exercises in 2-4 time containing only quarter notes and
quarter rests.

Tones above and below the keynote should be studied in
their relations to each other.

The idea of half notes and half rests in 2-4 time should be
developed.

Second Term:

The study of intervals should be kept up with great care.
The vowels should be used more than the syllables in this work.

The sight-work consists of exercises using the time form
already familiar, together with the newly developed time char-
acters— the half note and the half rest. The tie is introduced
here.

Third Term:

The previous work with intervals should be continued. The
names of the intervals — major second, minor second, etc. —
should be taught.

The sight- work consists of more difficult exercises, involving
the use of the time form and the time characters — already
familiar. The use of the hold is taught.

Rote songs throughout the year.

THIRD YEAR.
First Term:

The work of the previous years should be reviewed until the
children can sing any exercise written in 2-4 time, using only
quarter notes, quarter rests, half notes and half rests, with the
tie and hold.

The intervals of the minor scale should be studied.

The idea of four-part time should be developed.

Second Term :

The study of intervals in the major and minor scales should
be continued with unceasing care. Knowing the intervals by

162

name, the children should be taught to sing any interval from
a given note as the name of the interval is called. Two-part
harmony should be added to the interval work.

The sight work is in 4-4 time, using quarter notes, quarter
rests, half notes, half rests, and developing the new charac-
ters— the dotted half note, the whole note and whole rest.

The idea of three-part time should be developed.

Third Term :

The previous interval work should be continued. Two-part
harmony should be developed further. In addition, the chil-
dren should be taught to recognize and name the various in-
tervals when heard.

The sight work is in 3-4 time, involving the characters
already familiar. In this term also occur easy exercises in
two-part harmony, in two, three and four part time.

Rote songs throughout the year.

•

FOURTH YEAR.
First Term:

The work of the previous years should be reviewed until the
children can read readily exercises in 2-4, 4-4 and 3-4 time,
using quarter, half and whole notes, the corresponding rests
and the dotted half note.

The easier intervals of the chromatic scale should be studied.

The sight work is written chiefly in 3-8 time, developing the
idea of the eighth note, eighth rest and the dotted quarter
note. The greater part of the sight work from now on is writ-
ten for two parts.

Second Term :

The interval work should be continued along the same lines
as in first term work. The study of the chromatic scale should
be further developed.

The sight work develops 6-8 time.

163

/
Third Term :

The intervals of the major, minor and chromatic scales
should still be diligently studied.

The sight work develops the eighth note and eighth rest in
2-4, 3-4 and 4-4 time.

Rote songs throughout the year.

FIFTH YEAR.
First Term :

The work should be reviewed until the children can sing
sight exercises in 2-4, 4-4, 3-4, 3-8 and 6-8 time, using whole,
half, quarter and eighth notes, their corresponding rests, and
the dotted half note ; also the dotted quarter note in 3-8 and
6-8 time.

Second Term :

Advanced interval work in the major, minor and chromatic
scales.

The sight work develops the dotted quarter note in 2-4, 3-4
and 4-4 time.

Third Term :

Advanced interval work.

The sight work develops the sixteenth note in 2-4, 4-4,
3-4, 3-8 and 6-8 time.

Rote songs throughout the year.

SIXTH YEAR.
First Term :

The work of the previous year should be thoroughly
reviewed.

Three-part harmony should be introduced in the interval

work.

Second Term :

Advanced interval work in the major, minor and chromatic
scales. Three-part harmony should be developed further.

164

The sight work develops the dotted eighth in the various
kinds of time already presented. The sight work is now
written chiefly for three parts.

Third Term :

Advanced interval work.

The sight work develops the thirty-second note and the dotted
sixteenth note in the different kinds of time already presented.

Rote songs throughout the year.

SEVENTH YEAR.

The work of the sixth grade should be thoroughly reviewed.

The study of intervals in the major, minor and chromatic
scales should be continued faithfully.

A sufficient number of exercises should be given in 2-2, 2-8,
6-4, 9-8 and 12-8 time to render the pupils sufficiently familiar
with those time-forms to sing them understanding! y and with
ease.

The simple marks of expression, as pp, p, f, ff, etc., are
taught incidentally in the work of the previous years. In this
grade the signs indicating the degrees of force, as crescendo,
decrescendo, swell, pressure, tone, forzando, staccato, marcato,
legato, etc., as well as terms indicating the character of the
movement, such as andante, adagio, allegro, etc., should be
introduced.

EIGHTH YEAR.

The work of the seventh grade should be reviewed. The
work with intervals should be continued.

The double sharp, double flat and double natural should be
introduced.

The study of thirds in the different kinds of time should be
taken up.

The more difficult forms of syncopation should be studied.

In addition to this work a large amount of music should be
sung, especial attention being given to expression.

165

Health Exercises

I. INTRODUCTION.
II. AIMS.

III. GENERAL GROUPING OF EXERCISES.

1 Stretching Exercises

2 Exercises for Strength

3 Relaxing Exercises

4 Exercises for Grace

5 Breathing Exercises

6 Vocal Exercises.

IV. GENERAL DIRECTIONS.
V. POSITIONS AND SIGNALS.

VI. FIRST AND SECOND GRADES.
VII. THIRD AND FOURTH GRADES.
VIII. FIFTH AND SIXTH GRADES.
IX. SEVENTH AND EIGHTH GRADES.

I. INTRODUCTION.

A manual of physical culture which will present the work
in its entirety, is now in course of preparation. This will con-

166

tain a graded course with full and definite instructions for
giving the same.

As heretofore, the teachers will continue to work from printed
lesson sheets containing daily programs of lessons given by the
teachers of physical culture.

II. AIMS.

1. General :

The general aim of physical culture is to secure that perfect
condition of the body that is conducive to its best use in every-
day life.

2. Specific:

1 Health

2 Good carriage of body

3 Symetrical development

4 Grace

5 A good speaking voice

III. GENERAL GROUPING OF EXERCISES.

According to the purpose of the exercises, and the principles
upon which they are based, the following general grouping
can be made.

1. Stretching Exercises :

These counteract the effect of the overuse of the flexor rather
than of the extensor muscles.

2. Exercises for Strength :

These are given to make the muscles obedient to the will,
and to secure organic perfection of the body.

They are given in the order of the parts of the body, thereby
tending to secure an even development.

3. Relaxing- Exercises :

By these the body is relieved of unnecessary tension and pre-
pared for graceful movements.

167

4. Exercises for Grace :

Graceful movements are seen and imitated by the children.

5. Breathing Exercises:

a For the thorough expansion of the lungs,
b To give control of the breath, making a basis for vocal
work.

6. Vocal Exercises:

Exercises adapted to the grade are given in breathing, in
articulating, in tone-placing and in pronouncing. A good
speaking voice is all that is sought.

According to the parts of the body exercised, groups 1, 2,
and 3 are in the main capable of the following division :

1 Head

f Chest
I Back
] Waist
[ Abdomen

2 Trunk

SArm
Forearm
Hand

(Thigh

4 Lower Limbs -J Leg
(Foot

GENERAL DIRECTIONS.

I. The average amount of time to be devoted to gymnastic
work in each grade is from 15 to 20 minutes daily.

1st grade 19 minutes.

. 19

-25

4th

5th

6th

_ _ 14

7th

8th

-18

168

II. The best results can be obtained by giving the exercises
at 10 o'clock in the morning, or midway between the forenoon
recess and the noon hour, or at 2 o'clock in the afternoon.

Decide upon a certain time in the daily program when the
exercises are to be given, then give them at that time with
the regularity of the daily recess.

III. If, at the beginning of school in the morning, the upper
sashes of the windows are lowered a short and equal distance,
such as can be maintained during the day, a constant ventila-
tion of the school-room will be secured. This refers to build-
ings that are not automatically ventilated.

Before beginning the gymnastic work each time let monitors,
appointed for that purpose, lower the windows a greater
distance.

When exercising, the temperature of the room should be
between 65° and 70°.

IV. Use every reasonable influence to persuade the girls to
adopt a loose style of dress for the school-room.

V. The appearance of the class is improved and better gym-
nastic work secured, if the pupils are seated according to height
with the shortest in front.

VI. Study the lesson sheet carefully before attempting to
give a new lesson.

Know the name of each exercise and the correct signals for
the same.

See that the children know the names of the exercises, the
signals, and what to do when the signals are given.

VII. Avoid all unnecessary movements during gymnastic
exercises. All muscles not being used should be at rest.

VIII. If, for any reason, a change in the lesson is desirable,
see that an exercise be given for each part of the body.

IX. Induce the pupils to maintain a good carriage of the
body at all times.

When passing in line, each pupil should keep the distance
of the length of the arm or of the forearm from the one in
front of him.

169

Cultivate the habit of walking in a straight line.

X. Teach the pupils, when walking up and down stairs, to
hold the body erect, placing the ball of the foot first on the
step.

XI. A practical application of the lesson in rising, sitting,
standing, walking, ascending and descending steps, should be
insisted upon at all times during the day, thereby forming cor-
rect habits.

XII. When criticizing a lesson as a whole, the following
points are specially noted :

1. Ventilation

( eyes
head

2. Positions < chest

a Sitting hands
b Standing [ feet

3. Accuracy

a Of the class as a whole
b Of individual pupils

4. Method of teacher •

5. Uniformity

6. Quietness

POSITIONS AND SIGNALS.

Sitting Position :

I. Resting Position

1 Body far back in the seat with back resting

2 Chest raised

3 Head erect

4 Eyes looking toward the front

5 Hands resting in the lap

6 Feet on the floor, one slightly in advance of the other

II. Upright Position :

1 Body in an erect position, far back in the seat

2 In other respects the " Upright Position " is similar
to the " Resting Position."

The " Upright Position " is always to be taken during gym-
nastic work in the seats, and when preparing to rise.

170

Practice changing from ' ' Resting Position " to " Upright
Position. ' '

Use the Signals ' ' Rest ' ' and ' ' Upright ' ' to designate these
two positions.

Standing- Positions :

I. Position of respect.

1 Chest raised

2 Abdomen held well back

3 Weight resting mainly on the balls of the feet

4 Head erect

5 Arms relaxed at sides

6 Feet forming an angle of about 60°

7 Byes looking toward the front

II. Speaker's position.

1 One foot in advance, so that the heel of the forward
foot is opposite the instep of the other foot

2 Most of the weight on the ball of the forward foot

In other respects the "Speaker's Position" is similar
to the ' ' Position of Respect. ' '
«

SIGNALS.

When the class rises in a body the signals to be given are as
follows :

I. Rising1.

1. " Ready " — Place the right foot in the aisle.

2. " Rise " — Rise, bringing the left foot up to the right foot
and take ' ' Position of Respect. ' '

3. "Position" — Step into the middle of the aisle, taking
' ' Position of Respect ' ' directly behind the pupil in front.

II. Sitting:.

1. "Ready" — Take a step beside the seat, bringing heels

together.

2. " Sit "—Place the left foot in front of the seat and sit.

3. ' ' Position ' '—Take ' ' Resting Position. ' '

Practice rising toward the left.

171
FIRST AND SECOND YEARS.

The exercises given to the children in the first and second
years of school work have largely the elements of play, involving
however, the necessary preparation for the regular gymnastic
work beginning in the third grade.

These may be considered as :

I. Hygienic — seeking a good carriage and a regular devel-
opment with all possible conditions of the school-room secured,
which aid in the child's healthful growth.

II. Recreative — seeking to obtain in play that exercise
which is most natural.

Gymnastic Games :

Games which exercise many parts of the body, and in which
all of the pupils can take part, are to be introduced during
the year.

Positions :

Begin at once to teach correct positions for sitting and
standing.

First show what you wish by setting the example, then let
the children imitate.

Select the best examples from the class to be observed and
imitated by the pupils.

Finally, give individual attention wherever it is necessary.

When ready for work the children should have the best
standing position in the middle of the aisle. The line should
be straight and graded according to height.

Signals :

Teach the signals for rising and sitting. Try to obtain uni-
formity by having each pupil move with the one in front.

Stretching1 Exercises :

Much stretching of all parts of the body is good. It is
profitable to have these exercises after lessons in penmanship
and drawing.

172

Relaxing Exercises:

Frequently lift the arms of pupils when standing and walk-
ing, to see if they drop lifelessly.

Be careful that pupils do not raise the shoulders thinking
that thereby they are raising the chest. To correct this evil
give relaxing exercises for the shoulders.

Walking :

First let one row walk around the room. The children who
are sitting in their seats should observe and decide who walk
the best.

When two rows are able to walk well, unite them and form
one line.

Finally let the whole school walk around the room.

The children should know and observe the following
directions :

1 Keep the chest high

2 Hold the head erect

3 Carry the arms loosely at the sides

4 Walk in a straight line

5 Turn a square corner

6 Keep the distance of the length of the arm or of the

forearm from the child in front.

Exercises for Grace:

Natural movements and attitudes which do not violate the
principles of grace are given by the teacher to be imitated by
the children.

Breathing :

A few natural deep breaths taken in an upright position at
the direction of the teacher, is all that is expected in these
grades.

Voice :

Secure soft, clear and smooth tones in the school-room by
giving them for the imitation of the children.

173
THIRD AND FOURTH YEARS.

The gymnastics now take on the character of accuracy and
precision.

Positions :

The positions to be taken for gymnastics, both when sitting
and standing, have been taught in the first and second grades
and now need to be insisted upon that correct habits may be
formed.

Signals :

These are to be given as drill exercises until the whole class
is able to move with ease, uniformity, and quietness. Do not
permit the children when rising to help themselves by taking
hold of the desk. The arms should drop at the sides, and the
best standing position immediately be taken beside the seat,
without fussing or unnecessary movements of the body.

Exercise for Strength :

These exercises, with full directions, will be printed on the
lesson sheets issued during the year.

Relaxing Exercises :

Relax hands before and after lessons in penmanship and
drawing.

Elevated shoulders can be brought down and a stiff carriage
of the arms overcome by giving relaxing exercises for these
parts.

Walking :

Frequently let the children walk for the observation and
criticism of the whole class. Each child should know and ob-
serve the following points :

1 Head erect

2 Chest high

3 Abdomen held well back

4 Arms hanging loosely

5 Walk lightly.

174

Breathing1 :

Give breathing exercises each day taken in an upright
position.

Breathe deep, so as to thoroughly expand the lungs.

Voice :

To secure a good natural tone, the child should be in a good
humor, without frowns or unpleasant feelings.

Cultivate the ear of each pupil by presenting good, clear,
smooth tones for imitation.

FIFTH AND SIXTH YEARS.

As the work advances a few of the simple exercises are com-
bined requiring greater co-operation of muscles. I,ead the
children to see the relation of physical exercises to good health.

Teach the importance of a good carriage as affecting health
and as a matter of personal appearance.

Positions and Signals :

The remarks made in regard to positions and signals in the
work for the first four grades apply to these grades.

Exercises for Strength :

Always give these in the order of the parts of the body, so
that at the end of the lesson the whole of the body will have
been exercised.

Walking :

Observe all the directions given in regard to a good carriage.
Cultivate the habit of walking directly forward in a straight
line.

When children walk in a line, for the sake of appearance,
the following directions should be obeyed :

1. Keep the distance of the length of the arm or of the fore-
arm from the one in front.

2. Walk directly behind the one in front, so as to keep the
line straight.

3. Turn square corners.

175

Ascending and Descending Steps :

It is well, as an exercise, to let the whole school pass out of
the room, down and up stairs, observing the points given above.
When going upstairs bear in mind to keep the body erect and
place the ball of the foot first on the step.

Relaxing; Exercises :

Frequently practice the relaxing exercises given during the
year, even after perfection is obtained.

Breathing :

Let the children place their hands on the waist in front so as
to feel the motion at that part.

During breathing there should be little or no motion of the
shoulders.

Voice :

Breathing exercises, in which the breath is exhaled very
slowly, are given to gain control of the muscles used in ex-
halation, thereby gaining control of the breath.

Simple exercises in articulation are given during the year.

It is suggested that lists of mispronounced words be kept on
the board, and that frequently the pupils be drilled in pro-
nouncing them correctly and distinctly.

SEVENTH AND EIGHTH YEARS.

The work in these grades presents greater difficulties, in-
cluding many combined exercises.

It is desirable that the children have a distinct understand-
ing of all that is done.

Teach in connection with physiology :

1 The relation of exercises to health

2 The value of special exercises, or school gymnastics,

given for the symmetrical development of the body

176

3 The importance of a good carriage of the body —

a For health

b For personal appearance

4 The hygienic value of deep breathing

5 The injurious effects of tight clothing

In the eighth grade the pupils ought to understand the
physiology of breathing — the muscles used in respiration, and
their action in inhalation and exhalation.

Positions :

The children know the essentials of a good standing position.
This should be insisted on at all times until the habit is fixed.

Take many exercises with a book on the head. This will
most quickly and surely secure a good general carriage.

Signals :

When perfection has been obtained in obeying signals, not
more than a minute need be spent in passing from the best
sitting position to the best standing position.

When rising, avoid bending forward more than is necessary.
Avoid also the other extreme, rising without any motion of the
spinal column.

Exercises for Strength :

One day each week is to be spent in exercises with wands or
dumb-bells.

Other exercises of the week will be printed on daily
programs.

Walking- :

Teach pupils as individuals to walk lightly, freely swinging
the leg from the hip, and without unnecessary motion in the
upper part of the body. However, in walking, as in all
exercises, avoid a stiff carriage of the spine and head.

Ascending and Descending Steps :

Frequently let the whole class pass out of the room, down
and up stairs, observing the directions given to the fifth and
sixth grades for these drills.

177

Relaxing1 Exeivisrs :

Whenever a stiffness of any part of the body, caused by un-
necessary tension, is noticed, immediately give a relaxing
exercise for that part of the body.

Voice :

The voice work in these grades may be considered under
four heads :

1 Breathing.

a For the thorough expansion of the lungs,
b To strengthen the muscles of respiration and give
control of the breath during exhalation.

2 Tone placing.

To secure a good tone, the breath should be directed
well forward in the mouth. Exercises are given to
cultivate the tendency to throw the tone there.

3 Articulation.

Exercises are given to cultivate a prompt but easy action
of the organs of articulations, avoiding too great pre-
cision of utterance.

4 Pronunciation.

At the beginning of the week place on the board a list
of words commonly mispronounced. Drill the pupils
in uttering them correctly and distinctly one minute
each day.

178

HIGH SCHOOLS.

The Studies of the Academic High Schools embrace Mathematics,
Physics, Chemistry, Mineralogy, Natural History (Botany, Zoology),
Geology, History, Political Science, English, German, Latin, Drawing,
Manual Training, Military Drill and Vocal Music. For convenience of
classification, two leading courses of study are outlined, but no one of
these is in every part compulsory. Subject to the requirements of the
hour plan of recitations, a pupil, acting with the approval of his parents
or guardian, may determine his own course of study. The order of sub-
jects in the several departments, with the hours of recitation or number
of exercises apportioned to each, is as follows :

MATHEMATICS.

FIRST YEAR.

School Algebra, Wentworth — Simultaneous simple equations ; In-
volution and evolution ; Radical expressions ; Quadratic equa-
tions ; Theory of exponents ; Ratio and Proportion ; Progres-
sions ; Binomial Theorem. One hundred and eighty hours.

SECOND YEAR.

Plane Geometry, Wentworth — Rectilinear figures; Circles; Pro-
portional lines and similar polygons ; Comparison and meas-
urement of the surfaces of polygons ; Regular polygons and
circles.

Theorems for original demonstration.

Exercises involving the practical application of propositions proved.
One hundred and twenty-four hours.

Solid Geometry, Wentworth — Lines and Planes in Space. Twenty
hours.

THIRD YEAR.

Solid Geometry, Wentworth — Polyhedral angles; Polyhedrons,
cylinders and cones ; The sphere.

Original demonstrations and exercises as in the second year. Forty-
four hours.

Plane Trigonometry — Functions of acute angles ; The right triangle ;
Goniometry ; The oblique triangle. Forty-four hours.

Surveying, with Field-work — Instruments and their uses ; Land
surveying ; Triangulation ; Leveling ; Railroad surveying.

179

Field-work with the compass, transit, plane-table and level.
Computation and plotting from field notes. Fifty-six hours.

FOURTH YEAR.

Analytical Geometry, Wentworth — Plotting of curves; Relation of
pole and polars of a circle ; Parabola ; Locus of middle points
of parallel chords ; Tangents from ends of chords, ellipse,
hyperbole, asymptotes, conjugate diameters, etc. Eighty-eight
hours.
College Algebra, Wentworth — Fifty-six hours.

CHEMISTRY.

SECOND YEAR.

Inorganic Chemistry, Eliot and Storer's Manual. Thirty-six hours.
Introduction to Organic Chemistry.

Experimental Lectures, reported by students. Thirty-six hours.
Laboratory Practice. One hundred and five hours.

THIRD yEAR.

Organic Chemistry, Eliot and Storer's Manual.

Laooratory Practice in Analytical Chemistry. One hundred and

five hours.

Qualitative Analysis.
Experimental Lectures, reported by students. Thirty-six hours.

FOURTH YEAR.

Organic Chemistry.
Assaying.
Quantitative Analysis.

MINERALOGY.

THIRD YEAR.

Crosby's Mineralogy. Fifteen hours.

Blowpipe Analysis and Determinative Mineralogy. Sixty hours.

Study of collection at the National Museum.

Preparations of specimens for the school cabinet.

PHYSICS*

SECOND YEAR.

Gage's Introduction to Physical Science. Seventy-two hours.
Lectures, with Experiments. Tiventy. hours.
Laboratory. One hundred and five hours.

•NOTE.— A continuous effort is made, throughout the course, to develop habits of personal
investigation, and each student is encouraged to make and to use the most instructive
pieces of physical apparatus. The appliances at hand in the Department of Manual Train-
ing arc utilized to this end, thus combining the practice of the training of both branches.

180

THIRD YEAR.

Gage's Introduction to Physical Science, (continued).

Lodge's Elements of Mechanics, Light, Heat, Sound, Thompson's

Elementary Lessons in Electricity.
Recitations. Thirty-five hours.
Laboratory. One hundred and forty hours.

FOUBTH YEAR.

Laboratory.

Electricity and Magnetism. One hundred and forty-four hours.

ZOOLOGY*

FIRST YEAR.

Zoology — Work in Examinations of Objects, with and without the
microscope. Twenty hours.

Packard's First Lesson in Zoology. Twenty hours.

Laboratory Practice. Thirty-six hours.

Studies at the U. S. Fish Commission Station, the Smithsonian In-
stitution and National Museum. Ten hours.

Preparation of a Paper Stating Results of Original Observations on
a special topic assigned.

Preparations of a Condensed Summary of the Characters of Prin-
cipal Orders throughout the Animal Kingdom.

BOTANY*

THIRD YEAR.

Botany — Practical Exercises in the Examination and Analysis of
Plants. Eighty hours.

Gray's Lessons and Manual. Forty hours.

Lectures (supplementary to the text-books, and upon Crypto-
gams). Forty hours.

Laboratory Work (devoted to exercises in drawing and describing
the details of plant structure, with and without the micro-
scope). Thirty hours.

Study of Tropical Plants and of Growing Plants.

Studies at the U. S. Botanical Gardens and in Excursions.

Preparation of 100 Description Papers (each stating the character-
istic external features of some plant analyzed).

Preparation of 3 Observation Papers (stating results of original
observation on some general topic assigned).

Preparation of a Condensed Summary of Structural and Systematic
Botany.

*NOTE. — In these subjects, as will be seen from above, the mode of study is founded
on the examination of subjects, with the constant aim of developing the habit of
observation.

181

Preparation of Illustrative charts, in crayon, colored chalk and
water color.

FOURTH YEAR.

Advanced Botany— Trees and Plants of Washington. Sixty Aourx.
Laboratory Work, with and without the microscope, using Bower's
Practical Botany. Sixty hours.

GEOLOGY*

FOURTH YEAlf.

Geology — Le Conte's Elements. Sixty hours.
Laboratory Work — Sixty hours.

HISTORY AND POLITICAL SCIENCE.f

FIRST YEAR.

Oriental Historv.
History of Greece.

Myers' The Eastern Nations and Greece. Four hours weekly,

first half year. Seventy-two hours.
History of Rome.

Allen's Short History of the Roman People. Four hours
weekly, second half year. Seventy-two hours.

SECOND YEAR.

Montgomery's History of England. Three hours weekly. One
hundred and eight hours.

THIRD YEAR.

Myers' General History.

Fiske's Civil Government in the United States. Four hours
weekly. One hundred and forty-four hours.

FOURTH YEAR.

American History and Constitution : by topics. Four hours
weekly. One hundred and forty-four hours.

Political Economy. Four hours weekly. One hundred and forty-
four hours.

•NOTE. — In this subject, as will be seen from above, the mode of study Is founded
on the examination of subjects, with the constant aim of developing the habit of
observation.

t NOTE.— The general method of instruction lays stress upon the value of topical studies.
These vary in character in the different years, but all have the aim to teach the students
the art of using advantageously sources of information, the power of discriminating
between important and unimportant facts, and the habit of clear and forcible expression
of ideas.

182
ENGLISH.

FIRST YEAR.

Representative Discourse. Structure and Expression — descrip-
tion, narration, comparison and exposition. Twenty-wen,
hours.

Brief outline of English Literature. Twelve hours.

Selections from Standard Authors. Seventy hours.
Tennyson.
Dickens.
Macaulay.
Coleridge.
Byron.
Goldsmith, etc.

SECOND YEAR.

Argumentative Discourse — proofs, a priori, proofs by example,

proofs by evidence. Eighteen hours.
Principles of Rhetoric. Thirty-six hours.
Addison. Milton. Eighteen hours.
Shakespeare — (comedy). Thirty-six hours.

THIRD YEAR.

Chaucer. Prologue and Nonnes Tale. Twenty-eigM hours.
Bacon. Essays. Twenty-four hours.
Milton. Paradise Lost. Twenty hours.
Shakespeare (tragedy). Seventy-two hours.

FOURTH YEAR.

The English Essayists. Thirty-six hours.

The English Novel. Thirty-six hours.

Topics for Research, Criticism and Invention, connected with a

study of Modern Poetry and a review of Grammar and

Rhetoric. Seventy-two hours.

NOTE. — The first year's course aims to instruct pupils in the art of writing and speaking
correct English, to give a knowledge of what is best in literature, and to cultivate a love
for books and reading. An entire selection is taken for critical study. The principles of
correct expression are impressed by constant exercises in writing. Pupils are required to
keep note-books, in which outlines, reproductions, notes of lectures, and tables are
entered.

In the second year the study of Rhetoric is supplemented by reference to the best
English writers, for practical examples, and by constant practice in writing.

Shakespeare is studied with a view to broad literary culture. An entire quarter is
devoted to a single play, which is so presented as to evolve an appreciation of the art of
dramatic composition and the development of character and plot, as also original critical
thought in pupils.

The course in English is progressive, the first year's work being preparatory to the
second, the second to the third, etc.

183
GERMAN.

FIRST YEAR.

Bernhardt's "Sprach und Lcsebuch," Vol I ; Conversation ; Writing

German ; Stories. One hundred and eighty hours.
Storm's " Immensee."

SECOND YEAR.

Bernhardt's " Sprachbuch," Vol. II ; " Im Zwielicht," Vol. I ; Ge-
schichte der deutschen Litteratur ; Conversation ; Composition ;
Grammar. One hundred and forty-four hours.

Till HI) YEAR.

Bernhardt's " Goethe's Meisterwerke ; " Geschichte der deutechen
Litteratur ; Conversation ; Advanced Composition ; Grammar.
One hundred and forty-four hours.

FOntTH YEAR.

Sheldon's German Grammar.
Goethe's Meisterwerke — complete.
Selections from Schiller.
Lessing's " Nathan der Weise."

LATIN.

FIRST YEAR.

Grammar and Lessons. One hundred and forty hours.
Gallic War, Book II, ten chapters. Forty hours.

SECOND YEAR.

Gallic War, Books I, II, III and IV. One hundred and forty hours.
Cicero, One Oration. Forty-five hours.

THIRD YEAR.

Cicero, Seven Orations. One hundred and twenty hours.
jEneid, Book I. Sixty hours.

Forirrn YEAR.

^Eneid, Books II, III, IV, V and VI. Eclogues.

Ovid, Reviews.

Collar's Composition. One hour per week, first semester of last
three years.

Writing Latin and reading at sight, throughout the course, and
occasional lectures on i.atin literature, antiquities, and phil-
ology.

184
GREEK.

SECOND YEAR.

White's First Lessons. Seventy-two hours.
Xenophon's Anabasis. — Book I, begun.

THIRD YEAR.

Xenophon's Anabasis. — Books I, II, III, IV, and review.
Goodwin's Grammar.

FOURTH YEAR.

Goodwin's Greek Moods and Tenses.
Herodotus — Book VII.
Homer's Iliad.— Books I, II, III, IV.
Prose Composition.

DRAWING.

Regular Classes.

FIRST YEAR.

One hour per week.

Geometrical work. — Construction of geometrical problems ; geomet-
rical design ; development of solids ; making models of paper
to be used in free-hand work.

Free-hand work. — Review and study of cube, square prism, cylinder,
cone, triangular prism, hexagonal prism, and square, pyramid,
groups of models in different positions and shaded in one tone ;
sketching flowers and leaves from nature.

SECOND YEAR :

One hour per week.

Geometrical work. — Study of Roman letters ; orthographic projection ;

development of solids and making models of paper.
Free-hand work. — Study of groups of models and school-room

objects, with light and shade effects; flower drawing from

nature.

THIRD YEAR :

One hour per week.

Geometrical work. — Review of projections ; study of mechanical per-
spective, both parallel and angular; the rule for finding the
real length of a line from its projections and its application in
the development of pyramidal forms.

Free-hand work. — Groups of models and other objects drawn on
paper with charcoal, or on the blackboard, to acquire breadth
of treatment.

FOURTH YEAR.

One hour per week.

Sketching from inanimate objects and from life, using soft pencil
or charcoal.

185
Elective Course.

FIRST YEAR.

Two hours per week.

Geometrical work.— Study of polygons, ellipse, parabola, hyperbola,

cycloid curves, Roman and Greek moldings, etc.
Free-hand work. — Study in light and shade, single models, groups of

models, and Greek vase forms, using pencil and pen and ink ;

study of plant drawing from nature.
Clay work — Modeling Greek vase forms in the round ; modeling in

relief forms from casts and from the natural leaf.

SECOND YEAR :

Two hours per week.

Geometrical work. — Projections, orthographic and isometric ; per-
spective, by direct use of projections and by use of vanishing
points and measuring points.

Free-hand work. — Study of light and shade, shading with stump,
single objects, groups of objects, Greek vase forms and sim-
ple casts.

Clay work. — Modeling in the round the Greek vase forms studied
in light and shade ; designing a simple rosette form and mod-
eling it in relief.

THIRD YEAR:
Two hours per week. Three elective courses.

Geometrical work. — Continue work of previous year in projections,

with light and shade, using water-color washes.
Study helix and screws (wooden and iron).

Study development of solids, making paper model — cones showing
parabola, hyperbola, ellipse ; roofs with dormer windows ; one
prism penetrated by another, etc.

Crayon work. — Continue work of second year, using more elaborate
casts of fruit and flowers, of the parts of the human face ; masks
of classic heads, and busts.

Clay work : Modeling from casts the parts of the human face
and masks in connection with the study of light and
shade from the same casts.

Water-color work. — Painting groups of objects first in monochrome,
then in color ; flowers from nature ; study of historical ornament
and original design, modeling, design in relief.

FOURTH YEAR.

Time, two hours per week.

Advanced work, in color, crayon, or geometrical drawing.

186
VOCAL MUSIC.

FIRST YEAR.

Drill in the elementary principles of music ; Sight reading ; Part
songs. One hour a week.

SECOND AND THIRD YEARS.

Sight reading, continued ; Part songs ; Chorals ; Glees. One hour
a week.

FOURTH YEAR.

Drill in expression and the finer points of execution.
MANUAL TRAINING.

FIRST YEAR.

Drawing. Twenty hours.
Wood-turning. Sixty hours.

SECOND YEAR.

Blacksmithing. Si-xty hours.
Drawing. Twenty hours.

THIRD YEAR.

Machine shop work. Eighty to two hundred hours.

FOURTH YEAR.

Continuation of work in the Machine Shop. Eighty to two hun-
dred hours.

MILITARY DRILL.

The organization for this purpose consists of a regiment of two bat-
talions, of four companies each, with a full roster of field, staff, and
line officers, and membership is open to all boys of suitable age and
size, not physically disqualified.

Drills occur twice a week, beginning at two o'clock.

The public exhibitions and parades in which the battalion may partici-
pate are limited to the following :

(a) An exhibition drill at some convenient time near the close of the
school year, at which the various companies compete for a prize
flag for excellence in drill.

(6) A dress parade near the close of the year, when the battalion is
reviewed by the Di&trict Commissioners and the Secretary of War.

The school makes arrangements to have uniforms furnished at contract
price, usually not exceeding $15.00.

The equipment of the battalion consists of Springfield cadet rifles and
regulation accoutrements.

187
THE SCHOOL LIBRARY.

Use of the school library is prescribed in connection with the courses
of study.

Books are arranged and catalogued by subjects.

Cyclopedias and works of reference are for consultation only ; other
books may be drawn.

Number of volumes in library, five thousand six hundred.

Hours for pupils, from two to half-past three o'clock each school-day.

Pupils have access to the library during their study periods in school
hours by securing permit slips from teacher.

The librarian and an assistant teacher are always present to direct and
assist pupils.

TEXT-BOOKS AUTHORIZED FOR USE.

IN THE FIRST-YEAR CLASS.

English : Pamphlets in English Classic Series (may be procured as
needed). *Smith's English and American Literature, 80 cts. History:
Myer's Eastern Nations and Greece, $1.00. Allen's History of the Roman
People, $1.00. Algebra: Wentworth's School, $1.15. Latin: Allen &
Greenough's Grammar (Revised,) $1.25. The Beginners' Latin Book,
Collar and Daniell, $1.00. German: Bernhardt's Sprachbuch, I, $1.10;
" Immensee," 30 and 50 cts. Zoology : Packard's Elementary Course, 90
cts. Drawing : Blank Drawing Book (manilla paper).

BUSINESS COURSE. — Business Arithmetic : Sadler's Inductive, Part II, 90
cts. English: Eaton's Manual of Correspondence, 25 cts. Lockwood's
Lessons in English, $1.25. Book-keeping : Bryant and Stratton's Common
School, 85 cts. Shorthand: Barnes' Manual, 90 cts.

IN THE SECOND-YEAR CLASS.

English: A. S. Hill's Principles of Rhetoric, 80 cts. History: Mont-
gomery's English History, $1.12. Chemistry: Eliot and Storer's Manual
(last edition) $1.15. Geometry: Wentworth's New Plane and Solid,
(Revised) $1.40. Latin: Caesar's Gallic War (any edition, Kelsey's or
Allen & Greenough's recommended), $1.25. Greek: Goodwin's Greek
Grammar (edition of '92), $1.50. White's Greek Lessons, $1.20. German :
Bernhardt's Sprachbuch, II, $1.10. "Im Zwielicht" Vol. I, 75 eta.
Die Geschichte der deutechen Litteratur. *Heath's German-English
and English-German Dictionary, $1.00. Physics: Gage's Introduction to
Physical Science, $1.00. Drawing: Blank Drawing Book (manilla paper).

*Recommended for Purchase,

188

BUSINESS COURSE. — Book-keeping: Goodwin's, $1.80. English: Pam-
phlets in English Classic Series. Shorthand: Dement's Pitmanic Manual,
$1.40. Commercial Law: S. S. Clarke's Text-Book, $1.10. Commercial
Geography: Tilden's, $1.00.

IN THE THIRD-YEAR CLASS.

English: Chaucer, Milton, Shakespeare, Hudson or Rolfe edition.
Trigonometry and Surveying : Wentworth's (with tables) $1.30. Mechanics :
Lodge's, $1.20. (Van Nostrand Co.). Physics: Thompson's Elements of
Electricity, $1.35. Latin: Virgil's JSneid (Greenough's edition preferred),
$1.70. Select Orations of Cicero (Allen & Greenough's new edition pre-
ferred), $1.25. Collar's Latin Prose Composition, $1.00. German: Ge-
echichte der deutschen Litteratur, 75 cts. Goethe's Meisterwerke, $1.50.
Greek: Goodwin's Greek Grammar, $1.50. Goodwin's Xenophon's Ana-
basis, $1.50. Botany : Gray's Lessons and Manual, $2.25. Chemistry : Eliot
and Storer's Manual, $1.15. Mineralogy: Crosby's Tables, $1.35. Cinl
Government: Fiske's Civil Government in the U. S., $1.00. Drawing:
Blank Drawing Book (manilla paper).

IN THE FOURTH-YEAR CLASS.

English: (References may be procured as needed). Latin: Virgil's
jEneid, The Eclogues (any edition). German: Goethe's Meisterwerke,
$1.50. Greek: Seymour's Homer's Iliad, $1.25. Goodwin's Greek Gram-
mar, $1.50. History: Myer's General History, $1.50. Botany: Bower's
Practical Botany, $2.60. Geology : Le Conte's Coinpend, $1.20.

189

COURSES OF STUDY OUTLINED.

YEAR.

ACADEMIC.

SCIENTIFIC.

FIRST.

English.

History.

Algebra.

Latin.

Zoology.

English.
History.
Algebra.
German.
Zoology.

SECOND.

English

and English History.
Greek.
Geometry.
Latin.
Physics or Chemistry.

English

and English History.
Geometry.
German.

Physics or Chemistry.

THIRD.

Tri.<)'y and Surveying or History.
Latin.
English.
German.
Greek.

Botany or Chemistry and Miner-
alogy, or Advanced Physics.

Trig'y and Surveying or History.

German.

English.

Botany or Chemistry and Miner-
alogy, or Advanced Physics.

FOURTH.

Latin.

English.

Advanced Botany or Chemistry

or Physics.
Greek.
Geology.
History.
Analytical Geometry and College

Algebra.
Political Economy.

German.
English.

Advanced Botany or Chemistry
or Physics.

Geology.
Histori/.
Analytical Geometry and College

Algebra.
Political Economy.

(a.) Elective studies are printed in italics ; all others are prescribed.

(6.) General exercises in Drawing are required in all the courses ; a general exercise In
Music is optional, except for Normal School candidates, for whqm it is prescribed.

(c.) Military drill will be conducted under the same regulations as during the past year.

(d.) Manual training for pupils of both sexes throughout each course is optional.

(e.) Not more than four studies may be pursued at one time.

(/.) Candidates for diplomas must pursue all the prescribed studies and four studies in
the third and fourth years ; students who, from any cause, fail to meet this require-
ment, are enrolled as "unclassified" and cannot graduate until the prescribed
work is satisfactorily made up.

(g.) Pupils who desire to prepare for college can make special arrangements of their
courses upon written application to the principal ; this must be done by pupils
of the second year who elect Greek.

(h.) Pupils who have satisfactorily completed the three years' course shall be entitled to
a diploma, and those who have completed the advanced (or fourth year) course
to an additional diploma.

190

BUSINESS HIGH SCHOOL.

BOOK-KEEPING.

FIRST YEAR.

Time, five hours a week — One hundred and eighty hours. Text-book,
first two quarters, Bryant & Stratton's Common School, includ-
ing single and double entry. Last two quarters, selected sets
of practice exercises.

SECOND YEAR.

Time, five hours a week — One hundred and eighty hours. Good-
win's text-book. Banking, business practice, solution of
book-keeping problems, preparation of sample sets.

BUSINESS ARITHMETIC.

FIRST YEAR.

Time, three hours a week — One hundred and eight hours. Text-
book, Sadler's Inductive, with special attention to business
problems.

SECOND YEAR.

Time, one hour a week — Thirty-six hours. Review of first year
work, miscellaneous problems.

ENGLISH.

FIRST YEAR.

Time, four hours a week. Text-book, first three quarters, Lock-
wood's English. One hundred and eight hours. Fourth quarter,
Eaton's Manual of Correspondence. Thirty-six hours.

SECOND YEAR.

Time, four hours a week. First quarter, review of grammar using
Kerl's text-book. Thirty-six hours. Second and third quarters,
critical reading of selected works. Seventy-two hours. Fourth
quarter, review of the two years' work. Thirty-six hours.

SHORTHAND.

FIRST YEAR.

Time, three hours a week. Text-book, first three quarters, Barnes'
Manual. Eighty-one hours. Fourth quarter, slow dictation and
transcription on typewriter of notes. Twenty-seven hours.

SECOND YEAR.

Dictation and transcription of notes on the typewriter.

191
COMMERCIAL GEOGRAPHY.

M:« -)ND YEAR.

Time, two hours a week. Text-book, Tilden's Commercial Geog-
raphy. Seventy-two hours. Special attention is given to the
United States.

COMMERCIAL LAW.

SECOND YEAR.

Time, two hours a week — Seventy-two hours. S. S. text-book.
Clark's. General business law with special attention to com-
mercial paper.

MECHANICAL DRAWING.

FIRST YEAR.

Time, two hours a week — Seventy-two hours. Geometric problems,
machine drawing from models.

SECOND YEAR.

Time, two hours a week — Seventy-two hours. Advanced problems
in orthographic projection, machine drawing, architectural
drawing.

PENMANSHIP.

FIRST YEAR.

Time, two hours a week — Seventy-two hours. Particular attention is
given to position and movement.

SPELLING.

FIRST YEAR.

Time, one hour a week — Thirty-siv hours. Words frequently mis-
spelled in business.

•

TYPEWRITING.

FIRST YEAR.

Time, three hours a week. Text book, first three quarters, Barnes'
Manual. Eighty-one hours. Fourth quarter, transcription of
shorthand notes. Twenty-seven hours.

SECOND YEAR.

Writing from dictation and transcription of shorthand notes.
One hundred and eight hours.

PHYSICAL TRAINING.

Military drill twice a week for boys. One hundred and /ort //-/"""/•
hours. This course is elective. Delsarte drill twice a week for
all girls. Seventy-two hours.

192

NORMAL TRAINING SCHOOLS.

I. A review of each branch of study pursued in the elementary schools,
for the purpose of making topical outlines, logically arranged.

II. Psychology and -Pedagogics.

III. A study of each branch of education pursued in the elementary
schools to determine the order of presentation of the various parts thereof,
and the relative importance of each part.

IV. Methods of instruction and practice in teaching.

V. Preparation of lessons and larger units of work for criticism ; oral
and written criticisms of teaching and of prepared work.

VI. Special preparation in writing on blackboard and rapid sketching
for illustration and representation.

VII. The preparation and care of appliances.

VIII. Hygiene of the school-room ; physical care of the pupils.

IX. Educational literature, its value and use.

X. Lectures on moral training and example.

193

APPENDIXES.

APPENDIX A.

POSITION, MOVEMENT AND USE OF PENCIL.

Position :

The pupil should face the desk. The first position should be
the one given in the health exercises as the upright sitting
position. This should be maintained in all the movement
drills. A slight inclination forward of the upper portion
of the body will bring the eyes over the paper. The eyes
should never be nearer the paper than is necessary to enable the
pupil to see the lines distinctly. The teacher should carefully
examine near-sighted pupils to ascertain the distance at which
they can see clearly. The fingers of the right hand should rest
lightly upon the paper or book which should be directly under
the right hand and parallel with the edges of the desk.

Movement :

In all drill exercises the whole arm movement should be
used. Pupils should not be permitted to limit movement
to the muscles of the hand. The right hand should not rest on
the desk.

In drawing horizontal lines the movement should be from
left to right.

In drawing vertical lines it should be from the upper to the
lower end of the line.

In drawing oblique lines it should usually be from the upper
to the lower end.

The left hand parts and the upper portions of a figure should
be sketched first.

194

Use of Pencil :

The pencil should be held from three to five inches from the
point at an angle of about 40° with the paper. The fingers
should be slightly curved — that is neither straight nor cramped.
(The exercises that give strength and flexibility to the muscles
of the hand should be used in this connection). The lead of
the pencils should be blunt and rounded. A broad uniform
grey line should be the result.

In drawing straight lines the pencil should be held at right
angles to the direction in which the line is to be drawn.

In drill on the circle and the vertical ellipse the pencil should
be kept in the position for drawing vertical lines ; in the
horizontal ellipse and oval, it should be kept in the position for
drawing horizontal lines. In drill on compound curves the
same rule should be followed. The curve should be thoroughly
analyzed before attempting the movement. Many trial move-
ments should be made before the line is drawn.

APPENDIX B.
MODELING IN CLAY.

PART I.

Materials — Moist clay, and a surface upon which to work
(a slate, a board or a piece of enamelled leather).

SUGGESTIONS.

Care should be taken to keep the clay in good condition.
When not in use it is best kept in an earthen jar covered
with a wet cloth.

The children should not be allowed to fall into careless habits
of handling the clay. They should not be allowed, therefore, to

195

take the clay in their hands until they know definitely what
they are to do with it.

In presenting a new form for study each child should, if
possible, have upon his desk a model, that he may handle
the object, as well as see the form. If a single model is used,
it should be of sufficient size to be seen by all in the class.

It is necessary to give specific directions for making the
forms, and to direct the -movements of the children. These
directions should be emphasized by the use of the clay in the
hands of the teacher.

The Sphere:

Study the model by looking at it and by handling it.

The first year give about one cubic inch of clay to each child.
Show the children how to form a ball of this clay with the fin-
gers, not with the hands. Direct them to shape their clay in
the same manner. They may then roll it lightly between the
palms of the hands, the fingers being bent slightly backward.
Ask them to name objects of similar form. Give the name
sphere. Draw from the children the statement "The sphere
will roll." Distribute pieces of clay to make spheres differing
in size. Have these Spheres arranged on the desk in different
relations.

As the ideas of positions are developed, give the terms,
corner, center, right, left, above, below, lower, upper, smaller,
larger.

Some of the modifications of the sphere that are to be made
are the apple, the peach, the orange, the tomato, grapes, nuts,
and some simple pottery forms, as a ginger jar, a sugar bowl
and a teapot. The children should be interested in procuring
models to be imitated. They will then learn to see the sphere
and its modifications, in nature and in art. When the sphere
is to be changed to represent a modified form, it should be
shaped entirely with the fingers, without rolling. The sphere
is used during the first four years. Its size should be gradually
increased from one inch in the first year to two inches in the
fourth year.

196

The Cube :

This is made from the sphere by striking it gently on the
slate, developing the six sides in succession. Much care will
be necessary to produce square faces and sharp edges.

While modeling the cube, as the ideas of face, edge and
corner are developed through the study of the model, the
terms should be used by the teacher and by the children.

The cube should be modeled many times, that the children
may be able to make it well, and that they may describe it well.

Terms — straight, edge, corner, face, flat, square, cube. Modi-
fications of the cube are few. A box or a square ink-stand may be
used, and in connection with the triangular prism, a toy house.

The Square Prism :

A curved oblong form should be made with the fingers as
described in the directions for making a sphere. The square
prism may be developed from this in the same manner as the
cube is developed from the sphere. The form should be
studied in a similar way. The pupils should be encouraged to
discover the rectangular form in objects, some of which, should
be modeled in clay ; as boxes, books, brinks, bottles, etc.

The Triangular Prism :

This form should be developed in the same way as the
foregoing prisms and lessons upon it should be given in a cor-
responding way. The right-angled triangular prism may be
developed also from the square prism by cutting it diagonally.

The Hemisphere :

For this form the sphere is cut with a thread. Cups, bowls,
hats, etc., based upon the hemisphere, should be modeled by
the children. These should be modeled as solids.

The Cylinder :

This form is developed from the curved oblong form, which
is rolled for the curved surface of the cylinder, the ends being
flattened by striking, as in the cube. Many objects based on
this form will be discovered, as bottles, jugs, rolling pins, pint
cups, etc.

197

The Ellipsoid :

This form is shaped with the fingers, copying the model.
The lemon, plum, potato, melon, should be modeled in this
connection.

The Ovoid :

This form is shaped in the same way from the model. The
pear, acorn, gourds and vases will illustrate this form.

The Cone :

This form is developed from the ovoid. The ovoid is shaped
with the fingers, copying a model. It is then rolled for the
curved surface, the weight of the palm being nearer the small
end. The large end is flattened for the circular plane. Objects
based on the cone should be modeled, as a flower pot, a cup,
goblet or a vase.

The Square Pyramid:

This form may be developed from the cone, in the same
manner as the cube is from the sphere. Paper weights and
thermometers are often based upon this form. Monuments,
church towers, and other architectural features may be ob-
served, and the general contour and more prominent details
represented from memory, that the children may be led to ob-
serve the form in architecture and elsewhere.

Opportunity should be given to the children to model in
clay, forms which they have observed, that a closer observation
may be encouraged. The use made of all these geometric
forms on gate posts and fences is a good subject for observa-
tion. The teacher should note all applications of these forms
in the school building and in other buildings in the immediate
neighborhood, and lead the children to look for them.

The same geometric forms are used in the third and fourth
years that are used in the first and second. The size alone
varies. The shortest diameter of all geometric forms used in
the fourth year should be two inches. Vases and other forms of
pottery should be the principal objects used for models in the
fourth year. A slate pencil may be used to support the clay

198

while building up these forms. The accessories as handles,
etc. , should be carefully modeled (not rolled) and thoroughly
incorporated with the mass of clay. It is better to avoid ob-
jects having very slender handles.

LANGUAGE.

While doing this work the children may be led to ask and
answer questions relative to the material they use, the objects
they represent, the properties of these objects, and the processes
by which the modeling is done. L/et this language work be
simple and natural, adhering at the same time to a logical ar-
rangement of thought. Avoid all carelessness of seeing, and
the consequent loose description of what is seen.

PART II.

The modeling from the fifth to the eighth year inclusive is
connected with the study of decoration, a change being made
from modeling in the round to modeling in relief.

Before the pupils begin to model at least one lesson should
be given in each grade with clay in the hands of the teacher
showing the successive steps and the manner of handling the
clay.

These steps are :

1 Shaping the plinth.

2 Blocking the general form, massing the clay to show the
principal elevations and depressions.

3 Finishing with details of edges and surfaces.

In making the plinth the upper surface should be level but
not smooth that the clay of the form may be thoroughly incor-
porated with that of the plinth. At first the modeling can be
done with the fingers aided by a simple tool that the children
themselves can shape from a wooden pen-holder or other bit of
wood. For advanced work the pupil should have one or two
of the tools used for modeling in clay ; these cost about ten
cents each and can be purchased at art stores.

The teacher should remember that this work is modeling, not
casting in a mold.

199

All appliances which are calculated to accomplish results
without thought must be avoided. The value of the work is in
the process of thoughtfully evolving from the shapeless mass
the desired form.

The surface of the finished model should show texture.
Smoothing and polishing destroy this beauty.

In using natural leaves as models a careful selection should
be made of those that retain their form and that give oppor-
tunity for surface modeling. The ivy and magnolia have been
suggested in this course of study because they possess these
qualities and also because they can be easily procured in quan-
tities in this vicinity. The calla, begonias and a few of the
geraniums also fumish good subjects. In advanced work when
a branch with several leaves is taken as a subject greater
variety is possible. In seventh and eighth grades individual
work may be done taking for models fruits, shells, etc. These
may be modeled in the round, or in high relief. The teacher
having explained the difference between these modes of treat-
ment the pupil should decide which he will adopt. If the form
is to be modeled in the round, no plinth should be made ; if in
relief the forms should be built up from the plinth, and
thoroughly incorporated with it, care being taken in the under-
cutting.

Every school should possess at least one good example in
terra cotta or plaster of each kind of work expected from the
pupils of the grade. These should be carefully studied.

Historic ornament should be modeled from examples in
relief.

Cutting an ornament in clay has some advantages over
modeling, one of which is that it can be executed from outline
studies either from those supplied in the drawing book or from
other good examples drawn on the blackboard.

If the subject is well chosen the flat treatment is pleasing.
This is often employed in ornamentation. Directions : Mould
and cut to shape a plinth of suitable size. A plinth whose
length is about five inches should be one inch thick ; if larger
the thickness should be greater. The clay for this should be
thoroughly worked and the surface of the plinth made smooth
and even. When partially dry the outline may be drawn

200

upon it and the clay cut away leaving the pattern in relief.
It should be cut to a depth ranging from 1-16 to ^ inch
according to the character of the subject. Pupils may re-
produce their designs for tiles and borders in this way. If the
clay is not too dry the cutting can be done with a wooden tool
by sharpening a cylindrical piece of wood to an edge or it can
be done with a steel eraser.

If the pattern is to be incised, the reverse of this process is
necessary, that is, the pattern is cut away leaving the surround-
ing surface raised. Attention should be called to the
difference in treatment and to the kinds of design best suited
to each process. Designs for cutting in clay should be made
with the intention of adapting them to one or' the other process.

APPENDIX C.

TABLET AND STICK LAYING.

Materials — Sticks of different lengths and colors.
Tablets :

In the construction of a geometric form use but one color.
Train the child to understand that form is independent of size,
by using sticks of different lengths for the construction of the
same form. Require the children to select for themselves the
size, form and color required.

Directions should sometimes be given orally and sometimes
by drawings on the blackboard.

In the beginning of this work special attention should be
given to the position of the body, hand, paper and pencil while
drawing, that the good effects of the drills given in the first of
the year may not be lost.

In this course special attention should be given to the cor-
rect representation of form by drawing, but language should
never be neglected. All new words used in conducting the
various exercises should be written on the blackboard and
used in sentences.

201

FIRST YEAR.
Position :

Each child is given one long stick. It is held in a vertical
position.

The term vertical is given. Other objects, as rulers, pencils
and Ipaper-folders, are held in vertical positions. Teacher
illustrates vertical position by pictures drawn on the board.

Edges in the room that are vertical are observed. The child
is directed to place his stick on his desk, the ends pointing to the
back and front of the desk respectively. This should be drawn
full length.

A number of sticks are selected, and the child is directed to
place them in like positions in a row on the upper part of the
desk, then by spacing to place them in groups of three. The
arrangements should be drawn on paper by the children ; the
length of the lines on paper should correspond with the length
of the sticks.

Other grouping of the sticks should be suggested by the
teacher or invented by the child, as alternate groups of three
and two, four and two, etc., with different spacings. Drawings
of these should be made, special attention being given to ideas
of length, and to spacing, both in the stick laying and in the
drawing.

All drawings must be made free-hand.

All constructions which are to be represented by drawings
should be placed in the upper left-hand corner of the desk.

Expressions of opinion as to which arrangements are most
pleasing should be drawn from the children. Some of the best
arrangements should be represented by drawing on the black-
board.

The children should represent by drawings, objects involv-
ing vertical lines ; as a ruler, a pencil, a cane, or a paper- folder.

Familiar forms that are usually vertical in position, as trees,
lamp-posts, telegraph poles, etc., may be observed, and draw-
ings of some of them may be made from memory.

The ideas of the horizontal and oblique positions should be
developed in a similar manner.

Some ornamental combinations may be placed on the board
as the Greek fret, and the zigzag.

202

Also some suggestions of familiar forms as the side of a table
and a chair, the roof of a house, a ladder, fences, railings, etc.

These should first be made with sticks, then should be rep-
resented by drawings. The children should be encouraged to
invent and remember other forms which are to be constructed
and represented in a similar way.

The Square :

The idea of the square has been developed from the side of
the cube.

Place a square tablet upon the desk. Children place around
this sticks of suitable length. They should then be asked to
make the shape of the square with sticks of different lengths.

The children should represent their squares by drawings of
the same size as the constructions.

Another exercise should be the construction of the square in
other positions.

Ornamental forms composed of squares should be invented,
constructed, and represented by drawings.

These should first be laid with tablets, and afterwards with
sticks. The circular tablets may be used in alternation with
the right-lined forms. Sticks for border lines will add to the
beauty of the designs.

Various square forms should be recalled to memory by the
children, and efforts should be made to represent them by
drawings.

Such forms may be found in small mirrors, picture frames,
checkerboards, some window-panes, books, tiles, etc. With-
out mentioning these, ask the children to seek this form in
objects at home and in the street, to discover how many
things they can find that are square.

The idea of the rectangular oblong and of the right-angled
triangle should be developed in a similar manner.

Parallel Lines and. Angles :

Find in the square and oblong tablet edges that do not meet.
Find edges that do meet
Gives terms parallel and angle.
Place sticks in similar positions.

203

Find parallel egdes, and edges at angles in the room and
in various objects. Illustrate angles by pictures drawn on the
board. Children draw pictures illustrating angles.

Rig-lit Angles :

Show the corner of the square.

Construct the right angle with sticks in every possible
position.

Find how many right angles can be made with two sticks,
with three, with four.

Use sticks of different lengths.

Draw all these forms, preserving the proper size.

Find these angles in the room and in various objects.

Draw as many of these objects as possible.

The letters of the alphabet containing right angles are good
subjects for construction and drawing.

The idea of the acute and obtuse angles should be developed
in a similar manner, using the triangular tablet.

Little twigs branching in various directions may be selected
and used as objects for representation while teaching angles.

Divisions of lines should be taught with the sticks by using
a two-inch stick, and forming another with two one-inch sticks,
using a three-inch stick and forming another of one-inch
sticks, etc. The first line may be drawn and points placed as
indicated in the second constructed line.

Rhomb :

Each child selects four three-inch sticks.

Draw on the blackboard a square on its diameters, a square
on its diagonals, and a rhomb.

Children observe the points of difference and the points of
resemblance between the figures.

Give the name.

Children construct the rhomb with sticks ; observe or recall
anything that may be of this shape.

They represent the form by a drawing.

The size of the drawing should be the same as that of the
form constructed by the sticks.

204

Distribute sticks of different sizes. The children construct
rhombs and represent them by drawings, adhering as before, to
the size of the construction.

Give a number of sticks to each child. Draw on the board
an ornamental border of rhombs.

Let the children construct it with sticks.

Let them represent it by drawings.

Let them invent other arrangements for borders with sticks
and draw them. Suggest that they look at the borders of their
handkerchiefs. Lead the children in the same way to construct
and draw ornamental forms composed of rhombs grouped
around a center, a rhomb in an oblong, etc.

In presenting these subjects for drawing give directions for
the best methods of constructing the drawings (construc-
tion lines to be erased), the proper division of lines, etc. ;
the lines should never be ruled.

The Rhomboid :

The idea of this form should be developed in a manner
similar to that for the development of the rhomb.

The child should be led to observe the points 'of resemblance
and difference between the oblong and the rhomboid, and
between the rhomb and the rhomboid.

Invent, construct, represent by drawing.

Observe and represent forms based on the rhomboid. For
the construction of ornamental forms care should be taken that
sticks of a suitable length are selected. Experiments in
construction and invention should be made by the teacher
before giving the lessons.

The Trapezoid :

The idea of this form should be developed in a manner
similar to that for the development of the rhomboid.

The equilateral and isosceles triangles should be treated in a
similar manner.

The tablets, ellipses, ovals and triangles, with sticks for
enclosing lines will furnish a great variety of ornamental forms
and should be freely used in inventive arrangements.

205

APPENDIX D.
PAPER FOLDING.

Materials :

Four-inch squares of paper, three tints of each color.

See that each child is provided with material.

See that the children use the material with care, neatness
and accuracy.

Let the representation go hand in hand with the folding, the
making of forms.

Develop the vocabulary of form naturally ; that is, by a con-
sistent use of the terms involved while discovering, making
and representing form. Let the teacher use the necessary
terms, write them on the board, then lead the children to
recognize them and to use them in connection with their work.

Combine tints of one color using only two tints in any
arrangement. In borders use but one tint.

Fold the geometric form in the standard red, blue or yellow.

Teach color in connection with the folding as indicated in
the course of study.

DIRECTIONS.
The Square :

Place a square of paper on each desk; lead pupils to state
that their papers differ in color ; that their papers are alike in
shape, size and material ; that each paper has four edges and
four corners.

Let the pupils show the right edge, the left edge, the front
(lower or nearer) edge, the upper or back edge, the nearer
right corner, the farther right corner.

Let the pupils place the squares on their desk, having the
edges parallel with the edges of their desks, the color side
down.

Let each pupil lift the front edge and lay it on the back
edge. Ask " Which is longer ?" Fold the paper; open it;
fold the left edge on the right edge.

Let the pupils compare the front edge and the back edge
with the right edge.

206

Lead them to state that the edges are equal. Lead them to
see that the corners are right angled, by placing two sticks as
in stick-laying.

Lead the pupils to find the lines which connect the left edge
with the right edge ; the upper edge with the lower edge.

Lead them to find where these lines cross. Give the term
diameter. Let them fold from the lower left hand corner to the
upper right hand corner, and unfold ; then from the lower right
to the upper left corner, and unfold.

Let the pupils show the lines that connect the right back
corner and the left front corner ; the left back corner and the
right front corner.

Give the term diagonal.

Let them find the exact size of the square.

Lead the children to discover familiar objects based on the
square, such as picture-frames, books, square envelopes, nap-
kins, handkerchiefs, banners, hand-bags, school-bags, the
gable ends of toy houses.

Let the pupils represent by drawings the square and familiar
objects based on the square.

Let the children place the square on the desk, having a
diagonal vertical to the front edge of the desk. Show the
center of the square, the back corner, the right corner, the left
corner. Fold the back corner to the center ; the front corner
to the center ; the left corner and the right corner to the center.

Do not let the children change the position of the paper.
• Let them compare the folded forms with the four-inch
square.

Let them turn the square over, fold the farther left corner
and the nearer right corner to the center ; fold the nearer left
corner and the farther right corner to the center.

Always fold opposite corners to keep the form symmetrical.

Compare the square now with the four-inch square. (One-
fourth of its size).

Divide four-inch squares into fourths.

Place two squares of one tint side by side, the edges parallel
with the edges of the desks.

Move the right one back, so that only the corners touch.

Fill the spaces with squares of another tint.

207

Ask ' ' What have you done ? " ' ' How many small squares
have you ? " " How many squares have you that are alike ? "
' ' How many pairs of squares ? ' '

Let the pupils arrange the squares differently. Let the
pupils represent some of these combinations by drawings.

The Oblong Rectangle:

Place a square of paper on the desk, the edges parallel with
the edges of the desk. Fold the front edge to meet the back
edge. Compare the edges and angles with those of the square.
Give the term oblong.

Lead the children to discover familiar -objects based on the
oblong, such as slates, book-covers, envelopes, picture- frames,
flags, banners, hand-bags, school-bags, the sides of boxes, a
toy washboard, a toy ladder, the side of a toy house, dominoes,
pocket-books and ornamental forms, such as crosses.

Let them represent, by drawings, the geometric form and
the forms based on it.

Let them divide four-inch squares, fold and arrange them in
different ways.

Let the pupils represent some of these combinations by
drawings.

The Triangle — right-angled :

Place the squares on the desks, having the diagonals perpen-
dicular to the edges of the desk.

Fold the front corner to meet the back corner.

Ask questions about the folded form as follows : ' ' How
many sides has it ? " " How many corners or angles has it ? "
' ' How many equal sides has it ? " Let the children show the
longest side. Give the term triangle.

Lead them to discover familiar objects based on the triangle,
such as handkerchiefs and napkins folded in triangular forms,
children's soldier caps, picture cards, triangular fans.

Let them represent the triangle and familiar objects based
on it. Divide a square and make four smaller triangles ; ar-
range them in a border and around a center.

Let them combine triangles and squares.

208

SECOND YEAR.
Trapezoid :

Fold the right-angled triangle. Place it with the long edge
vertical to the front edge of the desk, and on the right. Fold
the left corner to meet the middle of the long side.

Compare edges, find angles and give name.

Represent the form by a drawing. Discover familiar forms
based on the trapezoid.

Divide the square into fourths.

Make a trapezoid of each.

Place two of them with their small straight sides together.

Move the upper one back.

Place the other two, one at the right and one at the left,
so that the slanting edges will meet the slanting edges of
those first placed.

Invent other arrangements.

Represent, by drawings, objects based on the trapezoid ; a
boat, a soldier's paper cap, etc.

Observe forms in furniture and buildings that are modifica-
tions of the trapezoid, etc. , and represent them from memory.

Fold a trapezoid as before.

Fold the sharp corner to meet the center of the long side.

Compare angles and sides. Show that it has two parallel
sides but is a trapezoid.

Represent the form by a drawing.

Make designs using these.

Represent some of these combinations. Represent, by draw-
ings, objects that are modifications of this form, as a shoe.

Observe in furniture and buildings such forms, and draw
them from memory.

Fold a right-angled triangle. Place it with one short side
parallel with the front of the desk and the other at the right.
Fold lower left corner to meet the middle of right side. Lead
the children to count the sides, to see that no two sides are
equal ; that no two sides are parallel. Give name trapezium.
Ask the children to see if they can find any form that has four
sides, no two of which are equal or parallel.

2(J9

Triangle — acute isosceles :

Place squares on the desks, having the diagonals perpen-
dicular to the edges of the desks. Fold right corner to meet
left corner. Unfold. Fold right front edge to meet the diag-
onal. Fold the left front edge to meet the diagonal. Turn
the square corner over as far as possible.

Compare edges as before. Discover and name the angles by
the use of sticks or comparison with the corners of a square.

Represent the form by drawing.

L,ead pupils to make designs and to represent some of the
best by drawings.

Observe and draw from memory a church steeple or any
other similar form.

Triangle — right scalene :

Fold an acute isosceles triangle.

Fold the long edges together.

Compare edges and find angles as before.

The Rhomboid:

Place squares on the desks (edges parallel with edges of
desks).

Fold the back left corner to meet front right corner.

Unfold.

Fold the front edge to lie on the diagonal.

Fold the back edge to lie on the diagonal.

The Liong Rhombus:

Fold a rhomboid. Place long edges parallel with front edge
of desk ; fold left edge to lie on the diagonal. Fold right edge
to lie on the diagonal.

The Kite Pentagon:

Fold a rhombus.

Fold one sharp corner to meet the center.
Develop the lessons on each of these forms as has been sug-
gested in the lessons given on other forms.

2fO

PAPER-CUTTING AND PASTING.

The paper-cutting for the third and fourth years is connected
with the subject of decorative design.

The Purposes of this Work are:

To cultivate the taste of the children in making combinations
in form and color.

To teach them the laws of symmetry and of adaptation to
space.

To lead them to see the value of the geometric basis in
ornament.

To suggest to them the use that may be made of natural
forms.

The materials required for this work are scissors for cutting,
good mucilage, prepared paste or Page's glue, and three tints
each of colored paper.

DIRECTIONS.

In each combination use two or three tints of one color ; do
not combine the colors.
The first lesson given relates to units and their modifications.

1. Let the children divide a square of paper into four squares
and fold each into the kite-shaped form by placing the corners
of the squares next to them, folding for the diagonals, unfold-
ing and then folding the lower right and left edges on the
diagonals. Let them arrange these four units horizontally to
form borders. Give them squares and let them arrange the
forms on the diagonals. Give the term ' ' unit of design. ' '
Let the children fold the unit on its diameter developing the
idea of symmetry. Give terms axis, symmetrical unit.

2. Distribute squares of paper and dictate the drawing of a
large unit as follows : Place paper, color side down, with
corner next to the edge of the desk ; fold right corner to left
corner ; open ; divide this diagonal into three equal parts.
Through the upper point of division draw a horizontal line
touching the sides of the square ; connect the ends of this line
with the lower end of the diagonal ; mark off one-fourth of an
inch on the upper end of the diagonal ; from this point draw
lines parallel with the upper sides of the square to meet the
long sides of the unit.

211

Draw this figure on the board and show some ways in which
it may be modified by curves ; let the children modify their
units in similar ways and cut them.

Teach the children to designate their colors as, (name of
color), light, lighter ; example — olive, light olive, lighter olive.

3. Divide the school into sections of two rows each. Give
two squares of paper to each child, giving to each section a
different color, and to each of the two rows of a section a differ-
ent combination of tints. I^t each child divide one of the two
squares into four squares as before ; on one of these let him draw
the kite-shaped unit, as in the former lesson. Modify and cut
it as before. Use it as a pattern for cutting the remaining units.
Arrange these units on the diagonals of the entire square.
With a small quantity of the mucilage fasten these units at the
center. Teach the children to be neat in the use of mucilage.

4. Divide a number of the remaining papers of each color in
the possession of the teacher into nine squares each. Give
three of these to each child so that each will have a complement
of tints. Draw a form on the board similar to that the children
have arranged. Lead them to see that it requires something
more to complete it ; that it requires something to unite the parts
and to give strength to the construction. Draw different cen-
ters ; lead the children to see that to keep the form symmetrical
the shape of the central form must be a square or a circle or
some symmetrical modification of these forms ; that if a square or
a modification of it is chosen, it may be so placed that its diag-
onals will coincide either with the diagonals or the diameters of
the large square. I^et the children cut three centers, select the
most pleasing and paste it. In later lessons they may be shown
how units may be cut so that a simple underlying form will give
the strength and unity now obtained by this center form.

The second geometric form used is the oblong. In this form
and in the rhomb the principal idea developed is that a change
in the proportions of the unit is often necessary to adapt it to
the space it is to occupy. Children may make oblongs from the
squares by cutting off from them strips one-third the width of
the square. Draw an oblong on the board ; call attention to
the spaces to be filled ; give the technical term field. Show,
by drawing, how the proportions of the unit may be changed

212

to suit the field. Children draw diameters on the back of the
oblong from which the units are to be cut, and draw, cut and
paste the units as before. Distribute small oblongs, the
diameters of which should be one-third of the diameter of the
large oblong, and show that some modification of this form is
necessary to make a symmetrical center. It is better to use the
simple kite-shaped unit in the first lesson showing changes in
proportions. In subsequent lessons the units may be modified
both in form and proportion.

The triangle is the remaining geometric form used in the
third year. Borders should be made of simple units arranged
horizontally and vertically. Strive first to lead the children to
an appreciation of the beauty that may be obtained by repeti-
tion of a simple form of good proportions, especially when
aided by harmonious arrangement of color. When simple
units are modified the attention of the children should be called
to the value of the intervening spaces ; show that the unit is
not good if in the repetition the intervening space is not of
pleasing form and proportion. Borders may be made of two
tints, one for the unit of design the other for the background,
or of one tint on a background of neutral grey.

The pentagon, hexagon and octagon used in the fourth year
are new to the children. Their construction should be care-
fully taught in the folding and cutting of the first pattern.
The construction of the five and six pointed star from the
pentagon and hexagon should be taught. The units designed
for this radiating form should be suggested by the petals of
flowers or by leaves. L,ead the children to see the principle
of these radiating forms in flowers and carefully explain how
these natural forms are adapted to the perfect symmetry and
simplicity necessary in the art form. This form in art is called
a rosette. In the fourth year suggestions for units may be
obtained from the shapes of leaves and from the petals of
flowers.

In the fifth grade colored paper is one of the materials sug-
gested for the expression of the children's ideas of design.
The surface patterns and the borders designed in this grade
are very beautiful when executed in the tints of gray and
brown provided for the purpose.

213

RULKS

OF THE

public Sel?ools of tfye District of Qolu/r\bia

ADMISSION OF PUPILS.

1. Separate schools for White children and for Colored children shall be
provided in accordance with existing laws.

2. The number of teachers appointed for each division shall not be less
than one for each fifty pupils of the average enrollment.

3. All children between the ages of six and seventeen years, inclusive,
whose parents are residents of the District of Columbia, shall be entitled to
admission into such schools within the division in which they reside for
which on examination they may be found qualified : Provided, That no
child shall be admitted who shall not have been duly vaccinated or other-
wise protected from small-pox ; nor ehall any child be admitted while
suffering from, or liable to spread, any contagious disease. A certificate of
the attending physician shall in such cases be required to admit or re-
admit to school.

4. Applications for admission into City schools shah1 be made to the
principal teachers in the respective school buildings. Applicants, if found
qualified, shall have precedence in the order in which they present them-
selves at the schools to which they are assigned.

5. At the commencement of each school year the order of admission of
pupils shall be as follows :

I. The pupils who were such at the [close of the last year : Provided,
That they return on the first school day of the school year.

II. Pupils transferred in due form from other schools, who must first
have been entered on their rolls.

III. Applicants in the order of presenting themselves.

In cases of sickness, or necessary absence from the District, the seats of
pupils of the first of the above classes shall be reserved until the beginning

214

of the fourth school day of the school year : Provided, that a satisfactory
representation be made to the teacher prior to the time named above.

6. Promotions to a higher grade shall be made at the opening of the
schools in September, and at no other time, except by special permission
from the Superintendent ; and those only shall be promoted whose attend-
ance, conduct, and improvement shall have been satisfactory.

7. No pupil shall be received from one school into another without a
transfer ticket, a certificate of honorable dismission, or satisfactory reason
assigned for leaving the other ; and no pupil shall be transferred from a
school in one division into one of another, unless by written consent of
the Local Committee of each division.

MEMBERSHIP OF PUPILS.

8. When pupils have been admitted into school their membership con-
tinues during the school age, unless terminated in the following ways :

I. A pupil may withdraw from school on notice from the parent or
guardian to the teacher. The notice should be given at the time of
leaving ; if not, the name of the pupil must be continued on the roll and
the absence must be marked on the record-book until such notice is
received by the teacher : Provided, That the absence shall not extend
beyond three successive school days ; if no notice is received and the
pupil does not return at the beginning of the fourth successive school day,
the membership shall terminate and the seat shall be marked forfeited.

II. Pupils shall forfeit their seats by absence from school for more than
three successive school days for any cause, whether with leave or without,
whether with intention of returning or not, and whether the absence be
occasioned by sickness, suspension, or other causes ; and in all such cases
if the pupil do not return at the beginning of the fourth successive school
day, the membership shall terminate and the seat shall be marked forfeited.
On returning, those who may have been detained by sickness shall have
preference in admittance to school, and shall be readmitted by the teacher.
Pupils may forfeit their seats, also, by failing to return to school or to
make the required representation to the teacher on the first school day of
the school year.

III. A pupil may be dismissed by order of the Supervising Principal,
Superintendent, Local Committee, or Board.

IV. A pupil may be transferred ; and a transfer terminates the member-
ship of a pupil in the particular school or class from which the transfer
is made.

V. For the purpose contemplated in this rule any pupil shall be con-
sidered as absent whose attendance shall not continue for at least one-half
of the regular school session of the half day.

215

At the request of parents or j guardians teachers shall excuse pupils
from attendance at school on school days observed'as holy days by the
denomination to which the parents or guardians belong. All absence
from school on school days must*be duly recorded in the record-books
and reported ; but absence excused by teachers for the reason given above
shall not affect the membership of pupils or any award made for
attendance.

DUTIES OF PUPILS.

9. Good order and propriety of deportment, not only during school hours,
but in coming to and going fromjschool, and cleanliness in person and attire,
are required from pupils. They are required to keep all books clean, and
the contents of desks neatly arranged ; to enter and leave the room in a
respectful manner and without noise ; and to quit the neighborhood of
the school in a quiet and orderly manner immediately on being dismissed.

10. No pupil shall mark, cut, scratch, chalk, or otherwise disfigure or
injure any portion of the school building or anything connected with it;
use tobacco in any form ; use any profane or indelicate language ; throw
stones or other missiles ; annoy or maltreat others ; or do anything that
may disturb the neighborhood or the school. Any damage done to the
school building, premises or furniture, must be repaired at the expense of
the offender.

11. The following are sufficient grounds, severally, for the suspension of
a pupil from the privileges of a school by the teacher, or for dismissal by
the Supervising Principal, Superintendent, or Local Committee, viz :

Immoral conduct ; violent or pointed opposition to authority in any
particular instance ; persistent disobedience or disorder ; absence for four
half days in any month, unless caused by personal sickness or by the
presence of a contagious disease in the family, or when authorized in
writing by a Local Committee or by the Superintendent (of which the
teacher must be informed before the expiration of the fourth half day) :
Provided, That parents or guardians shall be notified immediately when
their children have been absent two half days in any month ; habitual
tardiness, or uncleanliness of person or clothes, or neglect on the part of
the parent or guardian to furnish the necessary school books, unless satis-
factorily explained.

The teacher shall immediately notify the parent or guardian in every
case of dismissal, and the Supervising Principal, Superintendent, or
Local Committee, as well as the parent or guardian, in every case of sus-
pension, with the reason therefor.

12. Any pupil suspended under the foregoing rule who shall express to
the teacher regret for his or her misconduct, and shall give promise of
amendment, shall, with the consent of the Supervising Principal, Super-
mtendent, or Local Committee, be restored ; but not otherwise.

216

Every Public School pupil of the District who, after a fair hearing,
shall be shown to have carried upon any Public School premises, or to
have had in possession while going to or returning from school, any pistol
or other firearm, s^hall be summarily expelled from the Public Schools,
and shall not be reinstated during the then pending school year.

• 13. No pupil who has been absent or appears after the opening of the
school shall be admitted without a satisfactory excuse from the parent or
guardian for the absence or tardiness or without satisfactory explanation
for the remissness. No pupil shall be allowed to be absent from school
during the regular sessions to take music, drawing, dancing or other
lessons ; and no pupil shall be allowed to depart before the appointed
hour of leaving school, except in case of sickness or on some pressing
emergency, and the teacher in every case shall be the judge of the suffi-
ciency of the excuse. The teacher may require excuses to be made in
writing, and all notes of excuse shall be preserved until the close of the
school year.

14. Not more than three lessons may be assigned daily to be studied at
home by pupils above the fifth grade.

15. Pupils whose parents or guardians are in indigent circumstances
may obtain a loan of books and other articles required for their use in
the school on a written application approved by the teacher of the school
and by the Supervising Principal or a Local Committee, in such form as
shall be prescribed by the Board ; but in all cases such books shall be re-
turned whenever the pupil shall leave the school. If they shall not be
returned by the pupil, the teacher shall report the fact to the Supervising
Principal or Superintendent, and the pupil shall not be permitted again
to enter any Public School in the District.

TEACHERS.

16. Teachers' certificates shall be issued in five classes as follows, com-
mencing with the lowest :

The First-Class Certificate shall be sufficient evidence of the scholastic
qualifications required for temporary appointment as teacher and as
substitute teacher ; the Second-Class Certificate for teaching in any school
from the First Grade to the Third Grade, inclusive ; the Third-Class Cer-
tificate in any school from the First Grade to the Fifth Grade, inclusive ;
the Fourth-Class Certificate in any school from the First Grade to the
Seventh Grade, inclusive ; the Fifth-Class Certificate in any school from
the First Grade to the Eighth Grade, inclusive ; and for all other positions
the examinations and certificates shall be special.

17. Teachers of schools of any grade must be not less than eighteen
years of age.

217

18. No person shall be appointed teacher of any school who shall not
have received from the Committee on Teachers and Janitors the certificate
required for the grade of the school to which appointed : Provided, however
that in cases where vacancies exist for which qualified teachers under this
rule cannot be obtained, such vacancies may be otherwise temporarily
filled until a properly qualified teacher is available, and no longer ; and,
provided further, that all appointments of substitutes and temporary
teachers shall be made from certificate holders, and in the order of excel-
lence as determined by the examination, so long as there shall be
unemployed holders of certificates available for the purpose.

Graduates of the Washington Normal School and of the Normal School
of the Seventh and Eighth divisions shall be assigned to duty as teachers,
in the order of their standing and excellence, as shown by the certificates
of the respective principals.

Graduates of other approved Normal Schools shall stand upon an equal
footing with certificate holders, and may be nominated instead of the
highest certificate holder in the discretion of the Local Committee. Any
graduate of the Washington Normal School or of the Normal School of
the Seventh and Eighth divisions who shall not be assigned to duty
within the school year succeeding graduation, shall stand on an equal
footing with graduates of other approved Normal Schools.

No teacher shall engage in any business, trade, or occupation indepen-
dent of the Public Schools without having first obtained the consent
of this Board.

19. All appointments of teachers shall be for the remainder of the school
year in which they take effect, unless previously otherwise ordered, but
teachers at any time may be assigned or transferred to such schools as
the Local Committee may designate or may be removed by the Board for
incompetency, immorality, absence from duty, intoxication, or other
violation of the rules.

Should a female teacher marry, her place shall thereupon become
vacant, but such marriage shall not operate as a bar to her re-appoint-
ment, with the approval of this Board.

20. The salaries of all teachers duly elected, whose services shall begin
with the school year, and who shall perform their duties, shall begin on
the first day of September, and shall be paid in ten equal monthly instal-
ments, the first to be made on the first of October, or as near that date as
practicable. The salaries of other teachers shall begin when they enter
upon duties. The pay for a school day shall be the thirtieth part of the
tenth part of the annual salary of the teacher. Any teacher who shall
be absent from duty without leave granted by the Superintendent, may be
suspended by the Local Committee and dismissed by the Board. The
suspension from duty of any teacher upon charges involving the penalty
of removal shall involve cessation of pay or compensation from the date

218

of suspension when the removal is subsequently ordered upon such
charges. Teachers who desire to relinquish their positions during the
school year shall apply, through the Local Committee, to the Committee
on Teachers and Janitors, submitting in writing their reasons therefor.
Teachers abandoning their positions without consent of the Committee
on Teachers and Janitors, are subject to dismissal and shall forfeit all pay
due them.

DUTIES OF TEACHERS.

21. Teachers are required to be at their school-rooms and open the
same for the admission of pupils at least fifteen minutes before the time
appointed for the opening of the school. Teachers who shall be either
tardy or absent shall report the fact on the monthly report and assign
the reason therefor.

22. They shall not be absent from school at any time during the school
year, except in cases of sickness, the presence of contagious disease in
the family or other pressing emergency, notice of which shall be forth-
with communicated to the Supervising Principal, Superintendent, or
Local Commiftee ; but the Superintendent may permit them to be absent
for the purpose of visiting other schools, not exceeding two school days
in any one year.

Leave of absence shall not be granted to a teacher for a longer time than
three months, and then without pay : Provided, That on the recommenda-
tion of the local trustee a leave of absence may be renewed or extended
for an additional term or terms of months : Provided further, That no
leave shall be granted to a teacher who seeks such leave to engage in
another occupation for pay or profit.

The resignation of a teacher, brought about by the payment of money
to the resigning teacher by a Normal graduate or any other applicant, to
obtain the position thus vacated, shall be deemed a violation of the rules
of this board, and shall forever disqualify the applicant so offending for
appointment as a teacher, and the teacher encouraging the same by
receiving compensation shall not be permitted to resign, but shall be
dismissed.

23. They shall attend all meetings to which they are called and all
special classes organized for their instruction and improvement by the
Superintendent of the Board, and in case of failure to do so they shall
furnish to the Superintendent a statement in writing of the reason therefor.

24. They shall keep record-books, complete the entries in them each
day before leaving the school-room, and make such reports as shall be
required by the Board, and they shall not be entitled to pay or re-election
until they shall have complied with this rule. Immediately after the
closing of the schools they shall deposit their record-books in the office
of the Superintendent, taking care to make and retain in their desks a
list of the names of the pupils on the rolls at the close of the year.

219

25. The necessary stationery, blanks, and supplies for Public School
purposes shall be furnished on requisition of the teacher.

26. The teacher of each school shall prepare and keep in his or her desk,
for inspection, a programme of the exercises of each day during the week,
specifying the length of time devoted to each study and recitation.

Teachers shall, at the beginning of the school year, report in writing to
the Secretary of the School Board and to the Supervising Principal of the
division in which they are employed, their residence — street and
number ; and any changes of residence during the year shall be reported,
and the Secretary of the Board and the Supervising Principals shall keep
a record of the same in their offices.

27. Teachers shall not engage, during school hours in reading, writing
letters, conversation, or other occupations which are irrelevant to their
duties as teachers. The use of tobacco, in or about the school building,
is prohibited.

28. They shall prevent, as far as possible, the pupils from gathering on
the school premises before the hours for opening the school-rooms ;
supervise their schools during the recesses ; require the pupils to leave
the premises immediately after the close of school; and, if the janitor is
not present and in charge, see that the doors of the school-houses and
other houses attached thereto are locked and the windows shut and fas-
tened every day after the close of school.

29. They shall see to the safe-keeping and protection of furniture, ap-
paratus, houses, fences, trees, shrubbery, fuel, and all other property of
the schools. They shall maintain the strictest cleanliness in the school-
houses and outhouses, and to this end they shall make frequent personal
inspections of the buildings and grounds, respectively, under their charge,
and maintain a strict supervision of their janitors. They shall promptly
inform the Supervising Principal or the Local Committee whenever they
find any loss of damage to have occurred, any repairs needed, or any
other matter requiring his attention. At the close of each school year
they shall return to the Supervising Principal all books and other articles
loaned to indigent pupils.

30. It shall be the duty of the principal teacher in each building to
place the school of a teacher, absent without having given one day's
notice, promptly under a monitor, and to notify the Supervising Princi-
pal, to see that the rules relating to the deportment of pupils in the play-
rooms and halls, on the stairways and about the school building?, on
entering and leaving, and especially during the recesses, are enforced,
and that all monthly reports and requisitions for supplies are made out
promptly. For purposes of discipline the principal of every building
may exercise all the powers and rights which pertain to teachers. Where
several schools are grouped in one building each teacher shall co-operate

220

with the principal in maintaining order in the halls, on the stairways
and platforms, and in the neighborhood of the building. The principal
shall promptly report to the Supervising Principal all repairs needed, and
shall see that the janitor makes all minor repairs without delay and
finishes them before the 1st of July. At the close of each school year he
shall report to the Supervising Principal what repairs remain undone.
All monthly reports and requisitions shall be forwarded through the
principal teacher.

31. Teachers shall attend to the physical education and comfort of the
pupils under their care, make the ventilation and temperature of the
school rooms an especial object of attention, and take care that the
windows in the room be opened for the free admission of air at recess,
and that the temperature of the rooms shall not fall below 60 nor rise
above 70 degrees Fahrenheit. Teachers shall have the temperature, as
indicated by a thermometer, observed and recorded on the blackboard
three times daily — 9 o'clock a. m., 11 o'clock a. m., and 2 o'clock p. m.
This should be done by the pupils as far as practicable.

32. They shall practice such discipline in their schools as would be
exercised by a kind and judicious parent in the family, always firm and
vigilant, but prudent. They shall endeavor, oi> all proper occasions, to
inculcate on their pupils truthfulness, self-control, temperance, frugality,
industry, obedience to parents, reverence for the aged, forbearance toward
the weak, respect for the rights of others, politeness to all, kindness to
animals, desire for knowledge, and obedience to the laws of God ; but no
teacher shall exercise any sectarian influence in the schools.

33. The avoidance of corporal punishment as far as may be, with a due
regard to obedience on the part of pupils, is enjoined on all teachers.
Each case of corporal punishment, with the reason therefor, shall be re-
ported monthly by the teacher in charge of the school and forwarded
through the Principal or the Supervising Principal to the Superintendent.

34. Teachers shall prevent pupils from sitting too long in one position or
without occupation, and shall frequently vary the school exercises, so as
to awaken and fix attention. They shall divide their schools when all
the pupils are of one grade, into two sections, and shall have one section
studying while the other is reciting,'as far as may be practicable. In pen-
manship, drawing, vocal music, and a few other general exercises and
explanations the school should be instructed as a whole.

In assigning lessons for study at home the following directions shall be
observed :

No lessons shall be assigned to pupils in the First, Second, Third, Fourth
or Fifth Grades. The lessons for the pupils of the Sixth or Seventh
Grades shall not require more than one hour and a half; of the Eighth

221

Grade, not more than two hours. Neither arithmetic, penmanship, nor
map-drawing shall be assigned for study out of school hours.

In all cases where studies are required at home, the work to be done
shall be drfinitcly stated and so thoroughly explained by the teacher
that intelligent pupils can master it without assistance in the time pre-
scribed.

35. Teachers shall not be allowed to send their pupils on errands during
school hours except on urgent school business.

36. No teacher or other person shall be allowed to present in the Public
Schools any premium or gift to any pupil except such as are permitted by
order of the board ; nor shall any teacher receive any gift purchased by
the contribution of pupils.

37. No person shall be permitted to solicit subscriptions for any paper,
book, publication, or other article, or canvass for the sale of any article
within the school building at any time, and no subscription for any
purpose whatever shall be introduced into any public school, and no ad-
vertisement shall be read to the pupils of any school or posted on the
widls of any school building or fences of the same without permission of
the Board.

38. Teachers are required to make themselves familiar with the rules,
especially with the portion that relates to their own duties, and to faith-
fully observe the same, and to see that the pupils are made familiar with
the rules relating to their duties.

SUBSTITUTES.

39. I. In case of the temporary absence of any teacher the Superinten-
dent, or,' in cases of emergency, the Supervising Principal, shall promptly
provide a substitute, who shall be selected from a list of competent persons
to be furnished by the Local Committee, each for his own division, and
approved by the Board.

II. The pay of the substitute shall be taken from the salary of the teacher,
and for all services in a school where the absence has not aggregated more
than thirty (30) days in one school year shall be for each day one-half of
one-thirtieth of a month's salary, and for all subsequent continuous service
in the same school the substitute, if the holder of a ceriificate entitling
him to teach in that school, shall receive the full salary of the teacher
whose place he fills ; and if not the holder of such a certificate, such
teacher shall receive the highest salary permitted by his (or her) certifi-
cate ; or if not the holder of a certificate, then such substitute shall receive
the salary of class 1, unless otherwise ordered by the Board: Provided,
That no substitute shall receive pay for less than a half day's service ;
and, provided further, that all absences shall be reported to the proper
Superintendent by the Supervising Principal as soon as ascertained.

222
«

SUPERVISING PRINCIPAL.

40. I. The Supervising Principals, as local superintendents of all the
schools within their respective divisions, shall under the direction of the
Superintendent, be responsible for the observance and enforcement of the
rules of the schools, and in the discharge of their duties they shall be en-
titled to the respect, deference and co-operation of all teachers ; and they
shall have offices, to be designated by the respective Local Committees,
for the transaction of school business.

II. They shall be in their respective offices thirty minutes before the
time of the opening each morning session of the schools, and when not
engaged in examining schools, under the direction of the Superintendent,
from half-past three to four o'clock each afternoon that the schools are in
session ; and they shall meet at the office of the Superintendent for the
purpose of consultation at such times as he may designate.

III. When not engaged in examining schools under the direction of
the Superintendent, they shall devote not less than two hours of each
school day to teaching in the schools under their charge ; and in doing
so they shall make it a special object to improve the methods of in-
struction. They shall make monthly reports of their work to the
Superintendent in such form as he may direct.

IV. They shall have a general supervision of the grounds, buildings,
furniture, and appurtenances of the schools, and shall see that the same
are kept in good condition, and that minor repairs are made by the
janitors ; they shall see that good order is maintained on school premises
and in the neighborhood thereof, and that the strictest cleanliness is
maintained in the school buildings and out-houses belonging thereto;
they shall promptly report to their respective Local Committees any
repairs that may be required and any negligence of the janitors ; they
shall make requisition on the Superintendent for all supplies of fuel, books,
stationery and other articles required for the use of the schools, and they
shall see that books, slates, and other articles are loaned only to those
pupils whose parents or guardians are actually not able to furnish the
same by reason of indigence, and that all books, slates, or other articles so
loaned are returned to their offices at the close of each school year.

V. They shall keep, according to forms approved by the Board, a cor-
rect account of all supplies received by them, and of all supplies distrib-
uted to the schools ; and they shall keep an accurate record of the names
of all pupils suspended or dismissed from the schools, noting in each case
the date, the offense committed, and any other particulars which may be
deemed important. These accounts and records shall be at all times
open to the inspection of the Trustees and the Superintendent.

VI. They shall furnish, according to the prescribed form, the Superin-
tendent with the required monthly and annual reports of the schools and
monthly lists of the names of all teachers and janitors employed by the

223

Board, and the amount of salary due to each ; and they shall furnish
such other information as may be required from time to time by the
trustees and the Superintendent.

VII. They shall see that the teachers are promptly notified and duly
advised as to all rules and orders pertaining to the schools, and that they
carry out the same in every particular; they shall see that all the pre-
scribed records are neatly, regularly, and accurately kept by the teachers,
and that all reports and returns required by the Board or the Superin-
tendent are promptly made ; they shall, under the direction of the
Superintendent, classify the pupils in the different grades according
to the course of study ; they shall visit each school as often as practicable ;
and they shall in every way possible, co-operate with the Superintentent
in advising teachers as to the best methods of instructing and governing
their schools.

SCHOOL YEAR AND SESSIONS.

41. I. The school year shall commence on the first day of July of each
year, and shall end on the last day of the following June.

II. The schools shall be in session on all the week days of the school
year, except the following :

Every Saturday.

From the Thursday falling between the 18th and 24th of June, inclusive,
until the Friday before the Monday falling between the 17th and 23d of
the following September, inclusive.

Thanksgiving day and the following Friday.

From the day before Christmas Day until New Year's Day, both
inclusive ; and when the second day of January is observed as New
Year's Day, it shall be included; and when New Year's Day falls on
Thursday, the following Friday shall be included.

Washington's Birthday, and, when it falls on Thursday, the following
Friday shall be included.

Good Friday and Easter Monday.

III. In emergencies the schools may be closed by order of the President
of the Board of Trustees upon other days not to exceed three days in any
one year.

IV. No other holidays shall be granted without the formal consent of
the Board of Trustees.

V. The City Schools from the Third to the Eighth Grade, both inclu-
sive, and the County Schools shall be opened at 9 o'clock a. m., and shall
be closed at 3 o'clock p. m., punctually. A recess of fifteen minutes
shall be given at 10J o'clock a. m., and one of sixty minutes at 12 m., but
on stormy days the noon recess may be dispensed with by permission of
the Supervising Principal, and in the latter case the schools shall be
closed at 1 o'clock.

VI. In all City Schools and such County Schools as may be designated
by the Committee on Teachers and Janitors, upon the recommendation

224

of the Superintendent and the Local Committee, the daily sessions shall
be for the First Grade Schools, not exceeding three-and-a-half hours ; for
Second Grade Schools, not exceeding four hours ; and a recess of fifteen
minutes shall be given in the middle of each session.

EXAMINATIONS.

42. Examinations of the several schools shall be made from time to
time by the Supervising Principals under the direction of the Superin-
tendents, and all pupils absenting themselves from such examination,
without cause assigned, shall be reported in writing to the Superinten-
dent, and may be suspended or dismissed by the same.

SCHOOL HOUSES.

43. The Trustees are responsible for the proper use of the public prop-
erty intrusted to their care, and the school-houses shall be used only for
Public School purposes.

JANITORS.

44. .Each Janitor shall be subject to the order of the Principal and of
the other Executive Officers. He shall be responsible for all damage
done through his neglect or carelessness. He shall make and regulate
the fires ; notify the Principal in season when fuel is needed ; preserve
the heating apparatus ; sweep, dust, and wash the rooms, halls, and win-
dows as often as is necessary, or when so directed by the Principal ;
keep the out-houses clean and in good order at all times ; keep the play-
grounds and grass plats in a cleanly condition ; guard the buildings, fur-
niture, fences and grounds ; see that the windows, shutters, doors and
gates are securely fastened when the schools are not in session ; receipt
for all materials delivered for minor repairs, and keep a faithful record of
the same and of the use made of them ; promptly make such repairs as
he is able to make, and report to the Principal all other repairs needed,
and do such other work as properly belongs to the janitor — such as wash-
ing and filling ink-wells, providing water for the use of teachers and
pupils, assisting in maintaining order outside the building, and going on
official errands for the Principal when the heating apparatus is not in
use : Provided, That some competent person be at all times left in charge
of the building. The janitor of a steam or furnace-heated building shall
not be absent under any circumstances during school hours- when the
heating apparatus is in use. A janitor may be required to labor on minor
repairs, whenever he shall be most needed in or about any school build-
ing in the District, provided his services are not required in the building
of which he has special charge. No firemen, sweep, or other assistant to
a janitor shall be employed or discharged without the written approval
of the Local Committee of the division. All janitors shall be paid on
monthly pay-rolls.

225

BOOKS AND FORMS.

45. All officers of the Board and teachers shall use such record and
other blank books and such forms as shall be prescribed by the Board
and in the manner and for the purpose designated ; and the instructions
accompanying such books and forms are hereby made a part of the rules.
In each school-room a copy of the rules shall be kept by the teacher.

APPEALS.

46. The Executive Officers of the Board shall rank in the following
order: Teachers, Principals, Supervising Principals, Superintendents and
Local Committees. Appeals may be taken from the decision of any of
these officers to the next higher rank, and from the Local Committees to
the Board. Pending any appeal the decision must be obeyed.

NOMENCLATURE.

47. The following system of names shall be used in all the reports and
records of the Public Schools, to wit : First, the grade of the school shall
be given, together with the number of the school, if there be more than
one school of the grade of the same sex, in the same building ; second the
sex of pupils attending such school ; third, the name of the school.
Example : Fourth Grade, boys, Henry School, or, Fourth Grade, No. 1,
boys, Henry School. The Superintendent is charged.. with the enforce-
ment of this rule.

NORMAL SCHOOLS.

48. The following rules are prescribed for the Normal Schools :

I. The number of pupils in the Washington Normal School shall be
limited to fifty, of whom ten may be male; and the number in the
Normal School of the Seventh and Eighth divisions shall be limited to
twenty-six, all of whom shall be selected from graduates of the respective
high schools.

II. Each candidate must not be less than eighteen years of age ; and
before being admitted must pass an examination, to be conducted by the
Committee on Normal and High Schools, equivalent to that upon which
teachers' Fourth Class certificates are issued.

III. An annual examination of candidates shall be held in the month
of June ; and the Committee shall issue tickets of admission to those
found qualified (not exceeding fifty in number for the Washington Normal
School, and twenty-six for the Normal School of the Seventh and Eighth
divisions) commencing with the one who stands highest in scholarship,
and continuing in the order of their rank.

IV. Each candidate, before being admitted to the school shall be re-
quired to sign the following pledge : " I, the subscriber, desire to enter
the Normal School, for the sole purpose of better preparing myself for

226

the business of teaching ; and I declare it to be my intention to continue
in said school until I have completed the prescribed course of study, and
then to devote myself to the work of teaching in the public schools of
the District for a period of at least two years. In witness whereof I have
hereunto subscribed my name."

V. The course of study shall be strictly professional.

VI. All text-books, books of reference, maps, charts, apparatus, etc.,
used by the schools shail be furnished by the Board.

VII. Each graduate shall receive a certificate, on which shall be stated
the rank of the recipient, and this certificate shall be equivalent to a
Fourth Class Certificate, and shall be good for one year. Graduates from
the Normal School who have taught in the public schools of the District
not less than one year, and given satisfactory evidence of their ability to
govern and instruct a school, shall be entitled to receive diplomas, which
shall be equivalent to Fourth Class Certificates.

VIII. The studies shall be pursued with special reference to the best
methods of teaching.

TRAINING SCHOOLS.

49. I. The Committee on Normal and High Schools shall designate one
or more of the Public Schools of the District as Training Schools, wherein
the pupil-teachers of the Normal Schools may learn, by observation and
practice, methods of governing and instructing children.

II. The training Schools shall be detached from the " practical super-
vision " of the Local Committees of the divisions in which they may be
located, and shall be in charge of the Committee on Normal and High
Schools.

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Full text of "Course of study for the public schools of the District of Columbia, together with the rules governing the schools. Adopted October 1, 1892"

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